Brown Bear, Brown Bear, What Do You See?

Objectives:

1. Students will demonstrate the understanding of concepts of print.
2. Students will demonstrate the ability to predict, comprehend and retell the story,
Brown Bear, Brown Bear, What Do You See?
3. 4K students at Abbotsford Elementary School will enter Kindergarten with knowledge
and exposure to current technology.



Activity:

1. After my students sit on their assigned spot on the carpet, I will display the book (cover-up), Brown Bear, Brown Bear, What Do You See?, under the document camera and use the projector to project it onto the big screen.
2. I will draw sticks with my students’ names on them one by one for the next section of the lesson until all of the following questions are answered. The students will present their answers to their peers by physically coming up to the document camera and showing their answers. Guidance will be provided as needed.
3. I will say, "Please show me the front of the book."
4. I will say, “Please show me the back of the book."
5. I will say, “Please show me where the title of the book is." Then ask, “Can the title and cover illustrations help us predict what the story is going to be about?”
6. I will say, “Bill Martin Jr. is the author”. Then I will ask the chosen student, “Does he write the words or draw the pictures?” I will then have that student show us a sentence in the book, and I will read it and demonstrate following with my finger as I read the words.
7. I will say, “Eric Carle is the illustrator. Then I will ask the chosen student, “Does he write the words or draw the pictures?” I will then have that student show us a picture on the same page of the book, and I will emphasize how the picture matches the words say and that the author and illustrator have to work together to create a good book.
8. We will then do a picture walk. I will continue to draw sticks for each page, so the students can predict/tell what they see.
9. Before I begin reading, I will yet again draw a stick and have a student come up and point to where the story begins.

The second part of this activity will be me reading the story while it is still under the document camera and projected onto the big screen. When I am reading:

1. I will model fluent reading.
2. I will use expression in my voice.
3. I will follow with my finger as I read the words (demonstrate left to right discrimination and sweeping back).
4. I will point out punctuation marks and describe what the meaning of a question mark, period, and explanation mark are. I will also demonstrate that a reader’s voice changes when different punctuation marks are used.
5. I will ask questions such as, “Can a real cat really be purple?”

The third part of the activity will be the students retelling the story.

1. I will remove the book from the document camera.
2. I will give out laminated/colored pictures of the different animals/people in the story until they are gone (there are 11). I will repeat this process the next time the students are at school so everyone gets a turn.
3. To get the students started to retell the story, I will read the following lines of the book, “Brown bear, brown bear, what do you see? I see a…” The students will come up one by one placing the correct animal or people under the document camera until the story is completed. Guidance will be provided if needed.