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IUE School of Education DIRECT/EXPLICIT INSTRUCTION LESSON PLAN FORMAT

Name: Lainey Losekamp


Lesson Title: Brown Bear, Brown Bear
Grade: Kindergarten

Date of lesson: 10/2/14


Content Area/Topic: Reading Literature
School: Switzerland County Elementary School

Lesson # 1

Introductory
Multicultural Goals: None.
Type of Lesson:
Practice/Review
(highlight/circle)
Mastery
Learning Objective(s): Students will be able to make
Assessment Tool(s): Performance observation on their
connections with the pictures and words in the story;
participation and understanding with the activities given.
using the predictable book Brown Bear, Brown Bear,
Assessment Criteria (Mastery Level): Checklist of
What Do You See? Students will also be able to retell the observation with 25% accuracy since it is an introduction.
story in the correct sequence of the book.

Academic Standard(s): K.RL.2.2 With support, retell familiar stories, poems, and nursery rhymes including key details.
K.RL.4.1: With support, describe the relationship between illustrations and the story in which they appear.

Differentiation: For higher level students, I would not color-code the sentence strips (Product).
To differentiate the content, I would have students work on sequence with a more difficult book.

Accommodations: One-on-One Instruction

Multiple Intelligence(s): Bodily-Kinesthetic is incorporated to this subject matter; students use their gross and fine
motor skills by picking up the sentence strips or standing during the group activity. Naturalist intelligence is used when
students have to organize the sentence strips in the correct order. Visual-spatial is demonstrated when students look
at the illustrations of the book and color their worksheet. Verbal-linguistic when students say the words in the book.

Background Knowledge/Prerequisite Skills: Identifying colors, Identifying animals.

Materials: The book, Brown Bear, Brown Bear, crayons,


handouts, pocket chart, sentence strips, and tape.

Technologies Implemented: Computer to type and print off


handouts.

Anticipatory Set: Ask the students to take a close look at the cover of the book and have them tell the teacher what
they see. Ask students what do they see on the cover page? Students respond. What color is the animal? Students
respond, brown. Introduce the title, author, and illustrator. Ask students to think about what brown bear, brown bear
might see?
Procedures: Teacher will introduce the lesson by telling students, Today class we are going to learn about how we
can use pictures in the book to match with the words written in the book. Lets find out what brown bear, brown bear
will be seeing in this story.
1. Turn to the first page and cover up the words on the page.
2. Ask students what they see on the page.
3. Do you see an animal? Do you see a color? What animal and color do you see in the picture?
4. Have students say what color and animal they see with the illustration.
5. Then ask students, What do you think the words will say? Do you think they will match with the picture? Lets
find out.

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Read the words that written in the story. Put an emphasis on the colored words and animals for children.
Tell children and show children that the words do match with the picture.
Continue this process for the first 4 pages of the book. This helps build a scaffold for the students.
Finish reading the book as normal.
Read the book to the class again.
At this time tell the students to buddy up with a partner.
Once students have a partner assign partners to represent each character of the story.
Give partners construction paper with a picture of the animal they were assigned.
Go around the room allowing students to tell what animal and color they have.
After that, explain to the students that you are going to read the book once again but this time it will be
different.
This time when you are reading the book and come across a colored animal in the book, students with that
animal will stand up. Showing the class what colored animal they have.
For example, anyone who has the red construction paper with the red bird will represent the red bird in the
story.
Students would stand up when this page is being read aloud.
As they move on to the next animal the red bird people will sit down and the yellow duck people will stand
up. This process will continue throughout the book.
After this activity is completed, teacher will then focus on retelling the story in the correct order.
Good job everyone! Now that we have learned how to use pictures to match words, we are also going to learn
how to retell the story, Brown Bear, Brown Bear, What Do You See?
As a class we are all going to work together to retell the story in the correct order.
I am going to read the story again.
On the pocket chart, you are going to sentences that are in the story but not in the correct order.
As a class you all are going to move these sentence strips in the correct order of how I am telling the story.
If students are having trouble give the clues by looking at the colored words on the sentence strips and
reading the story.

Closure: Now that we have read the book: Brown Bear, Brown Bear, What Do You See? We have learned how to use
pictures to match the words in the story and how to retell the story. I would like everyone to go back to their seats
quietly draw a picture of animal in the book, Brown Bear, Brown Bear, What Do You See?