Lesson Plan Template

Brown Bear, Brown Bear by Eric Carle

Scaffolded writing activities
Goals / Objectives
SWBAT use illustrations, writing (emergent-high/low), or dictation to understand the main
literary concept from the book IOT understand patterns/repetition.
Standards (and Assessment Anchors, if applicable)
CC.1.3.K.A
With prompting and support, retell familiar stories including key details.
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and requesting clarification if
something is not understood.
Materials and preparation
Materials
Brown Bear, Brown Bear by Eric Carle
Dry erase for teacher to use
-have a paper prepared with animal picture and phrase
Alphabet reference
5 writing utensils
Character color cards (color corresponding cards with animals from story)
Crayons
Handout with sentence starters (Modification for Kelly: make a handout with the
fundations sheets so that the sky line, airplane, and grass line are already labeled)
Preparation
1. Prepare a sample paper with review phrase (animal, animal, what do you see?) along
with animal drawing.
2. Create handout with sentence starter (technically sentence finisher .what do you
see?) to use if necessary.
3. Have character color cards given out (2x student) that they will put up once the animal is
read

Learning environment and management issues
Christina
There will be a group of ~5 students. We will be at a small table in the classroom
before/during prep.
Kelly
There will be a group of approximately 4 to 6 students. We will be at a small table in the
back corner of the classroom. The corner is farthest from the entrance of the room and the
teaching/group area in the front of the classroom. The table is hexagonal in shape and sits next
to the library.

Any management issues will be taken care of using the consequence system already in
place. If there is conflict between two students, one student may need to be moved: this is also a
previously established behavior management system, it allows students who have problems
keeping their hands within their personal area more space.

Plan
1) The Hook (5~7 minutes)
Students will be introduced the book and asked if they can identify the front cover, back
cover, spine, author and illustrator
Making predictions students will be asked if they can make predictions about the book
given the title and cover art.
-Flip through the book
-What animals do you see?
2) The Body of the Lesson (35 minutes)
o Read the book with careful attention to modeling on how to read (5min)
-(i.e. pointing to each word, reading from left to right, reading with rhythm).
- What do you think xxxx animal is going to see?
Ask the students basic comprehension questions about the book like (3min):
-What is a character?
-Students should respond with: A person or animal in the story.
-What are some characters in the story?
-Brown bear, red bird, etc
-What animals did you see? Which one is your favorite?
Point them to the structure of the story (7min):
-Did you notice anything that was the same?
- What you notice about the words in the story?
-Did you see how it went xxxx, xxxx what do you see? (point out if they have
trouble reaching this point).
-Does anyone know what it is called when you say something more than once?
-Repeating is a type of pattern in a story.
-What is a pattern? (Accept examples of patterns. Children may raise the 100-day
caterpillar, the compliment chain, etc.)
-When one animal introduced they see the next animal on the next page!
Let them know that Today, we will be adding to the story by picking our very own
animal and writing about it! (5min)
-Model it for them on the chart. Draw a picture of a fox and write:
-Orange Fox, Orange Fox, What do you see?
-Notice how it is COLOR followed by ANIMAL
-Point out that we are making new characters.
Give students character activity sheet to complete. Have them draw their favorite animal
not in the story and do their best to write said animals color and name. (10min)
Have the children share what animals were drawn and how the story would be read if
their animals were in the story. (5min)

Thank the children for their drawings and ideas.

3) Closure (if appropriate) (~5 min)

Recap the story and repetition pattern XXXX, XXXX, What do you see?
Turn to the last page and as you read all the We see characters, read in their animals
at the end.
Assessment of the goals/objectives listed above
Observations during the story on how they comprehend.
o Once read the animal, do they know to repeat the its name? Can they anticipate
the consistent phrasing? Do they try and read along with you?
Look at their completed handouts for a slightly more formal assessment of emergent
writing.
o Pay close attention to how they spell. Do they start with the correct letter? How
much of the word can they spell? Do they give it a try or do they just rely on you
for the answer?
o Do their drawings correlate with what they are writing?
o If not using a sentence starter, do the sentences that they create make sense?
Anticipating students responses and your possible responses
Define for them what repeating means.
Reading with rhythm
Anticipate that they may guess that words are rhyming. Help them by showing
examples of what rhyming actually is.
Accommodations
Christina
If needed the students can use sentence starters on the handout, with the words what do
you see? I will also help the students spell when they seem overly frustrated with getting the
right answer. I will have some Crayola crayons on hand to scaffold color choices for kids that
have a hard time deciding on a color.
Kelly
Students who find the material too difficult will be given a sheet with the sentence starter
what do you see? to ease anxiety about the amount of writing. Students who may need more
challenge will be asked to explore the material more in depth; I will ask them what their animal
sees and ask them to recite their sentence back to me.