Lesson Plan: Brown Bear, Brown Bear, what do you see?

Name: Jessica Kim Grade: Kindergarten

Date: October 30, 31 & November 6, 2013 Content Area: Writing
Duration: 3 days and 60 minutes per day
Materials needed:
Book: Brown Bear, Brown Bear, What Do You See? By Bill Jr. and Eric Carle
Writing forms
Pencil
Crayons
Markers
Thinking map
Chart paper
Video camera for formal observation
Laptop: power point and recording audio
Camera for student work
White board
MTs popsicle sticks
Timer

References:
Jr. Martin, Bill, and Eric Carle. Brown Bear, Brown Bear, What Do You See?. New York: Henry
Holt and Company, 1967. 33. Print.
Standards toolkit. (2013, April 01). Retrieved from http://standardstoolkit.k12.hi.us/common-
core/language-arts/language-arts-grade-k-common-core-standards/


Guiding Questions:
What are your favorite animals?
What animals do you see outdoors?
What does Brown Bear and his friends see?
Enduring understanding:
Rhyme
Patterns-Repetition
We see many different things everyday.
What component/s will be the lesson focus?
Productive language: speaking and writing
Ideas
Writing process
Strategy or skill emphasis
planning, drafting, revising, editing,
publishing
Discussions, sharing thoughts and
ideas

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Purpose of lesson
The purpose of this lesson is to introduce and understand the writing process including
planning, drafting, revising, editing, and publishing. Students will learn what brown bear and his
friends see and relate this concept to what they see.
Language modalities to be used in this lesson:
Receptive and Productive Language: Listening, Speaking, Writing, and Illustrating.
Critical Thinking Skills
ACEI 3.3-Critical thinking, problem solving and performance
skills.
Understanding patterns
Recognizing
Asking questions
Classifying

Student Engagement Techniques and
Grouping
ACEI 3.4-Active Engagement in Learning
Class discussions
Elbow partners
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DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.
Identify type of learner
(ELL, SPED, Accelerated Learners,
Striving learners, 504 students, reading)
List type of differentiation
(learning environment, content,
process, product, performance task)
Instructional approach
(Write the instructional
approach/accommodations that will be
used for these learners)
Non-writers process Write the initial letters of
words.
Dictate entire sentence.
Illustrate first, then copy
the sentence.
Record audio for entire
sentence.
Writers process Write entire word if
possible.
May need some dictation.
Rewrite sentence first
then illustrate.
Striving learners process Work with them during
their nap- time.
Take the time to work
with them individually
during their independent
work time.


1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs
I can ask and answer questions about what was read.
K.RL.1: With prompting and support, ask and answer questions about key details in a
text.
I can use pictures and words to tell about a topic.
K.W.2: Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and
supply some information about the topic.
I can take part in-group talks about topics and stories.
K.SL.1: Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.


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2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and
assess student learning, including criteria)
The students will be assessed on their ability to write a pattern book about things they see
around the school. The teacher assessment tool is a rubric.
3. Activities/Instructional Strategies
ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem
solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning
Part 1. Planning and drafting (60 minutes)
1. Introduction (10 minutes):
Gather students to the floor and open the activity stating, Today we are starting our
writing lesson. Ask the students, How many of you have ever read, Brown Bear, Brown
Bear, What Do You See??
a. Introduce the book: I will say, Today we will be reading, Brown Bear, Brown
Bear, What Do You See? By the author, Bill Jr. and illustrator, Eric Carle.
b. Explain what I will be teaching- I will be teaching the students the writing
process.
c. Strategies and skills the students will learn: Students will learn how to create
their own ideas using the storybook as guidance.
d. Why (purpose): The students will learn that the purpose of this lesson is to
understand the writing process such as planning, drafting, revising, and editing.
e. I can statements and benchmarks:
i. I can take part in-group talks about topics and stories. K.SL.1
ii. I can use pictures and words to tell about a topic. K.W.2
iii. I can ask and answer questions about what was read. K.RL.1

2. Building background (4 minutes):
a. Read book, Brown Bear, Brown Bear, What do you see?
b. Discuss book by asking questions:
i. What do you know about the book?
ii. What words do you notice repeat in the story?
iii. What are your favorite animal(s)?
iv. What color is your favorite animal?
v. What did you see today on your way to school?

3. Focus/Mini lesson (I do) (13 minutes):
a. Explain the pattern from the mentor text. I will explain, The author uses
adjectives, which are describing words and nouns, which are people, places, or
things repetitively. Define what repetitive means, which is when a word or
sentence is repeated more than once.
b. Ask the students, A5, A5, what do you see?
c. Students will respond, I see a _____ _____ looking at me.
d. Brainstorm different things around the school. Take the students outside the
classroom to explore the school setting. Sit in a circle and use the white board to

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create a chart separating the nouns from the adjectives.
i. Example:

Nouns Adjectives
Playground Fun
Cafeteria Dirty
Trees Green, big
Principal
Books
Nice
Old

4. Guided practice (We do) (8 minutes):
a. Return to the classroom and gather students on the floor. Discuss what we
observed outside of the classroom and transfer the information from the white
board to the chart paper.
b. Explain to students that we want to add adjectives or describing words for nouns
(people, places, or things) just as we read in the mentor text.
c. Ask, What kind of playground do we have? Use a different color pen to show
on the chart paper that the adjective is the describing word before the person,
place, or thing (noun).
i. fun playground
ii. dirty cafeteria
d. Model how to complete the activity form on a new chart paper.
i. _______, _______, what do you see? (These blanks will be the students
name)
ii. I see a ______ ______ looking at me. (These blanks will be the noun and
adjective)

5. Work Time (18 minutes total)

6. Collaborative Group work (You do it together) (3 minutes):
a. Explain that students will discuss with their table group about what ideas they
would like to write about.
b. Share with the whole class. (Use MTs popsicle sticks)

7. Independent work (You do it alone) (15 minutes):
a. Explain directions:
i. First, students will write their name on the top left corner of their paper
labeled Name: ________ and the date at the top right corner of their
paper labeled Date: ________.
ii. Second, the students will think back to the ideas they shared with the class
and their table groups to create 2 ideas they want to write.
iii. Third, have students fill in the blanks on the activity form writing their
name 2 times in the first part of the sentence and 1 adjective and 1 noun
from the adjective/noun chart we created as a class in the second part of

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the sentence. (e.g. Jon, Jon, what do you see? I see a big tree looking at
me)
b. Complete the sentence frame activity form on their own
c. Write two sentence frames using an adjective and noun from the adjective/
noun chart we created together as a class.
d. Monitor students, check for:
i. Following the sentence frame of an adjective and noun.
ii. Using the initial sounds of a word (if possible).

8. Closure (7 minutes):
a. Gather the students back to the floor. Provide opportunities for students to
share with their elbow partner.
b. Call on 2 students to share with the class.
c. Return back to your guiding questions:
i. What is one person, place, or thing that Brown Bear seen?
ii. What did you see?
iii. What did you do in writing?
iv. How did you come up with your ideas?
Part 2. Revising and Editing (60 minutes)
1. Introduction (8 minutes)
a. Gather the students on the floor to reflect on what we learned on the first day of
the Brown Bear, Brown Bear, what do you see? lesson.
b. Reread the book: Brown Bear, Brown Bear, What Do You See?

2. Building background (6 minutes)
a. Revisit previous days work. Ask questions:
i. Who remembers what brown bear and his friends see?
ii. What did we see in our school?
iii. What ideas did we share in this class?
iv. What adjectives and nouns did we use to write our sentences?

3. Mini-lesson (6 minutes)
a. Allow the students to choose one of the two sentence frames to use for their
published paper.
b. Model how to transfer their writing onto the published paper.
i. Copy word by word from the sentence frame on the activity form to the
published paper.

4. Work time (40 minutes)
a. Introduce that in the revising group, Mrs. Nozawa and I will go around the
classroom and rewrite the students sentences on their individual activity form.
i. Dictate what the students wrote.
ii. Ask the students, What did you write? and rewrite the revised sentence
below the original sentence frame.

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iii. Read the sentence frame with the student aloud for understanding. A
good way to read together is saying, Read with me or Lets read the
sentence together.

b. Explain that the editing group is when the students will be able to transfer their
sentences onto published paper where some students will be able to illustrate
first and some students will write their sentence first, then illustrate.
i. Writing the sentence: Students will transfer their writing of the revised
sentence frame onto the guided lines on the bottom half of the published
paper.
ii. Illustrating: Students will draw a picture of their chosen sentence frame.
iii. Coloring: After the illustration is complete, the students will use their
crayons to color their illustrations.
Part 3. Publishing (60 minutes, but will also take time to work with students during their nap-
time if necessary)
1. Allow necessary time to gather students on the side if they were struggling during the
lesson or were absent for part or whole lesson.
a. Guide the students throughout the writing process.
2. Create a power point of student work.
a. Use the camera to take pictures of the students published papers.
b. Sync the camera to the laptop and upload the pictures.
c. Insert one student published paper per slide on power point.
3. Count down strategy for recording audio (e.g. 3,2,1,..) and students will begin to speak
while the teacher (I) record.
a. Students will first introduce themselves such as, Hi, my name is Jon and then
read their sentence frame. (e.g. Jon, Jon, what do you see? I see a pretty girl
looking at me.
b. Repeat the above step with all the students who completed their published
papers.



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Name: ________________________________ Date: ______________


1) ____________________, ___________________, what do you see?

I see a ____________ ______________ looking at me.


2) ____________________, ____________________, what do you see?

I see a ____________ ______________ looking at me.



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Name: _____________________ Date: __________


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Brown Bear, Brown Bear, what do you see? Rubric

Criteria Meeting Proficiency
MP
Developing Proficiency
DP
Not Yet
NY
I can use pictures and
words to tell about a
topic.
(K.W.2: Use a
combination of
drawing, dictating, and
writing to compose
informative/explanatory
texts in which they
name what they are
writing about and
supply some
information about the
topic.)
Completes all 4 steps
of the writing process:
planning, drafting,
revising, and editing.
Completes 2-3 steps
of the writing process:
planning, drafting,
revising, and/or
editing.
Completes 0-1
step of the writing
process: planning,
drafting, revising,
or editing.
I can take part in-group
talks about topics and
stories.
(K.SL.1: Participate in
collaborative
conversations with
diverse partners about
kindergarten topics and
texts with peers and
adults in small and
larger groups.)
Participates in
collaborative
conversations with all
3 diverse partners:
elbow partners, table
groups, and whole
class.
Participates in
collaborative
conversations with 2
diverse partners:
elbow partners, table
groups, and/or whole
class.
Participates in
collaborative
conversations with
0-1 diverse
partners: elbow
partners, table
groups, or whole
class.


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Student Assessment Data Table

Students First
Name
I can use pictures and words to tell
about a topic.
(K.W.2: Use a combination of
drawing, dictating, and writing to
compose informative/explanatory
texts in which they name what
they are writing about and supply
some information about the
topic.)
I can take part in-group talks about
topics and stories.
(K.SL.1: Participate in collaborative
conversations with diverse
partners about kindergarten topics
and texts with peers and adults in
small and larger groups.)
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.



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