Brown Bear, Brown Bear, What Do You See?
Brown Bear, Brown Bear, What Do You See?
Colors, Animals, and Animals Sounds
Final Project ⇌ Kristina Johnson
OVERVIEW Lesson Plan: Identify colors, animals, and different animal sounds Level: Infantil (2-3-year-olds) Subject: English and culture Materials Needed: Brown Bear, Brown Bear, What Do You See? book by Bill Martin Jr. and Eric Carle, Brown Bear flannel board story pieces, sound device (MP3 player, phone, Bluetooth speaker, SMART Board, etc.), personal voice, and fingers. Digital Tools and Sources: SMART Board video and book soundtrack Time: 10 minutes (10 sessions) FINAL PROJECT Incorporating tools children use daily for story telling is a great way to help students appreciate the art of storytelling and developing large group participation and large group social skills. Students are able to further develop their large group viewing skills and handle slight variances in the story presentations once they become familiar with the material. WHY THIS STORY? |
Brown Bear, Brown Bear, What Do You See? is a predictable text, meaning that the story follows a predictible sequence in which the key words, or sentences, will repeat. Variances in specific and select words occur but offer enough language support for the language learners to focus on specific language targets. Early language learners benefit from the repetition of such language and further strengthens a positive relationship with the foreign language (The Importance of Repetitive Text for Developing Young Readers [K–1], 2020). I selected this story after discussing the animal sounds, I heard in a Spanish story, as the sounds were different than how I said them in English. These small details help students become more fluent language learners.
RATIONALE
The use of this story is beneficial to the students, because of how it targets early literacy skills, particularly language rhythm development and syntax. Reading these books aloud helps students develop foundational literacy skills. Repeating the same text over and over again encourages a positive and enjoyable relationship between the reader and text. These foundational skills are necessary in the development of phonological awareness, which is essential when decoding a written text. Substituting key words with new words creates an almost instantaneous vocabulary learning experience directly. Students are not distracted by the different words or illustrations.
The illustrations are simple and beautiful enough to attract the children to the story without overwhelming their senses. Children at this age need to have material presented to them calmly and without overwhelming their senses. When children are overwhelmed at this age, they may act inappropriately or misbehave. Misbehavior occurs when children are not able to regulate their emotions, no matter the size of the emotion.
OBJECTIVES
The project aims to introduce students to the English Language, particularly focusing on colors and animal vocabulary. The students should be able to comprehend the different animals and colors depicted in the story. Students will view the story with different materials in order to become more fluent in the retelling of the same story.
MATERIALS NEEDED
- Brown Bear, Brown Bear, What Do You See? book by Bill Martin Jr. and Eric Carle
- Brown Bear sound track
- Brown Bear flannel board characters
- SMART Board
- Hands
- Voice
- Flannel board
- Red paper
- Green paper
- Already established morning assembly routine
ACTIVITY
This lesson will occur daily, for 10 classes, during the morning assembly. Students have an established routine of appropriate behavior expectations and rules for the morning assembly. My morning assembly routine follows a simple structure: greeting song, finger play, story, game, and ending song. My finger play is connected to the text, in this case, about a bear. Fingerplays engage their senses and help kinesthetic learners remain focused and regulate themselves when changes occur in the text, format, or presentation. The variety, predictability, and pace of the story presentation is beneficial to students with special needs, such as autism or Emotional Behavior Disorder (EBD). Students develop fine motor skills while participating in fingerplays as well (2017).
I show the students the book's illustrations without reading it the first time I view it with them. I identify the animals and colors before saying the sound the animal makes. This process is called a picture walk. The second time we view the story, I read it. The third-sixth time we view it, the book's soundtrack is used. On the sixth viewing, I physically hold each flannel board character and the book's character next to each other to directly connect the characters from the text to the flannel board characters. This step needs to be taught directly to help students with neurological difficulties connect the same concepts, literally. I teach the remaining four sessions using the flannel board story soundtrack. The assisting teacher assists with classroom management and following the leading teacher's instructions. This includes imitating animal sounds, meeting morning assembly behavior expectations, and ensuring that all sound devices are functioning as needed. Below is a flannel board story that was provided to me at my school.
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| Flannel Board Characters |
Once the story is finished, we play the game "Red Light, Green Light". Whenever I say, "red light," students are not allowed to move. Whenever I say, "green light," students are allowed to move. I used one red and one green piece of paper to show the language learners whenever I announced the corresponding light color in the game. This visual piece is beneficial to visual learners, as they fully comprehend what the expectations are of them. I first began the game with only arm movement while sitting. Within four days, we transitioned to standing up and moving our arms and stop whenever I said the corresponding color. On the eighth day, students followed me around the classroom moving and stopping accordingly to the spoken and visual words. On the ninth day, I played the game without any of the red or green cards and just focused on their comprehension of my oral language instructions. The assisting teacher encourages students to move and stop accordingly and to follow the leading teacher's movements.
I paced my games this way in order to teach students how to handle variety within a game, how to go and stop in various locations, how to respond to the words, "stop" and "go", and how to control movements in different contexts. I noticed students playing "Red Light, Green Light" when we went outside to the patio and incorporating English naturally into their spoken language. This game also builds on the students' comprehension of the colors "red" and "green". The game also indirectly teaches children how to correctly respond to the spoken instructions of "stop" and "go" in an engaging way.
SOURCES
E. R. (2017, September 13). Fingerplays with Dr. Jean. YouTube. https://www.youtube.com/watch?v=d0MCokEA7pk
S. B. T. (2017, May 18). Round and Round the Garden | Bookbug Song & Rhyme Library. YouTube. https://www.youtube.com/watch?v=Jhd2CFVTcfk
The Importance of Repetitive Text for Developing Young Readers [K–1]. (2020, October 1). Hameray Publishing. https://www.hameraypublishing.com/blogs/all/the-importance-of-repetitive-text-for-developing-young-readers
T. R. (2014, November 18). Brown Bear, Brown Bear (text to music with book art). YouTube. https://www.youtube.com/watch?v=HaDDsT9IAWc
Brown Bear, Brown Bear, What Do You See? © 2023 by Kristina Johnson is licensed under CC BY 4.0 
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