Tie in a fun and memorable bear theme when introducing your students to the classroom rules, creating a class book, and practicing math skills.
- Listen to the story Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr.
- Learn to identify and write their name
- Create a page for the Class Bear Book
- Large sentence strips for the pocket chart
- Markers, crayons, or colored pencils
- Blank pocket chart cards
- Pictures of animals found in the book
- Blank white paper
- Color printer
- Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle
- Pocket chart
- Make large sentence strips for the pocket chart using each of the following sentences:
- I see ____________ looking at me.
- Brown Bear, Brown Bear, What do you see?
- Children, Children, What do you see?
- Make name cards for each student for the pocket chart.
- Make cards with color words from the book for the pocket chart. Write the words in the corresponding colors.
- Make cards with animal words from the book for the pocket chart. Include pictures of the animals on the cards.
- Use the blank white paper to create book pages for a class book. Draw a large bear in the middle of the page. Accross the bottom of the bear shape, write the following sentence: "I see ____________ looking at me." (Students will write their names in the blanks.) Leave enough room above the sentence to draw or paste in a student picture. Once you make the master copy, make a class set. You will need one book page per student, plus one for you, if you'd like.
- Make a cover for the book with the sentence: "Brown Bear, Brown Bear, What Do You See?"
- Take pictures of each student ahead of time. Print them out and have them ready for students to glue onto their book pages.
Part 1: Practicing Names
Step 1: Arrange students in a circle in front of the pocket chart. Help students sing the words in Brown Bear, Brown Bear, What Do You See? to the tune of "Twinkle, Twinkle Little Star." After a few times, students will:
- Say repetitive phrases
- Learn the sequence
- Track the story (if made into a pocket chart story)
- Recognize text
Step 2: Have students read the sentence strips in the pocket chart: "Brown Bear, Brown Bear, what do you see? I see _______ looking at me." Have students fill in the animals and colors that they remember from the book. As they say them, fill in the setence strips with the correct pocket chart word cards.
Step 3: Let students know that they're going to use the book to practice learning everyone's name. Change the pocket chart to read "Children, Children, What do you see? I see _________ looking at me." Have students read the sentence strips in the pocket chart.
Step 4: Turn to the student closest to you and read the sentence aloud, adding the name of the student in the blank. For example, "Children, Children, What do you see? I see Hannah looking at me." Hold up the corresponding name card.
Step 5: Discuss the sounds the letters make to help students read the name on the card. Place the student's name in the blank of the sentence strip and have the class read the whole sentence aloud.
Step 6: Give the name card to the student.
Step 7: Have the student whose name you just used read the sentence aloud, adding the name of the student next to him or her as you did.
Step 8: Go around the rug repeating steps 4–7 until everyone's name has been placed in the sentence. Make sure that students keep their name cards for the next part of the activity. If you are planning to do Part 2 on a separate day, you may want to collect the name cards.
Part 2: Assembling the Class Book
Note: You'll want to take pictures of all of the students, print the photos, and have them ready for this part of the lesson.
Step 1: After the reading lesson, distribute the bear-shaped pages with the sentence, "I see_______ looking at me." written on the bottom. There should be room above the sentence for the students' pictures. If necessary, pass back students' name cards.
Step 2: Demonstrate how to look at your name on the name card and copy it down into the blank. Have students write their names the same way. Make sure all students are writing their names on the line.
Step 3: When students have written their names, pass out the photos of each student and show students how to glue their picture above the sentence, or demonstrate how to draw a picture of yourself on the top portion of the paper and have students follow. Assist students if necessary.
Step 4: Show students how to cut the shape of the bear by following the outline of the bear. Assist students if necessary.
Step 5: Once the pages are complete, partner students together and have them read their pages to each other.
Step 6: After the lesson, collect all of the pages and bind them together into the class name book for your library. This will be a book all students can read.
Supporting All Learners
All students will receive their name card. Emerging writers can copy it onto their paper. For some students, you may have to write their name on the book page for them with a highlighter or pencil and have them trace it.
Just as this read-aloud book is a great way to teach names, it is also a great hook for lessons on color. Students can make their own color books, creating pages with colored animals. You can even have students cut and paste colored paper onto outlines of animals to imitate the collage style of the illustrator.
Ask students to find their favorite teddy bear (or other stuffed animal) at home. Send home a worksheet that asks the following questions about the teddy bear:
- What is the name of your bear?
- When did you get your bear?
- What does your bear look like?
- Why is this bear your favorite?
- Where did your bear come from?
Have students share their teddy bear information with the class.
- Students will create a page for the class Name Book.
- Was there enough time for students to complete the assignment?
- Were students engaged and interested?
- Was the lesson too long?
- Observe students' ability to follow directions.
- Did students complete the activity?
- Can students write their own names without assistance?
- How well do students cut?