Lesson Plan Worksheet

Name _Jennifer Tremble____

Title of the Lesson ___ Bear Snores On_____

Unit of Study _Winter______
Subject area/course __ELA________________________________

Grade Level__K____

Specific Content Standards addressed in this lesson

Reading:
K.2. With prompting and support, retell familiar stories, including key details.
Writing:
K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Speaking and Listening:
K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups.
Specific Essential Questions addressed in this lesson (What leading questions can you ask of
students to get them to understand the Big Ideas?)

What unique thing does a bear do during the winter?

What happened in the story, The Bear Snores On?
Would someone like to use one of our amazing words in a sentence?

Learning Outcomes/Expectations/objectives:
As a result of this lesson, students will understand the definition of blustery, cave, woods, winter,
sleep, and storm.
As a result of this lesson, students will know what a bear does during the winter season.
As a result of this lesson, students will be able to: retell the story, The Bear Snores On.

Learning Activities: Step-by-step description of the lesson components as follows:

Prior to this lesson: Teacher has read aloud the picture book, The Bear Snores On twice and the students have
watched a 30 minute video reenactment of the book. The teacher has also introduced and gone over the weekly
Amazing Words. The Amazing Words are vocabulary words introduced before the reading and throughout the
week. The Amazing Words are posted in the blue pocket chart on the wall. There is also a chart with pictures of the
Amazing Words. As a whole group, the students have been reviewing the amazing words daily.
*Amazing words: blustery, storm, winter, sleep, cave, woods
At the carpet:
Introduction/Opening (8 minutes): How will you begin to lead the students towards the outcomes you expect of
them?)
What unique thing dos a bear do during the winter? Encourage students to try and use at least two amazing words in
their answer. They can use the Amazing Words picture chart to help remind them of the words. Give them about a
1-2 minute wait time to formulate their sentences in their head. Ask students to put their finger on their nose when they
have a sentence in mind. Call on a student to answer the question. Answers may vary but should be similar to A bear
sleeps in a cave in the woods.
Go over that bears can eat throughout the spring and summer (as much as 90 pounds of food a day!) as a way to help
prepare them for winter. They do this because it is more difficult for them to find food in the winter. Why do you think it
is more difficult for them to find food in the winter? (colder weather=less food to be found).
(If you have time) Does anyone else remember or want to share any other information they know about bears?
5 minutes: Amazing Words Act Out
Explain to students that one student will be acting out one of the Amazing Words and the class will have to guess
which word it is. Explain that you will be secretly tell them the amazing word to act out. Ask: Would someone like to
stand up and act out one of our Amazing Words? Continue until all words have been used.
5 minutes: Use The Bear Snores On sequencing cards, ask students to use the cards to sequence the events that
happened in the story and then retell the story.
Activity #1 (10 minutes): Introduce the song, Brown Bear, Oh, Brown Bear Sleeping in a Cave (see attachment for
lyrics). Sing it several times as a group. While singing, allow students to march around the carpet several times. After
singing it 3 times, ask the students to freeze. Explain that they are now going to sing this song, but it is also going to be
a game. Explain that one student will be the bear and will go to sleep in their cave (center of the marching circle). The
bear will have to close their eyes while the other students sing and march around them. Secretly pick one other
student (not the bear) to secretly and gently tap the bear while singing. When the bear awakes (when the song ends),
he/she will have up to 3 attempts to pick out the secret student who tapped him/her. Play several times.
(20 minutes): Have the students go to their desks, give each student a piece of large blue construction paper, a small
cup of brown paint (prepared ahead of time), and a paintbrush. You will need one to use as a model.
Explain to students that they will be painting a brown bear. Show students the end result so that they have an idea of
what their bear will look like. Instruct students to place their paper vertically. Model steps first. In the center of the
paper draw a circle with their brown paint and paintbrush. Color inside the circle. Next, add two small round ears at the
top of the bears head. Then, from the head down, make a line to the lower lefthand corner of the paper and then again
to the lower righthand side of the paper. Paint inside the body. Allow time to dry.
While the bears are drying and after students have cleaned up their paint. Explain to them that they are going to write
from a bear's point of view, so theyll have to think like a bear. Ask students to place their head down on their desk.
Ask them to pretend that they are a bear. Ask them to think about what a bear might dream about while they're
sleeping through the winter. Have them give you a thumbs up when thy have an idea in mind. Next, provide students
with writing paper.

(10-15 minutes) Using an Elmo and a projector, model the first sentence, In the winter I sleep, but encourage
students to sound the words out and provide you with the letter. Help them start the next sentence, I dream about but
then encourage them to complete the sentence independently. Papers should have In the winter I sleep. I dream
about They will have to use inventive spelling. Remind them to use finger spaces in-between words and correct
punctuation at the end of their sentence.
After students are done writing, have them raise their hand. Check their sentences for understanding and finger
spaces, inventive spelling, and correct punctuation. and have them share their sentences with a neighbor (a student
sitting next to them).
(5 minutes) Next, have students get their dry painting of a bear and a black marker. Model how to draw a sleeping
bear. Step by step draw two closed eyelids with eyelashes. Then model a triangular nose and then the mouth.
Closure: (10 minutes): Staple students writing paper to their painting. Have them share with their classmates. While
children are presenting, call students one at a time to check for understanding (verbally) of amazing words and what a
bear does during winter.

Materials Needed for the lesson.

Amazing Words word and picture chart
The Bear Snores On sequencing cards
Brown Bear, Brown Bear Sleeping in a Cave lyrics
17 large blue construction paper
brown paint
17 paintbrushes
16 black markers
Writing paper
Elmo
Projector
Stapler
Assessment worksheet
Modifications/Extensions (for students on IEPs or language differences.)
Simple, step-by-step instructions
Provide visuals when needed
repeat instructions when needed
Preferential seating
Slant board
Attach handouts (if any).

Assessment of Student Understanding

(How will you assess student understanding of the content of the lesson?)
Informal assessment: sequencing cards, did the children place them in the correct order?
Formal: completed verbally and individually 1:1 with a teacher, correct punctuation and sentence structure

Brown Bear, Brown Bear Sleeping in a

Cave

Brown bear, oh brown bear,

is sleeping in a cave x2
Please be very quiet,
very, very, quiet
If you wake him,
if you shake him,
hell be very mad!!

Name ______________________________________

2.4 Amazing Words: Check for understanding (verbally record answers)

______ blustery

- woods

______ cave

______ sleep

______ winter

______ storm

What does a bear do during the winter?

Reflection Gallery:

Amazing Words Picture Chart

Final Outcome

Amazing Word Chart

Assessment:

Reflection
I selected this lesson because it implements multiple modalities for my students to
learn similar information. It incorporates singing, movement, reading with visuals, listening
comprehension, painting, a hands-on sequencing activity, and a creative writing piece. It
accommodates a variety of learning styles that meet the needs of my students. These highengaging activities also accommodated their strengths as learners.
Through a picture book, song, craft, writing, and a hands-on activity this lesson targeted many
areas of learning that mainly focused on the lifestyle of a bear during the winter season and the
story, The Bear Snores On. I informally assessed my students understanding of the Amazing
Words when they were playing the charades games. I also informally assessed them when they
sequenced the events of the story using the sequencing cards. I was able to formally assess them
using the assessment sheet. This was done verbally and gave me an understanding of their
knowledge of the amazing words and a bears activity during the winter season. Prior to this
lesson and before I introduce the definition of the Amazing Words, I informally assess the
students understanding of the Amazing Words by asking them if they can define it in their own
words.
Typically this would be the last step, but I had extra time so I implemented another highengagement activity that incorporated the retelling of the story, The Bear Snores On. This
included making a bear cave out of a brown paper bag and coloring and cutting out paper
characters from the story. The students then retold the story utilizing the character props. The
assessment was done informally as my aide and I walked around the classroom listening to the
students sequence the story to their partner.