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Berenstain, S., & Berenstain, Jan. (1995). The Berenstain Bears and the Green-eyed
Monster. New York: Random House.
Task 1
List three experiences that would help your students connect the key concepts to their lives.
o Wanting a game or toy when someone else is playing with it
o Going to a birthday party and wanting what the person got
o Wanting to play with a group of people and noting being able to join in
List 3 pieces of knowledge that would help your students connect the key concepts to their
lives.
o Knowing what it meaning to be jealous and to have envy
o What is looks like to be jealous and envious
o Knowing why people get jealous and envious
Is the material presented in a register that students are familiar with, or is it more or less
formal than they are used to? Give two examples.
o The book is in a form of narration and dialog
Narration: It was a happy time in the big tree house down a sunny dirt
road in the Bear Country.
Dialog “I’ll go downstairs and get us all some warm milk,” said Papa.
“It’ll help us get back to sleep.”
With what specific language structures or grammar might students have difficulty? Give 2
examples and explain why.
-One structure that students might have difficulty is that the book goes between dialog
and narration. They might have a hard time understanding that a character is having a
conversation.
-Another structure that students might have difficulty is that throughout the book there
are many hyphenated words
Good-bye, green-eyed, junior-size, super-sport, warm-up, I-gotta-have-it
From whose point of view is the material presented? What difference might this make to
comprehension?
- The story is told by a narrator from the point of view of the sister bear. Students
might find it hard to comprehend when the book is changing from dialog and
narration.
What vocabulary in the materials might ELLs have trouble with? Give three examples and
explain why.
- Green-eyed monster: This might be a challenging word for ELL due to the fact
the monster is a presentation of greed and jealousy.
- Rode: This might be a challenging word for ELL due to the fact that this is in the
past tense to which some languages do not have past tense words
- Pedals: This might be a challenging word for ELL due to the fact that in this
context the book is talking about pedals on a bike but it can easily be interpreted
as the pedals of a flower because they sound the same and are spelled the same.
What cultural aspects of the book might ELLs find challenging? Why?