Lesson Plan 2
Lesson Topic/Subject: Five Bears Lesson: What Do Bears Eat and How Do They Walk?
Grade Level: Kindergarten
Approximate Time: 30 minutes

Objectives:

• Given a demonstration of ambling, students will demonstrate understanding of how bears walk by ambling around the room.
• Given the poem "Five Bears" read aloud several times, students will demonstrate knowledge of what bears eat by naming the foods (mentioned in the poem) out loud.
• Given the poem "Five Bears" read aloud several times, students will demonstrate understanding of illustration by drawing a picture to illustrate one line of the poem.
• Given the poem read aloud many times, students will practice choral reading by reading the poem with the teacher.

Materials:

For the teacher:

• Copy of the poem, "Five Bears", on chart paper
• pointer
• A copy of the book that the children will illustrate (this consists of plain white paper with one line from the poem on each page)

For the students:

• crayons or markers
• One page of the book for each student

Procedures:

Anticipatory Set:

1. Show students how bears walk on all four legs (right arm and right leg move forward together, then left arm and left leg move forward together.
2. Tell students that this is called ambling.
3. Ask students to amble around the classroom.

Sequence of Learning Activities:

1. Ask all students to sit on the floor in the meeting area.
2. Tack a copy of the poem "Five Bears" on the bulletin board. This should be a large copy, preferably on chart paper.

   Five Bears

   Five bears out to explore.
   One ambled off to look for berries.
   Then there were four.
   Four bears, climbing up a tree.
   One ambled off to look for honey.
   Then there were three.
   Three bears on leaves began to chew.
   One ambled off to fish and swim.
   Then there were two.
   Two bears resting in the sun.
   One ambled off to find a den.
   Then there was one.
   One bear, yes, only one.
   He ambled off to find a friend.
   Then there were none.

3. Read the poem "Five Bears" to the children. Use finger motions to indicate the number of bears in the poem as you read.
4. Discuss difficult vocabulary, such as "explore." Remind the students of what "amble" means.
5. Read the poem again, pointing to each word as you read. Ask the students to help you "read" as they become familiar with the poem. They should be able to help you with the lines like "Then there were four."
6. Ask the student to name all of the foods that bears eat. Underline these foods in the poem. (You can also add the fact that some bears eat insects.)
7. Tell the students that they are going to illustrate the poem. Define the word "illustrate". Each student will have a line to illustrate. Then, you will make a class book from the pages. Tell them that every student has an important job to do to complete the book.
8. Show the students a picture that you have drawn to illustrate the line "Five bears out to explore".
9. Assign a line of the poem to each student and discuss what that student will need to draw. Depending on the number of students in the class, you may need to make two books, or you can give some students jobs like designing the cover of the book.
10. Ask students to repeat the directions to you. Tell the students where to put their papers and what to do if they finish early.
11. Hand out the pages of the book to the students. Each page has a different line from the poem written at the bottom (see example).
12. Send the students back to their tables. Assign one person from each table to pick up markers and crayons.
13. Circulate around the room to provide assistance for students.

Closure:

1. Collect the pages of the poem and put them in the right order.
2. Read the poem from the pages that the students have created.
3. Encourage the students to do choral reading as they learn the poem.
4. As soon as possible, bind the book. Read the book to the class several times over the next few days. Encourage choral reading.

Evaluation of Student Learning:

1. Watch the students as the amble. Are they moving like bears move?
2. As a group, could the students list all of the foods that bears eat after listening to the poem several times?
3. Did the students show understanding of the concept of illustration by drawing a picture that represented the line of the poem that they were given?
4. Watch the students and listen as you read the poem out loud. Are the students "reading" with you?

Reflection: