Domain:
Language & Communication
Competency:
Decode and comprehend words and texts
🎂
2-3 year olds
⏰
25 to 30 minutes min
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Learning Objective
Learners will identify and say the names of animals in the story using repetition and rhythm.
Learning Resource Synopsis
In 'Brown Bear, Brown Bear, What Do You See?' by Bill Martin, Jr., children are introduced to a rhythmic and repetitive text that explores a sequence of animals, each one asking a simple question. The book features a series of vividly colored animals, including a big happy frog, a plump purple cat, a handsome blue horse, and a soft yellow duck, all illustrated with Eric Carle's distinctive flat, bold collages. As each animal is introduced, it sets the stage for the next, creating a parade of creatures that young readers can anticipate and enjoy. This engaging story is designed to captivate young children with its rhythmic pattern and repetition, making it an ideal tool for beginning readers to develop their language and prereading skills.
Extended Learning Resources
| Resource & Author | Publication Info | Description |
|---|---|---|
| Polar Bear, Polar Bear, What Do You Hear? | Henry Holt and Co. (BYR); written by Bill Martin Jr. And illustrated by Eric Carle | This companion book to 'Brown Bear, Brown Bear, What Do You See?' uses similar rhythmic text and introduces children to different animal sounds, reinforcing language rhythm and repetition. |
| The Very Hungry Caterpillar | Philomel Books; written and illustrated by Eric Carle | This beloved classic features Eric Carle's distinctive illustrations and a simple, repetitive story structure that helps young children develop language and counting skills. |
| Chicka Chicka Boom Boom | Simon & Schuster Books for Young Readers; written by Bill Martin Jr. And John Archambault, illustrated by Lois Ehlert | This playful alphabet book uses a fun, rhythmic text to engage children in learning the ABCs, enhancing their language and phonetic awareness. |
Vocabulary List
| Word | Definition | Example |
|---|---|---|
| Bear | A big, furry animal that growls. | Look, it's a bear. Can you say 'bear'? |
| Duck | A bird that quacks and swims. | Quack, quack. Do you see the duck? |
| Frog | A green animal that jumps and says ribbit. | Jump like a frog. Can you say 'frog'? |
Prompt
Essential Question: "What animal do you see?"
Today, we are going to explore the wonderful world of animals and their sounds. Let's get ready to discover who is hiding in our story through fun rhythms and repetition.
Anticipatory Set
- Look at this soft, fuzzy bear toy. Can you touch its fur together with me?
- Listen as I make a growling sound like a bear. Can you try making that sound too?
- Let's say 'bear' together. Can you show me your bear hands waving hello?
Teacher Tips
- Encourage children to use their senses by touching and listening before speaking.
- Model the sounds and actions first to make children feel comfortable joining in.
- Offer positive reinforcement and gentle encouragement to each child as they participate.
Learn
Let's dive into 'Brown Bear, Brown Bear, What Do You See?' by Bill Martin, Jr. Get ready to meet colorful animals and hear fun rhythms.
Interactive Engagement
- Point to the brown bear.
- Can you say 'bear' with me?
- Let's make a 'quack' sound.
- Point to the yellow duck.
- Can you find the blue horse?
Teacher Tips
- Use big gestures and point to each animal.
- Repeat animal names with a fun rhythm.
- Pause for children to mimic animal sounds.
Ask
Let's think about all the animals we met in our story. How did they make us feel?
Discussion Questions
- Which animal made you smile?
- Can you show me an animal face?
- Did you like the colors? Which one?
Teacher Tips
- Encourage children to use facial expressions and gestures to express their feelings about the animals.
- Invite learners to point to the animal illustrations as they reflect, supporting their connection to the story.
- Acknowledge each child's choice and expression, fostering an inclusive environment where all responses are valued.
Navigate
Animal Parade: Rhythm and Names
This activity embodies the rhythmic and repetitive joy found in 'Brown Bear, Brown Bear, What Do You See?' as children explore, act out, and reflect on a colorful world of animals. With a focus on rhythm and naming, children engage in a lively circle to discover, share, and celebrate the diverse creatures around them, just like in the story's parade of animals.
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Teacher Tips
- Ensure all children have a chance to participate by encouraging them to take turns leading the chant or choosing an action.
- Use the drum to maintain a steady rhythm, helping children stay engaged and coordinated.
- Adapt movements to suit the group's energy level, making sure they are safe and manageable for all participants.
Share
Let's think about all the animals we met today and how much fun we had saying their names and making their sounds together.
Reflection Questions
- Can you flap your arms like the yellow duck?
- Show me how you smile like the purple cat.
- Stomp your feet like the big blue horse.
Teacher Tips
- Encourage children to move their bodies to express how they feel about the animals.
- Model movements or sounds and celebrate when children join in.
- Acknowledge each child's participation with a smile or gentle clapping.
UDL Strategies
Representation
- Visual: Use large, colorful animal flashcards that include both images and simple written names to cater to visual recognition. Incorporate a tablet or interactive whiteboard to display animated animal graphics.
- Auditory: Integrate a rhythm-based animal sound playlist that plays each animal's sound in tandem with the drum beat, enhancing auditory recognition and rhythm connection.
- Tactile/Kinesthetic: Include textured animal cards or fabric patches matching the animals' skins/furs that children can touch and feel, enhancing tactile engagement and association with each animal.
- Scaffolding: Introduce the activity with a simplified version of the chant, gradually adding complexity by introducing new animals or actions as children become more familiar.
- Comprehension Levels: Use two sets of animal cards—one with common animals and another with less familiar ones, allowing differentiation based on the child's readiness and interest.
Action & Expression
- Verbal: Facilitate group chants or individual turns where children can say the animal names with varying volume or pitch, encouraging vocal exploration.
- Artistic: Provide a variety of materials for children to craft their own animal masks or props related to their favorite animal, integrating creativity with learning.
- Physical: Design an 'Animal Parade' pathway where children can walk, hop, or crawl like their chosen animal along a designated path, expressing understanding through movement.
- Communication Preferences: For children with emerging language skills, use picture exchange systems or simple sign language to communicate animal names or actions, ensuring inclusivity.
Engagement
- Initial Attention: Start the session with a lively, rhythmic drum circle to introduce the theme and capture children's attention. Use animal masks or puppet characters to add a sense of play and immersion.
- Maintain Engagement: Implement a 'Guess the Animal' game where children feel inside a mystery bag and describe the texture they feel (e.g., smooth, fluffy) before revealing the animal, keeping curiosity piqued.
- Motivation Preferences: Allow children to personalize their experience by choosing an animal mask to wear during the activity, fostering a sense of ownership and excitement.
Assessment Criteria
Formative Assessment
- Observe each child's participation during the activity to see if they are correctly identifying animals by pointing to the pictures, saying their names, and joining in the group chant with rhythm. Look for engagement in the physical movements that represent each animal's actions.
- Monitor peer interactions to ensure children are supporting each other in naming animals during the activity. Look for instances where children help each other with remembering animal names or actions, and encourage positive peer reinforcement.
Summative Assessment
- Conduct an animal matching game where each child matches pictures of animals to their names on cards, either individually or in small groups. Success is determined by correctly matching at least 4 out of 5 animal pictures and verbally naming them during the game.
- Guide each child in creating a small reflection booklet with drawings or cutouts of their favorite animals from the activity, labeling each one. Assess if the child includes at least 3 animals with correct labels and can verbally explain their choices.
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