Class Bear Book

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Students contribute a page to a class book by illustrating and writing their own name on a page. They also make their own individual book that helps them learn about colors as the class reads the story Brown Bear, Brown Bear, What Do You See?

OBJECTIVE
Students Will:

1. Listen to the story Brown Bear, Brown Bear, What Do You See? by Bill Martin.
2. Learn to identify and write their name.
3. Create a page for the Class Bear Book.

MATERIALS

1. Brown Bear, Brown Bear, What Do You See? by Bill Martin
2. Sentence strips
3. Pocket chart and cards
4. A page per student for the Class Book
5. Pictures of animals found in the book
6. Crayons, scissors, glue
7. Camera

SET UP AND PREPARE

1. Make large sentence strips for each of the following sentences:
   a. I see ____________looking at me.
   b. Brown Bear, Brown Bear, What do you see?
   c. Children, Children, What do you see?
   
2. Make name cards for each student.
   
3. Make cards with color words from the book for the pocket chart. Write the words in the same color.
   
4. Make cards with animal words from the book for the pocket chart. Show animal pictures, too.
   
5. Create pages in the shape of a bear. Label them with the following sentence: “I see ____________ looking at me.” Leave enough room for student pictures on the pages and make copies for everyone.
   
6. Make a cover for the book with the sentence: “Brown Bear, Brown Bear, What do you see?”
   
7. Take pictures of each student and have them printed out and ready to glue into the book.

DIRECTIONS
Part 1

Step 1: Students will sing Brown Bear, Brown Bear to the tune "Twinkle, Twinkle Little Star." After a few times students will:

1. Say repetitive phrases
2. Learn the sequence
3. Track the story (if made into a pocket chart story)
4. 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 the students fill in animals and colors that they remember from the book, and as they say them, fill in with the correct words on your sentence strips.

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. Go around the rug, allowing each student to say the sentence, adding the name of the person next to them. When a student's name is said, hold up the corresponding name card. Discuss the sounds the letters make to help them read the name on the card. Place the student's name in the blank and have the class read. Then give the name card to the student. Do this until everyone's name has been placed in the chart.

Part 2
You'll want to take pictures of all of the students and have them ready for this part of the lesson.

Step 4: After the reading lesson, pass out a page for the Bear Book with the sentence, I see_______ looking at me written on the bottom. (You'll want to leave room for the student's picture above the sentence.) Each student should still have the sentence strip with their name on it.

Step 5: Demonstrate how to look at your name on the name card and copy it down into the blank. Make sure all students are writing their name on the line.

Step 6: The students can glue their picture above the sentence when they finish. (Or demonstrate how to draw a picture of yourself on the top portion of the paper and have students follow.) Show students how to cut the shape of the bear by following the lines.

Step 7: Once the pages are completed, partner students together and have them read the page to each other. 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 and emerging writers can copy it onto their paper. For some students you may have to write their name for them with a highlighter and have them trace it.

LESSON EXTENSION
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 the children cut and paste colored paper onto outlines of animals to imitate the collage style of the illustrator.

ASSESS STUDENTS

1. Observe students' ability to follow directions.
2. Did student complete the activity?
3. Can the student write his/her own name without assistance?
4. How well does the student cut?

ASSIGNMENTS
Students will create a page for the class Name Book.

HOME CONNECTION
Ask the children to find their favorite teddy bear (or other stuffed animal) at home. Give a worksheet that has them answer the following questions about the teddy bear which they can share with the class:

1. The name
2. When they got it
3. What the bear looks like
4. Why they like it the best
5. Who it's from

EVALUATE THE LESSON

1. Was there enough time for students to complete the assignment?
2. Were students engaged and interested?
3. Was the lesson too long?

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