Brown Bear...Brown Bear

Brown Bear…Brown Bear

Author(s):

Barrett, Kelsie
McDonald, Staci
Borrowed from: Video: Brown Bear, Brown Bear, What Do You See?Teacher: Judy RobinsonGrade: KindergartenSchool: William Davison Elementary School, Detroit, Michigan


Grade Level:
K-2

Timeframe:
5 days; 1 ½ hour increments

Lesson Description or Explanation

Students will be introduced to the book Brown Bear, Brown Bear, What Do You See?. They will then use the story as a model for creating their own book, using patterns like those in the story. The focus of the book will be vehicles. Students will be introduced to different types of technology to help in creating their books. The technology is easily adaptable for all levels of learning.

Indiana Curricular Standards


READING: Comprehension and Analysis of Nonfiction and Informational Text
K.2 Students identify the basic facts and ideas in what they have read, heard, or seen. The selections in the Indiana Reading List (http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/readinglist.shtml) illustrate the quality and complexity of the materials to be read by students. In Kindergarten, students will listen to and begin to read grade-level-appropriate nonfiction, such as alphabet books; picture books on science, social studies, mathematics and other subjects; and beginners' dictionaries.
WRITING: Applications
1.5 At Grade 1, students begin to write compositions that describe and explain familiar objects, events, and experiences. Students use their understanding of the sounds of words to write simple rhymes. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 - Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.



ISTE Standards

1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual
environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching

Assessments
Formative/Summative

Teacher will monitor progress of the students through each step of the process in creating their books. She will conference with each child and take notes as to each individual’s progress/understanding of the task.

Prior Knowledge

Curricular Knowledge or Skills: Each student will be encouraged to think on their own, of the different things that go; which take into account that each student has a different background/financial status, family, and or culture. In this way, they are able to express what they know.
Technology Knowledge: Students will have received help though the school year with the KidPix Deluxe Software, as well as hands on experience with the SMARTBOARD.

Technology


Internet Resources: (please list URLs)

http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx
http://www.iste.org/inhouse/nets/cnets/students/sstands.html
http://www.intime.uni.edu/video.html

Hardware: Computer, SMARTBOARD, RF Modulator

Software: KidPix Deluxe Software, Multimedia Presentation Software, Tview, Power Point

Procedure

Teacher will read Brown Bear, Brown Bear, What Do You See?, to illustrate patterns used in the book. This will be a good book for all levels of learning to recall information and to check for comprehension on some level. Kids will also engage in choral reading with their classmates in a group. Choral reading is a good strategy for engaging all reading levels; which does also include any ESL students or those students labeled with learning disabilities.
After a coral reading of Brown Bear, the students will work with the teacher on a web chart with the SMARTBOARD; discussing different things that go: vehicles. She will return to the chart twice. While discussing the chart, she will ask the class to be thinking of which vehicle they could/want to draw, from the list the students provide. This process is called critical thinking and decision making. The book is a way of preparing them and showing them patterns; therefore engaging and preparing them to make their page for theme of “different ways of going places”, and using their own vehicles to create their own book.
Students will then begin brainstorming ideas for their own books on vehicles using the same strategy. In order to complete this task, there will be necessary steps to accomplish.
First, the students will brainstorm with paper and pencil or crayons. Next, they will begin to draw pictures of what their vehicle looks like. The teacher will monitor each student to make sure each has the appropriate accessories needed to accompany his/her vehicle. The students will then recreate drawings of their vehicle with the KidPix Deluxe computer program.
Then, the students will begin putting words with the pictures, along with recording themselves by means of a RF Regulator. The components, which include the drawings, writings, and recordings, will be compiled together to create a DVD of the book. Through each step of this process, the teacher, along with the media specialist or support staff will be available to guide them through each step.

Differentiated Instruction

ESL
Choral reading gives ESL students a sense of comfort among one another and the opportunity to hear the English language spoken without putting them on the spot in front of their peers. Each student is given the choice of what color they want to use as well; even some that aren’t typical, but it is important to encourage them to use their own thinking, rather than pushing our own thinking or ideas on them. The project was also be easy enough so the students will be engaged and want to participate. The students will also have access to resources which provide Spanish to English translations.


Challenge/Extend

Students who exhibit high abilities will be given the chance to provide more text or add captioning or glossaries/table of contents to their book. The students will also be invited to help other classmates as needed through the process.

Special Needs

Choral reading gives students with special needs a sense of comfort among one another. One on one conferencing would be beneficial to the students as well; which entails one on one feedback or affirmation. Visual supports will also be available to the students as well.

Barrett, McDonald Technology Lesson Plan.