Author:
Suzanne Deadwyler
Subject:
English as a Second Language
Material Type:
Lesson Plan
Level:
Lower Primary
Grade:
K, 1
Tags:
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English

Education Standards

Brown Bear Colors

Brown Bear Colors

Overview

Students will listen to Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle and use color vocabulary to help them recall the story. They will be able to complete a sentence frame using color vocabulary to show their comprehension of the book.

Listen and Recall

Materials Needed:

-copy of Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle

-one copy per student of Brown Bear Identification Activity 

-Index cards with the colors from the book written in their appropriate colors

-one copy of each page of the Brown Bear Emergent Reader from makinglearningfun.com for each student

 

Introduction:

This lesson is intended for preschool and first grade English Language Learners who are familiar with color vocabulary, but learning to use it in context. Before beginning this lesson, play some kind of color review game: I Spy, Memory, etc.  Focus on the colors in the book: brown, red, yellow, blue, green, purple, white, black, orange (in place of gold).

Communicate: Show students cover of book. Explain that they will be listening for colors and animal names in the story. Do a walk-thru of the book asking volunteers to identify the animals they see. Ask: What color is the bear? What color is the  ________? etc. Give each student a copy of the Brown Bear Identification page on a clipboard or something else sturdy. Tell students to listen for the animals and their colors in the story. When they hear one of the characters on their page, they will point to it.

Critical Thinking: Ask students to recall all the animals from the story and their colors. Write the sentence frame: I see a ____________. Call on student volunteers to identify something they see in the book. "I see a red bird. I see a green frog." etc. Write several sentences on the board which include the animal and not the color. I see a ________ duck. I see a ________ dog. Give each student an index card with a color word from the book. Students can identify the color word by the color in which it is written. Ask: Who has the color of the duck? Who has the color of the dog? etc. Tape the color word on the board in the correct sentences. Invite students to repeat you as you read each sentence aloud. Ask for volunteers to read some of the sentences aloud independently.

Creativity: Explain to the students that they will make their own booklets from the story. Show them a finished booklet and read it to them. Emphasize that each page has a familiar sentence: I see a _________. Give them the first page. Read it together and then instruct them to color it the appropriate color. Do that for each page as time allows. When students complete their booklets, staple them together 

Collaboration: Students can do a teacher-led choral reading of their booklets and/or read to a partner. Encourage them to take their books home to read aloud to their families.