Lesson Plan Template

Brown Bear, Brown Bear by Eric Carle

Scaffolded writing activities
Goals / Objectives
SWBAT use illustrations, writing, or dictation to understand the main literary concept from the
book IOT understand patterns and repetition.
Standards (and Assessment Anchors, if applicable)
CC.1.3.K.A
With prompting and support, retell familiar stories including key details.
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and requesting clarification if
something is not understood.
Materials and preparation
Materials
Brown Bear, Brown Bear by Eric Carle
Dry erase for teacher to use
-have a paper prepared with animal picture and phrase
Alphabet reference
5 writing utensils
Handout with sentence starters (Modification for Kelly: make a handout with the
fundations sheets so that the sky line, airplane, and grass line are already labeled)
Preparation
1. Prepare a sample paper with review phrase (animal, animal, what do you see?) along
with animal drawing.
2. Create handout with sentence starter (technically sentence finisher .what do you
see?) to use if necessary.

Learning environment and management issues
Christina
There will be a group of ~5 students. We will be at a small table in the classroom while
the other children are in literacy.
Kelly
There will be a group of approximately 4 to 6 students. We will be at a small table in the
back corner of the classroom. The corner is farthest from the entrance of the room and the
teaching/group area in the front of the classroom. The table is hexagonal in shape and sits next
to the library.
Any management issues will be taken care of using the consequence system already in
place. If there is conflict between two students, one student may need to be moved: this is also a
previously established behavior management system, it allows students who have problems
keeping their hands within their personal area more space.

Plan
1) The Hook (5~7 minutes)
Students will be introduced the book and asked if they can identify the front cover, back
cover, spine, author and illustrator
Making predictions students will be asked if they can make predictions about the book
given the title and cover art
2) The Body of the Lesson (15 minutes)
Read the book with careful attention to modeling on how to read (i.e. pointing to each
word, reading from left to right).
Ask the students basic comprehension questions about the book like what animals they
saw, which was their favorite.
Point them to the structure of the story:
- xxxx, xxxx, what do you see?
Let them know that Today, we will be adding to the story by picking our very own
animal and writing about it!
-model it for them on the chart
Give students time to complete activity.
Discuss what animals were drawn and how the story would be read if their animals were
in the story
3) Closure (if appropriate) (~5 min)
Recap the story and story pattern XXXX, XXXX, What do you see?
Turn to the page at the end and as you read all the We see items and read in their
animals to the end.
Assessment of the goals/objectives listed above
Observations during the story on how they comprehend.
o Once read the animal, do they know to repeat the animal? Can they anticipate the
consistent phrasing? Do they try and read along with you?
Look at their completed handouts for a slightly more formal assessment of emergent
writing.
o Pay close attention to how they spell. Do they start with the correct letter? How
much of the word can they spell? Do they give it a try or do they just rely on you
for the answer?
o Do their drawings correlate with what they are writing?
o If not using a sentence starter, do the sentences that they create make sense?
Anticipating students responses and your possible responses
Define for them what repeating means.
Reading with rhythm
Anticipate that they may guess that words are rhyming. Help them by showing
examples of what rhyming actually is.

Comment [1]: Your lesson plan is reading more

summative right now. You may want to think
about the explicit language you will use with
students. For example, where will you stop in the
text? What question will you pose at these stop
points? Where will you model your thinking
around the text?

Scripting out your narrative may be helpful. This
isnt because you intend to read your lesson plan
as a script, but this will ensure that you are being
explicit and intentional with the language you use
with your students. In addition, it will ensure that
you are not scrambling to find the language in the
moment.
Comment [2]: Which is? What do you want
students to do? What will you tell them? Next
year you may be tasked with submitting lesson
plans to your administration, or sharing lesson
plans with grade partners, or leaving behind
lesson plans for a substitute teacher if you are
away. Would this provide enough explanation for
what you would be doing in the moment? What
you expect of your students? Flesh out the parts
where you could be more detailed.

Accommodations
Christina
If needed the students can use sentence starters on the handout, with the words what do
you see? I will also help the students spell when they seem overly frustrated with getting the
right answer.
Kelly
Students who find the material too difficult will be given a sheet with the sentence starter
what do you see? to ease anxiety about the amount of writing. Students who may need more
challenge will be asked to explore the material more in depth; I will ask them what their animal
sees and ask them to recite their sentence back to me.

Comment [3]: Thinking about what we have

learned about phonics development, are there
scaffolds you can imbed into this lesson to
support students with spelling other than helping
them with the spelling? This sounds like
providing the correct spelling of words. What
resources do students make use of in the
classroom when they are trying to figure out the
spelling of words? Can these be moved/recreated
where you plan to do your lesson? If the modus
operandi in your classroom is to spell for
students, then what are some new
phonics/spelling resources you could try out in
this lesson to begin to support students in
becoming more independent and confident
spellers?