Polar Bear, Polar Bear, What Do You Hear?
Polar Bear, Polar Bear, What Do You Hear?
Grade Levels
Course, Subject
Rationale
Vocabulary
Snorting- The sound of a hippopotamus.
Fluttering- The sound of a flamingo.
Braying- The sound of a zebra.
Hissing- The sound of a snake.
Trumpeting- The sound of an elephant.
Snarling- The sound of a leopard.
Yelping- The sound of a peacock.
Bellowing- The sound of a walrus.
Objectives
- Students will expressively label pictures in the book and imitate/make animal sounds
- Students will sit appropriately, attend to the story and take turns during discussions.
- Students will fill in words/sounds and answer simple questions.
Lesson Essential Question(s)
How do we develop into effective listeners and speakers?
How does interaction with text promote discussion?
Duration
Materials
Art project items: white construction paper, pre-printed zoo animal coloring pages, (student choice of crayons, marker, water color paints), sample pictures of different zoo animals
Sensory station: Bin filled with rice and small zoo animal figures
Printed images of all animals that are in the story.
Star stickers for student assessment
Suggested Instructional Strategies
W: | Tell students they will be learning about zoo animals and the sounds they make. Students will see, hear, identify and make the sounds of various animals found at the zoo. Students will be evaluated through observation. |
H: | Read the book Polar Bear, Polar Bear, What Do You Hear? Call attention to each sound by modeling each sound and ask students to pretend they are that animal and imitate the sound. Have students choose their favorite zoo animal and create a classroom version of the story. |
E: | Students will listen to the story and look at the pictures followed by classroom discussion of their favorite zoo animal. Student will then create a classroom version of the story. |
R: | Students will reflect, revisit, revise and rethink the story by drawing their own or choosing an animal to color from printed coloring pages provided similar to the ones in the read-a-loud book to act out the classroom version of the story. Teacher will walk around to discuss and assist students with their chosen animal and sound. Teacher will check for understanding during one to one discussion. |
E: | Students will express their understanding through verbalization of prior knowledge, questioning and retelling. Have students line up along the wall, hold up their chosen animal, and read the story using the animals created by students. Model the sound each animal makes. Engage student by retelling it again and have students make the sound of their animal. |
T: | Students will listen to the story, look at pictures, and provide opportunity for students to hide-and-seek zoo animal figures in a sensory bin filled with rice. Have students create their own animal for retelling the classroom version of the read-a-loud and act out the sound as the story is being told. Model all animal sounds for students when needed. |
O: | The purpose of this lesson is for students to learn, reflect and respond through modeling the desired response. Ask students to think of other animals that were not apart of the read-a-loud and discuss the sounds they make. Provide pictures of other zoo animals that were not included in the read-a-loud. |
Instructional Procedures
Day 2: Begin by telling students that they are going to help read the story like the day before. Hand out cards and ask each student to recite the sound using their responding skills. Explain to students it is important that they use their listening and responding skills during the reading. Then read the story having the paraprofessional and your-self assist students when needed. After the reading tell student they will be creating a classroom version of the story. They will each get to pick their favorite zoo animal. Make sure to tell students they can pick one from the book or any other animal they know of that lives at the zoo.
Small group activities: Explain to students that they are going to create their animal by drawing or by choosing a pre-printed animal to color and they will also get to play hide-and-seek the zoo animals. Then place students into two groups, switching groups after 15-20 minutes.
- Sensory Zoo (paraprofessional): Group A- Students will take turns seeking a zoo animal from the rice bin. Have the paraprofessional ask students respond by reciteing the name the animal and say the sound of the animal they found (by mimicking the story) until all the animals are found. (15-20 Minutes)
E.g.: Hold up the polar bear and say "polar bear, polar bear, what do you hear? Have a student seek an animal and ask them to say " I found a Snake hissing in my ear. After all the animals are found allow students to hide them and encourage them to do it again by discuss their interest each other.
- Animal drawing (teacher): Group B- Have students sit at a table together. Explain to students that they can draw their own or color a pre-printed animal provided. As students are completing the task ask each student share their animal and the sound it makes by mimicking the words from the book. Then encourage them to present them each other. (15-20 minutes)
Day 3: Begin by handing out their drawings and have a classroom discussion. Then have them form a giant circle around the room present their version of the story. Beginning and ending with the teacher. Remind students that they need to listen for their turn and to speak loudly when it is their turn. After the classroom recites the story bring the students back in to contribute to the classroom discussion. (What they liked, disliked, etc.). Then have them go to their desk and explain and help students completed the student checklist as a whole group.
Formative Assessment
Formative Assessment 1:
Students Listening, responding and discussion skills will be assessed during their presentation of the text and through questioning and their contribution to discussion.
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Formative Assessment 2:
To help students assess their own learning will utilize the following self-check list to asses their listening, presentation and discussion skills. To help them begin to think about their thinking.
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Related Materials & Resources
Polar Bear, Polar Bear, What Do You See?: Bill Martin Jr./Eric Carle, ISBN-13: 978-0805053883