The Very Hungry Bear

Amelia Wills
Lesson Plan
Date: Subject: Lesson Topic:

Nov. 20th, 2018 Literacy and Art The Very Hungry Bear
Lesson Objectives: GLO and SLO:
• Students will demonstrate The child listens, speaks, reads, writes,

attentive listening and views and represents to comprehend and
focus while story is being respond personally and critically to
read oral, print and other media texts. (P.
11-12)
• Students will recall events
that happened in the • understands that print and books are
storybook read to them organized in predictable ways.
• begins to use language prediction
• Students will use fine motor skills when stories are read aloud
skills to glue and decorate • asks questions and makes comments
their art project during listening and reading
activities
• recalls events and characters in
• Students will demonstrate
familiar stories read aloud by others
artistic expression through
designing and decorating • identifies and generates rhyming
their art project words in oral language
• participates in shared listening,
reading and viewing experiences,
using oral, print and other media
texts from a variety of cultural
traditions and genres, such as
picture books, fairy tales, rhymes,
stories, photographs, illustrations
and video programs
• listens and views attentively
• develops a sense of story through
reading, listening and viewing
experiences
The child develops positive relationships

with others. (P. 28)
• demonstrates a positive, caring

attitude toward others; e.g.,
expresses and accepts encouragement
and demonstrates fair play
The child develops fine motor and

perceptual motor skills through
participation in a variety of activities.
(P. 30)
• develops perceptual–motor skills
through activities involving eye–hand
coordination; e.g., looking at
picture books, stringing beads,
cutting, pasting, drawing and collage
work.
The child explores self-expression

through creative thought and through
language, art, movement, music and drama
(P. 32)
• explores and expresses ideas,

Introduction: Assessment:
perceptions, feelings and thoughts in
• Have students sitting on the carpeta variety of forms;
• Check e.g.,
for prior art, music,
knowledge by
quietly drama and movement
engaging them in discussion
• Introduce book “The Very Hungry • experiments with a variety of art
Bear” materials to create two- and three-
• Ask to raise hands to answer dimensional forms
questions
• Ask students what the two different
kinds of bears on the cover are
Body: Assessment:
• Read the “Very Hungry Bear” to • Observing students for
students attentive listening
• Talk about what the cartoon bears • Ask discussion questions
are doing that real bears do not do throughout book to check for
(ie. Fishing, living in igloos) focus and engagement,
• Talk about sharing in book (Grizzly identifying rhyming words,
Bear shares his home… Polar Bear and understanding of
shares his food) sequencing
• Ask to predict what’s going to • Ask questions after book to
happen next throughout reading check for ability to recall
• After reading book talk about the what was read to them
differences between the two bears
(colour, where they live) • Observe students while they
• Show pictures of what actual polar are decorating and gluing to
bears and brown/grizzly bears look check for fine motor skills
like and proper pencil grip.
• Introduce Craft, show examples
Day One of Craft

• Once at stations, call a few people
to my table at a time, give
instructions: step 1) put name on
sheet 2) Choose which bear 3) Cover
student’s hand in paint and place on
blue paper.
Day Two of Craft

• Pull students to centre during
playtime in groups of 4 or 5 to have
them decorate their hand print into
bears and glue cotton balls or twigs
and rocks
Closure: Assessment:
• Closure will be done on day two • Engage students in discussion
while they are wrapping up their to check for students ability
craft to recall what happened in
• Ask where each of the bear lives the story the day before and
Learning Resources/Materials:
• Do you think polar bears and grizzly what we had previously
• “The
bears are Very
friends in real
Hungry Bear”life?
Book discussed.
• Ask
• Books
students to photos
with clean upofafter they
real-life polar bears and grizzly bears
are finished and to put their new
• Example craft
bear friends away
• Blue Paper
• White and brown paint
• Twigs and rocks
• Cotton balls
• Black marker
• Glue

The Very Hungry Bear

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Amelia Wills

Date: Subject: Lesson Topic:

Lesson Objectives: GLO and SLO:

• Students will demonstrate The child listens, speaks, reads, writes,

The child develops positive relationships

• demonstrates a positive, caring

The child develops fine motor and

The child explores self-expression

• explores and expresses ideas,

Day One of Craft

Day Two of Craft

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