Modern Fantasy Lesson Plan "Bears"

Grade: 3rd

Topic: Modern Fantasy

Sub-topic: Bears

Content Standard: Literary Appreciation

 

I    Objectives

A.   During the reading of the story The Big Honey Hunt, the student demonstrates comprehension of the text and states important events in the story.

B.   After viewing the video Dialogue for Kids: Bears, the student retells in his/her own words important facts about bears.

C.   Given information sheets about bears, the student summarizes and describes bear facts.

II.     Materials

A.   BookThe Big Honey Hunt by Jan & Stan Berenstain

B.   Honey pops for each student

C.   Laptop and Laptop Projector

D.   Internet Connection

F.   Bear Facts sheets

G.   Blank sheets of paper

H.   Oral Presentation Rubric

III. Activities                                   

A. Routine

The teacher will greet the students, ask them today’s date (sing the “Months of the Year” song), and have them identify the weather (sing “ Today is a ____ day” song).

B.   Initial

1.    The teacher will write the day’s topic on the board: Bears, and ask the students what they know about bears, to initiate an open group discussion. Guide Questions:

a.    What do bears look like?

b.   Is there only one type of bear?

c.    Where do bears live?

d.   What do bears eat?

2.   The teacher will then tell the students that they will be learning more about bears, and ask them to move to the reading area and sit around the reading chair.

3.   Once all the students are seated around the reading chair, the teacher will present the book The Big Honey Hunt and read the title to the students. The she will ask them to make predictions about what the story will be about, based on the cover illustration and the title of the story.

4.   After listening to the students’ opinions and ideas, the teacher will begin to read the story. Throughout the reading, the teacher will ask the following Guide/Comprehension Questions to ensure that they are following the storyline and keeping focused:

a.    Do you think real bears shop for their honey and food at a store or hunt for it in the woods?

b.   Do any of you know where bears live? Do they live in a tree house like Big Bear and Small Bear? Where do they really live?

c.    What do you think will happen to Big Bear and Small Bear on the honey hunt?

d.   Have any of you ever eaten honey? Do you like it? Why yes? Why not?

      ***After gathering the students’ answers, the teacher will give each student their very own Honey Pop - which she will have prepared at home the night before - so that all of the students have the opportunity to know and taste a bears’ tasty treat (See appendix for recipe).***

e.    Do you think bears really eat honey? What other things do you think bears eat?

f.    What would you do to hide from a swarm of bees?

5.   At the end of the reading, the teacher will ask the students what they thought about the story, and listen to their reactions. Then she will ask them to return to their desks.

C.   Developmental

1.   The teacher will have previously set up her laptop computer and projector, and she will log on to the following website:

     http://www.idahoptv.org/dialogue4kids/archive/episodePage.cfm?versionID=88999

(***Video – Dialogue For Kids: Bears***)

2. Then, the teacher will ask the students to be very quite while they watch a video about bears and learn important facts about them (Approx. duration 28 minutes).

3. After watching the video the teacher will ask the students what they have learned through the video and if they found any of the bear facts interesting or surprising.

4.  At the end of the discussion about the video, the teacher will draw a concept map on the board to summarize the information previously presented through the Bears video. In the center of the concept map will be the word Bears, and the bubbles that grow from the center will each contain one of the following words: Habitat, Food, Size, Senses, Speed, Abilities, Sounds, Reproduction, Endangered Bears, and Hibernation.

5.  After drawing the concept map, the teacher will ask the students what they remember about each of the bear characteristics (Habitat, Food, Size, Senses, Speed, Abilities, Sounds, Reproduction, Endangered Bears and Hibernation) and she will fill in each bubble with the information the students provide.

6.  Once the concept map has been completed, the teacher will ask the students to copy the concept map in their notebooks and give the students 6-8 minutes to do so.

D.   Final

1. The teacher will then divide the whole group into 5 small groups of 3-4 students each. And hand each sub-group a sheet containing specific information about five important Bear Facts (See Appendix), along with a blank piece of paper (in the shape of a bear) for them to fill in with their own summarized information to be used as reference for their Mini-Presentations.

2.   The teacher will explain to the class that each sub-group must read the information they were given, summarize it in five to six sentences and present it in front of the class.

3.   The teacher will give the students 15 minutes to prepare their Mini-Presentation about bears. At the end of which, the teacher will ask each group to come to the front of the classroom and explain to the class what important Bear Facts they have learned through the information they have read.

4.  During of the student’s sub-group presentations, the teacher will ask the students questions to ensure the flow and relevance of their Mini-Presentations, as well as evaluate their performance through the use of an Oral Presentation rubric (See Appendix).

5.  At the end of the student’s Mini-Presentations, the teacher will gather each of the students summarized bear information sheets as evidence of their Mini-Presentations.