Jee Young LeeGrade 2 February 22 , 2007 ELA Theme : Bears , Bears , Bears Mini Unit Plan 1 : Theme Introduction Purpose : The students in the class will build motivation and gain new knowledge about bears . The teacher ’ s strategies using technology will also be practiced in order to help students construct meaning in relation to the theme . Objectives : Students will 1 . pay attention to the teacher ’ s think - aloud and respond to the questions . 2 . identify a bear from literature , movies and television to see whether it is a teddy bear , a real bear or a fictional bear . 3 . explain briefly how the teddy bear got its name . 4 . express the lyrics by using the body movement . 5 . describe their teddy bear to their buddy next to them . Materials : Children ’ s own teddy bears Computer with the power point programLyrics of bear songsCassette player Cassette of the song “ We ’ re Going on a Bear Hunt ” MotivationProcedure : T I : Teacher Instruction T T : Teacher Talk S T : Student Talk 1 . T I : The teacher begins the unit by doing think - aloud . T T : A few years ago , I went to a teddy bear museum and was surprise to see different looks of teddy bear displayed . They were dressed in a dress , a military uniform , a bride and a bridegroom . The most impressive teddy bear for me was the one dressed in the military uniform . The teddy bear was holding a gun , guarding the gate of an army base in the Demilitarization Zone at the border of North Korea and South Korea . 2 . T I : The teacher also asks students to describe their teddy bears . - describing Julia : My teddy bear is wearing a blue hat and a blue - jean dress . My mom bought it for me at a garage sale last fall . T T : You must have been so happy when you saw it at the garage sale . Now , can anybody predict what our theme will be about ? - predictingS T : It ’ s about a bear . – for 5 minutes T T : Now I want to teach you three bear songs . I want you to identify how they are different . 3 . T I : The teacher moves towards her desk and starts the power point presentation with lyrics and music on it . The first song is “ Teddy Bear Teddy Bear Turn Around . The second song is “ The Bear Went Over the Mountain ” . 4 . T I : The teacher models for students how to sing and then asks them to follow along . T T : Let ’ s sing the teddy bear song first . Teddy bear teddy bear turn around Teddy bear teddy bear touch the groundTeddy bear teddy bear show your shoes Teddy bear teddy bear that will doTeddy bear teddy bear go upstairsTeddy bear teddy bear say your prayersTeddy bear teddy bear turn off the lightTeddy bear teddy bear say good night Let ’ s try the other song . The bear went over the mountainThe bear went over the mountain The bear went over the mountain To see what he could see To see what he could see To see what he could see The other side of the mountain The other side of the mountain The other side of the mountain Was all that he could see Now , now that we have seen these lyrics , can you identify which one is about a real bear and which one is about a teddy bear ? Rachel : I think the first song is about a teddy bear and the second song is about a real bear . ( The teacher gives her a positive feedback ) – Identifying the bears 5 . T I : The teacher presents another kind of a bear song “ We ’ re Going on a Bear Hunt ” to students by using the powerpoint presentation . The teacher also turns on the tape of the song . The teacher models the actions described below as students mimic the actions . While students mimic the actions , the teacher evaluates how actively they use their body movements to see if they comprehend the lyrics . We ’ re Going on a Bear Hunt We ’ re going on a bear hunt , We ’ re going to catch a big one , What a beautiful day , We ’ re not scared . Oh , no ! Grass - Long , wavy grass , We can ’ t go over it , We can ’ t go under it , We ’ ve got to go through it ! Swishy swashy , swishy swashy . ( rub hands together to create a swishing sound ) We ’ re going on a bear hunt , We ’ re going to catch a big one , What a beautiful day , We ’ re not scared . Oh , oh ! A river - A deep , cold river , We can ’ t go over it , We can ’ t go under it , We ’ ve got to go through it ! Splish , splosh , splish , splosh ! ( do the breast stroke with your arms ) We ’ re going on a bear hunt , We ’ re going to catch a big one , What a beautiful day , We ’ re not scared . Oh , oh ! Mud - Thick , oozy mud , We can ’ t go over it , We can ’ t go under it , We ’ ve got to go through it ! Squelch squelch , squelch , squelch ! ( slowly pull feet up as if stuck in mud ) We ’ re going on a bear hunt , We ’ re going to catch a big one , What a beautiful day , We ’ re not scared . Oh , oh ! A forest - A big , dark forest , We can ’ t go over it , We can ’ t go under it , We ’ ve got to go through it ! Stumble trip , stumble trip ! ( climb a tree ) We ’ re going on a bear hunt , We ’ re going to catch a big one , What a beautiful day , We ’ re not scared . Oh , oh ! SnowstormSwirling whirling snowstorm , We can ’ t go over it , We can ’ t go under it , Oh no ! We ’ ve got to go through it . Oo oo oo oo oo oo ( pretend to shiver ) We ’ re going on a bear hunt , We ’ re going to catch a big one , What a beautiful day , We ’ re not scared . Oh , oh ! A cave - A scary , dark cave , We can ’ t go over it , We can ’ t go under it , We ’ ve got to go through it ! Tiptoe , tiptoe ! ( tiptoe softly and pretend to feel carefully in front of face with your hands ) OH NO ! IT ’ S A BEAR ! ( pretend you are terrified as if you felt the fur on the bear ’ s face ) Quick ! Through the cave - tiptoe , tiptoe , tiptoeBack through the snowstorm – oo oo oo oo oo ooBack through the forest - stumble trip , stumble trip , Back through the river - splish splosh , splish splosh , splish sploshBack through the mud - squelch squelch , squelch squelch , squelch squelchBack through the grass - swishy swashy , swishy swashy , swishy swashyBack to the house , up the stairs , Oh - no . We forgot to shut the door ! Back downstairs , shut the door , ( Bang the door ) Back upstairs , to the bedroom , Into bed , under the cover . WE ARE NOT GOING on A BEAR HUNT AGAIN ! - 20 minutes 6 . T I : The teacher asks students if this is about a real bear or a fictional bear . T T : Is this song about a real bear or a fictional bear ? ( Students respond correctly . ) You can identify a teddy bear , a real bear and a fictional bear . 7 . T I : The teacher tells students that they are going to learn about a teddy bear , a real bear and a fictional bear . T T : Today we are going to learn about a teddy bear , a real bear and a fictional bear . What do you think of the fictional bear ? Do you know any bear in the story book ? ( Students reply that they know one from a Little Bear . ) That ’ s an excellent example . By the end of today ’ s lesson , you will be able to identify bears and compare them . 8 . T I : Since each student has brought their teddy from home , ask them if anyone knows where the name “ teddy bear ” came from . T T : Can anyone tell me how the teddy bear got its name ? Well , I ’ m going to tell you a story how the teddy bear got its name . There once was a president named Theodore Roosevelt ; people called him Teddy . He decided to go on a bear hunt in the Mississippi with several hunters . On the hunt , they had no luck finding any bears . On their final day of the trip , he saw a tiny little bear cub but refused to let the hunters kill it . There was another man named Berryman . Berryman was a famous cartoonist for a newspaper in Washington D . C . As Berryman came back to his studio , he drew a cartoon of the President afraid to shoot a bear cub . From that day on , Berryman drew a cartoon Teddy named after the president Theodore Roosevelt . Now that you ’ ve learned it , can you explain how the teddy bear was created ? ( Students respond ) Here is the cartoon that Clifford Berryman drew at first . 9 . T I : The teacher shows the original cartoon to students using powerpoint presentation . T T : Now , I ’ m going to show you a picture of a real bear . ( Show students a picture of a real bear . ) T T : This is a real bear . It ’ s a grizzly bear also known as a brown bear . 10 . T I : The teacher explains a fictional bear by presenting the illustrations of the bear from the story books . T T : Take a look at these bears . These are fictional bears from the story books . Now , I hope you are able to identify these bears to see whether this is a teddy bear , a real bear or a fictional bear . Standards : Standard 2 – Language for Literary Response and ｅxpression 1 . Listening and Reading - read a variety of literature of different genres : picture books ; poems ; articles and stories from children ’ s magazines ; fables , myths and legend ; songs , plays and media productions ; and works of fiction and nonfiction intended for young readers . - recognize some features that distinguish the genres and use those features to aid comprehension - understand the literary elements of setting , character , plot , theme , and point of view and compare those features to other works and to their own lives . 2 . Speaking and Writing - present personal responses to literature that make reference to the plot , characters , ideas , vocabulary , and text structure . Assessment The students will orally respond to the teacher ’ s questions concerning the teacher ’ s think - aloud . The teacher will observe students ’ responses to the questions . The students will orally identify the bear from the literature , movies or television . The teacher will provide a corrective feedback if necessary . The student will present a brief explanation about the origin of the teddy bear . The teacher will listen for a fluency in speaking . The student will express the lyrics by using their body movement . The teacher will observe their nonverbal ｅxpression to see if they comprehend the lyrics . The students will orally describe their teddy to their friend . The teacher will listen to their oral description about their teddy .