Brown Bear, Brown Bear

Miss Abigail Buser, Kindergarten

Standards (Music and other Academic Area):

MU:PR4.2KA: With guidance, explore and demonstrate awareness of
music contrasts (such as high/low, loud/soft, same/different) in a variety
of music selected for performance.

MU:Re7.2Ka: With guidance, demonstrate how a specific music concept
(such as beat or melodic direction) is used in music.

CCSS.ELA-LITERACY.RF.K.1.A: Follow words from left to right, top
to bottom and page by page

CCSS.ELA-LITERACY.RF.K.2.A: Recognize and produce rhyming
words

CCSS.ELA-LITERACY.RF.K.2.C.B: Count, pronounce, blend and
segment syllables in spoken words

CCSS.ELA-LITERACY.RF.K.3.C: Read common high-frequency
words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Objectives (Include the three elements of an objective
learned in class):

1. Students will count and write the number of syllables in
each word for all six lines given the syllables worksheet.
2. Students will sight read I, see, do and you
3. Students will create their own page of lyrics that will be
able to be inserted into the given melody introducing
another student and listing one thing they like to do.
4. Students will sing the song with the original lyrics in the
correct melody given the high/low bear melodic direction
chart.
5. Students will replace the original lyrics with their own
lyrics in the correct melody given the high/low bear
melodic direction chart.

Materials:
Brown Bear, Brown Bear, What Do You See? by Eric Carle
Piano or Xylophone
Syllables/Fill-in-the-blank worksheet
Bear high/low worksheet
Blank lyric pages

Steps in the lesson:

Introduction/Building Background Knowledge:
Previous to this lesson, the kindergarten class has just
been introduced to syllables.

Body: (Step-by-step scaffolding that includes teacher
modeling, guided work, and independent work)

1. Teacher introduces the book. Read it once through,
encouraging students to chime in as they begin to notice the
repetitive nature of the book.
2. Teacher discusses with students different elements of the
book including: What did you notice about the book? What
happens a lot? Repeating!
a. repetition in both words and theme, colors, etc, while
flipping through the book again to let the students
come up with more ideas.
3. Listening activity: students listen to a single note played by
the teacher and decide whether it is higher or lower from
the last note. When it is clear they understand the concept
of high/low, teacher pulls out the bear high/low guides.
a. If there is time, individual instruments that have high
low capability (like xylophones) might be fun to help
them grasp this concept
4. Teacher sings the first two lines of the song, then lets the
students join in. Talk again about how easy it is to learn
because of repetition.
5. Sing it a couple of times through as a group, assigning
different animals to different kids as they get more
comfortable with the melody.
6. Syllables worksheet in groups or as a class depending on
how the students do with syallables : allows students to
count the syllables for each word, then add up the entire
line. They add their own twist at the end to lead into our big
activity at the end of the unit.
7. Introduce the idea of a class book. Everyone gets a page to
create words and pictures depicting those words,
introducing one of their classmates doing what they like to
do. (i.e. Jack, Jack, what do you see? I see Mary climbing a
tree.)
a. Teacher will decide the order in which the students
pages will go so they will have assigned partners.
b. They must be able to sing their created words to the
melody so the students will have to work together to
figure that out.
8. Class time to work on the book. When it is completed,
teacher takes it to get professionally bound.
9. Read the book aloud once so they can enjoy it. Next time
through, when it comes to their page, they sing it aloud.
a. Again, might be fun to add in instruments here but not
a necessity.

Closure:
Book will be kept in the class library, so they will have a
chance to look at it whenever they want. Good thing to pull out
for parent/teacher confrences to show what we have been
working on.

Assessment (linked directly to objectives):
1. Students will hand in worksheet showing they counted the
correct syllables of the original song.
2. At the end of the unit, the students will be tested through
individual flashcards of the key sight words to see if they
can identify them in two seconds or less.
3. Students will hand in their new versions of the lyrics on the
given worksheet showing they successfully introduced
another student and something they like to do.
4. As a large group, students will sing the book with the
original lyrics keeping the correct melody.
5. Individually, students must sing their page of the book and
show they can follow the bear directions to keep with the
melody.



Adaptations/Extensions (include at least one strategy for
differentiation):

-For a significantly easier creating lyrics, the student could
keep the looking at me part and just add in their own name.
Then they could count the syllables from there.

Rationale: Why is it important that students learn my lesson?
What will they gain from my content?

They will gain an understanding of how to count syllables,
as well as how to create their own lyrics and blend them into the
given melody.

Next Steps/ Connections to Other Subjects: What lesson
will come next? How will you build on this learning?

1. We could move on to talking about adjectives. We could go
through the original book and find all of the adjectives (i.e.
color words) and then go through our own book to see how
many we used.
2. Use the color words in the book as spelling words for the
week
3. We could also make puppets to practice retelling the story,
which is another kindergarten standard.
4. We could relate this to math and count how many animals
are in the book, start to do math problems with the book. (If
I have 10 animals and I took a blue bird away, how many
do I have left?, etc.)