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CHD 118 Language Arts

Story Box
Lesson Plan

Name: Hatsumi Mann
Title of Lesson

Brown Bear, Brown Bear What do you see?

Title of Emphasis
Listening/Speaking OR
Content Area

Felt story board

Targeted Age Group
3-5 years
Standards: Milestones of Early Learning, VA Foundation Blocks, or VA
Standards of Learning (SOLs)
Block 1 Oral Expression

Learning Objective(s):
After this lesson the students should be able to:
1. Recognize some colors.
2. Recognize certain animals.
3. Participate in group activities and use new vocabulary.


Resources/Materials Needed:
The story book: Brown Bear, Brown Bear What do you see?
Felt board with felt animals and characters that match the story.

Gather the children in a small group to read the story and use felt pieces along with the
story. If the children are familiar with the story, they could take turns placing the pieces
on the board. As the story is read the children are asked “what do you see?” and they
can predict what animal is next and call out the answer. This will be the child directed
point. The felt piece can the be placed then the paged turn to see the same animal. If
they don’t know the answer, the felt piece can be pulled out and they can be asked
what animal or color it is. This can be a teacher directed point.
Some activities for the child:
The children can be encouraged to read the story independently with use of the flannel
A small reproducible book can be presented so the children can color each animal
according to their memory or by referencing the book.
A booklet could be made with each animal and its name written below so the children
can trace it.


Adaptation for Learner Diversity:
The felt pieces are already a good stating point because the children can see the
animal and color. The story could also be read in Spanish first. The Spanish version of
the book could also be available in the classroom.
A song could be made to sing along with the story for special needs children. Music is
known to be a great teaching tool for children and children with special needs.
Depending on the child, a special puppet or prop could be used so they could
participate in that way. Musical instruments can be used.
This activity can be done with a variety of ages. The flannel board pieces are colorful
and very engaging for any young child. Younger children tend to want to touch more so
creating some pieces they could hold and interact with is probably best.

By observing their reactions and level of participation. I can ask the children questions
to determine if they understood. The children were engaged, participating and showing
interest. Based on those observations I am able to say the flannel story was a success.
The children participated in naming animals and colors. Those who were not familiar
repeated after me when I read each page. Most were familiar with the story so they
were very excited to guess the next animal and showed pleasure when I pulled the felt
piece from the basket.

Optional Analysis/Reflection:
The children enjoyed this lesson very well. Since it was the first I read the book with
the flannel board I did not have the children help put the pieces on the board. The next
time I read it, I would have the children help with the pieces. They will be very excited
about and would enjoy it.


Source of Idea/Information:
The book is a well known book I borrowed from the school library. I searched the
internet for flannel board patterns and found one for this specific story. I printed and cut
out all the pieces. I cut and glued felt pieces in various colors to create the characters.
There were 2 pieces that had a lot of detail and I felt it would be too difficult to re-create
as a felt piece so i colored them and added the felt backing to it.
The flannel board was made out of a poster board, and fabric tape to hold down the
flannel. I got this information from the textbook and had already made the flannel board
after I read about it.

The picture of the flannel board is below, next page.