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Name: Elizabeth Davis Subject Area: Storytelling Title of Lesson: Bear Hunt Total Time: 30 minutes

Date: April 1, 2014 Grade Level: Preschool

I. Objectives: The children will enhance their language and literacy skills by engaging in a storytelling experience. The children will participate in a gross motor activity through pretending to do the actions in the book. The children will develop fine motor skills through cutting the brown construction paper. The children will interact with peers as they work together to go on a bear hunt.

II. Materials: The book Were Going On a Bear Hunt by Michael Rosen and Helen Oxenbury 18 paper plates 18 popsicle sticks Brown crayons 18 brown pairs of ears not cut out 18 brown muzzles 18 black noses Black crayons Masking tape 18 scissors III. Procedure: A. Motivation I will ask the children if they have ever seen a bear. I will ask them if they have ever gone hunting. I will tell them that we are going to go hunting for a bear. Steps 1. I will ask the other teachers to pass out required materials to each seat. 2. I will show the children the book and read them the title and author. 3. I will tell the children we are going to be going on a bear hunt and doing what they do in the book. 4. The children will walk in place for going through long wavy grass on swishy swashy 5. The children will pretend to swim through the river on splash splosh

6. The children will pick their feet up high off the ground like they are walking through mud on squelch squerch 7. The children will pretend to push branches out of the way on stumble and trip 8. The children will cover their eyes with their arm and walk in place on Hoooo Woooo 9. The children will tiptoe in place on tiptoe 10. The children will feel their nose, ears, and eyes, as I read those things in the book. 11. The children will tiptoe out of the cave, cover their eyes back through the snowstorm, push branches out of their way in the forest, lift their knees high in the mud, swim back through the river, and run back through the grass. 12. The children will pretend to open the front door, run up stairs, run back down stairs, shut the door, run back upstairs shut the door and jump into bed. 13. I will tell the children that we are going to be making bear masks because I dont see any bears in the room to hunt. 14. I will show them each step to making the bear mask. 15. First color the white plate with a BROWN crayon. 16. Second cut out the ears and muzzle at the table. 17. Third glue on the ears and muzzle. 18. Fourth glue the black nose onto the muzzle. 19. Fifth draw on the mouth and freckles with a black crayon 20. .I will tell the children the teachers will tape the masking tape onto their masks. IV. Conclusion: I will have the children all grrrr like a bear.

V. Transition: The children will tell the children to wear their masks to their cubbies then put them away.

VI. Follow-Up: 1. Have the children take home the story and do it at home with their masks. 2. Read Brown Bear, Brown Bear What do you See? Using their masks. 3. Hide bears around the room and do scavengers hunt. 4. Look at a bear paw print to see how large a bear really is.

VII. Evaluation/Assessment: 1. Did the children respond and engage in the storytelling activity? 2. Did the children successfully identify the ears and muzzle as what they represented? 3. Were the children able to follow my verbal directions throughout the project? 4. Did the children participate in the movements during the story?

Self Reflection: 1. What did the children most enjoy? 2. What did the children least enjoy? 3. If I implemented this lesson again, what would I do differently? VIII. Early Learning Standards Met: Literacy Knowledge & Skills: Print Concepts and Convention Approaches to Learning: Cooperation Language Development: Receptive & Expressive Language Physical Development: Gross Motor Skills Social & Emotional Development: Social Relationships