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Lesson Plan Using Brown Bear Brown Bear

Using the book Brown Bear Brown Bear by Bill Martin: Design a developmentally-appropriate visual arts activity for your chosen age group (Kindergarten) and the early primary grades.

– The activity should incorporate one or more of the following materials or others you identify in your objectives in Lesson Plan using Brown Bear Brown Bear Research Paper

Lesson Plan Using Brown Bear Brown Bear
  1. Sing
  2. Crayons
  3. Using paints
  4. Printing
  5. Paste
  6. Glue
  7. Clay
  8. Fabric
  9. Sand –

Your lesson plan should be a two or three-dimensional visual arts activity.

  1. Focus on the process rather than the final product.
  2. Use materials that are developmentally appropriate for your audience.

Utilize National State Education Standards for visual arts and integrate your knowledge of developmentally appropriate practices to design a visual arts lesson plan.

Lesson Plan Template for Brown Bear Brown Bear:

Instructions: Use this template to create your lesson plan. Although you are required to include all components, you may adjust them as necessary to fit your lesson.

In the Lesson Plan using Brown Bear Brown Bear Research Paper, further explanation of each component is noted in red in brackets. Please remove these before submitting your completed plan.

Title/ Lesson Plan Using Brown Bear Brown Bear: [The lesson title goes here.]

By: [Your name]


  • Age or grade of intended audience (Kindergarten). Also provide a description of your target audience that includes specific characteristics of the group: number of children, special needs, range of development stages for gross motor skills, fine motor skills, language, etc.


  • Reason for choosing your lesson. Describe why it is appropriate or important for your particular audience.

National or State Standards:

•Type at least one state or national standard for music and one for dance/movement that you will address within this lesson. Add others as needed.

Objectives: [write 2 – 3 objectives that are measurable and observable.]



  • Outline step by step the activities you and your students will complete during the lesson in the order they will be conducted.

Brown bear brown bear Lesson Evaluation:

  • Write a description of how you will assess children’s understanding and progress throughout the lesson. It is recommended that one component of your evaluation be a specific item that will demonstrate the attainment of the goals.
  • Examples of this might be an artifact to include in a child’s portfolio that demonstrates their learning or a rubric for evaluating their progress based on different activities within the lesson.

Source Information:

  • Applicable if part of an activity was adapted from another source. Activities should not be copied directly from other sources.

Modifications for Special Needs:

  • Choose 2-3 special needs types and describe how you might modify some of the activities to meet those needs.

Resource List:

  • Include a list of lesson-related resources. These should include any resources used in the activities as well as additional related resources. Headings below are suggestions, but add or adjust as necessary for your lesson.

Brown Bear, Brown Bear by Bill Martin is an excellent book to do a lesson plan on for students between the ages of 5 and 7. Typically this is a kindergarten level activity and assists in reinforcing skills such as language through the recognition of colors, shapes and textures. A wide variety of materials can also be used to drive home the unique elements of color, shapes and textures within the text of Brown Bear, Brown Bear. Materials such as paint for color, sponges, clay and popsicle sticks for texture and pipe cleaners and felt for shapes.

The approach to the book when introducing it to the students should be one taken with a visual and sensory guide in mind. Ask the students questions as you go along. Important points of interest include:

  • What else do you see in Brown Bear’s world?

  • What other words, beside color words, can be used to describe this animal?

  • What textures and shapes do you notice?

  • What other colors used in the story?

  • What would we typically see in nature (brown bear and yellow duck versus purple cat and blue horse)?

By introducing questions, one focuses the student on the world of the story and generates thought on the elements of the book.

Another approach is to break students down into groups of three at a table. Review what responsible painting behavior “sounds like and looks like”, referring to the classroom poster if necessary. Have students gather/pass out paints, brushes, paper, and various scrapers and other art materials that can be used to create texture in paint. Allow each child to choose what type of animal (child or teacher) they want to paint. They can use the colors from the book, or their choice. Allow children time to paint and experiment with texture making tools, promoting exploration through manipulation. Provide extra paper if needed, but remind students to take their time/ plan before they paint.

Encourage each table to discuss/share what they are doing and ask questions of others in their group. Half way through the time allotted, have students stop working, and rotate around the table, offering positive comments to their table mates. Facilitate discussion of colors, shapes and textures we see. Encourage questions and talk students through the process. After the paintings dry (presumable on a following day) children should be led to create labels with the color and animal words and present their paintings in a repetitive sing-song manner mimicking the book.

It is important that organization be forefront in the mind of the instructor in order to present a coherent lesson plan. Use a previously developed checklist to assess how students gather, distribute, use, clean up and put away paint materials. Throughout the lesson actively question each child about color, shape and texture, noting their responses/progress in a journal log. Develop a simple rubric encompassing color, shape, texture and responsible use of materials.

For children who have fine motor deficiencies/physical handicaps provide paintbrushes and other materials that are adapted in size or construction. For color blind children provide supplemental instruction on recognizing color and pattern from their perspective; reinforce texture.

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