Miss Pirro: “We’re Going on a Bear Hunt!

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Teacher Candidate Name:​ ​Sara Pirro 
Date​: ​January 8, 2020 
Grade Level​: ​Kindergarten  
Lesson Plan Title​ ​We’re Going on a Bear Hunt- Sequencing  
Discipline Content Area​(s)​ Literacy 
Time Required for Lesson​: ​45 min 
Class Description​ ​9 boys and 14 girls   
 
Student Needs Assessment 
When using sequencing children begin to recognize patterns that will make the world more understandable as well as 
predictable. Sequencing is a fundamental skill that is used in everyday function whether it be reading a story or getting to 
school. For students, getting to school involves a complex series of tasks. First they need to get ready for school which is a 
task in itself, get on the bus, get off the bus and walk into school.  
 
Central Focus a​ nd​ Purpose ​(rationale)​ for the Lesson 
The central focus for this lesson is to introduce the skill of sequencing. This lesson is meant to be engaging and to get 
students excited about the events and or patterns in a story and everyday life. The students will be engaged with the 
material as well as work on their fine motor skills through cutting, coloring and gluing.  
 
Common Core State Standard(s)/NYS Standard(s) 
CCSS.ELA-LITERACY.RL.K.2 
With prompting and support, retell familiar stories, including key details. 
 
Objectives 
● Kindergarten students will be able to put at least 4 events from the story “We’re Going on a Bear Hunt” by Michael 
Rosen in the order in which they happened. 
 
Multiple Assessment Strategies​ (prior knowledge, assessment of objectives, formative assessment(s); pre-and 
post-assessment, etc.) 
Prior Knowledge: Students understand bears as well as the settings in the story.  
Post assessment: Color, cut and put the events of the story on the storyboard in the order in which they happened in the 
story. If they students can do this I will then know who can use the skill of sequencing in their reading and writing. 
 
Academic Language 
language function:​ sequencing or retelling 
syntax and/or discourse:​ Students will be able to use discourse through conversations and using the storyboard and cut 
out pieces for sequencing. The focus is for the students to put the events of the story in order from beginning to end. They 
will talk about the main details in the book and I will be able to check for understanding. 
content vocabulary: ​sequencing, beginning, middle, end, bear, family, wind, rain, grass, snow, rivers, forest, leaves, cold, 
hot, sticky, warm, wet, dry, wavy, tall, windy.  
 
Materials Needed 
● “We’re Going on a Bear Hunt” book  
● Worksheet for with the events  
● People cut outs 
● Crayons or colored pencils  
● Glue/scissors  
● Construction paper 
 
Instructional Procedures 
 
Engagement 
Students will engage through the interactive read aloud. They will be engaged while working on remembering what events 
happened first, second, third, fourth and so on when putting together their storyboard. The students will have to be 
constantly paying attention and thinking before, during and after the read aloud.  
 
Exploration   
The students will be exploring the book “We’re going on a Bear Hunt”. They will also be able to explore while creating the 
storyboard. The book will help get the students talking about what they could bring on a bear hunt and the different 
obstacles they may face while camping or going on a nature walk. 
 
Explanation  
The students will be able to explain the order of events after the read aloud. They will also be able to explain their thinking 
when making the storyboard. This will show how much they were paying attention as well as how much they were engaged 
during the read aloud and if they can accurately remember a story.  
 
Elaboration  
Students will be able to elaborate on the events that occur in the story by discussing the events and the different obstacles 
that this family had to face with the class. The students can connect their events to their own lives and tell stories about 
pretend hunts they have been on or if they got caught in a snowstorm or rainstorm.   
 
Evaluation 
The students will be able to evaluate their prior knowledge by seeing if they can define what sequencing is. They will be able 
to evaluate if they can accurately sequence events based the story by using the picture cut outs.  
 
Introduction:  
1. Ask the students what sequencing is, explain that sequencing is when you put events in the order in which they 
happen in a story. Explain to the students how important sequencing is and why we need to learn it (because we use 
it in everyday life, how it is important to recall details about a story and how it will make them a better reader and 
writer.)  
2. Introduce the story, ask for predictions of what they think the story will be about. Talk about the cover and the 
family on the cover of the book.  
3. Read the story and act out parts of it to get the students engaged.  
4. Use the magnetic pieces to have the students help you recall the events in the story and the order in which they go 
in. ( model what they will have to do when they get back to their seats)  
 
Developmental Activities:  
5. Explain that the worksheet has all of the events that happened in the story and they need to color and cut out the 
events and glue them into the correct spots on the storyboard so that if someone didn’t read the book they could 
know what happened in the story based on the pictures. Explain that they should plan out the events of the story 
before they glue them all down. (Show the example so they know what it could look like) 
6. Send the students back to their seats with construction paper and the two worksheets.  
7. Let them work and when they are finished they may color in the pictures on the front of the storyboard to “keep 
themselves busy”.  
 
Closure: 
8. Bring the students back to the carpet after they have finished to share some examples about how students 
sequenced the story. Have the students share with the person next to them what sequencing is. Call on a few 
students to share their own definition of sequencing.  
 9. Explain that you can sequence with the events in every story and NOT just this one. 
10. Ask students to think about the stories that they know by heart and to have the class sequence those too.  
 
Adaptations  
For a student with an IEP/ 504 who struggles with reading or writing as well as ELL students directions will be given and 
explained with more detail and clarity.  
All of the pieces of information, as well as directions will be read aloud to the students before they start on any work. The 
students will also have access to the book throughout filling in their graphic organizer so they can refer back to it 
throughout their responses.  
 
Critical Reflection 
This lesson connects and integrates the students prior knowledge through the question “What is sequencing”. This question 
allows the students to share what they already know about the strategy of sequencing and share their experiences with 
using the strategy with their classmates. This will help get the students thinking about what it is like to actually go on a 
bear hunt and what it might be like to use sequencing within different stories. The lesson supports students needs through 
visal, verbal and hands on instruction. 
 
Connecting Students, Family, Teacher, Community, and/or School​ (discuss only those which apply to this lesson) 
This lesson connects to students and families because students may go camping with their families, encountering a bear. 
They could go on a nature walk in their backyards with the materials that we will be bringing in (connects to where they 
live). By doing the read aloud it could relate to family structure because it seems that there is a single father. This is also a 
crucial skill that students will need to know when moving onto higher grades.  
 
Resources 
https://www.amazon.com/Were-Going-Bear-Michael-Rosen/dp/0689853491