Beacon Lesson Plan Library

Teddy Bear, Teddy Bear

Sandi King
Bay District Schools


This literature-based lesson plan is day 4 of the Unit Plan, Patterns, Patterns Everywhere. Students identify and use patterns in oral and written language, as well as in sounds, physical movements, and concrete objects.


The student knows patterns of sound in oral language (for example, rhyming, choral poetry, chants).

The student uses repetition, rhyme, and rhythm in oral and written texts (for example, recites songs, poems, and stories with repeating patterns; substitutes words in a rhyming pattern).

The student identifies simple patterns of sounds, physical movements, and concrete objects.


-Martin, Bill, Jr. [Brown Bear, Brown Bear]. New York: Holt, Rinehart, and Winston, 1967.
-Teddy Bear manipulatives (counters)
-Drawing paper
-Crayons, bear stamps, paint, or bear stickers (see activity #4 below)
-Summative Assessment 2, Tell Me A Pattern from the unit's associated files


1. Locate and review the book [Brown Bear, Brown Bear] by Bill Martin, Jr. (See Materials.)

2. Gather Teddy Bear manipulatives (counters). You will need a set for each group.

3. Obtain a piece of drawing paper for each group.

4. Gather crayons, bear stamps, paint, or bear stickers (see procedure 4), which ever you choose to use.

5. Download and print, Summative Assessment 2,Tell Me A Pattern available from the unit's associated files. Duplicate for each student.


Day 5 of the Unit Plan: Patterns, Patterns Everywhere

1. Orally and with manipulatives, review previous day’s activities. Be sure to include examples and non-examples of patterns for students to explain. Share the summative assessment tool to be used in activities # 5 and #6 in preparation for the assessment.

2. During whole group time, read [Brown Bear, Brown Bear] by Bill Martin Jr. Students identify the patterns from the book while it is being read orally. Students recite the pattern portion of the book as a choral response. Elicit discussion of the attributes of the pattern. Be sure students identify the color and animal patterns. Call on students to extend the pattern with colors and animals of their choosing.

3. Using teddy bear counters, students practice identifying, creating, predicting, and extending patterns. With students sitting in a circle, the teacher begins a pattern. Each student in turn orally discusses the prediction of what will come next and then extends the pattern. This continues until no more counters necessary for use in this pattern are available. Then the next student in the circle begins a new pattern and the process continues. Be sure to include the oral and visual, as well as manipulative activities in order to address different learning needs of the students.

4. During group time, students work in cooperative groups to create, identify, copy, and extend patterns. The students then choose a pattern to record. They may do this by drawing the bears, using bear stickers, stamps and ink pads, or paint. Upon completion, the groups share their patterns, discussing the attributes that make it a pattern. Affirmative feedback should verbally restate the attributes of the pattern with praise added for successful completion. Restating the attributes helps cement the concept in the student's mind. Corrective feedback should be a guide for the student to discover the mistake and make corrections. Teachers can lead the verbalizing of the attributes of the patterns and then guide the student to predict the next piece of the pattern.

5. During math center, students identify patterns created by the teacher with claps, snaps, and taps. Students duplicate the teacher’s pattern. This is Summative Assessment #2 - Part 1 for the Unit Plan: Patterns, Patterns Everywhere. A tool for recording the assessment data is available from the unit's associated files.

6. During language arts center, using a story familiar to the students and which contains a pattern, such as [The Three Little Pigs], [The Three Billy Goats Gruff], or [Goldilocks and the Three Bears], students recite the story or the repeated portion of the story. For example, an adult may tell the story until the wolf is about to blow down the house. At this point, the child must provide the oral pattern and recite the repetition used in the story. This is Summative Assessment #2 – Part 2 for the unit, Patterns, Patterns Everywhere. The form used to record this assessment is page three of the six that will make up the students' pattern books.


Formative assessment of all standards addresssed in this lesson should be an integrated part of the activities. Affirmative and corrective feedback increases understanding. See step #4 in Procedures for further explanations.

Summative Assessment 2, Tell Me a Pattern, is available from the unit's associated files.


1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

2. The records of student created patterns could be placed at a math learning center for other students to identify, copy, and extend.

3. Students could use dinosaur counters or other manipulatives to create, copy, extend, and record patterns following the same format as in this lesson.
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