Diane LeFevers

Strategy Mystery The Biggest Bear by Lynd Ward

ELA--Grade 2
Standards:
ELACC2RL1: Ask and answer such questions as who, what, where, when, why, and
how to
demonstrate understanding of key details in a text.
ELACC2RL3: Describe how characters in a story respond to major events and
challenges.
ELACC2RL7: Use information gained from the illustrations and words in a print or
digital text
to demonstrate understanding of its characters, setting, or plot.
ELACC2W1: Write opinion pieces in which they introduce the topic or book they are
writing about, state
an opinion, supply reasons that support the opinion, use linking words
(e.g., because, and,
also) to connect opinion and reasons, and provide a concluding
statement or section.
ELACC2W8: Recall information from experiences or gather information from
provided sources to
answer a question.
ELACC2SL1: Participate in collaborative conversations with diverse partners about
grade 2 topics in small
groups.
a Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening
to others with care, speaking one at a time about the topics and texts
under discussion).
b. Build on others talk in conversations by linking their comments to the
remarks of others.
c. Ask for clarification and further explanation as needed about the
topics and texts under
discussion.
ELACC2SL2: Recount or describe key ideas or details from written texts read aloud
or information
presented orally or through other media.
ELACC2SL3: Ask and answer questions about what a speaker says in order to clarify
comprehension,
gather additional information, or deepen understanding of a topic or
issue.
ELACC2L2: Demonstrate command of the conventions of standard English
capitalization, punctuation,
and spelling when writing.
ELACC2L3: Use knowledge of language and its conventions when writing,
speaking, reading, or
listening.

TAG Standards:
ACS2. The student produces written and/or oral work that is complex, purposeful,
and organized, includes
relevant supporting examples and manipulation of language.
ACS8. The student participates in small group discussions to argue persuasively or
reinforce others good points.
ACS10.The student supports and defends his/her own opinions while respecting the
opinions of others.
HOCTS4.The student makes and evaluates decisions using criteria.
HOCTS8.The student separates ones own point of view from that of others.
HOCTS7. The student examines an issue from more than one point of view.
HOCTS11.The student draws conclusions based upon relevant information while
discarding irrelevant information.

Summary: The students will listen to the beginning of The Biggest Bear (p.1-50)
and will be left with the cliff hanger. In groups, they will be given clues to the
remainder of the story without its conclusion. Using the text clues they will
hypothesize a suitable conclusion to the story.
Students will recognize that using clues from their reading helps them better
understand a story and be able to formulate a conclusion which makes sense.
Essential Question: How does answering questions (who, what, when, where,
why, and how) help you understand a text and how major characters respond to
events and challenges? How can we draw conclusions about a story based on
inferences from the text? How can we use our experiences to make predictions
about story endings?
Objectives: The students will
a Know
i That illustrations help show key story information
b Understand
i How to use information from a text to make inferences about the
actions of characters in a story
ii How to use their own experiences to draw conclusions about a
storys ending
c Do
i Answer questions (who, what, when, where, why, and how)
about a story
ii Sort and organize clues from the story
iii Make inferences about the storys ending
iv Predict the conclusion of the story
Vocabulary orchard-a group or collection of fruit or nut trees
humiliated- to cause a painful loss of pride

tribulation- a great deal of trouble

chores- the everyday work around a house or farm
whiff- a slight trace of odor or smell

Hook: Show photographs of various types of bears. Allow students to share their
prior knowledge of bears.
Procedure:
Introduce vocabulary words: orchard, humiliated, tribulation, chores, &
whiff.
Explain that they are going to be detectives today to find out what happened to
the bear in the story.
The students will be using clues from the story to write an ending which will help
the author finish his
tale.
The teacher reads-- The Biggest Bear up to page 50.
After pg. 50Divide the students into groups. The groups will work together to
categorize and arrange
the story clue cards.
Materials for each group include: An envelope with various clues from pages 5276 of The Biggest
Bear,
Chart paper
2 markers
Glue Stick
NOTE----Learner Modifications: For readers at first grade level and ESOL
students, pictures from the story will be provided along with the clues. Fewer clues
with less wording will be provided. Teacher will closely monitor a group with below
level reading skills.
INSTRUCTIONS: (say to class before they leave the carpet)
a. Put the clues from your envelope into a sort.
b. Discuss why you put your clues in the sort the way you did. Give a name/title to
each sort (why did
you sort the way you did?). Could any clues be in more than one group? Make
sure you listen to
everyones ideas before you finalize your groupings.
c. When you are ready, you will explain your groupings to the teacher.
(Stress they must agree as a group so they must work collaboratively.)
d. Glue your sort onto the chart paper and label your categories.
e. Now they are ready to predict what the outcome of the story will be. On chart
paper, they are to

write a conclusion to the story which is reasonable and follows the clues in their
sort. Attach the sort
to their chart paper.
f. Display their completed charts around the room and have a gallery walk when
everyone is finished.
g. After the gallery walk (about 10 min. tops 2 min. at each chart), have them
gather back on the
carpet.
h. Read the ending of The Biggest Bear and have a brief discussion about the
similarities and differences
between the students conclusions and the authors ending.
Informal Assessment Tool:
Class discussionWhat do you think happened to the bear at the end of the story?
What evidence from the book supports your prediction?
Student: _____________________ Date:___________
S or NI: student can state a prediction
S or NI: student can explain the evidence from the story that supports
his/her prediction
S or NI: student was an active participant in the group sort activity
S or NI: student participated in the group discussion
4 Satisfactories = 100
3 Satisfactories = 85
Satisfactories = 70
Extensions after the Mystery Lesson:
Product Modifications (student choice):

Students may extend the story of the bear to include his next adventures.
The questionWill the bear be happy in the zoo?could lead a student to want to
research bears, zoos and their policies, or environmental issues.
Students may want to write opinion pieces about the pros and cons of keeping
animals in zoos.
Students may want to research and design a bear habitat that would be perfect for
the bear at the zoo.

Web sites: www.Nationalgeographic.com/education

http://www.zooatlanta.org/#tGGau -research and conservation tab