24W_ENL1904N_310 Children's Literature

Xiaoyun Zhang

Storytelling plan for The Very Cranky Bear

Part 1: Focus and rationale

 Learning focus: Narrative Skills

 Title of a storybook with author and illustrator information:

The Very Cranky Bear, By: Nick Bland

 Story’s connection to emergent literacy skill: This book is a wonderful

connection to narrative skills as it follows a clear plot structure with an exposition,

rising action, climax, falling action, and resolution. For example, the highest

point of tension in this story is that the bear roared angrily and drove the four

little friends out of the cave. And the resolution comes when the friends discover

a way to make the bear happy.

 Developmental age and stage of audience: The appropriate audience for this

book is Preschool and Kindergarten (age 3-6). Children this age are able to "make

sense of the story as they look at the pictures and process the language." (6 Early

Literacy Skills, n.d.) Children younger than 3 years old are unable to construct

plots and connections in their minds, and organize steps into a logical order. As

children share their favorite episodes, retell stories, or use their imaginations to

create endings, these narrative techniques will assist children when it comes time

for them to learn to read and write.

 Connecting learning focus, story, and audience: The story follows a clear

structure with an introduction (friends seeking refuge), rising action

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(encountering the cranky bear), climax (attempts to cheer up the bear), falling

action (creative solution), and resolution (happy bear and nice place). This

structure introduces young readers to the concept of storytelling arcs. Also, the

repetition of the bear's crankiness and the friends' attempts to cheer him up

creates a predictable and rhythmic pattern. This repetition aids in comprehension

and allows children to anticipate and participate in the narrative. To make sure

the kids are understanding, the reader can act as a kind of comprehension tester

by pausing the reading to make comments and ask questions about the books (6

Early Literacy Skills, n.d.).

Part 2: Directions for engagement activities

 Motivational hook: Imitate the sound of bear roaring and wear a headband with

bear ears.

Educator: Now, I am going to make a sound of an animal. Can you guess what

animal is it? Roaaaar!

Children: (raise their hands) Tiger! Lion! Bear!

Educator: Nice try! I will give you another hint. (Educator wears on the bear ears

headband)

Children: Bear!

Educator: Bingo! It is a bear. In the book we are going to read today, the bear roars

twice. But why? Let’s take a look.

The motivational hook connects to the learning focus as the main character bear

is introduced to children in a funny way - onomatopoeia. The bear ears headband acts
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as one of the engagement techniques that motivate children to listen. (Jennifer, C.

2024) These two external stimuli can stimulate children's curiosity and attract them to

think about the plot of the story.

 Three questions: (age 3 and up)

1. Educator: What animals do you see?

Children: Zebra, lion, moose, and sheep.

Educator: You are right! They are 4 little friends.

2. Educator: Oh my goodness! What happened? Who is deep in the cave?

Children: A cranky bear is in the cave!

Educator: Exactly! A cranky bear!

3. Educator: So finally, who cheer the cranky bear up and understand what it

needs?

Children: The sheep.

Educator: Yes! It is the plain, ordinary but thoughtful sheep.

These questions all relate to the learning focus. The first question asks about the

main characters in this book, and it happens in the exposition part. The second

question will be asked after reading the rising action in the structure. This is also the

key to promoting the development of the story. The last question sublimates the theme

and reflects the value in the story.

 Ritualized reading pattern: Page 16 (" Why is he...very plain!")

Educator: Wow! (Get attention)

Educator: How is the bear? This is the second time it roars. (Ask Question)
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Children: Crazy. Mad. Funny... (Ss Response)

Educator: Yes, that's right. He is still cranky. (Feedback)

Educator: It looks like a clown in the circus. Have you been to the circus?

(Extension)

 Extension activity: The following is an extension activity which you could do

after reading The Very Cranky Bear:

The educator prepares materials (paper with animal faces printed on them,

rubber bands, colored pens), and the children put on the animal masks they made

and have a role-play. They can act out plots from the book or create their own

stories, such as extending the ending.

This activity connects to the learning focus because it allows children to

become characters in the book, experience the plot of the story, and exercise

children's narrative skills, such as asking questions, retelling climaxes, expressing

through body language and verbal words they mastered, and creating new stories.

This plan was created by: Xiaoyun Zhang(Grace)

This plan was created on: February 6, 2024

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Xiaoyun Zhang

Reference

6 Early literacy skills. (n.d.). Touch-type Read and Spell (TTRS).

https://www.readandspell.com/6-early-literacy-skills

Jennifer, C. (2024). Explain: Storytelling [PowerPoint Slides].

https://brightspace.algonquincollege.com/d2l/le/content/621946/viewContent/965

3433/View