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DODO Learning
Think Once. In Both Languages.
Lesson 05
Little DODO · Phase 1

What We See: Fluent Chorus and Animal Parade

Brown Bear, Brown Bear, What Do You See? · pp. 7-32 (heavy) · Format A · Disposition: Reasoning with Evidence · 25 min
Brown Bear, Brown Bear, What Do You See?
Pages this lesson: 7-32
Fluency · Rhyme
Children practice fluent reading and rhyme recognition through a counting poem about farm animals.
Rhyme Recognition · Counting By Twos · Animal Movement Verbs · Oral Fluency
Introduce

Vocabulary Exploration· 5 min

Target words
  1. looking 9: “look”
  2. teacher 25: “| see a teacher”
  3. children 27: “| see children”
  4. goldfish 23: “| see a goldfish”
Today we meet many animals and people. Each one is looking at us. Let's learn their names before we read.
Exploration steps
  1. Show the word card and the matching picture together
  2. Students chorus the word, then act out the animal or person
  3. Point to the word on the page; trace the first letter together
Expected responses
  • looking means watching
  • teacher is at school
  • children are kids like us
Differentiation

Quiet kids: pair with chorus partner; fast finishers: draw their favorite animal from the word list.

Transition cue

Point to your eyes — Looking Time.

Anticipated pitfalls

Don't skip the picture prompt — kids need the visual anchor before the word.

Why this matters: Picture-first protects kids who can't decode 'goldfish' or 'children' independently yet.

Reading in Class· 10 min

Required reading pages: 7-32
Opening move: Point to the brown bear on page 8 and ask what color he is.
This book asks the same question over and over. Listen for it — then you'll chorus it with me. Ready?
Read-aloud steps
  1. Picture-walk pages 8-28: name each animal's color and what they see next
  2. Read aloud once at storytelling pace, pausing on each 'What do you see?' to let kids guess
  3. Read again with students chorusing the refrain 'What do you see?' every time it appears
Call-and-response refrains
  1. What do you see? 8: “What do you see”
  2. looking at me 9: “look”
Expected responses
  • What do you see?
  • I know what comes next
  • the animals are looking at each other
Differentiation

Struggling readers: point to each animal as you chorus; fast finishers: predict the next animal's color.

Transition cue

Clap twice — Questions Time.

Anticipated pitfalls

Don't let one loud answerer chorus over the quiet kids — count to three before accepting.

Why this matters: Chorus protects kids who can't read independently — rhythm carries them through the pattern.

Questions Time· 7 min

Comprehension questions
  1. What does the brown bear see first? 9: “| see a red bird”
  2. Who sees the children at the end? 27: “| see children”
Extension

Draw what you see when you look around.

28: “What do you see?”

What students produce: A picture of one thing the child sees in the classroom right now

Let's answer questions about who sees what. Point to the page when you answer — show me the evidence.
Expected responses
  • the brown bear sees a red bird
  • the teacher sees the children
  • I see my friend
Differentiation

Quiet kids: whisper answer to partner first; fast finishers: draw two things they see.

Transition cue

Hold up your drawing — Share Time.

Anticipated pitfalls

Don't accept answers without page evidence — make kids point to the animal or person.

Why this matters: Talk-first protects kids who freeze at a blank page — they describe before they draw.

Conclusion· 3 min

Routine: Evidence Share · Disposition: Reasoning with Evidence
Student-facing prompts
Recap: I know because I saw
Take-home: Tell someone what the brown bear saw first.
Today we used our eyes to see what the animals saw. Now you'll share one thing you learned by looking at the pages.
Expected responses
  • I know the red bird is first because page 9 shows it
  • I saw the teacher on page 25
  • the children see all the animals at the end
Differentiation

Quiet kids: point to the page instead of speaking; fast finishers: share two pieces of evidence.

Anticipated pitfalls

Don't let kids say 'I just know' — require them to name the page or animal they saw.

Why this matters: Same shape every day so kids own the close — evidence anchor builds reasoning habit.