Writing Strategies

Interesting & New Vocabulary

Listed below are some words or phrases that you may want to discuss with your students before you begin to read the story.
   confusion
     forgetfulness
     despairing
     rejoiced
     ambled
     occupy
     wailing

Interesting Quotes & Topics for Discussion

· The daily activities of the “bearded man” – finding the bear in the trash can, sleeping in the dumpster, spending his days alone in the park – how did the teddy bear change his daily routine?

· “The boy still missed his teddy bear, but with each passing day, he thought about him less and less.”

· “Then they saw the bearded man approaching. ‘Come along,’ said the father. ‘Mustn’t be late,’ said the mother. And they all walked quickly toward the park exit.” Why did the parents seem to move the boy quickly along, away from the stranger?

· “I know what you mean,’ said the little boy. ‘I used to have one just like him.’” Did the boy really have one “just like him” or was that his bear? Why did the boy return the bear to the bearded man? Why didn’t he argue with the bearded man and try to keep the bear?

· How did the boy, the bear, and the bearded man each feel once the bear was returned to the bearded man?

Organization

The story is organized in chronological order, progressing through time.
Transition words/phrases are used to help show the passage of time – by the time…long hours passed…spent the rest of the day…night came on…in the morning…Days passed. Weeks went by, then months…The winter came to an end. The days grew warmer.
Ask students to write their own retelling of the story, making sure to tell it from beginning to end. For young students, offer them teddy bear shaped cookies and turn the story into a rebus, substituting a cookie for each occurrence of the word “teddy bear”.
Mix It Up lesson (p. 94) – You may write down the main events in the story, or have students brainstorm and write down the main events, and then have students work together or individually to put them back together in the correct sequence.
Putting It In Order (p. 94) – Have individual students say aloud or write down different parts of the story, then reassemble the story for the whole class to hear/see. Continue moving students around as their event is recalled, making sure to put the events in the correct order. (Did that event come before______, or after ______?)
Which One Doesn't Belong? Take any short passage - a letter or memo, or piece of a story or article will do - and rewrite it, adding one line that does not fit. Slip it somewhere in the middle, so they must read very carefully. See how long it takes students to find the extra line. Too easy? Then next time, add two lines - or three. Now, ask students to create the lesson, adding the extra line- then trade with other groups. Immediately following this lesson, ask them to look at their own writing, taking out any excess baggage.

Voice

· The story is written in the third person, with a narrator recounting the events from “outside.” Have students retell the story from the point of view of the bear, the boy, or the bearded man. The details and emotions will change depending on the voice of the narrator.

· Have students extend the ending of the story, giving voice to one or all of the characters. How did each character react to the ending? What did the bear, boy, or bearded man think or feel when the boy returned the bear to the man? What would they say if they had a chance to see each other again?

· Invite students to write a letter from the boy to the bear, from the bear to the boy, or from the man to the boy. Encourage them to use their “voice” to explain how they feel and what they would say to one another.

● For primary children play "The Voice Game". Students can sit at their desks or in a circle on the floor. Ask students to close their eyes as you walk through the group. Periodically, touch a student gently on the head or shoulder; that's their signal to say "Hello out there" (or any pre-determined saying). Others thy to guess who is speaking. After the game, talk about how you recognize different voices.

● Another idea for primary students is to start a list of words that describe many different kinds of voice. The Teddy Bear brings out many emotions. As you read this book and any book with your students, ask them how the book makes them feel and to identify the voice that they hear and add to the list. Some examples might be:

sad	lonely	angry	excited
embarrassed	happy	worried	frustrated
jealous	friendly	proud	caring

● Make a Behavior Over Time graph to chart the changes of voice in The Teddy Bear. Voice, like personality, tends to have ups and downs, even within a short piece. Assess for overall voice; then see if students can identify those moments when voice is strongest. You many even wish to graph the voice with a horizontal line graph, showing with the rises and dips how voice has its ups and downs.

Author Autobiography

In David McPhail's autobiography, In Flight With David McPhail, the author describes how he goes through the process of writing and illustrating books. Have the students compare his writing process to the writing process that they use.