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A resource guide for teachers
STUDY GUIDE
JAN 22 - FEB 15
WORLD PREMIERE
Book by Karma Wilson. Adapted by Jennifer Kirkeby. Music & Lyrics by Blake Thomas. Directed by Melanie Salmon-Peterson
STAGESTHEATRE.ORG
(952) 979-1111, option 4
1111 Mainstreet, Hopkins, MN 55343
stagestheatre.org
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The Role of
KARMA WILSON - AUTHOR
Karma Wilson is an award-winning children's author of more than 30 books. Many of her books are on the
shelves of libraries and bookstores around the world. Her books have received numerous state and national
awards, been translated into dozens of languages, and a few have made an appearance on the New York
Times bestseller list. Her first picture book for children, Bear Snores On was published in 2002. It was
followed by Bear Wants More in 2004. She has since written six more Bear books, including Bear’s New
Friend (2006), Bear Feels Sick (2007), and Bear’s Loose Tooth (2011.) Besides the ever-lovable Bear, Karma
has written the Little Pip story series about an adorable penguin, started in 2008 and the Calico story series,
started in 2007 about a cute little kitten. Some of her other books include, Outside the Box (2014); Never,
Ever Shout in the Zoo (2004); Moose Tracks (2006); and Frog in the Bog (2008.) Karma sincerely hopes that
her humorous, rhythmic picture books bring joy to children and families everywhere. Karma lives with her
handsome husband Scott, and her three not-so-young-anymore children, two dogs, one cat and four horses
on a small ranch in Montana. Her hobbies include reading (of course), photography, baking, and training
Mixed Martial Arts (a combination of boxing, jiu jitsu, muay thai, and wrestling) with her family.
-Taken, in part, from www.karmawilson.com
Jane Chapman - Illustrator
Award winning illustrator Jane Chapman graduated from university with a First Class Honors degree in
illustration. Working as both Jane Chapman and under her pseudonym Jack Tickle, she has had more than 75
titles published in more than 20 countries. Jane is perhaps best known for her illustrations in Karma Wilson's
'Bear' books, an internationally bestselling series which has garnered a string of awards including the
Oppenheim Platinum Book Award for 'Bear Snores On'. Her favorite thing to paint is SNOW! Jane is married to
children's author/illustrator Tim Warnes. They live in the South West of England with their 2 boys.
-Taken from www.amazon.com/jane-chapman
JENNIFER KIRKEBY – Playwright
Jennifer Kirkeby has been involved in theatre for over 25 years as a playwright, actress, choreographer, director
and teacher. She has worked with Stages Theatre Company for almost fifteen years, writing the memorable
productions of Dot and Tot of Merryland, Twelve Dancing Princesses and Madeline’s Christmas, all published by
Dramatic Publishing, as well as Aladdin and His Magical Lamp; Harriet and Walt; The Paper Bag Princess; Twas
the Night Before Christmas; Click, Clack, Moo; Giggle, Giggle Quack; Duck for President; If you Give a Moose a Muffin;
Llama, Llama Red Pajama; Llama, Llama Holiday Drama as well as the dance inspired productions of Owl Moon,
The Mitten and this season’s The Snow Queen. She also wrote the play Eyes Wide Open, a touching play about a
teenage girl struggling with anorexia, which continues to tour schools. Jennifer is a member of the Dramatists
Guild of America, Inc., The Playwrights’ Center, and the American Federation of Television and Radio Artists. You
can learn more about Jennifer at www.jenniferkirkeby.com.
BLAKE THOMAS – COMPOSER AND LYRICS
Blake Thomas is a Duluth-based musician, writer, actor and producer of the live radio podcast ‘Take It With You.’
The show, set in a watering hole on the shores of Lake Superior follows Blake and Colorful group of his multitalented pals, patrons and employees as they stumble through each new 60-minute adventure filled with original
music, laughs, sound effects and conversation. The show has been dubbed a “wonderfully new and fresh take on
the old radio variety shows of the past…charming and funny and silly and musically delicious” by Cherry and
Spoon magazine. Blake is the songwriter and musician of the full length albums, “Stay Tuned” (2013); The
Window and The Light (2011); Flatlands (2008); 40 Minutes (2006); and Real Like Theatre (2005). He also was
the composer of the album, Our Town (2011), which accompanied the Yellow Tree Theatre production of
Thornton Wilder’s classic American play. Blake also played the Stage Manager in the production. Blake’s music
evokes the American country and folk tradition. Blake’s album, Flatlands was named Album of the Year by The
Isthmus and Real Like Theatre was named Best Folk/Americana Album and Blake was named Best
Folk/Americana Artist by the MAMA Awards in 2006. Bear Snores On is Blake’s first collaboration with Stages
Theatre Company. You can learn more about Blake and his music at www.blakethomasmusic.com.
DOOR OPEN ON…
THE STORY
PLAY SYNOPSIS
Based on the book, Bear Snores On by Karma Wilson and this world premiere musical with a script adaptation by
Jennifer Kirkeby and music and lyrics by Blake Thomas captures a magical and fun-filled winter night in the cave
of a sleeping bear.
Just as in the book, Bear snores on as animal after animal parade into his cave to find shelter from a blustery
winter storm. The animals not only find shelter but friendship, laughter and dancing around a warm fire and
over popcorn and tea. Finally, as the night wears on and the party plays out Bear wakes to a delightfully funny
climax and a lesson in turn-about.
A FEW WORDS ABOUT THE PLAY AND ITS HISTORY
Bear Snores On, based on Karma Wilson’s popular children’s book, was commissioned by Stages Theatre
Company for this world premiere production with an original score and lyrics by Blake Thomas and the script
book by Jennifer Kirkeby. This collaboration is brought to our main stage this January for this first ever stage
adaptation of this award-winning book.
The book, Bear Snores On was released in 2002 and was Karma Wilson’s first published children’s book. Since
that time she has written over 30 children’s books, including seven more Bear books. The book has won
DOOR OPEN ON…
POINTS OF DISCUSSSION
The ideas and questions in this section are designed as a springboard for student discussion after attending the
play.
BIG IDEAS
Hibernation
Seasons
Bear habitat
Sharing
Friendship
WHO? WHAT? WHERE? WHEN?
1.
Who is the animal that enters the cave after the three mice? (Harrison the Hare)
2.
What makes the bear sneeze near the end? (a pepper fleck)
4.
When does the bear wake up? (after he sneezes)
3.
WHY?
1.
2.
From where does the gopher and mole enter the cave? (from below ground)
One of the basic premises of the book and play is an impromptu potluck, where each animal brings
something to “the party.” What is a potluck? Have you ever been to one? Where was it? Who was it with?
What did you (or your family) bring? What was your favorite dish at the potluck? Why do you think
potlucks are a popular way to share food with large groups of people?
At the end of the book (and play) bear is not mad that all the animals gathered in his cave but he is upset
because they all had a party without him. He feels left out. Have you ever felt left out? What
happened? Did you do anything to feel like you were not left out? What did you do? If not, what could
3.
you have done? Have you ever made someone else feel left out? Did someone else help make you feel
included? If so, how? Do you think you could help someone feel included in the future? How?
In the story of Bear Snores On, each animal is coming into Bear’s cave to escape the cold winter storm.
They need a place to be cozy and warm. Where is your favorite place to be on a cold, winter night? What
activities do you do inside when it is cold and stormy out? Have you ever seen a blizzard? (Or a really
big, cold snowstorm?) Did you stay indoors? Did you go outside? What did you do indoors? What is your
favorite indoor activity in the middle of the winter? Why?
DOOR OPEN ON…
ACROSS THE CURRICULUM
The possibilities are numerous for using both the book and play of Bear Snores On as a jumping off point for
cross-curriculum and interdisciplinary study in your classroom. From units on re-enacting the story or writing
character dialogue to comparing and contrasting fiction and non-fiction or units on hibernation, this popular
book offers a platform for reaching any number of educational goals.
Below are a few curriculum suggestions to incorporate both the book and play Bear Snores On into your
classroom studies.
Please also refer to the ADDITIONAL RESOURCE section at the end of this guide for links and resources to more
curriculum ideas and lesson plans.
THEATRE ARTS
ACTIVITY
CIRCLE ACT THE STORY - Re-telling & Re-en-ACT-ing (Grades K-2)
In this exercise, students will act out the story of Bear Snores On as a group. All students will play all the roles
simultaneously. You, as the teacher, will play the narrator to keep the story moving and to give directions.
1) Read the story of Bear Snores On to your students.
2) Discuss what happens in the story. Who are the characters? Where is it set? What are the events?
3) Stand with your students in a circle and let them know they are going to act out the story of Bear Snores
On. Instruct them that they will all be playing all the parts while standing in the circle. They will switch
from role to role as the story progresses. This switching will be prompted by you as the narrator.
Remind them that they will always stay in their place in the circle. (i.e. if the character walks or runs, it is
done in place.)
4) Start by setting the scene. Where are we? Time of year? Inside/Outside? Who is there? What are the
characters doing?
5) Start telling the story. Have the students become the Bear, they can start by having a Bear pose or have
him yawn and be tired and then snuggle into his cave to hibernate. EXAMPLE: Narrator (as Bear) says,
“Winter’s coming. I can feel it. Time for my winter’s nap.” And then direct students to repeat. Everything
will be done in this call and response way. Try “cuddled in a heap with eyes shut tights” Then, “cold wind
howls” (have the students howl like the wind.)
6) Then, one at a time, have the students re-call the order of the animals in the story and have them take on
the role of those animals as they enter the cave, then have other animals invite them in and act out
whatever activities take place upon their arrival. (Popping corn, making tea, dancing, etc.) Include (to be
acted out) how each animal enters the cave. (pitter-patter, tip-toe, fluttering, hopping, tunneling, etc.)
7) Include “And Bear Snores On” after each section.
8) Continue until all the animals are in the cave and the pepper flake makes Bear sneeze. Act out the big,
“Achoooo!”
9) Include “And Bear Blubbered on.” (And all the other descriptive action words he performs, such as snarl,
stomp, grumble, moan, whimper, etc.)
10) You may conclude with the animals each falling asleep after the all-night party, maybe each has a reason
why they are tired. End with Bear being wide awake while all his friends are asleep.
This can be effective to show or play around with—beginning, middle and end; story setting; comprehension;
story sequencing, vocabulary and character. It works well also for students to be able to re-tell a story.
VARIATIONS:
Other Forest Animals:
Have students come up with other forest animals that might come into the cave to escape the cold. What other
forest animals could be living in the woods near a bear cave? How would they enter the cave? Flying? Digging
from underground? Hopping? Skittering? Etc. What would this new animal bring into the cave for the party?
Connecting this to research on different forest animals can be useful for the students to base their answers on
animal research.
Assigned Roles:
You may also want to eventually split the class up and have them each take a separate role, instead of acting it
out in a circle with all of them playing all the roles simultaneously. Half the class can be “in” the play and the
other half can be audience. Then, you can switch, so that eventually everyone gets a chance to take the stage.
ACTIVITY
Predictions and Expectations (Grades K-4)
BEFORE THE PLAY: Read the book Bear Snores On. With student input, establish the expectations for the
upcoming play. What actions or events might be seen on stage? What characters might the play include
from the book? What set or sound or costume elements might they see on stage? It is a good time to
cover some of these stage elements with your students to enhance their enjoyment and understanding of
live theatre. Students may draw or write about what they anticipate seeing.
AFTER THE PLAY: Revisit the expectations to see how many were realized. Discuss the similarities and
differences from the book to the play, in terms of plot, characters, and action. Were the characters as
portrayed on the stage faithful to the characters in the book? How or why? How would you describe the
main “message” of the play? How was it similar or different from the book? Did they see what they
expected? What were some of the stage elements that they remember seeing? Set? Costumes? Props?
Lights? Sound? Music? How did these elements support the story of the play?
ACTIVITY
CHARACTER MOVEMENT AND SOUND (Grades K-2)
OBJECTIVE:
Students will gain a deeper understanding of the action words and sound words used by Karma Wilson in the
book, Bear Snores On. Students will use their full bodies and voices to act out the action words and sound words
used in the book. Students will try poses and movements and eventually sounds to portray the characters in the
book.
LESSON PLAN
• Read the book, Bear Snores On.
• Spread the students out around the room (You don’t have to move desks, although an open playing space is
good too.) You may want to use rubber spots (shapes) to give each student a home base, which helps in
giving the space structure while also moving about as animal characters.
• Each student should start on his/her own spot.
• Choose one character from the book at time. Call out one of the characters in the book (mouse, bear, badger,
gopher, hare, ect.) On their spot, have the students create a pose of the animal character. Explain that in the
theatre, when acting out animals, we don’t get down on all fours because it is difficult to do a whole play like
that. Instead, we use our imaginations to use our whole bodies to create the animals, but on two legs instead
of four. Once each student has created a pose of the character, have them move around the room as that
character. CAUTION: Remind students to ONLY use their bodies to show the animal movement, not their
voices. NO SOUND. When students are limited to communicating with only their body, their choices become
more specific and clearer, engaging not only their bodies in the movement, but their imaginations as well. It
is important for them not to use sound. Example: We are conditioned to be a cow by mooing. Take away the
mooing, how do you communicate that you are a cow?
• Have students return to their home base to start the process with the next animal in the book.
• After going through each animal’s movement. Return the students to their home base. Then, have them act
out (without sound again) the movement of the action verbs from the book in the list below. Students will
need to know the definition to act out the word.
• Have students then engage their voices by acting out the sound words from the list below.
ACTION VERBS FROM THE BOOK:
TIP-TOE
CREEP-CRAWL
SNEAK-PEEK
SIP
SLURP
SCUTTLE
SNIFF-SNUFF
NIBBLE
SOUNDS FROM THE BOOK
PITTER-PAT
CRUNCH
TWEET
TWITTER
MUTTER
CHITTER
GNARL
ROAR
MUNCH
CHEW
CHOMP
TUNNEL
FLUTTER
CLUTTER
CHAT
STOKE
SNEEZE
FREEZE
JUMPS
STOMPS
FRET
FUSS
GULP
GOBBLE
SIGH
RUMBLE
GROWL
GRUMBLE
WHIMPER
MOAN
WAIL
GROAN
SQUEAK
*Extension: After seeing the play, discuss with the students how their movement may or may not have been the
same as the actors on the stage.
ACTIVITY
CHARACTER DIALOGUE - (Grades K-3)
OBJECTIVE:
In this activity, students will create/write dialogue for each of the animals in Karma Wilson’s book based on what
they learn about the animals.
PLAN OUTLINE
1. Read the book, Bear Snores On by Karma Wilson.
2. Give each student a copy of the animals that are characters in the story using the links below. Have
students create a speech bubble for each character.
3. Let students write in each speech bubble what the animal would say if it could talk. Dialogue should
reflect thoughtful and appropriate conversational exchanges based upon the circumstances faced by
each new character. The dialogue should also show a text-to-self relationship.
4. Once students have written their dialogue bubbles, have them share them with the class out loud. You
may encourage each student to act out the characters with their bodies while they share what the
characters say. Encourage them to think about how the character might walk or talk based on what they
say. They can try to be a frozen statue of the character before it moves to assist in finding a way to
express the character physically as well as through its dialogue. The book also gives good clues as how
the characters might move, such as tip-toe, sneak-peek, scuttle, tunnel, flutter, etc. Discuss how a
character moves and uses its body reflects what it says and visa versa.
5. Discuss how the dialogue was created using the story and words of Karma Wilson as a guide and also
what they learn about the animals in the story. How did they decide what the character would say?
The links below are images for each of the forest animals in Bear Snores On:
• BEAR: http://images.jedessine.com/_uploads/_tiny_galerie/20100206/un-ours-se-promene_pjn.jpg
• MOUSE: http://www.supercoloring.com/pages/mouse-1
• HARE: http://www.supercoloring.com/pages/hare-10
• BADGER: http://www.supercoloring.com/pages/badger-4-2
• GOPHER: http://www.supercoloring.com/pages/gopher-2?version=print
• MOLE: http://www.batchcoloring.com/wild-life-mole-coloring-pages/
• WREN: http://www.supercoloring.com/pages/wren
• RAVEN: http://www.supercoloring.com/coloring-pages/common-raven-0
LANGUAGE ARTS
ACTIVITY
ANIMAL ADJECTIVES – A writing lesson based on BEAR SNORES ON (Grades
1-3)
OBJECTIVE
Students will:
• Describe animals as they review nouns and verbs associated with these animals
• Learn to use adjectives as they describe the animals
• Use this knowledge to write their stories about animals
• Remember that naming words are called nouns and words that show action are called verbs
• Use a variety of nouns and verbs to write a story about their favorite animal
• Begin to use adjectives to describe the animal and add interest to their story
LESSON PLAN
1. Lead a short discussion about different winter activities. Why do we only do these activities in winter?
What activities are especially only done in winter time? Why? (Example: We may ride our bikes in spring
and fall as well as summer. We pretty much only go sledding in the winter because that’s when there is
snow on the ground.)
2. Read Bear Snores On by Karma Wilson.
3. Discuss the story.
4. Assist the students in imaging why each animal might want to find shelter in the cave. Then, lead the
students into describing each animal’s characteristics. Include adjectives such as soft, prickly, gentle,
stiff, scratchy, fuzzy, rough, furry, feathery, sneaky, pretty, warm, lumpy, big, little, and any other
appropriate describing words. Further assist the students in coming up with verbs for how the animals
move, such as bound, fly, glide, scramble, climb, hop, etc. Can the students come up with descriptive
words to describe this movement? Such as, swiftly, slowly, silently, clumsily, gracefully. This may be a
good way of introducing adverbs to their vocabulary.
5. Using the information they have learned and verbalized, have students write about their favorite animal
from the story. Model describing an animal such as, “A hare is small, furry and has big teeth and long
ears. It hops and thumps. It can hop in the snow as well as through the grass.”
6. Have students pre-write using graphic organizers to think through how they would describe their
animal, what the animal might say, and how the animal might feel.
7. Have students write a story about their animal using the pre-writing activities as a jumping off point.
Monitor the writing encouraging the children to use the adjectives that were used in the verbal activities.
8. After their final drat, have the students type up their story on the computer. Students may also create
illustrations for their story. The stories can be compiled into a class book to be shared.
ACTIVITY
READ ALOUD – FICTION VS. NON-FICTION (K-2)
OVERVIEW
Reading aloud provides an unmatched opportunity to engage students and motivate them to learn. This lesson
uses reading aloud the books Bear Snores On by Karma Wilson and Every Autumn Comes the Bear by Jim Arnosky
to teach about the distinction between fiction and nonfiction. Students are encouraged to participate in reading
aloud and to use singing and finger play to make meaning out of the printed words. As a final project, students
use the knowledge they have gained to write a class book. ESTIMATED TIME: Five– 45 minute sessions.
STUDENT OBJECTIVES
Students will
• Practice using prior knowledge to predict what will happen in a story
• Actively participate in read-alouds of various texts by using songs, finger play, and puppets
• Gain knowledge by learning about the hibernation of bears and by exploring the differences between fiction
and nonfiction
• Apply that knowledge and practice working collaboratively to write a story about bears
LINK TO THE FULL LESSON PLAN:
http://www.readwritethink.org/classroom-resources/lesson-plans/shhh-bear-sleeping-learning897.html?tab=1#tabs
SCIENCE EXTENSION ACTIVITIES
SCIENCE EXTENSION – FOREST ANIMAL HABITATS (Grades 1-3)
Although Bear Snores On is a fictional story, the animals are all wild forest animals, most even live here in
Minnesota. Using the links below (or others you or your students may find), have students identify the natural
characteristics and habitats of each animal. Have each student choose one animal to research further. Have them
share what they learn about their animal of choice. Compare and contrast the animals in nature to those in the
book.
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BEAR: http://www.kidzone.ws/lw/bears/facts.htm
MOUSE: http://www.sciencekids.co.nz/sciencefacts/animals/mouse.html
HARE: http://www.sciencekids.co.nz/sciencefacts/animals/hare.html
BADGER: http://www.sciencekids.co.nz/sciencefacts/animals/badger.html
GOPHER: http://www.outwitcritters.com/gopher/facts.html
MOLE: http://easyscienceforkids.com/all-about-moles/
RAVEN: http://naturemappingfoundation.org/natmap/facts/common_raven_k6.html
WREN: http://www.wild-bird-watching.com/House-Wren.html
SCIENCE EXTENSION: LESSON PLANS ON HIBERNATION (GRADES K-3)
The book, Bear Snores On has the basic premise that Bear is in hibernation while all the other animals have a
party in his cave. This premise about hibernation is a good jumping off point to include lessons about
hibernation. Below are several links to lessons and ideas to help incorporate hibernation lessons into your class
curriculum, or support what you are already teaching on the subject.
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Fun Lessons for grades K-3:
https://educators.brainpop.com/lesson-plan/hibernation-classroom-activities-kids/?bp-jrtopic=hibernation
https://educators.brainpop.com/bp-jr-topic/hibernation/
A set of lessons for grades K-3: http://www.thirteen.org/edonline/nttidb/lessons/nh/hibernh.html
(Lessons for grades K-3)
Hibernation background information for teachers:
https://educators.brainpop.com/lesson-plan/hibernation-background-information-for-teachers-andfamilies/?bp-jr-topic=hibernation
Hibernation lesson ideas for preschoolers
http://www.preschool-plan-it.com/hibernation.html
Hibernation lesson plans for grades K-1
http://www.brighthubeducation.com/preschool-lesson-plans/126789-teaching-about-hibernation/
Comprehensive site on everything bears, including hibernation:
http://www.bear.org/website/lesson-plans/lesson-plans-alpha-list.html
DOOR OPEN ON…
THE STANDARDS
Here is a listing of Academic Standards that can be met by attending a performance at Stages Theatre Company
and using this resource guide for pre and post performance activities.
THEATRE ARTS (K-3)
0.1.1.4.1
0.1.2.4.1
0.2.1.4.1
0.4.1.4.1
THEATRE ARTS (4-5)
4.1.1.4.1
4.1.3.4.2
4.2.1.4.1
4.3.1.4.1
4.4.1.4.1
THEATRE ARTS (6-8)
6.1.1.4.1
6.1.2.4.1
6.1.3.4.1
6.1.3.4.2
6.2.1.4.1
6.3.1.4.1
6.4.1.4.1
LANGUAGE ARTS
Reading and Literature (Comprehension/Literature)
Speaking, Listening and Viewing
Writing
DOOR OPEN ON…
BEYOND THE CLASSROOM
ADDITIONAL RESOURCES
*Please review all links below before sharing with students.
LINKS TO OTHER LESSON PLANS RELATED TO THE BOOK OR TO THE WORK OF KARMA WILSON:
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Karma Wilson’s Official Website – (It’s a well-done website with some ideas for teachers and students.
Kid-friendly.)
http://www.karmawilson.com/
Comprehensive website dedicated to Kindergarten lessons based on Bear Snores On, including TONS of
printouts.
http://www.scsk12.org/scs/subject-areas/kindergarten-kove/K.2.4.html
Fun website with a lot of extension activities and ideas for using about 20 of Karma Wilson’s books in
the classroom.
http://www.fantasticfunandlearning.com/activities-to-go-with-books-by-karma-wilson.html
A fairly well organized portal with links to lesson plans, author interviews, and extension activities for
about 20 different Karma Wilson books, including Bear Snores On and other Bear books in the series.
http://www.teachingbooks.net/tb.cgi?aid=692
FURTHER READING
COMPLETE BOOK LIST OF KARMA WILSON’S BOOKS:
• Duddle Puck: The Puddle Duck (Illustrations by Marcellus Hall)
• Bear Counts (Illustrated by Jane Chapman)
• Bear Sees Colors (Illustrated by Jane Chapman)
• Outside the Box (Illustrated by Diane Goode)
• Who Goes There? (Illustrated by Anna Currey)
• Bear Says Thanks (Illustrated by Jane Chapman)
• Bear's Loose Tooth (Illustrated by Jane Chapman)
• Hogwash (Illustrated by Jim McMullan)
• Mama, Why? (Illustrated by Simon Mendez)
• What's in the Egg, Little Pip? (Illustrated by Jane Chapman)
• The Cow Loves Cookies (Illustrated by Marcellus Hall)
• Baby, I Love You (Illustrated by Sam Williams)
• Bear Hugs (Illustrated by Suzanne Watts)
• Don't Be Afraid, Little Pip (Illustrated by Jane Chapman)
• Trick or Treat, Calico! (Illustrated by Buket Erdogan)
• What's the Weather Inside? (Illustrated by Barry Blitt)
• Mortimer's First Garden (Illustrated by Dan Andreasen)
• Beautiful Babies: A Touch-and-Feel Book (Illustrated by Karma Wilson)
• Where is Home, Little Pip? (Illustrated by Jane Chapman)
• Play Nice, Calico! (Illustrated by Buket Erdogan)
• Bear Feels Scared (Illustrated by Jane Chapman)
• Friends for Calico! (Illustrated by Buket Erdogan)
• Uh-oh, Calico! (Illustrated by Buket Erdogan)
• Let's Make a Joyful Noise (Celebrating Psalm 100) (Illustrated by Amy June Bates)
• Princess Me Illustrated by Christa Unzner
• Hello, Calico! (Illustrated by Buket Erdogan)
• Bear Feels Sick (Illustrated by Jane Chapman)
• Give Thanks to the Lord (Illustrated by Amy June Bates)
• How to Bake an American Pie (Illustrated by Raul Colon)
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Mama Always Comes Home (Illustrated. by Brooke Dyer)
Frog in the Bog (Illustrated by Joan Rankin)
I Will Rejoice (Illustrated by Amy June Bates)
Sleepyhead (Illustrated by John Segal)
Baby Cakes (Illustrated by Sam Williams)
Whopper Cake (Illustrated by Will Hillenbrand)
Animal Strike at the Zoo. It's True! (Illustrated by Margaret Spangler)
Bear's New Friend (Illustrated by Jane Chapman)
Moose Tracks (Illustrated by Jack E. Davis)
Mortimer's Christmas Manger (Illustrated by Jane Chapman)
Never Ever Shout in a Zoo (Illustrated by Douglas Cushman)
Sweet Briar Goes to School (Illustrated by Le Uyem Pham)
Sweet Briar Goes to Camp (Illustrated by Le Uyem Pham)
Bear Hugs (Illustrated by Suzanne Watts)
Hilda Must Be Dancing (Illustrated by Suzanne Watts)
Bear Wants More (Illustrated by Jane Chapman)
Bear Stays Up for Christmas (Illustrated by Jane Chapman)
Mr. Murry & Thumbkin (Illustrated by Ard Hoyt)
OTHER PICTURE BOOKS ABOUT BEARS
• Where Do Bears Sleep? by Barbara Shook Hazen
• Sleepy Bear by Lydia Dabcovich
• Sleepy Bears by Mem Fox
• Brown Bears by Diana Star Helmer
• Bears are Curious by Joyce Milton
• Grizzly Bears by Patricia Kendell
• Where is Bear? By Leslea Newman
• Bearsie Bear and the Surprise Sleepover by Bernard Waber
• Animals of The Forest by Yuliya Jones and Graham Jones
OTHER PICTURE BOOKS ABOUT WINTER
• The Mitten by Alvin Tresselt. Illustrated by Yaroslava.
• The Mitten by Jim Aylesworth. Illustrated Barbara McClintock.
• The Mitten by Jan Brett, Illustrated by Jan Brett.
• The Napping House by Audrey Wood. Illustrated by Don Wood.
• The Snowy Day by Ezra Jack Keats
• Snowflakes Fall by Patricia Maclachlan and Steven Kellogg
• Winter is Coming by Tony Johnston and Jim LaMarche
• Snow by P.D. Eastman