Grade K–3Rules & Responsibility

Don't Feed the Bear

Written by Kathleen Doherty

Illustrated by Chip Wass

There's a sign in the forest that says DON'T FEED THE BEAR. It's a very clear rule. So why does a certain small park ranger keep finding reasons to make an exception? In this hilarious picture book, a well-meaning child and a very hungry bear test the limits of rules, responsibility, and what happens when you bend them — just a little. Kathleen Doherty's deadpan humor and Chip Wass's bold, graphic illustrations make this a perfect read-aloud for conversations about why rules exist and what it means to follow them even when it's hard.

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From the Library Director

Don't Feed the Bear is a masterclass in picture-book comedy. Chip Wass's retro-graphic illustrations are absolutely stunning — bold shapes, a gorgeous forest palette, and a bear whose expression alone is worth the price of admission. But the real genius is Kathleen Doherty's text: the deadpan escalation of a child who keeps finding perfectly logical reasons to break the one rule they're supposed to follow is both hilarious and deeply true to how children (and adults) actually think about rules. This is a perfect book for launching conversations about why rules exist, the difference between the letter and the spirit of a rule, and what responsibility actually looks like in practice. It's also just genuinely funny — the kind of book kids will ask to hear again and again, and that teachers will love reading aloud. Highly recommended for K–3 classrooms and library story times.

Big Idea

Rules exist for good reasons — and understanding why a rule matters is the first step to actually following it.

Discussion Questions

1
The sign says 'Don't Feed the Bear.' Why do you think that rule exists? What might happen if everyone ignored it? Can you think of a rule at school or home that exists for a similar reason?
2
The child in the story keeps finding reasons to make an exception to the rule. Have you ever talked yourself into breaking a rule because you had a 'good reason'? What happened? Was your reason actually good enough?
3
What's the difference between following the words of a rule and following the spirit of a rule? Can you follow the exact words of a rule while still breaking what it really means?
4
Do you think the bear is responsible for what happens in the story, or is the child? Or both? How do we decide who is responsible when more than one person is involved?
5
Are there rules you think are unfair or don't make sense? What's the right way to handle a rule you disagree with — ignore it, break it, or try to change it? What's the difference?
6
The child in the story is a park ranger — someone whose job is to enforce rules. Does it matter more when someone whose job is to follow rules breaks them? Why or why not?
7
What would you do if you saw someone breaking a rule that was there to protect an animal or the environment? Would you say something? Why or why not?
8
By the end of the story, what do you think the child has learned? Do you think they'll follow the rule next time? What would it take for someone to really change their behavior around a rule?

Activity: The Rule Behind the Rule

Students investigate why rules exist — moving beyond 'because someone said so' to understanding the real-world reasons behind rules — and practice making the case for a rule they believe in.

1
Before reading, post a list of 5–6 familiar rules on the board (e.g., 'Don't run in the hallway,' 'Wash your hands before lunch,' 'Don't feed the animals at the zoo'). Ask students: Do you know WHY each of these rules exists? Take a few responses, then introduce the book: today we're going to meet a park ranger who knows the rule — but keeps forgetting why it matters.
2
Read Don't Feed the Bear aloud with full comedic energy. Pause at each moment the child finds a new reason to make an exception and ask: Is this a good reason? Does it change the rule? Let students debate briefly before continuing. After reading, return to the list on the board: did the story change how you think about any of these rules?
3
Introduce the 'Rule Behind the Rule' activity. Each student chooses one rule — from school, home, a park, or anywhere — and completes a three-part graphic organizer: Part 1 — 'The Rule' (write it exactly as stated); Part 2 — 'The Real Reason' (why does this rule exist? who does it protect? what would happen without it?); Part 3 — 'A Good Exception?' (is there any situation where breaking this rule might be okay? what would make it okay, and what would make it not okay?).
4
Students share their graphic organizers in small groups. Each group discusses: Did anyone choose the same rule? Did you come up with the same 'real reason'? Did you agree on whether exceptions are ever okay? Groups report one interesting disagreement or surprise to the class.
5
Close with a class discussion: What makes a rule a good rule? What makes a rule worth following even when it's inconvenient? Is 'I had a good reason' ever enough to justify breaking a rule? End with a class commitment: this week, when we follow a rule, we'll try to remember the real reason behind it — not just the words on the sign.

Standards Connections

CCSS.ELA-LITERACY.RL.K-3.3 — Describe characters in a story and explain how their actions contribute to the sequence of events
CCSS.ELA-LITERACY.RL.K-3.6 — Identify the point of view of the narrator or characters and explain how it affects the story
CCSS.ELA-LITERACY.SL.K-3.1 — Participate in collaborative conversations about grade-level topics and texts with peers and adults
CCSS.ELA-LITERACY.W.K-3.1 — Write opinion pieces introducing a topic, stating an opinion, supplying reasons that support the opinion, and providing a concluding statement
SEL — Responsible Decision-Making: Evaluate consequences of actions; understand the purpose of rules and social norms
SEL — Social Awareness: Consider the perspectives of others and the impact of individual choices on the broader community and environment