Laura Bjerkness Laura Shelander Megan Kirchenwitz Laura Schrupp 2 Week Unit on the Circus Monday - introduction to the unit- teach kids song - send out parent letter Lets go to the Circus (Sung To: "Mary Had a Little Lamb") - Let's all go to the circus The circus today, the circus today Let's all go to the circus, today And watch a big parade See the clowns all tumbling around, tumbling around, tumbling around See the clowns all tumbling around In the circus ring. Lions and tigers jumping through hoops Jumping through hoops, jumping through hoops Lions and tigers jumping through hoops In their circus cage The prancing horses step so high, Step so high, step so high. The prancing horses step so high In the circus ring C I R C U S - discussion on what is the circus, what their ideas of the circus are - word activity- circus poem Tuesday - circus journaling: kids write about what they think the circus is, what they would want to see at the circus Lesson 1: Circus Acts (see lesson plan for details) Vocabulary- circus discussion of words you would use/find at the circus- make class list Wednesday - PE Circus Lesson (see lesson plan for details) If I were a Clown- descriptive writing If I were a clown I would look like……….. Kids will also draw a picture of what they would look like - Fine Arts/Drama Lesson Plan (see lesson plan for details) this would be used throughout the unit to display in the classroom, especially for our end of the unit circus party/performance Thursday - Social Studies Circus Lesson (see lesson plan for details) Art activity- My Math Counting Book (kids can color) Read book- Dr. Seuss, If I Ran the Circus Friday - Under the big top – movement activity/song Under the Big Top, what will I see? Look there's an elephant smiling at me. Behind the elephant, what will I see? Look there's a bear dancing for me. Behind the bear, what will I see? Look a wild lion is roaring at me. Behind the lion, what will I see? A little seal doing tricks for me. - Science Lesson/Activity (see lesson plan for details) Art activity- paint by numbers Week 2 Monday Service Learning- visit to hospital (take up most of the morning) Read Book- You See a Circus, I See Tuesday Math Activity/lesson- (see lesson plan for details) Reading Comprehension- read circus story The Circus Surprise to class and have them journal about the story and discuss with class about the story Wednesday Science Activity/lesson- (see lesson plan for details) Time to work on class Circus Mural- provide art materials, construction paper, streamers, etc for students to use Thursday Read book- Emeline at the Circus Take Me Out To the Circus- song to learn for party on Friday Take me out to the circus Take me to the big top I want to see the clowns tumbling As I eat popcorn and drink soda pop Oh, the lions and tigers may scare me And the high wire acts amaze me So . . .You! . . .see . . .all the great things we will do On our circus day Friday Class circus party and performance Specific Skills taught: Phonemic awareness/phonics- found in math and science lesson. Students will match up numbers with letters to decode the pair. Students will match up colors with the word to make appropriate pair. When teaching this lesson teacher can go through each word, the letters and sounds they make and visually match them with the appropriate color or number. Comprehension- students will read books together in class and through discussion, journaling and writing the kids will work on reading comprehension. Unit Goals for Thematic Unit Team: Acrobats- Megan, Laura Shelander, Laura Bjerkness, Laura Schrupp August 27, 2007 1. children will learn and identify the different people and jobs that are involved in a circus 2. children will learn and be exposed to different foods that you eat at a circus a. cotton candy b. popcorn c. hot dogs d. peanuts e. soda 3. children will learn different animals that are involved in a circus a. tigers b. lions c. elephants d. camels 4. children will learn and be exposed to different events that take place at the circus a. lion tamer b. acrobats c. clown show d. magician e. fire man (man that plays with fire) f. tight rope walkers g. elephant tricks/show h. cannon man i. cyclists j. juggling k. face painting l. balloons/balloon animals 5. children will be involved in one or more parts of the circus Dear 1st Grade parents, family and friends: I am excited to announce that for the next two weeks we will be studying a circus theme unit. We will be reading many books about the circus and doing fun activities. We will be learning about circuses around the world, the acts that go on in a circus, and the food that is involved. During the next two weeks we will also be doing many arts and crafts and singing songs. The children will be able to participate in their own circus on November 1st, 2007 at 10:30 am. In class we will be practicing our roles and have the opportunity to perform on this day. Our class is inviting all parents to attend the performance. The performance will be about 30 minutes and snacks will be provided afterwards. If you would like to volunteer on the performance day or preparation work please contact me at mlll@csp.edu or 651-222-7777. We are looking forward to studying the circus and hope to see you on the performance day! Sincerely, ___________________________________ Service Learning Project Circus at the Hospital We will use what the children have learned from this unit and bring it to the area children’s hospital and share our new found knowledge with the children. Our students will dress up in costume, create care packages to bring for the children, as well as put on a performance. There will be music, games, and food all for the kids to bring a circus environment into the hospital. There will be an author’s chair to share stories with the children about the circus. In our performance students will take on different roles of those in the circus. Anti-bias/multicultural elements woven throughout Circuses around the world-we will focus on two places across the world that also bring circuses as a form of entertainment to their people. (Circus d’Hiver, Paris, Moscow Circus on Tsvetnoy Boulevard in Moscow. This will teach the children that children around the world also know this form of fun. Pre and Post Tests and Ongoing Assessment - KWL chart- class will create a list of what they already know about the circus and what they don’t know and want to learn. In the end, they will be able to list new things about the circus that they learned. - journaling - small group work - observation of completion and participation in activities - use webbing- in this case it would be an “acrobat’s net” the assess what the students have learned after reading a book or after an activity - specific assessments according to individual lesson plans that were included in the unit Accommodations for disabled and ESL learners - grand conversations read alouds, discussing story with children afterwards word walls, integrate the child’s home language with English; use pictures partner reading particularly with a strong English reader and writer flash cards with words and pictures for the child to make connections introduce vocabulary words, emphasize connections with words and topics Different Learning Style Strategies - reading logs for struggling readers let them pick the book they want to read; something that interests them and gets them excited to read authors chair use visuals to make connections include movement in different activities; literacy centers allow for longer think time buddy system, partner work with those who have disabilities find out level using things like running records; choose appropriate materials based on their levels differentiated instruction; one on one learning with the individual Website Reviews Site name/ Title Ideas For a Circus Unit/ Theme in your classroom Site address Summary http://www.teachingheart.net/circustheme. The website covers the circus unit very well. html There are a ton of links to others sites and ideas and suggestions for educators to use. The circus unit from this website includes ideas for cross curriculum ideas in subjects like math, music, art. Ecole http://www.yesnet.yk.ca/schools/wes/web Whitehouse quests_themes/circus/teacher.html Elementary - Circus A to Z Teacher StuffCircus Everything Pre-schoolPre-school circus theme The Activity Idea Place The circus theme was what this website was all about. Lots of ideas for games and activities. I would have liked to have seen more ideas for things to do in more subject areas like social studies, math, or science. Like the last website I reviewed I would have also liked to have seen more about diversity and culture incorporated into the theme. I did not see any suggestions for literature pieces which would have also been a nice touch. http://atozteacherstuff.com/Themes/Circus This site is going to be very helpful to us for / our planning and searching of different activities to do surrounded with the circus theme. They give you ideas for circus themed lessons in all subject areas. http://www.everythingpreschool.com/the mes/circus/index.htm I think it covers the topic in a nice way. With the help of this website and other websites a thematic unit on the circus is definitely doable. It gives you helpful ideas and lessons, without giving you an entire unit planned out to the T. It allows for you to make your own lessons and ideas, while giving you great tips and ideas to go along with others. http://www.123child.com/animals/circus.h This site is very thorough on the topic of the tml circus because it goes across all subject. areas. It covers the areas of arts and crafts, games math and science, group times and songs, and snacks. There are a number of ideas under every subject areas that could be adjusted to accommodate different grade levels. Circus The Activity Idea Place Lesson Plans for Teachersthe Circus http://www.perpetualpreschool.com/presc hool_themes/circus/circus.html> Again this site focuses on different areas that would complete a thematic unit for the circus. They included: circus songs, circus games, circus snacks, circus books, circus art, and circus science. Each of these areas has a multitude of ideas that can be used with your students for this unit of study. http://www.123child.com/animals/circus.h Yes, it just gives activities that are still done tml today at the circus. Covers the topic completely. This website is just giving ideas in which you can do with your students in the classroom. http://www.courierThis website is just a lesson plan about the journal.com/education/lessonplans/97072 circus units. 8circus.html Book Bibliography Downs, M. (2005). You See a Circus. I See… Watertown, MA: Charlesbridge. Duncan, L. (1993). The Circus Comes Home. New York: Bantom Doubleday Dell Publishing Group Inc. Fletcher, R. (2001). The Circus Surprise. New York: Houghton Mifflin. Granfield, L. (1998). Circus, An Album. New York: DK Publishing Inc. Johnson, N. (1995). Big-Top Circus. New York: Dial Books for Young Readers. Schlein, M. (2002). Hello, Hello! New York: Simon & Schuster Books for Young Readers. Webb, S. (2003). Tanka Tanka Skunk! New York: Scholastic. Falconer, I. (2001) Olivia Saves the Circus. New York: Antheneum/Anne Schwartz Books. Seuss, Dr. (1956) If I Ran the Circus. New York: Random House Books for Young Readers. Priceman, M. (2001) Emeline at the Circus. New York: Dragonfly Books. College of Education Teacher Education Name Laura Bjerkness Date October 22nd, 2007 Location lesson was/will be taught: Concordia University Classroom teacher supervising lesson: Michael Pickel Learning Area(s): Language Arts Grade Level(s): 1st grade Lesson Title: Circus Act Est. Lesson Length: 40 minutes I. Objectives/Learner Outcomes. - Student will be able to list acts of a circus Students will be able to perform acts of a circus through role-playing II. Assessment Plan. The teacher will observe each students effort and creativity with their circus poster. Also, the teacher will observe the partner circus acts and each student’s participation. III. Materials and Resources Needed to Teach the Lesson/Activity. - Book: Olivia Saves the Circus Paper for each student- poster size Writing utensils for each student Circus props for the role plays (bean bags, masks, circus food) IV. Accommodations ESL learners may draw or write their circus acts on their poster during the written portion of the lesson. V. TEACHING or INSTRUCTIONAL PROCEDURES Reflection Read the book: Olivia Saves the Circus Have the children brainstorm different types of circus acts Have the students choose chose one circus act and have them write a description or draw a picture of it being performed on a poster. In partners have the students present their act orally in front of the class. *CIRCUS ANIMALS AROUND THE WORLD* (Social Studies) UNIT: Circus Animals TEACHER: Laura Shelander CONCEPT: Social Studies/ Mapping OBJECTIVE: Students will be able to learn, and tell the class about where the breed of the dog they chose, originated from. MATERIALS: Library access, research materials, books, computers, informational cd’s, pamphlets, paper pictures of the different type of animals in the circus, tape, a large map of the world, books about animals (library, or your own). ACCOMODATIONS: Peer group assistance, partner work, one-on-one teacher assistance, separate, appropriate activities for special needs. ASSESSMENT: The end presentations will be their assessment. My students will talk about their animal to the class and show the class where their animal comes from on the map of the world. ACTIVITIES: Leading Question: Can we make a list of the different types of animals that are in the circus? 1) First we’ll talk about all of the different types of animals that are in the circus, and make a list of them, and talk about them. 2) We then will talk about how there can be several different types of animals in the circus, but they can all live in different areas. I will have a list of the different animals the students can choose from so that the animals will be from all over instead of in the same region, then we’ll have to look at a book that we received from the library about animals to find more if needed. 3) I will then tell the students what the project is that we are going to do. What we are going to do, have each student choose one animal in the circus, and find a book about that animal, to see where it originated from and all of the characteristics associated with animal. 4) The students will put a mini poster together with a little information on their animal, and share that information with the class. Give the students a week of our social studies time to go to the library and research their particular breeds. 5) Finally, we will put up a large poster of the World, and after each student shows the class their picture of their animal and any information they may have found on their animal, we will then have the students place a mini picture of their animal on the world to show where their animal is from. Name: Laura Schrupp Date: October 21, 2007 Learning Areas: Science and Literacy Grade Level: K-1 Lesson Title: Balloon Match Estimated Lesson Length: 20-30 minutes Objectives/Learner Outcomes: - the student will be able to categorize the balloons according to their colors the student will be able to match the appropriate colored balloon to the appropriate color label Assessment: I will assess whether the student has met the objectives by giving them a variety of colored balloons and asking them to group them together by their color. I will have a chart that will have a column for each color with the word of the color at the top and the students will have to put the colored balloons in the appropriate column. Materials and Resources: - balloon cut outs (make your own or use a print of some sort if available); have enough cut outs for each student- at least 2 balloons for each color category - markers, paints, crayons, etc to color in each balloon a different color; red, orange, blue, green, yellow - color chart for categorizing (large one for class, small ones for each student) - scissors (each student) - glue (each student) Accommodations: have kids work in pairs, especially if you have children who are ESL learners or have ADD or ADHD. A friend to work with can help keep them on task. Teaching Instructions/Procedures: This lesson can be geared more for a science center activity rather than a teacher taught lesson. To begin you would want to have the chart for each child and one larger chart for the whole class to use. The chart should be broken up into a column type chart with the colors spelled out at the top or each column. You want to have a number of different color balloons in green, blue, yellow, red and orange. You can expand on colors, but keeping it to five I think will prevent from overload and confusion. As a class you can show them the pictures of the different colored balloons. While you do this you want to also show them the spelled out word for that color and match them together. After you get through showing each colored balloon with the word spelled out begin to randomly show different colored balloons and asked the kids to tell you which column to categorize it in. After this, you can have balloon cutouts for each student to cut out and color themselves. Have a chart made for each student ahead of time which they can use for categorizing. Other Options: have this activity set up in the science center so kids can do it freely as they wish. Evidence of learning: students will be able to successfully categorize the balloons to the appropriate label. Closure: kids can take it home to work on Reflection: Name: Laura Schrupp Date: October 21, 2007 Learning Areas: Math and Literacy Grade Level: K-1 Lesson Title: All Aboard Estimated Lesson Length: 20-30 minutes Objectives/Learner Outcomes: - student will be able to match numerals 1-10 to sets student will be able to order numbers according to the proper sequence student will be able to match the number of animals in the train car to the appropriate spelled out word Assessment: I will assess whether the student has met the objectives by observing them putting the appropriate number card on the train car with the corresponding number of animals. I will also assess their learning through their ability to match the number of animals in the train car to the spelled out word on the corresponding number card. Materials and Resources: - scissors - train cars - number cards - pencil - crayons, markers, etc for coloring the train and animals if desired Accommodations: have kids work in pairs, especially if you have children who are ESL learners or have ADD or ADHD. A friend to work with can help keep them on task. Teaching Instructions/Procedures: This lesson can be geared for a math center activity if so desired rather than a teacher taught lesson. Before the lesson begins, the train and number cards should be cut out, colored and ready to use. Write the appropriate number on the back of each card for students to self check their work. To begin, go through each one of the numbers 1-10 and show each student the spelled out word for each number. The spelled out word should be written on the number card. After this, go through the following procedures as a class: - choose a train car - count the number of animals in the train car - place the correct number card in the square on the train car repeat this process until all train cars have been accounted for when all the numbers have been placed on train cars, place train cars in order from 1-10. Check your work. Kids can look at the number on the back of each train car to see if it matches the number card. Work on this together as a whole class and then allow kids to work on it individually or with a partner, setting it up as a math center activity. Evidence of learning: students will be able to successfully match the number card to the appropriate train car holding that number of animals. Reflection Name: Megan Kirchenwitz Date: October 22, 2007 Learning Areas: Movement Education Grade Level: K-1 Lesson Title: Circus Training Lesson Length: Varied Objectives: - Students will be able to make connections with different stations in accoridance to the circus Students will be able to use the task cards at each station and draw from pictures and words as to what to do with the given movement activity Assessment: Teacher will use the task cards as assessment tools as well as monitoring students and observing them completing the movement actvity with the task that is shown or written on the card. Materials: Hoola hoops Tennis balls Plastic bowling pins bean bags Note cards Large space to work with Picture cards Masking tape Accommodations: If students have difficulty with movement activities there will be many other ways that they can participate whether this be them being designated to pose or describe the task card to group or getting involved through telling or drawing what other students are doing. Procedures: Students will be moving from station to station completing the given movement activity along with the task that is on the card whether that be making an animal noise from the circus etc. The following items will be presented at different stations around the room so students can complete their circus training: Bean bag toss, tennis balls, bowling pins, jump ropes, balance beam, hoola hoops Evidence of Learning: Students will be participating in the activity and completing the tasks on the cards. Closure: Review with students what they went through in circus training and make connection to our unit as well as the literacy aspects we have connected into this lesson plan. Name: Megan Kirchenwitz Date: October 22, 2007 Learning Areas: Fine Arts Grade Level: K-1 Lesson Title: Circus Mural Lesson Length: Varied Objectives: - Students will be able to identify different parts of the circus to include in classroom art piece The overall presentation of the mural and the dramatic play area will reflect the compnents that should be included the circus. Assessment: Through observation and student participation I will be able to see that students have gained what I wanted them to gain through the different areas we have covered on the circus Materials: Canvas or roll paper Paint Markers Crayons Pencils Visual Aids for students to look at Collected items that can make the dramatic play area unique to a circus Paint brushes Stencils Stuff for mask making Accommodations: There will be many different areas that will be worked on through the mural and dramatic play areas so it will not be difficult for different types of learners to adjust. If need be accomodations and modifications can also be made. Procedures: In accordance with the circus unit we are working on we will be helping make dramatic play areas into the circus along with a class mural. Students will be in costume for this so they can get the full experience. Draw a Circus Mural. Using a large piece of white art paper, create an artwork circus by drawing and coloring the tents, rings, acts, animals, ringmaster, band and more. You might want to make a rough sketch to plan out your design before you start the final version. Create an act: Encourage students to review the list of acts they brainstormed earlier, and then come up with an idea for a new type of circus act. They can describe their new act orally, write a description of it or draw a picture of it being performed.
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