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Title: Circus Stories_____________Subject/Course: Reading and Literature__________
Topic: Vocabulary Expansion___ Grades: ___1___ Designers: Patricia Nelsen______
Stage 1 – Desired Results
Established Goals:
Minnesota State Standard I. Reading and Literature Sub-Strand B. Vocabulary Expansion
The student will use a variety of strategies to develop and expand reading, listening, and
speaking vocabularies. Benchmarks: B,1-Learn new words through explicit instruction
and independent reading. B,2-Use descriptive words when speaking of people, places,
things, actions, and events. B,3-Identify and generate antonyms and synonyms, and use
them to understand and express word meanings. B,4-Use context to predict and infer
word meanings.
Understandings:
Essential Questions:
Students will understand that…
 What do good readers do?
 There are strategies that good
 What do good readers do when they
readers can use to help them
don’t understand something they
understand words and meanings
read?
during instruction and independent
 Why read? What can we learn from
reading.
print?
 They can learn new words through
 Why write? What makes writing
explicit instruction and independent
worth reading?
reading.
 Why speak? What do good
 They can use descriptive words
speakers sound like?
when speaking and writing about
people, places, things, actions, and
events.
 They can identify and generate
antonyms and synonyms.
 They can use context to predict and
infer word meanings.
Students will know…
Students will be able to…
 A variety of strategies to help them
 Predict and infer word meanings in
understand the meanings of new
context during instructional and
words.
independent reading.
 A variety of strategies to help them
 Transfer and express new
comprehend what they read.
vocabulary words in original
sentences in speaking and writing.
 How they can enrich their speaking
and writing vocabularies.
 Enrich their speaking and writing
with descriptive vocabulary.
 The meanings of the terms
synonym and antonym.
 Identify and generate synonyms and
antonyms and use them to
understand and express word
meanings.
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Stage 2 – Assessment Evidence
Performance Tasks: Summary in
Other Evidence:
GRASPS form
Formative Assessment:
You will listen to a library book with a
Teacher Observation and Notation:
circus theme. During the story you may
Students will…
hear words that you do not know or
 Make meaning of a selected
understand. What do good readers do?
vocabulary word by judging what
You can think about how the word is used
makes sense in the context of a
in the story. You can think about what
teacher-read story.
makes sense to help you know what the
 Provide synonyms and/or antonyms
word means. What else do good readers
to demonstrate understanding of
do? You can think of a word that means
new vocabulary.
the same (a synonym) or the opposite (an
 Propose and decide as a group, new
antonym) to help you decide what the new
definitions for selected vocabulary
word means. Your goal is to do what good
words.
readers do when they listen to a story, read
 Adapt and use new vocabulary
it together with other readers, or read it
words orally in original sentences.
alone. You will write the new words in
Summative Assessment:
your Circus Story Vocabulary Journal so
Documented with a Rubric:
you can think about them later (reflect) and Students will…
remember to use them when you speak and
 Collect and exhibit definitions of
write. Your goal is to do what good
new vocabulary words in a daily
speakers and good writers do to make their
journal for review and reflection.
speaking and writing more interesting for
 Adapt and use new vocabulary
others to hear and read.
words daily in original written
sentences.
 Provide the vocabulary word for a
definition, orally or written, on a
five-point daily quiz.
 Assume the role of a circus clown
and write or tell a story that
includes one to five new vocabulary
words to enrich their story.
Key Criteria: *Group discussions *Use of new vocabulary in speaking *Use of new
vocabulary in writing *Circus Story Vocabulary Journal – five words and two sentences
entered daily *Quiz – daily on five new vocabulary words *Circus Clown Story –
transfer of rich vocabulary to writing by using three to five of the vocabulary words
studied to create an interesting story
Rubrics: Rubrics are included at the bottom of each student paper for feedback and
assessment information:
Vocabulary Journal: Words 1 2 3 4 5 Correct
Sentences 1 2 Correct
Daily Vocabulary Word Quiz: 1 2 3 4 5 Correct
Circus Clown Story:
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2
3 - 4 - 5 Vocabulary Words
Good Start
Getting Better
Great
Read your story to a partner. Is it interesting? Circle: Good Super Awesome
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Teacher:
Materials and Resources
Student:
Library books
Ginger Jumps by Lisa Campbell Ernst
Ella by Bill Peet
Encore for Eleanor by Bill Peet
Pamela Camel by Bill Peet
Randy’s Dandy Lions by Bill Peet
Word cards with five selected vocabulary
words from each of the five library books
Five poster boards for display of
vocabulary words and addition of
definitions.
Black dry mark pens
Circus theme stickers for student desk
charts
Circus Story Vocabulary Journal
One journal per student
Five pages, each page with five
vocabulary words from each of the five
library books
Lines for writing definitions
Lines for writing sentences
Rubric at the bottom of each page for
assessment
Circus theme desk charts for oral sentences
– one per student
Circus theme quiz paper with five lines for
writing daily vocabulary words
One quiz paper daily for each student
Rubric at the bottom of each paper for
assessment
Clown theme, lined writing paper for each
student to write a clown story
Rubric on the bottom of the paper for
self-assessment and peer evaluation
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Stage 3 – Learning Plan
Introduction of the Unit:
The introductory event is a weeklong clowning curriculum with an artist-in-residence.
The reading lesson, with a focus on vocabulary expansion, hooks on to the event by
featuring circus theme library books for the instruction and learning plan.
Introduce students to the learning plan for the week’s reading lesson about vocabulary
expansion by reading the summary of performance tasks to explain the learning goals, the
reason for learning, and what they as students need to do to meet the goals
Day 1 Learning Activities:
 Teacher introduces the library book, Ginger Jumps by Lisa Campbell Ernst by
asking, “What is bravery? What does it mean to be brave? Have you ever been
brave?”
 Students do a Think-Pair-Share to discuss the big idea of the book.
 Teacher says, “This is a story about bravery. Listen to find out about a brave act.”
Teacher reads Ginger Jumps without interruption. Students discuss the main idea.
 Teacher re-reads Ginger Jumps, pausing to introduce the selected vocabulary
words as they occur in the story:
dared
gloated
sauntered
smirking
hubbub
 Students discuss possible word meanings according to what makes sense in the
context of the story.
 Students substitute another word (synonym) for the vocabulary word. Does it
mean the same? Does it make sense in the story? Is there an antonym (opposite)
for the vocabulary word?
 After discussion, students reach a consensus about a definition for each
vocabulary word. The definition is added to the Day 1 vocabulary chart.
 Students write each definition next to the Day 1 vocabulary list in their Circus
Story Vocabulary Journals.
 Each student chooses one of the Day 1 vocabulary words to say in an original
sentence. A sticker is put on his/her circus theme desk chart for positive
reinforcement.
 Each student chooses two Day 1 vocabulary words for writing sentences in his/her
vocabulary journal. This may be done independently or with a partner.
 Quiz on Day 1 vocabulary words: Teacher says the student-generated definition
of each word and students write the vocabulary word from the posted word cards.
 Continual practice: Students use vocabulary words spontaneously in daily
conversation. With each use, student makes a tally mark by the displayed list of
words for incentive and reinforcement.
 Quiz papers and student vocabulary journals are collected for teacher assessment
of learning and returned to students the next day with progress information.
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Stage 3 – Learning Plan
Day 2 Learning Activities:
 Teacher introduces the library book, Ella by Bill Peet by asking, “Have you ever
heard someone called ‘a spoiled brat’? Why? What did they do? How did they
act?”
 Students do a Think-Pair-Share to discuss the big idea of the book.
 Teacher says, “This is a story about Ella, an elephant that acted like ‘a spoiled
brat’. Listen to find out about her behavior.” Teacher reads Ella without
interruption . Students discuss the main idea.
 Teacher re-reads Ella, pausing to introduce the selected vocabulary words as they
occur in the story:
applauded
conceited
pampered
brood
seized
 Students discuss possible word meanings according to what makes sense in the
context of the story.
 Students substitute another word (synonym) for the vocabulary word. Does it
mean the same? Does it make sense in the story? Is there an antonym (opposite)
for the vocabulary word?
 After discussion, students reach a consensus about a definition for each
vocabulary word. The definition is added to the Day 2 vocabulary chart.
 Students write each definition next to the Day 2 vocabulary list in their Circus
Story Vocabulary Journals.
 Each student chooses one of the Day 2 vocabulary words to say in an original
sentence. A sticker is put on his/her circus theme desk chart for positive
reinforcement.
 Each student chooses two Day 2 vocabulary words for writing sentences in
his/her vocabulary journal. This may be done individually or with a partner.
 Quiz on Day 2 vocabulary words: Teacher says the student-generated definition
of each word and students write the vocabulary word from the posted word cards.
 Continual practice: Students use vocabulary words spontaneously in daily
conversation. With each use, student makes a tally mark by the displayed list of
words for incentive and reinforcement.
 Quiz papers and student vocabulary journals are collected for teacher assessment
of understanding and returned to students the next day with progress information.
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Stage 3 – Learning Plan
Day 3 Learning Activities:
 Teacher introduces the library book, Encore for Eleanor by Bill Peet by asking,
“What are talents? What are your talents? How do you know?”
 Students do a Think-Pair-Share to discuss the big idea of the book.
 Teacher says, “This is a story about an elephant with very unusual talents. Listen
to find out how these talents are discovered.” Teacher reads Encore for Eleanor
without interruption. Students discuss the main idea.
 Teacher re-reads Encore for Eleanor, pausing to introduce selected vocabulary
words as they occur in the story:
encore
dreary
racket
curious
determined
 Students discuss possible word meanings according to what makes sense in the
context of the story.
 Students substitute another word (synonym) for the vocabulary word. Does it
mean the same? Does it make sense in the story? Is there an antonym (opposite)
for the vocabulary word?
 After discussion, students reach a consensus about a definition for each
vocabulary word. The definition is added to the Day 3 vocabulary chart.
 Students write each definition next to the Day 3 vocabulary list in their Circus
Story Vocabulary Journals.
 Each student chooses one of the Day 3 vocabulary words to say in an original
sentence. A sticker is put on his/her circus theme desk chart for positive
reinforcement.
 Each student chooses two Day 3 vocabulary words for writing sentences in his/her
vocabulary journal. This may be done individually or with a partner.
 Quiz on Day 3 vocabulary words: Teacher says the student-generated definition
of each word and students write the vocabulary word from the posted word cards.
 Continual practice: Students use vocabulary words spontaneously in daily
conversation. With each use, student makes a tally mark by the display list of
words for incentive and reinforcement.
 Quiz papers and student vocabulary journals are collected for teacher assessment
of understanding and returned to students the next day with progress information.
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Stage 3 – Learning Plan
Day 4 Learning Activities:
 Teacher introduces the library book, Pamela Camel by Bill Peet by asking, “What
is a hero? What do heroes do? Do you know a hero? Have you ever been a
hero?”
 Students do a Think-Pair-Share to discuss the big idea of the book.
 Teacher says, “This is a story about heroism. Listen to find out about an heroic
act.” Teacher reads Pamela Camel without interruption. Students discuss the
main idea.
 Teacher re-reads Pamela Camel, pausing to introduce selected vocabulary words
as they occur in the story:
resigned
aloof
snickering
disaster
furious
 Students discuss possible word meanings according to what makes sense in the
context of the story.
 Students substitute another word (synonym) for the vocabulary word. Does it
mean the same? Does it make sense in the story? Is there an antonym (opposite)
for the vocabulary word?
 After discussion, students reach a consensus about a definition for each
vocabulary word. The definition is added to the Day 4 vocabulary chart.
 Students write each definition next to the Day 4 vocabulary list in their Circus
Story Vocabulary Journals.
 Each student chooses one of the Day 4 vocabulary words to say in an original
sentence. A sticker is put on his/her circus theme desk chart for positive
reinforcement.
 Each student chooses two Day 4 vocabulary words for writing sentences in his/her
vocabulary journal. This may be done individually or with a partner.
 Quiz on Day 4 vocabulary words: Teacher says the student-generated definition
of each word and students write the vocabulary word from the posted word cards.
 Continual practice: Students use vocabulary words spontaneously in daily
conversation. With each use, student makes a tally mark by the displayed list of
words for incentive and reinforcement.
 Quiz papers and student vocabulary journals are collected for teacher assessment
of understanding and returned to students the next day with progress information.
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Stage 3 – Learning Plan
Day 5 Learning Activities:
 Teacher introduces the library book, Randy’s Dandy Lions by Bill Peet by asking,
“What does it mean to be afraid? When were you afraid? What frightened you?”
 Students do a Think-Pair-Share to discuss the big idea of the book.
 Teacher says, “This is a story about five lions who had cage fright. Listen to find
out why they were frightened.” Teacher reads Randy’s Dandy Lions without
interruption. Students discuss the main idea.
 Teacher re-reads Randy’s Dandy Lions, pausing to introduce selected vocabulary
words as they occur in the story:
budge
baffled
pleaded
drenched
desperation
 Students discuss possible word meanings according to what makes sense in the
context of the story.
 Students substitute another word (synonym) for the vocabulary word. Does it
mean the same? Does it make sense in the story? Is there an antonym (opposite)
for the vocabulary word?
 After discussion, students reach a consensus about a definition for each
vocabulary word. The definition is added to the Day 5 vocabulary chart.
 Students write each definition next to the Day 5 vocabulary list in their Circus
Story Vocabulary Journals.
 Each student chooses one of the Day 5 vocabulary words to say in an original
sentence. A sticker is put on his/her circus theme desk chart for positive
reinforcement.
 Each student chooses two Day 5 vocabulary words for writing sentences in his/her
vocabulary journal. This may be done individually or with a partner.
 Quiz on Day 5 vocabulary words: Teacher says the student-generated definition
of each word and students write the vocabulary word from the posted word cards.
 Continual practice: Students use vocabulary words spontaneously in daily
conversation. With each use, student makes a tally mark by the displayed list of
words for incentive and reinforcement.
 Quiz papers and student vocabulary journals are collected for teacher assessment
of understanding and returned to students the next day with progress information.
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Stage 3 – Learning Plan
Day 6 Culminating Activities:
 Students revisit the five circus story library books:
Ginger Jumps by Lisa Campbell Ernst
Ella by Bill Peet
Encore for Eleanor by Bill Peet
Pamela Camel by Bill Peet
Randy’s Dandy Lions by Bill Peet
 Students volunteer to tell the big idea of each story.
 Students vote for their favorite book with a heads down-hands up vote. Teacher
counts the votes with tally marks by each book title.
 Students do a Think-Pair-Share with someone who did not choose the same book.
Tell what you liked best about the book you voted for. Tell them why you would
recommend that book to someone.
 Students revisit the vocabulary words they studied:
dared
applauded
encore
resigned
budge
gloated
conceited
dreary
aloof
baffled
sauntered
pampered
racket
snickering
pleaded
smirking
brood
curious
disaster
drenched
hubbub
seized
determined furious
desperation
 Students volunteer to read one of the vocabulary words and its definition.
 Students circle their five favorite words from any or all of the vocabulary lists.
Summative Assessment:
 Students will use as many of their five favorite vocabulary words (or more) to
write a story about a circus clown.
 Students will write their story on a special clown theme writing paper that has a
rubric on the bottom to help them note how many of the vocabulary words they
have used:
Rubric:
1
2
3- 4-5
more
Good Start
Getting Better
Great
Awesome
 Students will read their finished clown story to another student for peer
evaluation. The evaluator will use the rubric at the bottom of the page:
Rubric: Does the story use words that make it interesting?
Good
Super
Awesome
 Circus clown stories will be collected for teacher assessment based on
understanding and appropriate use of vocabulary words.
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References
McTighe, J., & Wiggins, G. (2004). The understanding by design professional
development workbook. Alexandria, VA: Association for Supervision and
Curriculum Development.
Ernst, L.C. (1990). Ginger Jumps. New York, NY: Macmillan, Inc.
Peet, B. (1964). Ella. Boston, MA: Houghton Mifflin Company.
Peet, B. (1981). Encore for Eleanor. Boston, MA: Houghton Mifflin Company.
Peet, B. (1984). Pamela Camel. Boston, MA: Houghton Mifflin Company.
Peet, B. (1964). Randy’s Dandy Lions. Boston, MA: Houghton Mifflin Company.
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Unit of Study: Vocabulary Expansion for First Grade
Curriculum Design EDMA 620
Reflection Paper
I designed a unit of study based on the Minnesota State Standard Strand I. Reading
and Literature, Sub-Strand B. Vocabulary Expansion for grade one. I chose this topic to
provide a strong reading lesson during Clown Week at Wadena-Deer Creek Elementary
School. During this week an artist-in-residence provides a clowning experience for first
graders. Previously our reading block time offered only the reading of circus theme
library books. My unit of study, which includes the circus theme library books,
compliments the Clown Week theme, but with an enrichment benefit of vocabulary
expansion. The template I chose to organize this unit provided necessary and appropriate
classifications for all of the stage one, stage two, and stage three components.
In reflecting on the process that I followed to design the unit of study for vocabulary
expansion in grade one, I must express credit and gratitude to the guidance of Jay
McTighe and Grant Wiggins in the Understanding by Design, Professional Development
Workbook (2004). It is a powerfully enabling tool, with its choices of templates, which
served as an outline for my brainstorming and decision-making throughout this project.
Following the organization of the Understanding by Design, Professional
Development Workbook (2004) was most helpful in organizing and clarifying my
thinking. Placing the standard and benchmark objectives as the first entry of my unit of
study helped me focus on the goal and the target at which I was aiming. This is definitely
what worked well in designing my unit of study.
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The student understandings and the essential questions were a reciprocal combination
of the Stage One Desired Results. By examining these student understandings and the
identified big ideas of the standard and the benchmarks, the final results of what the
students would know and what the students would be able to do was readily apparent.
Stage One successfully answered the question, “What’s the big idea?”
I encountered the “What was difficult?” question while compiling the Stage Two
Assessment Evidence, of my unit of study. I became familiar with the terms rethink,
revise, and redo. Originally my entry for Performance Tasks was written in the style of a
benchmark list for what students would do. I rewrote the performance tasks as suggested
by the template, as a summary in GRASPS form and it became a narrative in age
appropriate, understandable language that I could read to first graders to inform them
exactly what would be expected of them.
The WHERETO routine of my daily lesson plans for days one through five was done
purposefully to emphasize the strategies of learning new vocabulary and enforce the oral
performance and written products that resulted from that new learning.
Performance tasks were based on the six facets of understanding and required students
to explain and justify word meanings, adapt new words to their own oral and written
language, critique and compare books and make a judgment.
While keeping a focus on first graders, the performance tasks also were tailored to
individual abilities, learning styles, and offered group participation, partner collaboration,
and individual presentation in both verbal performance and written products.
Having clarified for first graders and for myself what the performance tasks would be,
the other evidence segment included both formative and summative evidence of learning.
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While examining the key criteria I focused on a simplified range of quality for gauging
the understanding, performance, and products generated by young students. Rubrics
included advancement from numerical scales one to five; qualitative scales of good,
super, awesome; and combination scales of one-good start, two-getting better, three, four,
five-great, and more-awesome. The rubric design was in a simple form for the purpose
of first grade self-assessment and peer evaluation and yet indicated attainment toward the
goal of vocabulary expansion for adequate teacher assessment.
While working on the Stage Three Learning Plan portion of my unit of study, I
discovered a new learning for myself, that this style of a learning plan is more personally
rewarding than filling in teacher manual page numbers in a lesson plan book. As I
planned each day’s introduction of a circus library book, I realized that my engaging
question was not merely a connection and hook to the students’ own lives, but also an
essential question itself. The questions were open-ended and geared toward selfawareness, judging, and evaluating, among other facets of understanding that help to
create great thinking in young minds.