Intent
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Students
are introduced to conventions of print
and story elements in a lesson
about the circus. We read assorted literature.
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Introduction
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Bring students to carpet, get them settled.
Welcome Song (To London Bridge
is Falling Down)
Welcome to the library, library,
library. Welcome to the library,
Please come inside and read.
We’re glad to have you here today,
here today, here today.
We’re glad to have you here today,
today’s a special day.
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Finger play: This is Big (source:
traditional)
This is big big big Hold arms out to
side
This is small small
small Cup hands together
This is short short
short Hold hands w/palms
facing each other
This is tall tall
tall Reach one hand
above head
This is fast fast
fast Circle fists
quickly
This is slow slow
slow Circle fists slowly
This is yes yes yes Nod
This is no no no Shake head
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Library Expectations:
“4 finger rules” of the library:
quiet
(finger to mouth)
watch
teachers (fingers to eyes)
listen
to stories and directions (cup ears)
and always
walk (walking fingers.)
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Mystery Bag: rope (many purposes, but focus on “tightrope
walker” aspect. Does this sound fun or
scary?)
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Word of the Week: say it, syllabicate
it TEACHER draws it in the air, invites students to “air write” with
her.
English: Circus
Spanish: Circo (SEAR-koh)
ASL Sign: ASL
Sign: Circus: http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi (Sign language is
a real language where people use their hands to communicate.) Here is the sign for circus. Put your thumb and middle finger of your
left hand on top your right hand. Then
move your right hand in small circles:
can anyone guess what this is?
It’s a person standing up, riding a horse in the circus ring!
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Resource
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Book
Say Hola to Spanish at the Circus by
S. M. Elya, Lee & Low, 1999.)
Before: This book teaches us words in Spanish and
tells a story in English. See how many
words YOU know, and how many you can figure out from the pictures and other
words.
During: Check for understanding in both languages. Name animals, note similarities (leone=lion, jirafa=giraffe, etc.)
After:
Share circus experiences. Which
events have children seen, either on TV or in real-life? Which look exciting?
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Activity
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(Standing)Action Rhyme:
The Tightrope Walker
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Resource
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Poem: Mr. Brown the Circus Clown
Mr. Brown, the circus clown
puts his clothes on upside down. He wears his hat upon his toes and socks and shoes upon his nose. He ties his ties around his thighs and wraps his belt around his eyes. He hangs his earrings from his hips and stockings from his fingertips. He puts his glasses on his feet and shirt and coat around his seat. And when he's dressed, at last he stands and walks around upon his hands.
--Kenn Nesbitt
Before Reading: I love poetry. Have you ever heard a poem? Poems are usually short, rhyming
stories. Sometimes they’re sad,
sometimes they’re funny. This week’s
poem is about a funny clown.
During Reading: Read the poem. Provide the picture and text for class to
see.
After Reading: Reveal picture- is this
what you thought it looked like?
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Resource
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Book:
The Circus Ship by Chris Van
Deusen (Candlewick Books, 2009)
Pre-Reading: How does the circus travel from town to
town?
During Reading: Name animals as you go.
After Reading: This is based on a true story. Talk about how kids would react if this
happened in their town.
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Activity:
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Tightrope walking (just masking tape!) to the video area
where we watch…
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Resource
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You see a circus, I see.. (accessed on
Tumblebooks)
Pre-Reading:
make it clear that this is the story
of a boy who is IN the circus… he lives and travels with the circus.
During:
After
Reading: Which circus job would you
like?
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Resource
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Jokes:
From Clowning Around: Jokes about the circus (Watson, Rick and
Ann, Lerner Publications, 1989.)
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Craft
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Circus
coloring pages.
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Wrap-up
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Review:
word of week and intent.
We
are putting finishing touches on library cards this week so we are ready for
checkout next week. (Lots of changes
in the kindergarten roster; our original class lists needed to be thrown
out!)
|
Other
book ideas:
·
Circus Shapes by Stuart Murphy
·
Olivia Saves the Circus by Ian Falconer
(didn’t go over so great last year, so I decided to try another story)
·
If I Ran The Circus by Dr. Seuss. (Good grief, this is a LONG book. If you choose it, try paper-clipping pages
together or it may take all hour!)
·
Books about clowns.
This Week’s TEKS: 1 (A) words represented by print
1
(C) 1:1 correspondence word/print
1
(F) Conventions of Print
1
(G) Parts of A Book
2
(B) Identify Syllables in spoken words
3
(A) Identify common sounds letters represent
4
(A) Identify what happens next based on cover, illustration
4
(B) Ask & respond to questions about text
6
(A) Identify elements of a story: setting character, key events
6
(C) Recognize sensory details
7 Poetry has regular beat, similar word
sounds (rhyme, alliteration)
8
(B) describe characters in a story and reasons for their actions
10
(D) use titles/illustrations to make predictions about text
10
(B) retell important facts in an expository text
18 (A) use
phonological knowledge to match sounds to letters
19 (A) ask questions of classwide interest (with adult
assistance)
20 (A) gather evidence from provided text sources (with
adult assistance)
21
(A) listen attentively by facing speakers and asking questions
21
(B) Follow oral directions that involve a short, related sequence of events
RC(fig
19) (D) make inferences based on cover,
title, illustrations and plot
RC(fig
19) (A) discuss purpose for reading & listening to various texts
RC(fig 19) (A) discuss purpose for reading or listening
to various texts
RC(fig
19) (B) ask and respond to questions about
texts
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