Lisa Brown Kindergarten Lesson Plan



Lisa Brown Kindergarten Lesson Plan

September 2nd- September 5th

Letter Ss

*8:00 Pledge of Allegiance in Hallway

| |Monday |Tuesday |Wednesday |Thursday |Friday |

| | |Review [Aa] sound cut and glue |Journals and highlight [Ss] page|Torn apple project |Make Spotty Snake book. |

|8:03—9:00 |NO SCHOOL |page. | |(fine motor building activity) | |

|Calendar |Labor Day | |Treasures small group phonics |Treasures small group phonics |Treasures small group phonics |

| | |Treasures small group phonics | | | |

| | | |Calendar |Calendar |Calendar |

| | |Calendar | | | |

| |Calendar | | | | |

|9:00—10:30 | |Introduce letter [Ss] phonics |Review Letter [Ss] and sound. |Review letter [Ss] (recognition |Review Letter [Ss] beginning |

|Phonics/Letter | |cards. Read poem “Six Silly |Review poem: “Six Silly Seals.”|and sound). Read “Seal’s Silly |sound. Read poem “Sing a Song |

|Recognition/Reading | |Seals.” Skill: Identify and |Skill: Number of words in a |Sandwich.” Skill: Initial sound.|of Sixpence.” Skill: Beginning|

| | |make rhymes, Beginning sound. |sentence. Read “My S Sound |Activity: Have students find |sound, rhyming words. Activity:|

| | |Circle [S] in poem. Practice |Box.” Write [Ss] words on |things on last page of story |children will come up with |

| | |writing lower case [s] on marker|board. Activity: Compare words |that begin with letter [Ss]. |rhyming words. Read “The Earth |

| | |board for correct formation. |that begin with [Ss] to words |Read “Spotty Snake.” Children |and I.” Skill: Make Inferences.|

| | |Complete lower case [s] |that do not. Practice writing |complete phonics packet and make|Group read: “The Leaves Fall |

| | |handwriting page and [s] phonics|upper case [S] on marker board |Spotty Snake. |Down”, focus sight word [the]. |

| | |cut and glue page. |for correct formation. Complete| |Students Complete beginning |

| | | |upper case [S] handwriting page | |sound page and color sight word |

| | |Question: *Who can formulate |and [S] phonics cut and glue | |[the] book. |

| | |words that begin with /s/? |page. |Questions: | |

| | | |Questions: |*Who can distinguish between |Question: |

| | | |*Who can formulate words that |these two pictures and tell me |*Who can infer what is happening|

| | | |begin with /s/? |which one begins with /s/? |in the story now? |

| | | | | |Computer Lab 9:45—10:30 |

| | | | | |Activity: (letter |

| | | | | |recognition) Success Maker: |

| | | | | |math and reading skills |

|Objective | |*Isolate initial sound /s/ |*Build fluency with /s/ |*Identify initial /s/ words |*Identify initial /s/ words |

| | |* Review initial /a/ |*Orally blend phonemes to build |*Identify picture names with |*Identify picture names with |

| | |*Match letter /s/ to sound /s/ |word with short /s/ |initial /s/ |initial /s/ |

| | |*Handwriting /s/ | | | |

| | |*Identify and generate rhyming | | | |

| | |words | | | |

|Lesson Set |Strategies: |Strategies: |Strategies: |Strategies: |Strategies: |

| |Blooms Taxonomy: |*Modeling |*Modeling |*Modeling |*Modeling |

| |Assessment: |*Scaffolding |*Scaffolding |*Scaffolding |*Scaffolding |

| | |*Independent practice |*Independent practice |*Independent practice |*Independent practice |

| | | | | | |

| | | | | | |

| | |Blooms Taxonomy: |Blooms Taxonomy: |Blooms |Blooms Taxonomy: |

| | |*Formulate |*Formulate |Taxonomy: |*Infer |

| | |Assessment: |Assessment: *Marker boards |*Distinguish | |

| | |*Marker boards |*Thumbs up-Thumbs down |Assessment: |Assessment: |

| | |*Work sheet |*Work sheet |*Thumbs up-Thumbs down |*Observation |

| | | | |*Observation |*Work sheet |

| | | | |*Work sheet | |

|Standards | |RF.K.2d; RF.K.3; L.K.2c; |RF.K.2d; RF.K.3; RF.K.3c; |RF.K.2d; RF.K.3; RF.K.3c; RI.K.7|RF.K.2d; RF.K.3; RF.K.3c; SL.K.2| |

| | |RF.K.3c; RL.K.3; |RL.K.3; RL.K.2 | | | |

|10:30—10:40 | No School |Daily |Daily |Daily |Daily |

|Interactive Writing | |News (modeled writing). The |News (modeled writing). The |News (modeled writing). The |News (modeled writing). The |

| | |helper of the day tells the |helper of the day tells the |helper of the day tells the |helper of the day tells the |

| | |class something they want them |class something they want them |class something they want them |class something they want them |

| | |to know. The teacher writes it |to know. The teacher writes it |to know. The teacher writes it |to know. The teacher writes it |

| | |on chart paper. Modeling |on chart paper. Modeling |on chart paper. Modeling |on chart paper. Modeling |

| | |letters, letter sounds, writing |letters, letter sounds, writing |letters, letter sounds, writing |letters, letter sounds, writing |

| | |on lines, emphasizing proper |on lines, emphasizing proper |on lines, emphasizing proper |on lines, emphasizing proper |

| | |spacing and punctuation. |spacing and punctuation. |spacing and punctuation. |spacing and punctuation. |

|Standards | |W.K.5 |W.K.5 |W.K.5 |W.K.5 |W.K.5 |

|10:40—11:20 |Lunch/Recess |Lunch/Recess |Lunch/Recess |Lunch/Recess |Lunch/Recess |

|11:20—12:15 | |Review #’s 0—2 and number words|Review #3 and number word three.|Introduce a rectangle. Discuss |Review #’s 0—3 and number words|

|Math | |0—2. Introduce #3 and number |Introduce color word green. |attributes of a rectangle. |0—3. Conduct smart board |

| | |word three. Activity: sort |Read “Three Bouncing Balls.” |Compare to square. Discuss |graphing activity. Review |

| | |manipulatives into groups of |Activity: find items in the |things in the world in the shape|graphing. Complete counting and|

| | |three. Write #3 on marker |picture that there are three of.|of a rectangle. Review #’s 0—3 |graphing page. |

| | |boards for correct formation. |Complete number 3 page. |and # words 0—3. Complete |Questions: |

| | |Complete #3 page. |Questions: |counting and handwriting page. |Explain how many more toucans we|

| | |Questions: |If we have three pieces of candy|Questions: Can you choose a |have than parrots? |

| | |Who can explain what the number |how many different ways can we |manipulative and create a | |

| | |three means? |split the candy between two |rectangle? | |

| | | |children? | | |

|Objective | |*Identify the number /3/ the |*Identify the number /3/ the |*Identify a rectangle |*Distinguish between the numbers|

| | |number word /three/ |number word /three/ |*Create a rectangle |/1/, /2/ and /3/ the number |

| | |*Write the number /3/ and the |*Write the number /3/ and the |*Identify characteristics of a |words /one//two/and /three/ |

| | |number word /three/ |number word /three/ |rectangle |*Graphing |

|Lesson Set |Strategies: |Strategies: *Modeling, |Strategies: |Strategies: *Scaffolding, |Strategies: |

| |Blooms Taxonomy: |*Independent Work |*Modeling, *Independent Work |*Independent Work |*Modeling, *Independent Work |

| |Assessment: |Blooms Taxonomy: *Explain |Blooms |Blooms Taxonomy: |Blooms Taxonomy: |

| | |Assessment: |Taxonomy: *Describe |*Create |*Explain |

| | |*Observation |Assessment: |Assessment: |Assessment: |

| | |*Marker Boards |*Observation |*Observation |*Observation |

| | |*Worksheet |*Worksheet | |*Worksheet |

| | | | | | |

|Standards | |.1; .3; .4; .4a |.1; .3; .4; .4a |.1; .3; .4; .4a |.1; .3; .4; .4a |

| | |.4b; .5; K.G.1; K.G.2; |.4b; .5; K.G.1; K.G.2; |.4b; .5; K.G.1; K.G.2; |.4b; .5; K.G.1; |

| | | | |K.G.5 |K.G.2;K.MD.3 |

|12:15—12:40 |Rest |Rest |Rest |Rest |Rest |

|12:40—1:05 | |Introduce “Apples.” Create KWL |Review KWL chart. Write |Read “Apples”, by Jenne Simon | Read “The Apple Pie Tree.” |

|Social Studies/ | |chart. Read “Apples.” Discuss |anything new we have learned. |and “Amazing Apples.” Discuss |Discuss things that can be made |

|Science | |Book. Skill: Tracking Print |Read “A day at the Apple |the cycle of an apple tree. |with apples. Complete the KWL |

| | |Questions: |Orchard.” Watch video on |Graph apples. |chart. Make applesauce. |

| | |Can you describe what you know |apples. Read the (Star in apple |Questions: |Questions: |

| | |about apples? |Story) and complete estimation |Can you illustrate the lifecycle|Can you tell me some things that|

| | | |activity |of an apple? |we make out of apples? |

| | | |Questions: | | |

| | | |Describe where apples come from | | |

| | | |besides the store? | | |

|Objective | |* Differentiate between plants |* Differentiate between plants |*List and classify objects in |* Differentiate between plants |

| | |and animals |and animals |the single properties of : size,|and animals |

| | |*Classify living and non-living |*Classify living and non-living |shape, and color. |*Classify living and non-living |

| | |things. |things. |* Differentiate between plants |things. |

| | |*Describe plant development and |*Describe plant development and |and animals |*Describe plant development and |

| | |growth. |growth. |*Classify living and non-living |growth. |

| | | | |things. | |

| | | | |*Describe plant development and | |

| | | | |growth. | |

|Lesson Set |Strategies: |Strategies: |Strategies: |Strategies: Model , Discussion |Strategies: |

| |Blooms Taxonomy: |*Group discussion |*Model |Blooms Taxonomy: *Illustrate |*Questioning |

| |Assessment |*Charting |*Hands on activity |Assessment: Journals |*Cueing |

| | |Blooms Taxonomy: |Blooms Taxonomy: | |Blooms Taxonomy: Tell |

| | |*Describe |*Describe | |Assessment: |

| | |Assessment: |Assessment: | |*Observation |

| | |*Observation |Hands on activity | |*Group discussion |

|Standards | |LS2.K.1; S2.K.2; |LS2.K.1; S2.K.2; |LS2.K.1; S2.K.2; |LS2.K.1; S2.K.2; |

| | |LS3.K.1 |LS3.K.1 |LS3.K.1;PS5.K.1 |LS3.K.1 |

|1:05—1:20 |Recess |Recess |Recess |Recess |Recess |

|1:20—2:00 |1:18—1:58 |1:18—1:58 |1:20—2:00 |1:20—2:00 |1:20—2:00 |

|Prep. Time |Art |Music |Library |P.E. 1 |P.E. 2 |

| |Mrs. Busack |Mrs. Carr |Mrs. Trafford |Coach Setzer |Coach Setzer |

|2:00—2:50 | |Make apple puzzle. |Make apple counting book. |Illustrate the life cycle of an |Paint apple picture. |

|Continue | | | |apple. | |

|Social Studies/ | | | | | |

|Science | | | | | |

|2:50—3:10 |Snack |Snack |Snack |Snack |Snack |

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