Lisa Brown Kindergarten Lesson Plan



Lisa Brown Kindergarten Lesson Plan

March 9th—March 13th

-et word family

*8:00 Pledge of Allegiance in Hallway

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

| |Complete review l- blends cut|Journals, –et cut and glue |Review Pr-, Dr-, and Tr-, |Review –et simple |Centers |

|8:03—9:00 |and glue and sort pages. |page, and choose the correct |blends cut and glue page. |sentence page and make | |

|Calendar | |-et word fill in the blank. | |–et word family wheel. | |

| |Small Group Reading |Small Group Reading |Small Group Reading |Small Group Reading | |

| | | | |Calendar | |

| |Calendar |Calendar |Calendar | |Small Group Reading |

| | | | | | |

| | | | | |Calendar |

|9:00—10:30 |Introduce –et word family. |Review R- blends. Students will|Review –et word family. |Review –et word family.|*Spelling Test |

|Phonics/Letter |Play jumping game to make -et|come up with words that begin |Review ABC order. Make a |Play sparkle with –et | |

|Recognition/ |words. Write –et words on |with blends br, cr, dr,. The |list of vocabulary words |words and sight words. |Question: Who can make a |

|Reading |board. Complete cut and glue|words will be written on chart |that go with “Plants.” |Complete configuration |sentence with a -et word? |

| |match the word to the picture|paper. Complete r- blends word |Put list in ABC order. |station page and color |Computer Lab 10:00—10:30 |

| |and fill in the missing word |sort page. |Have students write -et |“Don’t Forget” book. |Activity: |

| |page. |Question: Who can come up with |words listed on marker |When finished return to|(letter recognition) |

| |Question: |words that begin with an |board in personal |carpet to group read |Success Maker: math and |

| |How many –et words can you |r-blend? (br.cr,dr) |dictionary. Complete –et |book. |reading skills |

| |come up with? | |ABC order page and r- |Question: Who can make | |

| | | |blends cut and glue page. |a sentence with a | |

| | | |Question: Which word comes|r-blend word? | |

| | | |first in ABC order, lion | | |

| | | |or groundhog? | | |

|Objective |* Blend and segment onsets |* Blend and segment onsets and |* Blend and segment onsets|* Blend and segment |* Blend and segment onsets|

| |and rimes of single-syllable |rimes of single-syllable spoken|and rimes of |onsets and rimes of |and rimes of |

| |spoken words. |words. |single-syllable spoken |single-syllable spoken |single-syllable spoken |

| |* solate and pronounce the |* solate and pronounce the |words. |words. |words. |

| |initial, medial vowel, and |initial, medial vowel, and |* solate and pronounce the|* solate and pronounce |* solate and pronounce the|

| |final sounds (phonemes) in |final sounds (phonemes) in |initial, medial vowel, and|the initial, medial |initial, medial vowel, and|

| |three-phoneme |three-phoneme |final sounds (phonemes) in|vowel, and final sounds|final sounds (phonemes) in|

| |(consonant-vowel-consonant, |(consonant-vowel-consonant, or |three-phoneme |(phonemes) in |three-phoneme |

| |or CVC) words.1 (This does |CVC) words.1 (This does not |(consonant-vowel-consonant|three-phoneme |(consonant-vowel-consonant|

| |not include CVCs ending with |include CVCs ending with /l/, |, or CVC) words.1 (This |(consonant-vowel-conson|, or CVC) words.1 (This |

| |/l/, /r/, or /x/.) |/r/, or /x/.) |does not include CVCs |ant, or CVC) words.1 |does not include CVCs |

| |* Recognize and produce |* Recognize and produce rhyming|ending with /l/, /r/, or |(This does not include |ending with /l/, /r/, or |

| |rhyming words. |words. |/x/.) |CVCs ending with /l/, |/x/.) |

| |* Distinguish between |* Distinguish between similarly|* Recognize and produce |/r/, or /x/.) |* Recognize and produce |

| |similarly spelled words by |spelled words by identifying |rhyming words. |* Recognize and produce|rhyming words. |

| |identifying the sounds of the|the sounds of the letters that |* Distinguish between |rhyming words. |* Distinguish between |

| |letters that differ. |differ. |similarly spelled words by|* Distinguish between |similarly spelled words by|

| | | |identifying the sounds of |similarly spelled words|identifying the sounds of |

| | | |the letters that differ. |by identifying the |the letters that differ. |

| | | | |sounds of the letters | |

| | | | |that differ. | |

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

| |*Modeling |*Modeling |*Modeling |*Modeling |*Modeling |

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

| |*Independent practice |*Independent practice |*Independent practice |*Independent practice |Blooms Taxonomy: |

| |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |*Identify |

| |*Formulate |*Formulate |*Tell |*Formulate |*Formulate |

| |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |

| |*Marker boards |*Marker boards |*Thumbs up-Thumbs down |*Thumbs up- Thumbs down|*Observation |

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

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

|Standards |RF.K.3.D; |RF.K.3.D;RF.K.2.D; |RF.K.3.D; |RF.K.3.D; |RF.K.3.D; |

| |RF.K.2.D; |RF.KF2.C; RF.K.2.A |RF.K.2.D; |RF.K.2.D; |RF.K.2.D; |

| |RF.KF2.C; RF.K.2.A | |RF.KF2.C; RF.K.2.A |RF.KF2.C; RF.K.2.A |RF.KF2.C RF.K.2.A |

|10:30—10:40 | Daily |Daily |Daily |Daily |Daily |

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

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

| |class something they want |class something they want them |tells the class something |tells the class |tells the class something |

| |them to know. The teacher |to know. The teacher writes it|they want them to know. |something they want |they want them to know. |

| |writes it on chart paper. |on chart paper. Modeling |The teacher writes it on |them to know. The |The teacher writes it on |

| |Modeling letters, letter |letters, letter sounds, writing|chart paper. Modeling |teacher writes it on |chart paper. Modeling |

| |sounds, writing on lines, |on lines, emphasizing proper |letters, letter sounds, |chart paper. Modeling |letters, letter sounds, |

| |emphasizing proper spacing |spacing and punctuation. |writing on lines, |letters, letter sounds,|writing on lines, |

| |and punctuation. | |emphasizing proper spacing|writing on lines, |emphasizing proper spacing|

| | | |and punctuation. |emphasizing proper |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 |Introduces ways to make 9. |Review ways to make 9. |Review ways to make 9. |Review ways to make |Review ways to make 9. |

|Math |Use mats and manipulatives to|Students model ways to make 9 |Write ways to make 9 on |2—9. Review solids. |Use mats and manipulatives|

| |come up with ways to make 9. |using mats. Discuss Tally |marker boards. Review |Use manipultives to |to show ways to make 8. |

| |Complete CGI problem using |marks and what they are and why|tally marks. Complete |construct a sphere, |Review , and = to with|

| |10’s rods and single units. |we might use them. Practice |tally mark assessment. |cone, cube, and |larger numbers. Complete|

| |Question: ___has 10 shirts |counting and recording tally |Question: |cylinder. Complete |less than greater than |

| |and he buys 4 more. How many|marks on marker boards. |Who can write the tally |tally mark assessment. |assessment. |

| |shoes does he have now? |Complete tally mark assessment.|marks for the number? |Question: |Question: Mrs. Smith has |

| | |Question: | |How many sides does a |13 students and Mrs. Brown|

| | |Who can tell me how many tally | |cube have? |has 14 students. Who has |

| | |marks are in the group? | | |more? |

|Objective |*Compare two numbers between |*Compare two numbers between 1 |*Compare two numbers |*Compare two numbers |*Compare two numbers |

| |1 and 10 presented as written|and 10 presented as written |between 1 and 10 presented|between 1 and 10 |between 1 and 10 presented|

| |numerals. |numerals. |as written numerals. |presented as written |as written numerals. |

| |*Identify whether the number |*Identify whether the number of|*Identify whether the |numerals. |*Identify whether the |

| |of objects in one group is |objects in one group is greater|number of objects in one |*Identify whether the |number of objects in one |

| |greater than, less than, or |than, less than, or equal to |group is greater than, |number of objects in |group is greater than, |

| |equal to the number of |the number of objects in |less than, or equal to the|one group is greater |less than, or equal to the|

| |objects in another group, |another group, e.g., by using |number of objects in |than, less than, or |number of objects in |

| |e.g., by using matching and |matching and counting |another group, e.g., by |equal to the number of |another group, e.g., by |

| |counting strategies. |strategies |using matching and |objects in another |using matching and |

| | | |counting strategies |group, e.g., by using |counting strategies |

| | | | |matching and counting | |

| | | | |strategies | |

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

| |*Modeling, |*Modeling, |*Modeling, |*Modeling, |*Modeling, |

| |*Independent Work |*Independent Work |*Independent Work |*Independent Work |*Independent Work |

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

| |*Explain |*Explain |*Explain |*Explain |*Explain |

| |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |

| |*Observation |*Observation |*Observation |*Observation |*Observation |

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

|Standards |.C.6;.C.7 |.C.6;.C.7 |.C.6;.C.7 |.C.6;.C.7 |.C.6;.C.7 |

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

|12:40—1:05 |Introduce Frogs. Make KWL on|Go over KWL chart. Read “A |Watch video on frogs. |Review the |Review metamorphosis of a |

|Social Studies/ |frogs. Read “From Tadpole to|Wood Frogs Life.” Discuss. |Discuss. Add to KWL chart.|metamorphosis of a |tadpole. Watch Brain pop |

|Science |Frog.” |Add to chart. |Question: How do frogs |tadpole. Add to KWL |jr. Read “It’s mine. |

| |Question: Do frogs hibernate?|Question: Does a wood frog live|catch flies? |chart. Read |Discuss. |

| | |in the pond? | |”One Frog’s Story” and | |

| | | | |“The Wide Mouthed Frog.|Question: Do tadpoles |

| | | | |Watch Dis. Ed. Frogs. |grow in places other than |

| | | | |Question: Who can |the pond? |

| | | | |explain the stages of | |

| | | | |metamorphis of a frog? | |

|Objective |* Classify living and |* Classify living and nonliving|* Classify living and |* Classify living and |* Classify living and |

| |nonliving things. |things. |nonliving things. |nonliving things. |nonliving things. |

| |* Differentiate between |* Differentiate between plants |* Differentiate between |* Differentiate between|* Differentiate between |

| |plants and animals. |and animals. |plants and animals. |plants and animals. |plants and animals. |

| |* Identify basic needs of |* Identify basic needs of |* Identify basic needs of |* Identify basic needs |* Identify basic needs of |

| |plants and animals *food |plants and animals *food *water|plants and animals *food |of plants and animals |plants and animals *food |

| |*water *light *air *space. |*light *air *space. |*water *light *air *space.|*food *water *light |*water *light *air *space.|

| |* Illustrate complete |* Illustrate complete |* Illustrate complete |*air *space. |* Illustrate complete |

| |metamorphosis (e.g. |metamorphosis (e.g. butterfly, |metamorphosis (e.g. |* Illustrate complete |metamorphosis (e.g. |

| |butterfly, frog). |frog). |butterfly, frog). |metamorphosis (e.g. |butterfly, frog). |

| | | | |butterfly, frog). | |

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

| |*Questioning |*Questioning |*Questioning |*Questioning |*Questioning |

| |*Discussing |*Discussing |*Discussing |*Discussing |*Discussing |

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

| |*Explain |*Tell |*Tell |*Tell |*Explain |

| |Assessment: |Assessment |Assessment: |Assessment: |Assessment: |

| |*Observation |*Observation |*Observation |*Observation |*Observation |

|Standards |LS.2K.1, LS.2.K.2, LS.2.K.4 |LS.2K.1, LS.2.K.2, LS.2.K.4 |LS.2K.1, LS.2.K.2, |LS.2K.1, LS.2.K.2, |LS.2K.1, LS.2.K.2, |

| |LS.3.K.2 |LS.3.K.2 |LS.2.K.4 LS.3.K.2 |LS.2.K.4 LS.3.K.2 |LS.2.K.4 LS.3.K.2 |

|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 |Complete lifecycle of a frog |Make Metamorphosis wheel. |Complete tadpole/frog |Create stand up frog |Paint frog. |

|Continue |book. | |sequencing page. |and Make frog book. | |

|Social Studies/ | | | | | |

|Science | | | | | |

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

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