Lisa Brown Kindergarten Lesson Plan



Lisa Brown Kindergarten Lesson Plan

December 8th—December 12th

Letter Ll

*8:00 Pledge of Allegiance in Hallway

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

| |Review letter Bb cut and glue |Journals and highlight [Ll] |Complete review letter [Ll] |Make Looney Lion book. |Centers. |

|8:03—9:00 |page. |page |phonics page and make my itsy | | |

|Calendar | | |bitsy letter [Ll] book. | | |

| | | | | | |

| | | |Calendar | | |

| | | | |Calendar | |

| |Calendar |Calendar | | |Calendar |

|9:00—10:30 |Introduce letter [Ll] phonics |Review Letter [Ll] (recognition|Review letter [Ll] (recognition |Review [Ll] words on board. |Review sight words. Play |

|Phonics/Letter |cards. Read poem “Lightening |and sound). Read “My Ll Sound |and sound). Read “The Lamb Who |Write sentences on chart paper |sight word game with index |

|Recognition/Reading |Bug.” Skill: Identify and make|Box.” Write [Ll] words on |Loved to Laugh.” Skill: Initial |using [Ll] words on board. |cards. |

| |rhymes, matching sounds. Write |board. Activity: Compare words |sound. Activity: Have students |Complete phonics and handwriting | |

| |[Ll] rhyming words on marker |that begin with [Ll] to words |find things on last page of story|packet. |Questions: |

| |board. Practice writing lower |that do not. Practice |that begin with letter [Ll]. | |*Who can formulate a sentence |

| |case [l] on marker board for |writing upper case[L] on marker|Tell story of Looney Lion. Have |Question: |from the sight word I hold up?|

| |correct formation. Complete |board. Complete upper case [L]|children complete phonics pages |*Who can formulate a sentence | |

| |lower case [l] handwriting page|handwriting page and [Ll] |and make Looney Lion. |using a /l/ word from the board? | |

| |and [l] phonics cut and glue |phonics cut and glue page. | | | |

| |page. | | | |Computer Lab 9:45—10:30 |

| | |Questions: |Questions: | |Activity: (letter|

| |Question: |*Who can formulate words that |*Who can distinguish between | |recognition) Success Maker: |

| |*Who can formulate a rhyming |begin with /l/? |these two pictures and tell me | |math and reading skills |

| |word that has beginning sound | |which one begins with /l/? | | |

| |/l/ that rhymes with the words | | | | |

| |I say? | | | | |

|Objective |*Identify and match the letter |*Identify and match the letter[|*Identify the same initial sound |*Formulate/Create Sentences |*Demonstrate knowledge of |

| |[l] to the sound /l/ |l] to the sound /l/ |in a group of words | |sight words |

| |*Recognize the difference |*Recognize the difference |*Match the letter [l] to the /l/ | | |

| |between a letter and a printed |between a letter and a printed |sound | | |

| |word |word |*identify rhyme | | |

| |*Handwriting: Write [Ll] |*Handwriting: Write [Ll] | | | |

| | |*Identify rhyme | | | |

|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 |*Distinguish |*Formulate/Create |*Formulate |

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

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

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

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

|Standards |RF.K.2d; RF.K.3a; L.K.2c; |RF.K.2d; RF.K.3a; RF.K.3; |RF.K.2d; RF.K.3a; RF.K.3c: |RF.K.2; RF.K.3a; RF.K.3c; SL.K.2 |L.K.5a;RF.K.2; L.K.2d; |

| |RF.K.3c; RI.K.3; RI.K.1 |RF.K.3c;; RI.K.3; RI.K.1; |RL.K.5; | |RF.K.3c; RI.K.3, RL.K.3; |

| | |RI.K.2 | | |RI.K.1; RL.K.1; RF.K.3c |

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

|Interactive Writing |News (modeled writing). The |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 class|helper of the day tells the class|helper of the day tells the |

| |class something they want them |class something they want them |something they want them to know.|something they want them to know.|class something they want them|

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

| |on chart paper. Modeling |on chart paper. Modeling |paper. Modeling letters, letter |paper. Modeling letters, letter |it on chart paper. Modeling |

| |letters, letter sounds, writing|letters, letter sounds, writing|sounds, writing on lines, |sounds, writing on lines, |letters, letter sounds, |

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

| |spacing and punctuation. |spacing and punctuation. |punctuation. |punctuation. |proper 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 ways to make 2 and 3. |Introduce ways to make 4. |Review ways to make 4. Students |Students show ways to make 4. |Review addition, sums through |

|Math |Introduce # 16 and number word |Discuss and model. Review |use mats to make 4. Review |Review # 0—16, #words 0—16, color|10. Complete addition page. |

| |sixteen. Discuss the make up |Addition. Complete Addition, |Addition. Complete addition |words, and shapes. Complete |Questions: |

| |of the number. Complete #16 |sums through 7. |page, sums through 10. |number and graphing page. |I have 8 feathers on my hat |

| |counting and handwriting page. |Questions: |Questions: | |and _____ gave me some more |

| |Questions: |If there are 15 birds with two |If there were 10 lily pads in the|Questions: |now I have 15 feathers in my |

| |Explain what the number fifteen|wings each. How many wings do |pond and five frogs on each lily |I have 15 pieces of candy and |hat. How many feathers did |

| |means? |they have altogether? |pad. How many frogs are there |_____ eats 3 how many are left? |_____ give me? |

| | | |altogether? | | |

|Objective |*Identify the number /16/ the |*Identify the number /16/ the |Represent addition and |Represent addition and |Represent addition and |

| |number word /sixteen/ |number word /sixteen/ |subtraction with objects, |subtraction with objects, |subtraction with objects, |

| |*Write the number /16/ and the |*Write the number /16/ and the |fingers, mental images, drawings,|fingers, mental images, drawings,|fingers, mental images, |

| |number word /sixteen/ |number word /sixteen/* |sounds (e.g., claps), acting out |sounds (e.g., claps), acting out |drawings, sounds (e.g., |

| | | |situations, verbal explanations, |situations, verbal explanations, |claps), acting out situations,|

| | | |expressions, or equations. |expressions, or equations. |verbal explanations, |

| | | | | |expressions, or equations. |

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

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

| |*Independent Work |*Independent Work |Blooms Taxonomy: |*Independent Work |*Indepentent work |

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

| |*Explain |*Explain |Assessment: |*Explain |*Explain |

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

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

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

| |*Worksheet |*Worksheet | | | |

|Standards |.1; .3; .4;.4a;|.1; .3; .4;.4a;|K.OA.A1, .B.4, .B.4b |K.OA.A1, .B.4, .B.4b |K.OA.A1, .B.4, .B.4b |

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

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

|12:40—1:05 |Introduce “Christmas.” Discuss|Review Christmas and Kwanzaa. |Review Kwanzaa and Christmas. |Read “Christmas for 10” and “Mrs.|Review Christmas, Kwanzaa, and|

|Social Studies/ |Christmas and ways that it |Read “Snow Bear’s Christmas |Introduce Hanukkah. Watch United|Wishy-Washy’s Christmas. |Hanukkah. Watch United |

|Science |might be celebrated around the |Countdown.” Discuss sequence |Streaming “Hanukkah.” Read |Question: |Streaming “Christmas.” |

| |world. Watch United Streaming |of events. |“Let’s get ready for Hanukkah.” |Are there any similarities from |Question: Do you think other |

| |“Kwanzaa.” Read “Let’s get |Question: Who is the main |Discuss. |theses two books to |cultures celebrate Christmas |

| |ready for Kwanzaa.” Discuss. |character of this story? Where|Question: Name any similarities/|Christmas/Hanukkah, Kwanzaa? If |different than we do? Why? |

| |Question: What are some ways |does the story take place? Can|difference between Hanukkah and |so Explain? | |

| |Kwanzaa and Christmas are |you tell me what happened 1st, |Kwanzaa/Christmas? | | |

| |similar/different? |next, last? | | | |

|Objective |* Recognize celebrations and |* Recognize celebrations and |* Recognize celebrations and |* Recognize celebrations and |* Recognize celebrations and |

| |holidays as a way of |holidays as a way of |holidays as a way of remembering |holidays as a way of remembering |holidays as a way of |

| |remembering and honoring events|remembering and honoring events|and honoring events and people of|and honoring events and people of|remembering and honoring |

| |and people of the past. |and people of the past. |the past. |the past. |events and people of the past.|

| |* Recognize that family |* Recognize that family |* Recognize that family |* Recognize that family |* Recognize that family |

| |activities have changed over |activities have changed over |activities have changed over |activities have changed over |activities have changed over |

| |time. |time. |time. |time. |time. |

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

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

| |*Discussion |*Discussion |*Discussion |*Discussion |*Discussion |

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

| |*List *Compare |*Tell |*List *Compare |*Explain |*Explain |

| |Assessment |Assessment |Assessment |Assessment |Assessment |

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

|Standards |H6.K.1; H6.K.7 |H6.K.1; H6.K.7 |H6.K.1; H6.K.7 |H6.K.1; H6.K.7 |H6.K.1; H6.K.7 |

|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 Kwanzaa patterning |Complete color by number |Complete shape match up Santa |Make Christmas letters book. |Complete Christmas tree |

|Continue |page. |Christmas tree and make ice |wreath, and make papers sack | |graphing cut and glue page. |

|Social Studies/ | |cream ornament. |ornament. | | |

|Science | | | | | |

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

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