Lisa Brown Kindergarten Lesson Plan



Lisa Brown Kindergarten Lesson Plan

September 15th —September 19th

Letter Tt

*8:00 Pledge of Allegiance in Hallway

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

| |Review /P/ cut and glue page |Journals and review color word |Find letter [Tt] and pictures in|Make Tricky Turkey book. |Wipe off Boards. |

|8:03—9:00 | |page. |magazine. | | |

|Calendar |Treasures small group phonics | |Treasures small group phonics |Treasures small group phonics | |

| |Calendar |Treasures small group phonics |Calendar |Calendar |Treasures small group phonics |

| | |Calendar | | |Calendar |

|9:00—10:30 |Introduce letter [Tt]. Read |Review Letter [Tt] and sound. |Review letter [Tt] (recognition |Review Letter [Tt] . Read poem |Review new sight words by |

|Phonics/Letter |poem “Tick Tock time.” Skill: |Review poem “ Tick Tock Time.” |and sound). Read “When Tilly |“Cats Flat Hat. Skill: |reading book and reading sheet. |

|Recognition/Reading |Find rhyming words, count |Skill: initial sound. Read “My |Turtle Came to Tea.” Skill: |Rhyming, syllables, ending |Introduce new sight words (like |

| |syllables. Use high light tape |Tt Sound Box.” Write [Tt] words|Initial sound. Activity: Have |sound. Discuss and write words |and a) |

| |to highlight [T’s] in poem. |on board. Activity: Compare |students find things on last |that end with [Tt] sound on |Questions: |

| |Write lower case [t] on marker |words that begin with [Tt] to |page of story that begin with |board. |*Who can identify the sight word|

| |boards. Complete [t] |words that do not. Practice |letter [Tt]. Read “Tricky |Complete [t] phonics page. |(I, can, we, am and the)? |

| |handwriting page and cut and |writing upper case [T] on marker|Turkey.” Have children complete|Question: | |

| |glue page. |board. Complete upper case [T] |phonics pages and make Tricky |*Who can formulate a word that | |

| | |handwriting page and [T] phonics|Turkey. |ends with the /p/ sound? |Computer Lab 9:45—10:30 |

| |Question: |cut and glue page. |Questions: | |Activity: (letter |

| |*Who can formulate a rhyming |Questions: |*Who can distinguish between | |recognition) Success Maker: |

| |word that begins with /t/ that |*Who can formulate words that |these two pictures and tell me | |math and reading skills |

| |rhymes with the words I say? |begin with /t/? |which one begins with /t/? | | |

| | | | | | |

| | | | | | |

|Objective |*Identify and match the letter |*Identify and match the letter |*Identify the same initial sound|*Identify final /t/ |*Demonstrate one-to-one |

| |[t] to the sound /t/ |[t] to the sound /t/ |in a group of words | |correspondence between spoken |

| |*Recognize the difference |*Recognize the difference |*Match the letter [t] to the /t/| |and printed words |

| |between a letter and a printed |between a letter and a printed |sound | |*Read high frequency words, the,|

| |word |word |*identify rhyme | |I, we, can, am, like and a. |

| |*Handwriting: Write [Tt] |*Handwriting: Write [Tt] | | | |

| | |*Identify rhyme | | | |

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

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

| |*Scaffolding |*Scaffolding |*Scaffolding |*Scaffolding |*Scaffolding |

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

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

| |*Formulate |*Formulate |*Distinguish |*Formulate |*Identify |

| |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; |

| |RF.K.3c; RI.K.3; RI.K.1 |RF.K.3c;; RI.K.3; RI.K.1; RI.K.2|RL.K.5; | |RI.K.3, RL.K.3; 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 |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 |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 |to know. The teacher writes it |

| |on chart paper. Modeling |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 |letters, letter sounds, writing |

| |on lines, emphasizing proper |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. |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 #0—4 and number words |Review #5 and number word 5. |Constitution Day: Watch School |Review #0—5 and #words 0—5. |Review #0—5 and #words 0—5. |

|Math |0—4. Introduce #5 and #word 5. |Read “Five Shiny Apples.” |House Rock. Discuss. Color |Participate in smart board |Smart board activity: Comparing |

| |Use tens frames to model making |Activity: Find things on the |proud to be an American page. |activity. Skill: counting, and |numbers and objects in a set. |

| |5. Practice writing #5 on |last page of story that contain |Review # 5 and #word 5. |addition. Complete review sheet|Complete counting and comparing |

| |marker boards. Complete #5 |a set of 5. Complete #5 |Introduce ways to make five |containing numbers 0—5. |work sheet. |

| |counting and writing sheet. |counting and writing sheet. |using tens frames and counters. | | |

| | | |Students work in pairs to come | | |

| | | |up with ways to make five. | | |

| | | |Complete work sheet handwriting | | |

| | | |and drawing a set of 5. | | |

|Objective |*Identify the number /5/ the |*Identify the number /5/ the |*Identify the number /5/ the |*Identify the number /5/ the |*Identify a hexagon |

| |number word /five/ |number word /five/ |number word /five/ |number word /five/ |*Draw a hexagon |

| |*Write the number /5/ and the |*Write the number /5/ and the |*Write the number /5/ and the |*Write the number /5/ and the |*Identify characteristics of a |

| |number word /five/ |number word /five/ |number word /five/ |number word /five/ |hexagon |

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

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

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

| |*Explain |*Calculate |*Tell |*Model |*Draw |

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

| |*Observation |*Observation |*Modeling |*Student lead Modeling |*Observation |

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

| |*Worksheet | |*Worksheet |*Questioning | |

|Standards |.1; .3; .4; .4a |.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.2; |.4b; .5; K.G.1; K.G.2; |

| | | |C.5.K.1 | |K.G.5 |

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

|12:40—1:05 |Review animals discussed up to |Introduce Ducks. Read “Ducks |Introduce horses and ponies. |Introduce Cows. Read “Cows and | Read “Farm Alphabet Book” and |

|Social Studies/ |this point. Read “On The Farm” |and their Ducklings.” Discuss. |Read “Horses and Ponies.” |their Calves.” Discuss. |“Farm Life.” Discuss and review|

|Science |and “The Big Red Barn.” | |Discuss. | |farm animals. |

| |Introduce and discuss goats. | | | | |

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

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

| |* Classify living and non-living|* Classify living and non-living|* Classify living and non-living|* Classify living and non-living|* Classify living and non-living|

| |things. |things. |things. |things. |things. |

| |* Match parents to offspring. |* Match parents to offspring. |* Match parents to offspring. |* Match parents to offspring. |* Match parents to offspring. |

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

| |and animals: food, water, light,|and animals: food, water, light,|and animals: food, water, light,|and animals: food, water, light,|and animals: food, water, light,|

| |air, and space. |air, and space. |air, and space. |air, and space. |air, and space. |

|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: |

| |*Compare |*Compare |*Compare |*Compare |Formulate |

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

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

|Standards |LS2.K.1; LS2.K.2; LS2.K.3; |LS2.K.1; LS2.K.2; LS2.K.3; |LS2.K.1; LS2.K.2; LS2.K.3; |LS2.K.1; LS2.K.2; LS2.K.3; |LS2.K.1; LS2.K.2; LS2.K.3; |

| |LS2.K.4 |LS2.K.4 |LS2.K.4 |LS2.K.4 |LS2.K.4 |

|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 |Color “On The Farm” book. Paint |Trace and cut out hand prints. |Complete dot-to-dot number goose|Complete the cow page and the |Make butter. |

|Continue |paper plate for duck. |Make paper plate duck. |and farm machines page of barn |The barn page of the barn book. | |

|Social Studies/ | | |book. |Staple book together. | |

|Science | | | | | |

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

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