Lisa Brown Kindergarten Lesson Plan



Lisa Brown Kindergarten Lesson Plan

October 20—October 24

Letter Hh

*8:00 Pledge of Allegiance in Hallway

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

| |Review letter [Ff] cut and glue |Journals and highlight [Hh] page|Find letter [Hh] in magazine |Make “Happy Hippo” book. |Centers |

|8:03—9:00 |page. |and cut and glue page. | | | |

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

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

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

| |Calendar | | | |Calendar |

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

|Phonics/Letter |cards. Read poem “Happy Henry.” |Read “My Hh book.” Write [Hh] |and sound). Read |sound. Review words that begin |word game with index cards. |

|Recognition/Reading |Skill: Identify and make rhymes,|words on board. Activity: |“Hide-and-Seek-Hippo.” Skill: |with [Hh] on marker board. |Questions: |

| |matching sounds. Write [Hh] |Compare words that begin with |Initial sound. Activity: Have |Write sentences on chart paper |*Who can formulate a sentence |

| |rhyming words on marker board. |[Hh] to words that do not. |students find things on last |using [Hh] words on marker |from the sight word I hold up? |

| |Practice writing lower case [h] |Practice |page of story that begin with |board. Complete [Hh] phonics | |

| |on marker board for correct |writing upper case [H] on marker|letter [Hh]. Read “Happy |cut and glue page and color word|Computer Lab 9:45—10:30 |

| |formation. Complete lower case |board. Complete upper case [H] |Hippo.” Have children complete |page. |Activity: (letter |

| |[h] handwriting page and [h] |handwriting page and [H] phonics|phonics pages and make Happy | |recognition) Success Maker: |

| |phonics cut and glue page. |cut and glue page. |Hippo. | |math and reading skills |

| |Question: | | | | |

| |*Who can formulate a rhyming | | | | |

| |word that begins with /h/ that |Questions: |Questions: | | |

| |rhymes with the words I say? |*Who can formulate words that |*Who can distinguish between |Question: | |

| | |begin with /h/? |these two pictures and tell me |*Who can formulate a sentence | |

| | | |which one begins with /h/? |using a /h/ word from the board?| |

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

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

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

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

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

| |*Handwriting: Write [Hh] |*Handwriting: Write [Hh] | | | |

| | |*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; |

| |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—9 and number words |Review #10 and #word 10. |Read “Ten Fingers Can.” |Complete a CGI activity. Watch |Review #0—10 and #words 0—10. |

|Math |0—9. Introduce #10 and #word |Activity: students work in |Activity: Find things that are |Sesame Street Video #10. |Review color words. Complete |

| |10. Work at tables to sort |groups to put objects in 10’s |in groups of 10 on the last |Complete counting cut and glue |0—10 counting sheet. |

| |manipulatives into groups of |cups and count. Complete #10 |page. Complete counting page. |sheet. |Questions: |

| |ten. Practice writing #10 on |handwriting page and drawing a |Questions: |Questions: |Can you use manipulatives to |

| |marker boards. Complete #10 |group of ten. |How many groups of ten do you |Can you model a way to divide |explain which number is greater?|

| |handwriting page. |Questions: |have and how many objects is |tem cubes into two groups? | |

| |Questions: |If there are five plates and ten|that all together? | | |

| |Explain what the number ten |cupcakes on each plate, how many| | | |

| |means? |cupcakes are there all together?| | | |

|Objective |*Identify the number /10/ the |*Identify the number /10/ the |*Identify the number /10/ the |*Identify the number /10/ the |*Compare numbers |

| |number word /ten/ |number word /ten/ |number word /ten/ |number word /ten/ |*Count |

| |*Write the number /10/ and the |*Write the number /10/ and the |*Write the number /10/ and the |*Write the number /10/ and the | |

| |number word /ten/ |number word / ten / |number word / ten / |number word / ten / | |

|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/Explain |*Model |*Explain |

| |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; |

| | | | | |K.G.5 |

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

|12:40—1:05 |Introduce “Bats.” Create KWL |Read “Bats.” Discuss book and |Watch National Geographic: Bats.|Read “Fantastic Bats.” Discuss. | Read Stellaluna. Complete KWL |

|Social Studies/ |chart on Bats. Read “A Family |work on KWL chart. |Add to KWL chart. Questions: |Work on KWL chart. |chart. |

|Science |of Bats.” Discuss and write on |Questions: |Who can tell me what other |Questions: |Questions: |

| |KWL Chart. |Who can explain echolocation? |animals hibernate? |What is the difference in |Can you compare the likes and |

| |Questions: | | |hibernate and migrate? |differences of bats and birds? |

| |Are bats harmful or useful? | | | | |

|Objective |* 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 with off-spring.|* Match parents with off-spring.|* Match parents with off-spring.|* Match parents with off-spring.|* Match parents with off-spring.|

| |* Differentiate between living |* Differentiate between living |* Differentiate between living |* Differentiate between living |* Differentiate between living |

| |and non-living. |and non-living. |and non-living. |and non-living. |and non-living. |

| |* 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, space. |air, space. |air, space. |air, space. |air, space. |

|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: |

| |Explain |Explain |Tell |Tell |Compare |

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

| | | | |Strategies: |Strategies: |

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

| | | | |Assessment: |Assessment: |

|Standards |LS2.K1; LS2.K.2; LS2.K.3; |LS2.K1; LS2.K.2; LS2.K.3; |LS2.K1; LS2.K.2; LS2.K.3; |LS2.K1; LS2.K.2; LS2.K.3; |LS2.K1; LS2.K.2; LS2.K.3; |

| |LS.2.K.4 |LS.2.K.4 |LS.2.K.4 |LS.2.K.4 |LS.2.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 |Make Bat Facts book. |Complete color by number bat. |Make construction paper bat |Make Itsy Bitsy Bat book. |Complete dot to dot bat and bat |

|Continue | | | | |puzzle. |

|Social Studies/ | | | | | |

|Science | | | | | |

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

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