Lisa Brown Kindergarten Lesson Plan



Lisa Brown Kindergarten Lesson Plan

February 2 — February 6

Letter Qq and Yy

*8:00 Pledge of Allegiance in Hallway

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

| |Review /w/, /j/ cut and glue |Journals and highlight page. |Complete review letter [Qq] |Read Yodeling Yak and make book |Centers |

|8:03—9:00 |page. | |phonics and handwriting packet. |and [Yy] highlight page. | |

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

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

| | | | |Treasures small group phonics | |

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

| | |Calendar | |Calendar | |

| |Calendar | | | |Calendar |

|9:00—10:30 |Introduce letter [Qq] phonics |Review Letter [Qq] and sound. |[Yy] phonics cards. Read poem |Review Letter [Yy] and sound. |Review letter [Qq] and [Yy] |

|Phonics/Letter |cards. Read poem “Quentin |Read book: “The Quiet Quail.” |“The Yak.” Skill: Identify and |Read book: “My “y” sound box.” |(recognition and sound)Skill: |

|Recognition/Reading |Quiggly.” Skill: Identify and |Skill: initial sound. Activity:|make rhymes, initial sound. Read|Skill: initial sound. Activity:|Initial sound. Read “Yodeling |

| |make rhymes, |Find pictures on the last page |book “The Yak Who Yelled Yuck.”|initial sound, onset and rhyme. |Yak.” Read “Quacky Quacker.” |

| |Read book “My “q” Book.” |of story that begin with letter |Skill: initial sound, matching |Practice writing upper case [Y] |Complete phonics pages and make |

| |Skill: initial sound, matching |[Qq]. Practice writing upper |sounds, syllables Write [Yy] |on marker boards for correct |Yodeling Yak and Quacky Quacker.|

| |sounds. Write [Qq] words on |case [Q] on marker board for |words on marker board. Practice|formation. Complete upper case |Complete handwriting and phonics|

| |marker board. Practice writing |correct formation. Complete |writing lower case [y] on marker|[Y] handwriting page and initial|packet. |

| |lower case [q] on marker board |upper case [Q] handwriting page|board for correct formation. |[Yy Questions]: | |

| |for correct formation. Complete|and make My First Letter Qq |Complete lower case [y] |*Who can formulate words that |Questions: |

| |lower case [q] handwriting page |Book. |handwriting page and [y] |begin with /y/? |*Who can formulate a sentence |

| |and [q] phonics cut and glue |Questions: |addition/color word page. | |including our sight words ? |

| |page. |*Who can formulate a word that |Questions: | | |

| |Questions: |rhymes with the /q/ word I say |*Who can formulate a rhyming | | |

| |*Who can formulate a word that |? |word that has beginning sound | | |

| |has the beginning/sound | |/y/ that rhymes with the words I| | |

| |/q/ ? | |say? | | |

|Objective |*Identify and match the letter |*Identify and match the letter[ |*Identify and match the letter |*Identify and match the letter[ |*Demonstrate knowledge of sight |

| |[q] to the sound /q/ |q] to the sound /q/ |[y] to the sound /y/ |y] to the sound /y/ |words/ creating sentences. |

| |*Recognize the difference |*Recognize the difference |*Recognize the difference |*Recognize the difference | |

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

| |word |word |word |word | |

| |*Handwriting: Write [Qq] |*Handwriting: Write [Qq] |*Handwriting: Write [Yy] |*Handwriting: Write [Yy] | |

| | |*Identify rhyme | |*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 |*Formulate |*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 | |

| | |*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 shapes. Read shape book.|Review ways to make 6. Use mats|Review shapes. Read “What is a |Use mats and manipulatives to |Assess ways to make 6 and review|

|Math |Use manipulatives to make |and manipulatives to make 6. |Square.” Use manipulatives to |show ways to make 6. Complete |subtraction. |

| |shapes. Complete subtraction |Complete subtraction review. |make shapes. Complete review |review subtraction. |Question: Who can name the seven|

| |review. |Question: There are 9 frogs on |subtraction. |Question: Colby had some cars |ways to make 6? |

| |Question: There were 10 cars in |the lily pad and 3 jump in the |Question: Who can name some |and he gave 5 to Tucker and now | |

| |the parking lot and 4 drove |water. How many are still on the|things in the world that are in |he has 7 left. How many cars | |

| |away. How many are left in the |lily pad? |the shape of a square? |did Colby have to start with? | |

| |parking lot? | | | | |

|Objective |*Represent addition and |*Represent addition and |*Represent addition and |*Represent addition and |*Represent addition and |

| |subtraction with objects, |subtraction with objects, |subtraction with objects, |subtraction with objects, |subtraction with objects, |

| |fingers, mental images, |fingers, mental images, |fingers, mental images, |fingers, mental images, |fingers, mental images, |

| |drawings1, sounds |drawings1, sounds |drawings1, sounds |drawings1, sounds |drawings1, sounds |

| |*Solve addition and subtraction |*Solve addition and subtraction |*Solve addition and subtraction |*Solve addition and subtraction |*Solve addition and subtraction |

| |word problems, and add and |word problems, and add and |word problems, and add and |word problems, and add and |word problems, and add and |

| |subtract within 10 |subtract within 10 |subtract within 10 |subtract within 10 |subtract within 10 |

| |*Fluently add and subtract |*Fluently add and subtract |*Fluently add and subtract |*Fluently add and subtract |*Fluently add and subtract |

| |within 5. |within 5. |within 5. |within 5. |within 5. |

|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 |K.MD.A.2 |K.OA.A.1; |K.OA.A.1; |K.OA.A.1; |K.OA.A.1; |

| | |K.OA.A.2 |K.OA.A.2; |K.OA.A.2; |K.OA.A.2; |

| | |K.OA.A.5 |K.OA.A.5 |K.OA.A.5 |K.OA.A.5 |

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

|12:40—1:05 |Review Arkansas flag. Start |Review Arkansas symbols: flag, |Introduce and discuss what |Review the state symbols of |Review Arkansas History |

|Social Studies/ |making Arkansas flag. |bird, flower, tree, beverage, |natural resources are. Discuss |Arkansas. Review everything |Question: Who can name someone |

|Science |Question: How many white stars |gem and vegetable. Introduce |and identify the natural |discusses and learned throughout|famous from Arkansas? |

| |are on the Arkansas flag? |the state Mammal, insect, |resources of Arkansas. |the last two weeks about | |

| | |instrument, dance, mineral, and |Question: Who can name some |Arkansas. | |

| | |rock. |natural resources of Arkansas? |Question: Who can tell me the | |

| | |Question: Why is our state gem | |state tree, insect and beverage?| |

| | |the diamond? | | | |

|Objective |* Identify home address |* Identify home address |* Identify home address |* Identify home address |* Identify home address |

| |* Identify the school attended |* Identify the school attended |* Identify the school attended |* Identify the school attended |* Identify the school attended |

| |and the city in which the school|and the city in which the school|and the city in which the school|and the city in which the school|and the city in which the school|

| |is located. |is located. |is located. |is located. |is located. |

| |* Identify the state of Arkansas|* Identify the state of Arkansas|* Identify the state of Arkansas|* Identify the state of Arkansas|* Identify the state of Arkansas|

| |on a map of the United States |on a map of the United States |on a map of the United States |on a map of the United States |on a map of the United States |

| |* Recognize the United States on|* Recognize the United States on|* Recognize the United States on|* Recognize the United States on|* Recognize the United States on|

| |a world map or globe |a world map or globe |a world map or globe |a world map or globe |a world map or globe |

| |* Identify land on maps and |* Identify land on maps and |* Identify land on maps and |* Identify land on maps and |* Identify land on maps and |

| |globes |globes |globes |globes |globes |

| |* Identify water on maps and |* Identify water on maps and |* Identify water on maps and |* Identify water on maps and |* Identify water on maps and |

| |globes |globes |globes |globes |globes |

| |* Recognize the difference |* Recognize the difference |* Recognize the difference |* Recognize the difference |* Recognize the difference |

| |between maps and globes |between maps and globes |between maps and globes |between maps and globes |between maps and globes |

| |* Recognize that maps and globes|* Recognize that maps and globes|* Recognize that maps and globes|* Recognize that maps and globes|* Recognize that maps and globes|

| |represent models of the Earth |represent models of the Earth |represent models of the Earth |represent models of the Earth |represent models of the Earth |

| |* Identify state symbols of |* Identify state symbols of |* Identify state symbols of |* Identify state symbols of |* Identify state symbols of |

| |Arkansas: ? flag ? tree ? insect|Arkansas: ? flag ? tree ? insect|Arkansas: ? flag ? tree ? insect|Arkansas: ? flag ? tree ? insect|Arkansas: ? flag ? tree ? insect|

| |? beverage |? beverage |? beverage |? beverage |? beverage |

| |* Identify famous Arkansans |* Identify famous Arkansans |* Identify famous Arkansans |* Identify famous Arkansans |* Identify famous Arkansans |

| |* Discuss natural resources |* Discuss natural resources |* Discuss natural resources |* Discuss natural resources |* Discuss natural resources |

|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 |*Tell |*Tell |*Tell |*Tell |

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

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

|Standards |G1.K.1; G1.K.2, G.1.K.; G.1.K.4;|G1.K.1; G1.K.2, G.1.K.; G.1.K.4;|G1.K.1; G1.K.2, G.1.K.; G.1.K.4;|G1.K.1; G1.K.2, G.1.K.; G.1.K.4;|G1.K.1; G1.K.2, G.1.K.; G.1.K.4;|

| |G.1.K.5; G.1.K.6; |G.1.K.5; G.1.K.6; |G.1.K.5; G.1.K.6; |G.1.K.5; G.1.K.6; |G.1.K.5; G.1.K.6; |

| |G.1.K.8; G.1.K.9; H.6.K.2; |G.1.K.8; G.1.K.9; H.6.K.2; |G.1.K.8; G.1.K.9; H.6.K.2; |G.1.K.8; G.1.K.9; H.6.K.2; |G.1.K.8; G.1.K.9; H.6.K.2; |

| |H.6.K.3; E.8.K.4 |H.6.K.3; E.8.K.4 |H.6.K.3; E.8.K.4 |H.6.K.3; E.8.K.4 |H.6.K.3; E.8.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 |Complete flag. |Color the rest of the Arkansas |Conduct natural resources of |Complete Arkansas state symbols |Complete Arkansas book. |

|Continue | |Symbols book. |Arkansas activity. |cut and glue page. | |

|Social Studies/ | | | | | |

|Science | | | | | |

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

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