Lisa Brown Kindergarten Lesson Plan
Lisa Brown Kindergarten Lesson Plan
January 26th—January 30th
Letter Ww and Jj
*8:00 Pledge of Allegiance in Hallway
| |Monday |Tuesday |Wednesday |Thursday |Friday |
| |Review Letter Xx and Vv |Journals, [Ww] highlight page, and|Complete review letter [Ww] |Read Wacky Walrus and make book |Centers |
|8:03—9:00 |Cut and glue page |ending sound page. |phonics and handwriting packet. |and [Jj] highlight page. | |
|Calendar | | | | | |
| |Treasures small group | |Treasures small group phonics | | |
| |phonics |Treasures small group phonics | |Treasures small group phonics | |
| |Calendar | |Calendar | |Treasures small group phonics |
| | |Calendar | |Calendar | |
| | | | | |Calendar |
|9:00—10:30 | Introduce letter [Ww] |Review Letter [Ww] and sound. Read|Introduce letter [Jj] phonics |Review letter [Jj] (recognition |Review letter [Ww] and |
|Phonics/Letter |phonics cards. Read poem |poem: Walley Walrus, Read “Worm’s|cards. Read poem “Jenny and |and sound). Review phonics cards.|[Jj](recognition and sound)Skill:|
|Recognition/Reading |“Wee Willie Winkie.”: |Wagon.” Skill: Action words. |Jeffery.” Read My “J” sound box |Read “My “j” book.” Read book: |Initial sound. Read “Wacky |
| |Identify and make rhymes, |Write [Ww] words on board. |Skill: Identify and make rhymes, |“Jaguar’s Jungleberry |Walrus.” and Jolly Jogger |
| |matching sounds.Read “My |Activity: Compare words that begin|initial sound, number of letters |jamboree.”Skill: initial sound, |complete phonics pages and make |
| |Ww Sound Box” Practice |with [Ww] to words that do not. |in a word. Write [Jj] rhyming |matching sounds. Write [Jj] |Wacky Walrus and Jolly Jogger |
| |writing lower case [w] on |Practice |words on marker board. Practice |words on marker board. Practice |complete handwriting and phonics |
| |marker board for correct |writing upper case [W] on marker |writing lower case [j] on marker |writing upper case [J] on marker |packet. |
| |formation. Complete lower|board. Complete upper case [W] |board for correct formation. |board for correct formation. |Questions: *Who can formulate a |
| |case [w] handwriting page |handwriting page and [W] phonics |Complete lower case [j] |Complete upper case [J] |sentence including our sight |
| |and [w] phonics cut and |cut and glue page. |handwriting page and [j] phonics |handwriting page [J] phonics cut |words ? |
| |glue page. |Questions: |cut and glue page. |and glue page. | |
| |Questions: |*Who can formulate a word that | |Questions: | |
| |*Who can formulate a word |rhymes with the /w/ word I say ? |Questions: |*Who can formulate words that | |
| |that has the |Enrichment 9:00-9:40 |*Who can formulate a rhyming word|begin with /J/? | |
| |beginning/sound /w/ ? | |that has beginning sound /J/ that| | |
| | | |rhymes with the words I say? | | |
|Objective |*Identify and match the |*Identify and match the letter[ w]|*Identify and match the letter |*Identify and match the letter[ |*Demonstrate knowledge of sight |
| |letter [w] to the sound |to the sound /w/ |[j] to the sound /j/ |j] to the sound /j/ |words/ creating sentences. |
| |/w/ |*Recognize the difference between |*Recognize the difference between|*Recognize the difference between| |
| |*Recognize the difference |a letter and a printed word |a letter and a printed word |a letter and a printed word | |
| |between a letter and a |*Handwriting: Write [Ww] |*Handwriting: Write [Jj] |*Handwriting: Write [Jj] | |
| |printed word |*Identify rhyme | |*Identify rhyme | |
| |*Handwriting: Write [Ww] | | | | |
|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). |News (modeled writing). The |News (modeled writing). The |News (modeled writing). The |News (modeled writing). The |
| |The helper of the day |helper of the day tells the class |helper of the day tells the class|helper of the day tells the class|helper of the day tells the class|
| |tells the class something |something they want them to know. |something they want them to know.|something they want them to know.|something they want them to know.|
| |they want them to know. |The teacher writes it on chart |The teacher writes it on chart |The teacher writes it on chart |The teacher writes it on chart |
| |The teacher writes it on |paper. Modeling letters, letter |paper. Modeling letters, letter |paper. Modeling letters, letter |paper. Modeling letters, letter |
| |chart paper. Modeling |sounds, writing on lines, |sounds, writing on lines, |sounds, writing on lines, |sounds, writing on lines, |
| |letters, letter sounds, |emphasizing proper spacing and |emphasizing proper spacing and |emphasizing proper spacing and |emphasizing proper spacing and |
| |writing on lines, |punctuation. |punctuation. |punctuation. |punctuation. |
| |emphasizing 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 |Introduce #20 and #word |Introduce ways to make 6. Use mat|Review subtraction and |Use mats to model ways to make 6.|Use mats to model ways to make 6.|
|Math |twenty. Discuss the make |and model ways to make 6. |subtraction words. Review the |Review #0—20 and number words |Review subtraction using marker |
| |up of the number. Complete|Introduce subtraction. Review |equal sign and introduce the |0—20, shapes, and color words. |boards. Complete work sheet. |
| |# 20 handwriting sheet. |subtraction with manipulatives. |subtraction sign. Introduce |Review subtraction using tens | |
| |Question: |Discuss words “take away” and “are|subtraction in a number sentence.|rods. Complete subtraction | |
| |Explain what the number 20|left.” Complete subtraction with |Complete subtraction sheet. |sheet. | |
| |means? |words. Question: | | | |
| | |If I have 6 penguins and 4 jump |Question: | | |
| | |into the ocean. How many are still|Jax has 10 marbles he gives 5 to |Question: |Question: |
| | |on the ice? |Kaleb. How many does he have |There are some cupcakes on the |There were 5 birds in the tree |
| | | |left? |table and Aubrey takes 3. Now |some flew away and now there are |
| | | | |there are 2 cupcakes on the |2. How many birds flew away? |
| | | | |table. How many cupcakes were | |
| | | | |there to begin with? | |
|Objective |*Identify the number /20/ |*Represent addition and |*Represent addition and |*Represent addition and |*Represent addition and |
| |the number word /twenty/ |subtraction with objects, fingers,|subtraction with objects, |subtraction with objects, |subtraction with objects, |
| |*Write the number /20/ and|mental images, drawings1, sounds |fingers, mental images, |fingers, mental images, |fingers, mental images, |
| |the number word /twenty/ |*Solve addition and subtraction |drawings1, sounds |drawings1, sounds |drawings1, sounds |
| | |word problems, and add and |*Solve addition and subtraction |*Solve addition and subtraction |*Solve addition and subtraction |
| | |subtract within 10 |word problems, and add and |word problems, and add and |word problems, and add and |
| | |*Fluently add and subtract within |subtract within 10 |subtract within 10 |subtract within 10 |
| | |5. |*Fluently add and subtract within|*Fluently add and subtract within|*Fluently add and subtract within|
| | | |5. |5. |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 |Introduce Arkansas. Look |Introduce the Arkansas flag and |Review state flag and bird. |Review state flag, bird, flower, | Review state flag, bird, flower,|
|Social Studies/ |at map of the United |the state bird. Discuss |Introduce state flower and tree. |and tree. Introduce the state |tree, gem, beverage and fruit. |
|Science |States. Discuss Arkansas |Question: Why would you need to |Question: What do the 25 stars |gem, beverage and fruit. Discuss|Introduce state mammal, insect, |
| |and its location on the |know your home address? |on the state flag represent? |Question: Who can tell me the |and instruments. Discuss |
| |map. Locate the United | | |state symbols we have learned so |Question: Why do you think we |
| |States on a globe. | | |far? |need to study Arkansas History? |
| |Discuss the city and name| | | | |
| |and location of the | | | | |
| |school. Discuss Famous | | | | |
| |people from Arkansas. | | | | |
| |Question: What is the | | | | |
| |difference between a map | | | | |
| |and a globe? | | | | |
|Objective |* Identify home address |* Identify home address |* Identify home address |* Identify home address |* Identify home address |
| |* Identify the school |* Identify the school attended and|* Identify the school attended |* Identify the school attended |* Identify the school attended |
| |attended and the city in |the city in which the school is |and the city in which the school |and the city in which the school |and the city in which the school |
| |which the school is |located. |is located. |is located. |is located. |
| |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 |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 |
| |Arkansas on a map of the |* Recognize the United States on a|* Recognize the United States on |* Recognize the United States on |* Recognize the United States on |
| |United States |world map or globe |a world map or globe |a world map or globe |a world map or globe |
| |* Recognize the United |* Identify land on maps and globes|* Identify land on maps and |* Identify land on maps and |* Identify land on maps and |
| |States on a world map or |* Identify water on maps and |globes |globes |globes |
| |globe |globes |* Identify water on maps and |* Identify water on maps and |* Identify water on maps and |
| |* Identify land on maps |* Recognize the difference between|globes |globes |globes |
| |and globes |maps and globes |* Recognize the difference |* Recognize the difference |* Recognize the difference |
| |* Identify water on maps |* Recognize that maps and globes |between maps and globes |between maps and globes |between maps and globes |
| |and globes |represent models of the Earth |* Recognize that maps and globes |* Recognize that maps and globes |* Recognize that maps and globes |
| |* Recognize the difference|* Identify state symbols of |represent models of the Earth |represent models of the Earth |represent models of the Earth |
| |between maps and globes |Arkansas: ? flag ? tree ? insect ?|* Identify state symbols of |* Identify state symbols of |* Identify state symbols of |
| |* Recognize that maps and |beverage |Arkansas: ? flag ? tree ? insect |Arkansas: ? flag ? tree ? insect |Arkansas: ? flag ? tree ? insect |
| |globes represent models of|* Identify famous Arkansans |? beverage |? beverage |? beverage |
| |the Earth |* Discuss natural resources |* Identify famous Arkansans |* Identify famous Arkansans |* Identify famous Arkansans |
| |* Identify state symbols | |* Discuss natural resources |* Discuss natural resources |* Discuss natural resources |
| |of Arkansas: ? flag ? tree| | | | |
| |? insect ? beverage | | | | |
| |* Identify famous | | | | |
| |Arkansans | | | | |
| |* 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.; |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.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 |Color map of the United |Color flag and bird in our state |Color flower and tree in our |Color gem, beverage, and fruit in|Color mammal, insect, and |
|Continue |States and find Arkansas |symbols book. |state symbols book. |state symbols book. |instrument in state symbols book.|
|Social Studies/ |on the completed map. | | | | |
|Science | | | | | |
|2:50—3:10 |Snack |Snack |Snack |Snack |Snack |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- kindergarten lesson plans
- kindergarten lesson plans with standards
- free kindergarten lesson plans for teachers
- free kindergarten lesson plan template
- free pre kindergarten lesson plans
- sample kindergarten lesson plans
- kindergarten lesson plan template
- free kindergarten lesson plans
- lesson plan for kindergarten reading
- pre kindergarten lesson plans free
- kindergarten lesson plan on language and literacy
- kindergarten lesson plans pdf