Lisa Brown Kindergarten Lesson Plan
Lisa Brown Kindergarten Lesson Plan
October 13—October 17
Letter Ff
*8:00 Pledge of Allegiance in Hallway
| |Monday |Tuesday |Wednesday |Thursday |Friday |
| |Review Cc cut and glue page. |Journals and highlight [Ff] |Torn Pumpkin |Make Friendly Frog book. |Centers |
|8:03—9:00 |Treasures small group phonics |page. |Centers |Treasures small group phonics | |
|Calendar | |Treasures small group phonics | | |Treasures small group phonics |
| |Calendar | |Treasures small group phonics |Calendar | |
| | |Calendar | | |Calendar |
| | | |Calendar | | |
|9:00—10:30 | Introduce letter [Ff] phonics |Review Letter [Ff] recognition |Review letter [Ff] (recognition |Review Letter [Ff] (recognition |Write sentences on chart paper |
|Phonics/Letter |cards. Read poem “Funny Fox.” |and sound. Read “My Ff Book.” |and sound). Read “Fifi Ferret’s|and sound). Read poem “Ferris |using [Ff] words on board. |
|Recognition/Reading |Skill: Identify and make rhymes,|Write [Ff] words on board. |Flute.” Skill: Initial sound. |Wheel Fun.” Skill: Initial |Complete My first letter Ff |
| |matching sounds. Listen for |Activity: Compare words that |Activity: Have students find |sound, Comparing upper case and |book. |
| |syllables. Listen for words in |begin with [Ff] to words that do|things on last page of story |lower case [Ff]. Comparing |Questions: |
| |poem that begin with [Ff]. |not. Practice writing upper |that begin with letter [Ff]. |sounds. Activity: think, pair, |*Who can look at the picture and|
| |Practice writing lower case [f] |case [F] on marker boards for |Read “Friendly Frog.” Have |share. |identify the beginning sounds |
| |on marker boards for correct |correct formation. Complete |children complete phonics pages |Complete cut and glue page or | |
| |formation. Complete handwriting|upper case [F] handwriting page |and make Friendly Frog. |fill in the correct word | |
| |and cut and glue page. |and [Ff] phonics cut and glue |Questions: |sentence page. |Computer Lab 9:45—10:30 |
| |Question: |page. |*Who can distinguish between |Question: |Activity: (letter |
| |*Who can formulate a rhyming |Questions: |these two pictures and tell me |*Who can formulate a sentence |recognition) Success Maker: |
| |word that begins with /f/ that |*Who can formulate words that |which one begins with /f/? |using a /f/ word from the board?|math and reading skills |
| |rhymes with the words I say? |begin with /f/? | | | |
|Objective |*Identify and match the letter |*Identify and match the letter |*Identify the same initial sound|*Formulate/Create Sentences |*Demonstrate knowledge of |
| |[f] to the sound /f/ |[f] to the sound /f/ |in a group of words | |beginning sounds |
| |*Recognize the difference |*Recognize the difference |*Match the letter [f] to the /f/| | |
| |between a letter and a printed |between a letter and a printed |sound | | |
| |word |word |*identify rhyme | | |
| |*Handwriting: Write [Ff] |*Handwriting: Write [Ff] | | | |
| | |*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 |Assessment: |
| |Assessment: |Assessment: |Assessment: |Assessment: |*Observation |
| |*Marker boards |*Marker boards |*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 #0—8 and number words |Field Trip to Pumpkin Patch |. Introduce color word white and|Review color word, shapes, and |Review #9 and #word 9. Watch |
|Math |0—8. Introduce #9 and #word 9. | |review shapes. Review #9 and |#9 and # word nine. Work in CGI|Sesame Street video: Number 9 |
| |Work at tables to sort | |#word 9. Read “Nine Bright |Math Journals. Complete #9 |complete. # 9 counting cut and|
| |manipulatives into groups of | |Pennies.” Activity: Find |Counting cut and glue sheet. |glue sheet. |
| |nine. Practice writing #9 on | |things on the last page that are| | |
| |marker boards for correct | |in groups of 9. Complete #9 | |Questions: |
| |formation. Complete #9 | |counting and handwriting page |Questions: |Can you use manipulatives to |
| |handwriting page. | |Questions: |Can you model a way to divide |explain which number is greater?|
| |Questions: | |If there are two plates and nine|nine cubes into three groups? | |
| |Explain what the number nine | |cupcakes on each plate, how many| | |
| |means? | |cupcakes are there all together?| | |
|Objective |*Identify the number /9/ the |*Identify the number /9/ the |*Identify the number /9/ the |*Identify the number /9/ the |*Compare numbers |
| |number word /nine/ |number word /nine/ |number word /nine/ |number word /nine/ |*Count |
| |*Write the number /9/ and the |*Write the number /9/ and the |*Write the number /9/ and the |*Write the number /9/ and the | |
| |number word /nine/ |number word / nine / |number word / nine / |number word / nine / | |
|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 |*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 Pumpkins. Make KWL | |Read “Pumpkins.” Discuss book |Put pumpkin seeds in cups (10 in|Review pumpkins and complete KWL|
|Social Studies/ |chart. Read “From Seed to | |and work on KWL chart. |each cup) to count by 10’s. |chart. Read “Patty’s Pumpkin |
|Science |Pumpkin.” Discuss the cycle of | |Investigate pumpkins from |Complete counting activity. |Patch” and, “The Pumpkin Pie |
| |a pumpkin. | |pumpkin patch |Read “The perfect Pumpkin. |Prize.” |
| | | | | | |
| |Question: Who can compare the | |Question: Who can estimate how |Question: Can you give me an |Question: |
| |life cycle of a tree to the life| |many cubes tall your pumpkin is?|estimate of the number of seeds |Who can tell me something that |
| |cycle of a pumpkin? | | |inside this pumpkin? |we make from pumpkins? |
|Objective |* Identify basic needs of | |* Estimate and measure |* Estimate and measure |* Identify basic needs of |
| |plants and animals | |length, mass, and |length, mass, and |plants and animals |
| |food, water ,light, air | |capacity/volume of |capacity/volume of |food, water ,light, air |
| |space | |familiar objects using |familiar objects using |space |
| |* Describe plant | |non-standard units |non-standard units |* Describe plant |
| |development and growth | |* Identify basic needs of |* Identify basic needs of |development and growth |
| |* List and classify objects | |plants and animals |plants and animals |* List and classify objects |
| |according to the single | |food, water ,light, air |food, water ,light, air |according to the single |
| |properties of size, color, shape| |space |space |properties of size, color, shape|
| | | |* Describe plant |* Describe plant | |
| | | |development and growth |development and growth | |
| | | |* List and classify objects |* List and classify objects | |
| | | |according to the single |according to the single | |
| | | |properties of size, color, shape|properties of size, color, shape| |
|Lesson Set |Strategies: | |Strategies: |Strategies: |Strategies: |
| |*Questioning | |*Questioning |*Questioning |*Questioning |
| |*Discussion | |*Discussion |*Discussion |*Discussion |
| |Blooms Taxonomy: | |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |
| |Compare | |Estimate |Estimate |Tell |
| |Assessment: Observation | |Assessment: Observation |Assessment: Observation |Assessment: Observation |
|Standards |LS.2.K.4; LS.3.K.1; PS.5.K.1 | |NS.1.K.4; LS.2.K.4; LS.3.K.1; |NS.1.K.4; LS.2.K.4; LS.3.K.1; |LS.2.K.4; LS.3.K.1; PS.5.K.1 |
| | | |PS.5.K.1 |PS.5.K.1 | |
|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 “Sequencing Pumpkin Life | |Make pumpkin book. |Make sequencing pumpkins. |Make Pumpkin lady/ |
|Continue |Cycle | | | | |
|Social Studies/ | | | | | |
|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