Lisa Brown Kindergarten Lesson Plan



Lisa Brown Kindergarten Lesson Plan

March 2nd- March 6th

L-blends, -an word family

*8:00 Pledge of Allegiance in Hallway

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

| |Complete review blends cut and | Journals |L-blends cut and glue review |Complete What’s it worth? Cut |Centers |

|8:03—9:00 |glue page, |Review L- blends page. |page. |and glue. Color book Jan and | |

|Calendar |Small Group Reading |Small Group Reading | |Dan. | |

| | | |Small Group Reading |Small Group Reading | |

| |Calendar |Calendar | |Calendar |Small Group Reading |

| | | |Calendar | |Calendar |

|9:00—10:30 |Introduce –an word family. Play|Introduce blends: gl, pl, and |Review –an word family. Review |Review blends gl, pl, and sl. |*Spelling Test |

|Phonics/Letter |jumping game to make -an words. |sl. Chant out the l-blends on |ABC order put –an words on board|Chant out the l-blends on the | |

|Recognition/Reading |Read “Jan and Stan.” Write –an|the blends chart. Use chart |in ABC order. Review the |blends chart. Use chart paper |Question: Who can make a |

| |words on board. Write sentences|paper to write words that begin |dictionary and how it works. |to write words that begin with |sentence with a spelling word? |

| |on marker boards using –an words|with gl, and pl. Complete [l] |Have students write words in |sl-. Use marker boards to write| |

| |from the board. Complete |blends cut and glue pages. |personal dictionary. Make –a |sentence using sl- words on char|Computer Lab 10:00—10:30 |

| |-an cut and glue and spell and |Question: Who can come up with |rhyming slide. |paper. Complete l- blends page |Activity: (letter |

| |write. |words that begin with an |Question: Which word comes first|and configuration station. |recognition) Success Maker: |

| |Question: |l-blend? (gl,pl,sl) |in ABC order, Jellybean or |Question: Who can make a |math and reading skills |

| |How many –an words can you come | |Popcorn? |sentence with a sl- word? | |

| |up with? | |Counselor 10:00-10:30 | | |

|Objective |* Blend and segment onsets and |* Blend and segment onsets and |* Blend and segment onsets and |* Blend and segment onsets and |* Blend and segment onsets and |

| |rimes of single-syllable spoken |rimes of single-syllable spoken |rimes of single-syllable spoken |rimes of single-syllable spoken |rimes of single-syllable spoken |

| |words. |words. |words. |words. |words. |

| |* solate and pronounce the |* solate and pronounce the |* solate and pronounce the |* solate and pronounce the |* solate and pronounce the |

| |initial, medial vowel, and final|initial, medial vowel, and final|initial, medial vowel, and final|initial, medial vowel, and final|initial, medial vowel, and final|

| |sounds (phonemes) in |sounds (phonemes) in |sounds (phonemes) in |sounds (phonemes) in |sounds (phonemes) in |

| |three-phoneme |three-phoneme |three-phoneme |three-phoneme |three-phoneme |

| |(consonant-vowel-consonant, or |(consonant-vowel-consonant, or |(consonant-vowel-consonant, or |(consonant-vowel-consonant, or |(consonant-vowel-consonant, or |

| |CVC) words.1 (This does not |CVC) words.1 (This does not |CVC) words.1 (This does not |CVC) words.1 (This does not |CVC) words.1 (This does not |

| |include CVCs ending with /l/, |include CVCs ending with /l/, |include CVCs ending with /l/, |include CVCs ending with /l/, |include CVCs ending with /l/, |

| |/r/, or /x/.) |/r/, or /x/.) |/r/, or /x/.) |/r/, or /x/.) |/r/, or /x/.) |

| |* Recognize and produce rhyming |* Recognize and produce rhyming |* Recognize and produce rhyming |* Recognize and produce rhyming |* Recognize and produce rhyming |

| |words. |words. |words. |words. |words. |

| |* Distinguish between similarly |* Distinguish between similarly |* Distinguish between similarly |* Distinguish between similarly |* Distinguish between similarly |

| |spelled words by identifying the|spelled words by identifying the|spelled words by identifying the|spelled words by identifying the|spelled words by identifying the|

| |sounds of the letters that |sounds of the letters that |sounds of the letters that |sounds of the letters that |sounds of the letters that |

| |differ. |differ. |differ. |differ. |differ. |

|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 |*Tell |*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 |*Spelling Test |

| | |*Work sheet |*Work sheet | | |

|Standards |RF.K.3.D;RF.K.2.D; |RF.K.3.D;RF.K.2.D; |RF.K.3.D;RF.K.2.D; |RF.K.3.D;RF.K.2.D; |RF.K.3.D;RF.K.2.D; |

| |RF.KF2.C; RF.K.2.A |RF.KF2.C; RF.K.2.A |RF.KF2.C; RF.K.2.A |RF.KF2.C; RF.K.2.A |RF.KF2.C; RF.K.2.A |

|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 ways to make 2—8. |Review ways to make 8. Students|Review ways to make 8. Review |Review ways to make 8. Review |Review ways to make 8. Use mats|

|Math |Review shapes, solids. |model ways to make 8 using mats.|what a number represents. Review|what a number represents. |and manipulatives to show ways |

| |Review numbers and what a number|Review numbers and what a number|the signs , and =. Complete|Review , and = to. Play |to make 8. Review , and = |

| |represents. Compare numbers |represents. Compare numbers |greater than less than |alligator game with cards. |to. Complete less than greater |

| |using words less than or greater|using words less than or greater|assessment. |Complete alligator assessment. |than assessment. |

| |than. |than. Complete a greater than, |Question: Which number is | | |

| |Complete a greater than, less |less than page. |greater than 17? |Question: Mrs. Smith has 19 |Question: |

| |than page. |Question: Which number is less | |candy bars and Mrs. Brown has 16|Eden had some toys. Paisley |

| | |than 12? | |candy bars. Who has more? |took 6 toys away. Now Eden has 3|

| |Question: Which number is | | | |toys. How many toys did Eden |

| |greater than 16? | | | |have to start with? |

|Objective |*Compare two numbers between 1 |*Compare two numbers between 1 |*Compare two numbers between 1 |*Compare two numbers between 1 |*Compare two numbers between 1 |

| |and 10 presented as written |and 10 presented as written |and 10 presented as written |and 10 presented as written |and 10 presented as written |

| |numerals. |numerals. |numerals. |numerals. |numerals. |

| |*Identify whether the number of |*Identify whether the number of |*Identify whether the number of |*Identify whether the number of |*Identify whether the number of |

| |objects in one group is greater |objects in one group is greater |objects in one group is greater |objects in one group is greater |objects in one group is greater |

| |than, less than, or equal to the|than, less than, or equal to the|than, less than, or equal to the|than, less than, or equal to the|than, less than, or equal to the|

| |number of objects in another |number of objects in another |number of objects in another |number of objects in another |number of objects in another |

| |group, e.g., by using matching |group, e.g., by using matching |group, e.g., by using matching |group, e.g., by using matching |group, e.g., by using matching |

| |and counting strategies. |and counting strategies |and counting strategies |and counting strategies |and counting strategies |

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

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

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

|Standards |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 |

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

|12:40—1:05 |Introduce the Five Senses: |Review the 5 senses. Introduce |Review the 5 senses. Introduce |Review the 5 senses. Introduce | Review the 5 senses. |

|Social Studies/ |Discuss what they are and why |“sense of taste.” Read “Yum A |“sense of touch.” Read “Soft |“sense of smell.” Read “Sniff, |Introduce sense of sight. Read |

|Science |they are all important. Discuss|book about Taste.” Discuss |and Smooth, Rough and Bumpy.” |Sniff, book about Smell.” |“Look, A Book About Sight.” |

| |sense of hearing. |Question: How many different |Discuss |Discuss. |Discuss |

| |Question: Can someone explain to|tastes do our taste buds taste? |Question: Does our sense of |Question: How does our sense of |Question: How many senses can we|

| |me what the five senses are? | |touch only have to do with our |smell work? |use at one time? |

| | | |hands? | | |

|Objective |*Name and describe the five |*Name and describe the five |*Name and describe the five |*Name and describe the five |*Name and describe the five |

| |senses. *Discuss the functions |senses. *Discuss the functions |senses. *Discuss the functions |senses. *Discuss the functions |senses. *Discuss the functions |

| |of the five senses. |of the five senses. |of the five senses. |of the five senses. |of the five senses. |

|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: |

| |*Explain |*Tell |*Tell |*Tell |*Explain |

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

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

|Standards |LS.2.K.5, LS.2.K.6 |LS.2.K.5, LS.2.K.6 |LS.2.K.5, LS.2.K.6 |LS.2.K.5, LS.2.K.6 |LS.2.K.5, LS.2.K.6 |

|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 | Read “Shhhhh A Book About |Conduct tasting activity. |Conduct sense of touch activity.|Conduct sense of smell activity.|Conduct sense of sight activity.|

|Continue |Hearing. Color the first two |Complete taste page in book. |Complete touch page in book. |Complete smell page in book. |Complete sight page in book. |

|Social Studies/ |pages of Senses Book. | | | | |

|Science | | | | | |

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

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