Lisa Brown Kindergarten Lesson Plan



Lisa Brown Kindergarten Lesson Plan

February 23rd- February 27th

at word family

*8:00 Pledge of Allegiance in Hallway

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

| |Complete review [L] blends sheet| Journals color “In My Hat” |L-blends cut and glue review |Complete What’s it worth? Cut |Centers |

|8:03—9:00 | |book. Marker boards. |page. |and glue. Choose the correct | |

|Calendar |Small Group Reading | | |word page. | |

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

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

| | |Calendar | |Calendar | |

| | | |Calendar | |Calendar |

|9:00—10:30 |Introduce –at word family. Play|Introduce blends: bl, fl, and |Review –at word family. |Review –at word family talk |*Spelling Test |

|Phonics/Letter |jumping game to make at words. |cl. Chant out the l-blends on |Introduce ABC order put –at |about the configuration of the |Question: Who can make a |

|Recognition/Reading |Read “A Bat Named Pat.” Write |the blends chart. Use chart |words on board in ABC order. |words. Introduce blends gl, pl, |sentence with a spelling word? |

| |–at words on board. Write |paper to write words that begin |Explain the dictionary and how |and sl. Chant out the l-blends | |

| |sentences on marker boards using|with bl, fl, and cl. Complete |it works. Have students write |on the blends chart. Use chart |Computer Lab 10:00—10:30 |

| |–at words from the board. |cl- cut and glue page and bl, |words in personal dictionary. |paper to write words that begin |Activity: (letter |

| |Complete |cl, and fl sorting page. |Make at rhyming wheel. |with gl, pl, and sl. Complete |recognition) Success Maker: |

| |-at cut and glue and spell and |Question: Who can come up with |Question: |gl, pl, and sl, sorting page and|math and reading skills |

| |write. |words that begin with an | |configuration station page. | |

| |Question: |l-blend? (fl,cl,bl |What is ABC order? |Question: Who can come up with | |

| |How many –at words can you come |Enrichment 9:00-9:40 | |words that begin with an | |

| |up with? | | |l-blend? (pl, sl, gl) | |

|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—7. Review|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 |shapes, solids. Introduce ways |model ways to make 8 using mats.|what a number represents. |what a number represents. |and manipulatives to show ways |

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

| |8using mats. Students model |represents. Compare numbers |to by using the alligator poem. |alligator game with cards. |to. Complete less than greater |

| |ways to make 8. Complete a |using words less than or greater|Compare numbers holding up |Complete alligator assessment. |than assessment. |

| |subtraction page. |than. Play card game comparing |alligator signs. Students in | | |

| |Question: Who can show me a way |numbers. |pairs will play the alligator |Question: What number is equal |Question: |

| |to make 8? |Question: Which number is less |game with cards and alligators. |to 4? |Mrs. Smith has some candy and |

| | |than 5? |Complete alligator assessment. | |Mrs. Brown takes 6 pieces. Now |

| | | |Question: Which number is | |Mrs. Smith only has 4. How many|

| | | |greater than 7? | |pieces of candy did Mrs. Smith |

| | | | | |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: |

| |*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 |.C.6;.C.7 |.C.6;.C.7 |.C.6;.C.7 |.C.6;.C.7 |.C.6;.C.7 |

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

|12:40—1:05 |Introduce Transportation. |Review water transportation. |Review water and land |Review transportation and |Review transportation and its |

|Social Studies/ |Define what transportation is |Read “On the Move.” Discuss |transportation. Discuss Air |discuss ways that we get to |importance. Discuss |

|Science |discuss and make a list of ways |land transportation. Watch |Transportation and why it is |school. Make a graph of the way|transportation past and present.|

| |that we get from one place to |Discovery Ed. Question: What are|important. Watch Discovery Ed. |each student gets to school. |Play sorting game. |

| |another. Discuss water |some different ways we can ship |Question: |Question: How do you get to |Question: |

| |transportation. Watch Discovery|things on land? |Why do we need air |school? |What is the fastest way to get |

| |Ed. Question: Why would we need | |transportation? | |from Arkansas to California? |

| |to ship something by water? | | | |Why? |

|Objective |*Identify different types of |*Identify different types of |*Identify different types of |*Identify different types of |*Identify different types of |

| |transportation. |transportation. |transportation. |transportation. |transportation. |

| |* Recognize examples of current |* Recognize examples of current |* Recognize examples of current |* Recognize examples of current |* Recognize examples of current |

| |and early transportation. |and early transportation. |and early transportation. |and early transportation. |and early transportation. |

|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 |*Compare |*Explain |

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

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

|Standards |G3.K.1;H6.K.9 |G3.K.1;H6.K.9 |G3.K.1;H6.K.9 |G3.K.1;H6.K.9 |G3.K.1;H6.K.9 |

|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 drawing of water |Complete transportation past and|Complete drawing and cut and |Make cut and glue school bus. |Complete drawing and cut and |

|Continue |transportation |present work sheet. |glue of air transportation. | |glue of land transportation. |

|Social Studies/ | | | | | |

|Science | | | | | |

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

Social Studies:

G3.K.1

H6.K.9

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