Lisa Brown Kindergarten Lesson Plan
Lisa Brown Kindergarten Lesson Plan
January 5th —January 9th
Letter Uu
*8:00 Pledge of Allegiance in Hallway
| |Monday |Tuesday |Wednesday |Thursday |Friday |
| |Complete review letter | Journals review [Uu] highlight |Complete medial sound cut and|Make Ugboo book. |Centers |
|8:03—9:00 |matching |page and marker boards. |glue | | |
|Calendar |page. | |page. | | |
| | |Treasures small group phonics | |Treasures small group phonics |Treasures small group phonics |
| |Treasures small group phonics| |Treasures small group phonics| | |
| | |Calendar | | | |
| |Calendar | |Calendar |Calendar |Calendar |
|9:00—10:30 |Introduce letter [Uu] phonics|Review letter [Uu] phonics |Review Letter [Uu] and sound.|Review letter [Uu] (recognition |Review letter [Uu] (recognition |
|Phonics/Letter |cards. Read poem |cards. Read book “umbrellabird’s|Read “Lucky Duck.” Skill: |and sound). Watch Sesame Street |and sound). Review [Uu] words on|
|Recognition/Reading |“Umbrellas.” Skill: Identify|Umbrella.” Skill: [Uu] initial |Medial [Uu] sound. Activity:|“Letter Uu.” Discuss. Complete |board. Write sentences on chart |
| |and make rhymes, initial |sound, matching sounds. |solve riddle and write words |word/ picture match up page. |paper using [Uu] words on board. |
| |sound, syllables. Read “My Uu|Activity: Find things on last |on board that have medial |Question: |Questions: |
| |book.” Write words that |page that begin with letter |[Uu] sound. Read “Ugboo.” |*Who can formulate a sentence |*Who can formulate a sentence from|
| |begin with [Uu] on marker |[Uu]. Practice writing upper |Complete phonics packet. Make|using a /u/ word from the board? |the sight word I hold up? |
| |board. Practice writing lower|case [U] on marker boards for |Ugboo. | |Computer Lab 10:00—10:30 |
| |case [u] on marker board for |correct formation. Complete |Questions: | |Activity: (letter |
| |correct formation. Complete |upper case [U] handwriting page |*Who can distinguish between | |recognition) Success Maker: math |
| |lower case [u] handwriting |and phonics/handwriting packet. |these two pictures and tell | |and reading skills |
| |and initial sound cut and |Questions: |me which one begins with | | |
| |glue page. |*Who can formulate words that |/u/? | | |
| |Question: |begin with /u/? | | | |
| |*Who can formulate a rhyming | | | | |
| |word that has beginning sound| | | | |
| |/U/ that rhymes with the | | | | |
| |words I say? | | | | |
|Objective |*Identify and match the |*Identify and match the letter[ |*Identify the same initial |*Formulate/Create Sentences |*Demonstrate knowledge of sight |
| |letter [u] to the sound /u/ |u] to the sound /u/ |sound in a group of words | |words |
| |*Recognize the difference |*Recognize the difference |*Match the letter [u] to the | | |
| |between a letter and a |between a letter and a printed |/u/ sound | | |
| |printed word |word |*identify rhyme | | |
| |*Handwriting: Write [Uu] |*Handwriting: Write [Uu] | | | |
| | |*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 |*Formulate |
| |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |
| |*Marker boards |*Marker boards |*Thumbs up-Thumbs down |*Observation |*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 class |helper of the day tells the class |
| |class something they want |class something they want them |class something they want |something they want them to know. |something they want them to know. |
| |them to know. The teacher |to know. The teacher writes it |them to know. The teacher |The teacher writes it on chart |The teacher writes it on chart |
| |writes it on chart paper. |on chart paper. Modeling |writes it on chart paper. |paper. Modeling letters, letter |paper. Modeling letters, letter |
| |Modeling letters, letter |letters, letter sounds, writing |Modeling letters, letter |sounds, writing on lines, |sounds, writing on lines, |
| |sounds, writing on lines, |on lines, emphasizing proper |sounds, writing on lines, |emphasizing proper spacing and |emphasizing proper spacing and |
| |emphasizing proper spacing |spacing and punctuation. |emphasizing proper spacing |punctuation. |punctuation. |
| |and punctuation. | |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—16, #words 0—16, |Review ways to make 2—4. |Review #17 and ways to make |Review #0—17 and #words 0—17. |Students model ways to make 5. |
|Math |color words and shapes. |Introduce ways to make 5 and |5. Students practice |Introduce standard units of |Review numbers 0—17. Review |
| |Introduce # 17 and number |model. Introduce measurement |modeling ways to make 5. |measure then discuss other things |measurement discussing what we |
| |word seventeen. Discuss the |and why we might need to |Review measurement |we might measure with. Complete |have learned this week. Complete |
| |make up of the number 17. |measure. Discuss taller and |[tall/short]. Introduce size.|counting page and measure page |counting page and measurement |
| |Complete counting and missing|shorter Complete measurement |Discuss. Complete sorting by|using snap cubes. |page. |
| |number page. |page. |size page. |Question: |Question: |
| |Question: |Question: |Question: |_______ has 10 snap cubes. He |Mrs. Smith’s radio is 10 snap |
| |Explain what the number |_______ pencil is 10 snap cubes |The trash can is 40 snap |gives 3 cubes to _______. How |cubes long. Mrs. Brown’s radio is|
| |seventeen means? |long. ______ pencil is 20 snap|cubes tall. Your chair is 20|many cubes does he have left? |7 snap cubes long. How much |
| | |cubes long. How many snap cubes|snap cubes tall. Which is | |longer is Mrs. Smith’s radio, than|
| | |long would both pencils be if we|taller? | |Mrs. Brown’s? |
| | |put them together? | | | |
|Objective |*Identify the number /17/ the|*Identify the number /17/ the |* Directly compare two |* Describe measurable attributes |* Describe measurable attributes |
| |number word /seventeen/ |number word /seventeen/ |objects with a measurable |of objects, such as length or |of objects, such as length or |
| |*Write the number /17/ and |*Write the number /17/ and the |attribute in common, to see |weight. Describe several |weight. Describe several |
| |the number word /seventeen/ |number word /seventeen/ |which object has “more |measurable attributes of a single |measurable attributes of a single |
| | |* Describe measurable attributes|of”/”less of” the attribute, |object. |object. |
| | |of objects, such as length or |and describe the difference. |* Directly compare two objects |* Directly compare two objects |
| | |weight. Describe several |For example, directly compare|with a measurable attribute in |with a measurable attribute in |
| | |measurable attributes of a |the heights of two children |common, to see which object has |common, to see which object has |
| | |single object. |and describe one child as |“more of”/”less of” the attribute,|“more of”/”less of” the attribute,|
| | | |taller/shorter. |and describe the difference. |and describe the difference |
|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.1 |K.MD.A.2 |K.MD.A.1;K.MD.A.2 |K.MD.A.1;K.MD.A.2 |
|12:15—12:40 |Rest |Rest |Rest |Rest |Rest |
|12:40—1:05 |Introduce winter, when the |Watch United streaming “Winter.”|Watch United Streaming |Read “Hello Snow.” Start winter “| Read “Snow Friends” and “White|
|Social Studies/ |season comes in the year and |Read “The Biggest Best Snowman.”|“Winter.” Read “The Mitten.”|I See…” book. |Snow Bright Snow.” |
|Science |what the weather is like. |Question: |Question: |Question: |Question: |
| |Read “The Snowy Day.” |Can you name some action words |Do Forest animals need |What are some activities we do |Can you draw and write about a |
| |Question: Explain, how/why it|to build a snowman? |shelter? |when it snows? |time when a friend helped you? |
| |snows? | | | | |
|Objective |* Identify different types of|* Identify different types of |* Identify different types of|* Identify different types of |* Identify different types of |
| |weather. |weather. |weather. |weather. |weather. |
| |* Describe the four seasons. |* Describe the four seasons. |* Describe the four seasons. |* Describe the four seasons. |* Describe the four seasons. |
|Lesson Set |Strategies: |Strategies: |Strategies: |Strategies: |Strategies: |
| |*Questioning |*Questioning |*Questioning |*Questioning |*Questioning |
| |*Discussion |*Discussion |*Discussion |*Discussion |*Discussion |
| |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |Blooms Taxonomy: |
| |*Explain |*Tell |*List |*Explain |*Explain |
| |Assessment |Assessment |Assessment |Assessment |Assessment |
| |*Observation |*Observation |*Observation |*Observation |*Observation |
|Standards |G1.K.7; ESS8.K.6 |G1.K.7; ESS8.K.6 |G1.K.7; ESS8.K.6 |G1.K.7; ESS8.K.6 |G1.K.7; ESS8.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 | Make winter word book. |Make snowman faces with paper |Make the mitten and all of |Finish book. |Paint winter picture. |
|Continue | |plate. |the characters from the | | |
|Social Studies/ | | |story. | | |
|Science | | | | | |
|2:50—3:10 |Snack |Snack |Snack |Snack |Snack |
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