Lisa Brown Kindergarten Lesson Plan
Lisa Brown Kindergarten Lesson Plan
February 9th- February 13th
Letter Z
*8:00 Pledge of Allegiance in Hallway
| |Monday |Tuesday |Wednesday |Thursday |Friday |
| |Review uppercase [Q,Y] |Journals and highlight [Z] page.|Make Zippy Zebra |Make Zaney Zebra and Reading |Centers |
|8:03—9:00 |handwriting packet. | |Book |Page | |
|Calendar |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 [Zz] phonics |Review letter [Zz] phonics |Review Letter [Zz] and sound. |Review letter [Zz] (recognition |Review sight words. Play sight |
|Phonics/Letter |cards. Read poem “Zachary Zoo.”|cards. Read book.” “Zack the |Read book: “My “z” Sound Box.” |and sound) Write sentences on |word game with index cards. |
|Recognition/Reading |Skill: Identify and make rhymes,|Lazy Zebra.” Skill: [Zz] initial|Skill: initial sound. Activity:|marker boards using [z] words |Questions: *Who can formulate a |
| |initial sound. Write [Zz] |sound matching sounds, |initial sound, onset and rhyme. |from board. |sentence including our sight |
| |rhyming words on marker board. |syllables. Write [Zz[ words on |Read “Zippy Zebra.” |Review [y], [z], and [v] cut and|words ? |
| |Practice writing lower case [z] |marker board. Practice writing |Complete phonics pages and make |glue page. | |
| |on marker board for correct |upper case [Z] on marker boards |Zippy Zebra. |Questions: | |
| |formation. Complete lower case |for correct formation. Complete|Questions: |*Who can formulate words that |Computer Lab 10:00—10:30 |
| |[z] handwriting page and cut and|[Z] handwriting page [Zz] |*Who can formulate a rhyming |begin with /z/? |Activity: (letter |
| |glue initial sound page. |phonics page. |word that has beginning sound | |recognition) Success Maker: |
| |Questions: |Enrichment: |/z/ that rhymes with the words I| |math and reading skills |
| |*Who can formulate a word that |9:00 – 9:40 |say? | | |
| |has the beginning sound /z/? | | | | |
| | |Questions: | | | |
| | |*Who can formulate a word that | | | |
| | |has the ending sound /z/ ? | | | |
|Objective |*Identify and match the letter |*Identify and match the letter[ |*Identify and match the letter |*Identify and match the letter[ |*Demonstrate knowledge of sight |
| |[z] to the sound /z/ |z] to the sound /z/ |[z] to the sound /z/ |z] to the sound /z/ |words/ creating sentences. |
| |*Recognize the difference |*Recognize the difference |*Recognize the difference |*Recognize the difference | |
| |between a letter and a printed |between a letter and a printed |between a letter and a printed |between a letter and a printed | |
| |word |word |word |word | |
| |*Handwriting: Write [Zz] |*Handwriting: Write [Zz] |*Handwriting: Write [Zz] |*Handwriting: Write [Zz] | |
| | |*Identify rhyme | |*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 |*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). 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 0—6. |Introduce Solids: sphere, cone, |Review Solids. Discuss things |Review solids and their make up.|Review Solids: Use manipulatives|
|Math |Students use mats and |cube, and cylinder. Discuss |in the world in the shape of a |Discuss things in the world in |to create a sphere, cone, cube |
| |manipulatives to make 7. Review|their make up. Complete solids |sphere and cone. Use |the shape of a cube and |and cylinder. Complete solids |
| |addition and subtraction. Play |activity. |manipulatives to create a sphere|cylinder. Use manipulatives to |assessment. |
| |game with marker boards. |Question: |and a cone. Complete Patterning |create a cube and cylinder. |Question: Can you create a cube,|
| |Complete subtraction page. |Is a triangle a cone? |solids worksheet. |Complete solids worksheet. |cone, sphere, and cylinder? |
| |Question: | |Question: |Question: Is a cube the same as | |
| |Ethan had some toys. Jimmy took| |Is a sphere the same as a |a square? | |
| |4 toys. Now Ethan has 2 toys. | |circle? | | |
| |How many toys did Ethan have to | | | | |
| |start with? | | | | |
|Objective |*Correctly name shapes |*Correctly name shapes |*Correctly name shapes |*Correctly name shapes |*Correctly name shapes |
| |regardless of their orientations|regardless of their orientations|regardless of their orientations|regardless of their orientations|regardless of their orientations|
| |or overall size. |or overall size. |or overall size. |or overall size. |or overall size. |
| |* Identify shapes as |* Identify shapes as |* Identify shapes as |* Identify shapes as |* Identify shapes as |
| |two-dimensional (lying in a |two-dimensional (lying in a |two-dimensional (lying in a |two-dimensional (lying in a |two-dimensional (lying in a |
| |plane, "flat") or |plane, "flat") or |plane, "flat") or |plane, "flat") or |plane, "flat") or |
| |three-dimensional ("solid"). |three-dimensional ("solid"). |three-dimensional ("solid"). |three-dimensional ("solid"). |three-dimensional ("solid"). |
| |* Analyze and compare two- and |* Analyze and compare two- and |* Analyze and compare two- and |* Analyze and compare two- and |* Analyze and compare two- and |
| |three-dimensional shapes, in |three-dimensional shapes, in |three-dimensional shapes, in |three-dimensional shapes, in |three-dimensional shapes, in |
| |different sizes and |different sizes and |different sizes and |different sizes and |different sizes and |
| |orientations, using informal |orientations, using informal |orientations, using informal |orientations, using informal |orientations, using informal |
| |language to describe their |language to describe their |language to describe their |language to describe their |language to describe their |
| |similarities, differences, parts|similarities, differences, parts|similarities, differences, parts|similarities, differences, parts|similarities, differences, parts|
| |(e.g., number of sides and |(e.g., number of sides and |(e.g., number of sides and |(e.g., number of sides and |(e.g., number of sides and |
| |vertices/"corners") and other |vertices/"corners") and other |vertices/"corners") and other |vertices/"corners") and other |vertices/"corners") and other |
| |attributes (e.g., having sides |attributes (e.g., having sides |attributes (e.g., having sides |attributes (e.g., having sides |attributes (e.g., having sides |
| |of equal length). |of equal length). |of equal length). |of equal length). |of equal length). |
| |* Model shapes in the world by |* Model shapes in the world by |* Model shapes in the world by |* Model shapes in the world by |* Model shapes in the world by |
| |building shapes from components |building shapes from components |building shapes from components |building shapes from components |building shapes from components |
| |(e.g., sticks and clay balls) |(e.g., sticks and clay balls) |(e.g., sticks and clay balls) |(e.g., sticks and clay balls) |(e.g., sticks and clay balls) |
| |and drawing shapes. |and drawing shapes. |and drawing shapes. |and drawing shapes. |and drawing shapes. |
|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 |*Create |
| |Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |
| |*Observation |*Observation |*Observation |*Observation |*Observation |
| |*Marker Boards |*Marker Boards | | |*Marker Boards |
|Standards |K.G.A.2, K.G.A.3,K.G.B.4 |K.G.A.2, K.G.A.3,K.G.B.4 |K.G.A.2, K.G.A.3,K.G.B.4 |K.G.A.2, K.G.A.3,K.G.B.4 |K.G.A.2, K.G.A.3,K.G.B.4 |
| |K.G.B.5 |K.G.B.5 |K.G.B.5 |K.G.B.5 |K.G.B.5 |
|12:15—12:40 |Rest |Rest |Rest |Rest |Rest |
|12:40—1:05 |Introduce Caterpillars. Make |Review KWL chart. Read |Watch Discovery Ed. “Insect Life|Review the metamorphosis of a | Discuss insects and how they |
|Social Studies/ |KWL chart on caterpillars. |“Butterflies.” Discuss. Add to |Cycles: Metamorphosis.” |caterpillar. Complete KWL |are helpful to us. Read “It’s A|
|Science |Read “The Very Hungry |KWL chart. |Discuss. Add to KWL chart. |chart. |Good Thing There Are Insects.” |
| |Caterpillar.” Discuss |Question: |Question: |Question: |Discuss. |
| |Question: Why does the |What’s the difference in a moth |What other things go through |Why won’t birds eat butterflies?|Question: |
| |caterpillar need to eat so much?|and a butterfly? |metamorphosis besides the | |Why are butterflies helpful? |
| | | |butterfly? | | |
|Objective |*Classify living and nonliving |*Classify living and nonliving |*Classify living and nonliving |*Classify living and nonliving |*Classify living and nonliving |
| |things. |things. |things. |things. |things. |
| |* Differentiate between plants |* Differentiate between plants |* Differentiate between plants |* Differentiate between plants |* Differentiate between plants |
| |and animals. |and animals. |and animals. |and animals. |and animals. |
| |* Identify basic needs of plants|* Identify basic needs of plants|* Identify basic needs of plants|* Identify basic needs of plants|* Identify basic needs of plants|
| |and animals: food, water, light,|and animals: food, water, light,|and animals: food, water, light,|and animals: food, water, light,|and animals: food, water, light,|
| |air, and space. |air, and space. |air, and space. |air, and space. |air, and space. |
| |* Illustrate complete |* Illustrate complete |* Illustrate complete |* Illustrate complete |* Illustrate complete |
| |metamorphosis (e.g. butterfly, |metamorphosis (e.g. butterfly, |metamorphosis (e.g. butterfly, |metamorphosis (e.g. butterfly, |metamorphosis (e.g. butterfly, |
| |frog). |frog). |frog). |frog). |frog). |
|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: |
| |*Tell |*Tell |*Tell |*Tell |*Tell |
| |Assessment: |Assessment |Assessment: |Assessment: |Assessment: |
| |*Observation |*Observation |*Observation |*Observation |*Observation |
|Standards |LS.2.K.1, LS.2.K.2 LS.2.K.4, |LS.2.K.1, LS.2.K.2 LS.2.K.4, |LS.2.K.1, LS.2.K.2 LS.2.K.4, |LS.2.K.1, LS.2.K.2 LS.2.K.4, |LS.2.K.1, LS.2.K.2 LS.2.K.4, |
| |LS.3.K.2 |LS.3.K.2 |LS.3.K.2 |LS.3.K.2 |LS.3.K.2 |
|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 caterpillar/butterfly |Complete caterpillar/butterfly |Make Metamorphosis paddle. |Complete sequencing assessment. |Valentine Party |
|Continue |sequencing page. |sequencing page. | | | |
|Social Studies/ | | | | | |
|Science | | | | | |
|2:50—3:10 |Snack |Snack |Snack |Snack |Snack |
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