Lisa Brown Kindergarten Lesson Plan



Lisa Brown Kindergarten Lesson Plan

September 29—October 3rd

Letter Nn

*8:00 Pledge of Allegiance in Hallway

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

| |Review /Ii/ cut and glue page |Journals and review color word |Find letter [Nn] and pictures in|Make Noisy Newt book. |Wipe off Boards. |

|8:03—9:00 | |page. |magazine. | | |

|Calendar |Treasures small group phonics | |Treasures small group phonics |Treasures small group phonics | |

| |Calendar |Treasures small group phonics |Calendar |Calendar |Treasures small group phonics |

| | |Calendar | | |Calendar |

|9:00—10:30 |Introduce letter [Nn]. Read |Review Letter [Nn] and sound. |Review letter [Nn] (recognition |Review Letter [Nn] . Read poem |Review /Nn/ and the sound it |

|Phonics/Letter |poem “Nicholas Ned.” Skill: |Review poem “ Nicholas Ned.” |and sound). Read “When The |“Ann Cann. Skill: Rhyming, |makes. Conduct a sound sort |

|Recognition/Reading |Find rhyming words, count |Skill: initial sound. Read “My |Nicest Newt” Skill: Initial |syllables, ending sound. |using phonic cards and all |

| |syllables. Use high light tape |Nn Sound Box.” Write [Nn] words|sound. Activity: Have students |Discuss and write words that end|letters learned. |

| |to highlight [N’s] in poem. |on board. Activity: Compare |find things on last page of |with [Nn] sound on board. |Questions: |

| |Write lower case [n] on marker |words that begin with [Nn] to |story that begin with letter |Complete [n] phonics page. |*Who can look at the picture and|

| |boards. Complete [n] |words that do not. Practice |[Nn]. Read “Noisy Newt.” Have |Question: |identify the beginning sounds |

| |handwriting page and cut and |writing upper case [N] on marker|children complete phonics pages |*Who can formulate a word that | |

| |glue page. |board. Complete upper case [N] |and make Noisy Newt. |ends with the /n/ sound? |Computer Lab 9:45—10:30 |

| | |handwriting page and [N] phonics|Questions: | |Activity: (letter |

| |Question: |cut and glue page. |*Who can distinguish between | |recognition) Success Maker: |

| |*Who can formulate a rhyming |Questions: |these two pictures and tell me | |math and reading skills |

| |word that begins with /n/ that |*Who can formulate words that |which one begins with /n/? | | |

| |rhymes with the words I say? |begin with /n/? | | | |

| | | | | | |

|Objective |*Identify and match the letter |*Identify and match the letter |*Identify the same initial sound|*Identify final /n/ |*Demonstrate knowledge of |

| |[n] to the sound /n/ |[n] to the sound /n/ |in a group of words | |beginning sounds |

| |*Recognize the difference |*Recognize the difference |*Match the letter [n] to the /n/| | |

| |between a letter and a printed |between a letter and a printed |sound | | |

| |word |word |*identify rhyme | | |

| |*Handwriting: Write [Nn] |*Handwriting: Write [Nn] | | | |

| | |*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 |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—6 and numbers words |Review #7 and # word 7. Read |Review #7 and # word 7. Review |Review ways to make 6. |Review #0—7 and # words 0—7. |

|Math |0—6. Introduce #7 and # word 7.|“Seven Magic Hats.” Activity: |color words, number words and |Introduce ways to make 7 using |Play around the world with |

| |Work at tables to sort |Find things on last page of |shapes. Watch Sesame Street |manipulatives. Students work in|numbers and number words. |

| |manipulatives into groups of |story that contain a set of 7. |number 7. Complete math |pairs exploring ways to make |Complete counting and graphing |

| |seven. Practice writing #7 on |Complete #7 counting and writing|counting page. |seven. Complete counting and |page. |

| |marker boards. Complete |sheet. |Questions: |handwriting page. | |

| |counting and writing sheet. |Questions: |If we have seven ice cream cones|Questions: |Questions: |

| |Questions: |If there are two plates and |who can tell how many different |Can you model a way to divide |Can you use manipulatives to |

| |Explain what the number seven |seven bananas on each plate, how|ways we can divide the ice cream|seven cubes into two groups? |explain which number is greater?|

| |means? |many bananas are there all |cones between two children? | | |

| | |together? | | | |

|Objective |*Identify the number /7/ the |*Identify the number /7/ the |*Identify the number /7/ the |*Identify the number /7/ the |*Compare numbers |

| |number word /seven/ |number word /seven/ |number word /seven/ |number word /seven/ |*Count |

| |*Write the number /7/ and the |*Write the number /7/ and the |*Write the number /7/ and the |*Write the number /7/ and the | |

| |number word /seven/ |number word /seven/ |number word /seven/ |number word /seven/ | |

|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 “Birds.” Make a list |Review list of birds, Watch |Watch “Owls” National |Read about the Humming Bird. | Discuss the Bald Eagle. |

|Social Studies/ |of different kinds of birds and |“National Geographic Birds.” |Geographic. Read about owls. |Watch National Geographic |Discuss the word “extinct.” |

|Science |what we know about birds. |Read “A Bird Flies By.” |Read poem, “The Boy in the |“Peacocks. Discuss. |Watch National Geographic “Bald |

| |Discuss birds and eggs. Read |Discuss. |Barn.” |Question: |Eagle.” Discuss. |

| |“Discover Birds.” |Question: |Question: |Can you compare the different |Question: |

| |Question: |Why do birds fly south? |Explain why an owl is a predator|food that Humming Birds and |Can you tell me how and why a |

| |Can you compare how different | |? |Peacocks eat? |bald eagle is protected? |

| |birds use different things to | | | | |

| |make different nest. | | | | |

|Objective |*Match parents and offspring |*Match parents and offspring |*Match parents and offspring |*Match parents and offspring |*Match parents and offspring |

| |* 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, space |air, space |air, space |air, space |air, space |

| |* Recognize what it means for a |* Recognize what it means for a |* Recognize what it means for a |* Recognize what it means for a |* Recognize what it means for a |

| |species to be extinct |species to be extinct |species to be extinct |species to be extinct |species to be extinct |

|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: |

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

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

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

|Standards |LS.2.K.3; LS.2.K.4; LS.4.K.1 |LS.2.K.3; LS.2.K.4; LS.4.K.1 |LS.2.K.3; LS.2.K.4; LS.4.K.1 |LS.2.K.3; LS.2.K.4; LS.4.K.1 |LS.2.K.3; LS.2.K.4; LS.4.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 bird with nest. |Color “Mommy Bird” book. |Complete sequencing owl page. |Complete Peacock. |Make Bald Eagle paper sack |

|Continue | |Prepare coffee filters to make | | |puppet. |

|Social Studies/ | |peacock. | | | |

|Science | | | | | |

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

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