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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