Lisa Brown Kindergarten Lesson Plan
February 9th- February 13th
Letter Z
*8:00 Pledge of Allegiance in Hallway
Monday / Tuesday / Wednesday / Thursday / Friday8:03—9:00
Calendar / Review uppercase [Q,Y] handwriting packet.
Treasures small group phonics
Calendar / Journals and highlight [Z] page.
Treasures small group phonics
Calendar / Make Zippy Zebra
Book
.
Treasures small group phonics
Calendar / Make Zaney Zebra and Reading Page
Treasures small group phonics
Calendar / Centers
Calendar
9:00—10:30
Phonics/Letter Recognition/Reading / Introduce letter [Zz] phonics cards. Read poem “Zachary Zoo.” Skill: Identify and make rhymes, initial sound. Write [Zz] rhyming words on marker board. Practice writing lower case [z] on marker board for correct formation. Complete lower case [z] handwriting page and cut and glue initial sound page.
Questions:
*Who can formulate a word that has the beginning sound /z/? / Review letter [Zz] phonics cards. Read book.” “Zack the Lazy Zebra.” Skill: [Zz] initial sound matching sounds, syllables. Write [Zz[ words on marker board. Practice writing upper case [Z] on marker boards for correct formation. Complete [Z] handwriting page [Zz] phonics page.
Enrichment:
9:00 – 9:40
Questions:
*Who can formulate a word that has the ending sound /z/ ? / Review Letter [Zz] and sound. Read book: “My “z” Sound Box.” Skill: initial sound. Activity: initial sound, onset and rhyme. Read “Zippy Zebra.”
Complete phonics pages and make Zippy Zebra.
Questions:
*Who can formulate a rhyming word that has beginning sound /z/ that rhymes with the words I say? / Review letter [Zz] (recognition and sound) Write sentences on marker boards using [z] words from board.
Review [y], [z], and [v] cut and glue page.
Questions:
*Who can formulate words that begin with /z/? / Review sight words. Play sight word game with index cards.
Questions: *Who can formulate a sentence including our sight words ?
Computer Lab 10:00—10:30 Activity: Starfall.com (letter recognition) Success Maker: math and reading skills
Objective / *Identify and match the letter [z] to the sound /z/
*Recognize the difference between a letter and a printed word
*Handwriting: Write [Zz] / *Identify and match the letter[ z] to the sound /z/
*Recognize the difference between a letter and a printed word
*Handwriting: Write [Zz]
*Identify rhyme / *Identify and match the letter [z] to the sound /z/
*Recognize the difference between a letter and a printed word
*Handwriting: Write [Zz] / *Identify and match the letter[ z] to the sound /z/
*Recognize the difference between a letter and a printed word
*Handwriting: Write [Zz]
*Identify rhyme / *Demonstrate knowledge of sight words/ creating sentences.
Lesson Set / Strategies:
*Modeling
*Scaffolding
*Independent practice
Blooms Taxonomy:
*Formulate
Assessment:
*Marker boards
*Work sheet / Strategies:
*Modeling
*Scaffolding
*Independent practice
Blooms Taxonomy:
*Formulate
Assessment:
*Marker boards
*Thumbs up-Thumbs down
*Work sheet / Strategies:
*Modeling
*Scaffolding
*Independent practice
Blooms Taxonomy:
*Formulate
Assessment:
*Thumbs up-Thumbs down
*Observation
*Work sheet / Strategies:
*Modeling
*Scaffolding
*Independent practice
Blooms Taxonomy:
*Formulate
Assessment:
*Thumbs up- Thumbs down
*Work sheet / Strategies:
*Modeling
*Independent practice
Blooms Taxonomy:
*Identify
*Formulate
Assessment:
*Observation
Standards / RF.K.2d; RF.K.3a; L.K.2c; RF.K.3c; RI.K.3; RI.K.1 / RF.K.2d; RF.K.3a; RF.K.3; RF.K.3c;; RI.K.3; RI.K.1; RI.K.2 / RF.K.2d; RF.K.3a; RF.K.3c: RL.K.5; / RF.K.2; RF.K.3a; RF.K.3c; SL.K.2 / L.K.5a;RF.K.2; L.K.2d; RF.K.3c; RI.K.3, RL.K.3; RI.K.1; RL.K.1; RF.K.3c
10:30—10:40
Interactive Writing / Daily
News (modeled writing). The helper of the day tells the class something they want them to know. The teacher writes it on chart paper. Modeling letters, letter sounds, writing on lines, emphasizing proper spacing and punctuation. / Daily
News (modeled writing). The helper of the day tells the class something they want them to know. The teacher writes it on chart paper. Modeling letters, letter sounds, writing on lines, emphasizing proper spacing and punctuation. / Daily
News (modeled writing). The helper of the day tells the class something they want them to know. The teacher writes it on chart paper. Modeling letters, letter sounds, writing on lines, emphasizing proper spacing and punctuation. / Daily
News (modeled writing). The helper of the day tells the class something they want them to know. The teacher writes it on chart paper. Modeling letters, letter sounds, writing on lines, emphasizing proper spacing and punctuation. / Daily
News (modeled writing). The helper of the day tells the class something they want them to know. The teacher writes it on chart paper. Modeling letters, letter sounds, writing on lines, emphasizing proper 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
Math / Review ways to make 0—6. Students use mats and manipulatives to make 7. Review addition and subtraction. Play game with marker boards. Complete subtraction page.
Question:
Ethan had some toys. Jimmy took 4 toys. Now Ethan has 2 toys. How many toys did Ethan have to start with? / Introduce Solids: sphere, cone, cube, and cylinder. Discuss their make up. Complete solids activity.
Question:
Is a triangle a cone? / Review Solids. Discuss things in the world in the shape of a sphere and cone. Use manipulatives to create a sphere and a cone. Complete Patterning solids worksheet.
Question:
Is a sphere the same as a circle? / Review solids and their make up. Discuss things in the world in the shape of a cube and cylinder. Use manipulatives to create a cube and cylinder. Complete solids worksheet.
Question: Is a cube the same as a square? / Review Solids: Use manipulatives to create a sphere, cone, cube and cylinder. Complete solids assessment.
Question: Can you create a cube, cone, sphere, and cylinder?
Objective / *Correctly name shapes regardless of their orientations or overall size.
* Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
* Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
* Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. / *Correctly name shapes regardless of their orientations or overall size.
* Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
* Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
* Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. / *Correctly name shapes regardless of their orientations or overall size.
* Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
* Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
* Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. / *Correctly name shapes regardless of their orientations or overall size.
* Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
* Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
* Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. / *Correctly name shapes regardless of their orientations or overall size.
* Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
* Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
* Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
Lesson Set / Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
*Marker Boards / Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
*Marker Boards / Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation / Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation / Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Create
Assessment:
*Observation
*Marker Boards
Standards / K.G.A.2, K.G.A.3,K.G.B.4
K.G.B.5 / K.G.A.2, K.G.A.3,K.G.B.4
K.G.B.5 / K.G.A.2, K.G.A.3,K.G.B.4
K.G.B.5 / K.G.A.2, K.G.A.3,K.G.B.4
K.G.B.5 / K.G.A.2, K.G.A.3,K.G.B.4
K.G.B.5
12:15—12:40 / Rest / Rest / Rest / Rest / Rest
12:40—1:05
Social Studies/
Science / Introduce Caterpillars. Make KWL chart on caterpillars. Read “The Very Hungry Caterpillar.” Discuss
Question: Why does the caterpillar need to eat so much? / Review KWL chart. Read “Butterflies.” Discuss. Add to KWL chart.
Question:
What’s the difference in a moth and a butterfly? / Watch Discovery Ed. “Insect Life Cycles: Metamorphosis.” Discuss. Add to KWL chart.
Question:
What other things go through metamorphosis besides the butterfly? / Review the metamorphosis of a caterpillar. Complete KWL chart.
Question:
Why won’t birds eat butterflies? / Discuss insects and how they are helpful to us. Read “It’s A Good Thing There Are Insects.” Discuss.
Question:
Why are butterflies helpful?
Objective / *Classify living and nonliving things.
* Differentiate between plants and animals.
* Identify basic needs of plants and animals: food, water, light, air, and space.
* Illustrate complete metamorphosis (e.g. butterfly, frog). / *Classify living and nonliving things.
* Differentiate between plants and animals.
* Identify basic needs of plants and animals: food, water, light, air, and space.
* Illustrate complete metamorphosis (e.g. butterfly, frog). / *Classify living and nonliving things.
* Differentiate between plants and animals.
* Identify basic needs of plants and animals: food, water, light, air, and space.
* Illustrate complete metamorphosis (e.g. butterfly, frog). / *Classify living and nonliving things.
* Differentiate between plants and animals.
* Identify basic needs of plants and animals: food, water, light, air, and space.
* Illustrate complete metamorphosis (e.g. butterfly, frog). / *Classify living and nonliving things.
* Differentiate between plants and animals.
* Identify basic needs of plants and animals: food, water, light, air, and space.
* Illustrate complete metamorphosis (e.g. butterfly, frog).
Lesson Set / Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Tell
Assessment:
*Observation / Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Tell
Assessment
*Observation / Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Tell
Assessment:
*Observation / Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Tell
Assessment:
*Observation / Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Tell
Assessment:
*Observation
Standards / LS.2.K.1, LS.2.K.2 LS.2.K.4, LS.3.K.2 / LS.2.K.1, LS.2.K.2 LS.2.K.4, LS.3.K.2 / LS.2.K.1, LS.2.K.2 LS.2.K.4, LS.3.K.2 / LS.2.K.1, LS.2.K.2 LS.2.K.4, LS.3.K.2 / LS.2.K.1, LS.2.K.2 LS.2.K.4, LS.3.K.2
1:05—1:20 / Recess / Recess / Recess / Recess / Recess
1:20—2:00
Prep. Time / 1:18—1:58
Art
Mrs. Busack / 1:18—1:58
Music
Mrs. Carr / 1:20—2:00
Library
Mrs. Trafford / 1:20—2:00
P.E. 1
Coach Setzer / 1:20—2:00
P.E. 2
Coach Setzer
2:00—2:50
Continue
Social Studies/
Science / Complete caterpillar/butterfly sequencing page. / Complete caterpillar/butterfly sequencing page. / Make Metamorphosis paddle. / Complete sequencing assessment. / Valentine Party
2:50—3:10 / Snack / Snack / Snack / Snack / Snack