Date: Tuesday, April 30 / Unit: Farm/Safari / Word Wall Words: when, little
7:45-8:05Breakfast, Restroom, Water, Unpack, and Settle
8:00-8:30 Attendance, Lunch Count, Morning Work, and Morning Meeting
Indicators: K.SL-1a Follow agreed upon rules for discussion. K.SL-6 Speak audibly and express thoughts, feelings, and ideas clearly.
Morning Meeting: Greeting. “Say Your Name”. Morning Message. Each teacher will write a morning message based on what is going on in the classroom. The student of the week will share the Mystery Bag.
Assessment: The teacher will visually assess the students to see if they are orally participating in the activity, following directions, and answering and participating in discussions.
8:30-9:15Special Area
9:15-10:54Language Arts & Literacy Stations
Indicators:
Procedures:
K.RL-2 With prompting and support, retell familiar stories, including key details.
K.RF-2b Count, pronounce, blend, and segment syllables in spoken words.
K.RL-10 Actively engage in group reading activities with purpose and understanding.
K.RF-2e Add or substitute individual sounds in simple one-syllable words to make new words.
- Read Aloud: Mrs. WishyWashy’s Farm By: Joy Cowley
- Shared Reading: “Sheep in a Jeep” (Fast Start for EarlyReaders)
- Word Wall Words: TTW introduce the words: when, little. TSW practice writing words on whiteboards.
- Journeys: Week 25 Day Two, Phonemic Awareness – Blend and segment phonemes.
- Interactive Writing, Shared Writing, GuidedWiting: The teacher will do interactive writing, shared writing, and guided writing based on the needs of the students in each class.
Mrs. WishyWashy’s Farm
“Sheep in s Jeep”(Fast Start for Early Readers)
Whiteboards
Journeys Teacher’s Edition
10:54-11:35Lunch Times & Calendar
Calendar Standards: K5.7 Use a calendar to identify dates, days of the week, and months of the year. K5.8 Recall equivalencies associated with time: 7 days = 1 week and 12 months = 1 year.
Calendar Activities: Students and teacher participate in Everyday Counts Calendar math.
11:35-12:15Math Activities
Indicators:
K.OA-2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Procedures:
- Warm – up: Have students come to the front and tell an addition story using the students in the class.
- Using farm clip art pictures and numeral or dot cubes, students act out and tell a farm story. For instance, one student picks a picture of a chicken and rolls the numeral 3 and then says “There are 3 chickens on the farm.” Another student chooses another picture card and the die. “There are 5 cows on the farm.” Now there are 8 animals on the farm. Record using picture story with numbers and words.
- In small group, students use clip art pictures and dice to act out, tell, draw and record their own addition stories.
- Students will draw and write their own farm addition stories in their math journals.
Picture cards of farm animals
Dice
Math Journals
1:15-2:20
Recess Times:
1:00- 1:15 McCormick/Edens/English
Cox/Monroe
Social Studies and Science:
Indicators:
SSK-4.3 Recognize the ways that community businesses have provided goods and services for families in the past and do so in the present.
K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals.
K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents.
Social Studies:
Procedures:
- The teacher will review the words: goods, services, wants, and needs.
- Read: If You Give a Pig a Pancake By: Laura Numeroff.
- Create a Tree Map with the words: goods, services, wants, and needs. Determine if students can think of things form the book that would fall into any of the categories.
- List goods and/or services farmers provide for others.
Procedures:
- Read and discuss Lakeshore big book: One Day on the Farm.
- Teacher Resource Activity: Animal Families pg. 36
TTW observe to see if students master the standards listed above. / Materials Needed
If You Give a Pig a Pancake
Chart Paper
Lakeshore Big Book: One Day of the Farm
Resource Activity page 36
2:20-2:25Pack Up/Dismissal
Kindergarten Lesson Plans
Date: Wednesday
May 1, 2013 / Unit: Farm/Safari / Letter(s):what,will
7:45-8:00 Restroom, Water, Unpack, and Settle
8:00-8:30Attendance, Lunch Count, Morning Work, and Morning Meeting
Indicators: K.SL-1a Follow agreed upon rules for discussion. K.SL-6 Speak audibly and express thoughts, feelings, and ideas clearly.
Morning Meeting: Greeting. “Shake a Hand”. Morning Message. Each teacher will write a morning message based on what is going on in the classroom. The student will share his/her items from the “Student of the Week” bag. Send it home with the next student.
Assessment: The teacher will visually assess the students to see if they are orally participating in the activity, following given directions, and answering and participating in and discussions.
8:30-9:15Special Area
9:15-10:55Language Arts & Literacy Centers
Indicators: K.RL-2 With prompting and support, retell familiar stories, including key details. K.RF-2e Add or substitute individual sounds in simple one-syllable words to make new words. K.RF-3 Know and apply grade level phonics and word analysis skills in decoding words. K.RF-3c Read common high frequency words by sight.
Procedures:
1. Read Aloud:Click Clack Moo Cows That Type: Beginning: TTW generate 3 Questions relating to the main idea of the story to ask students. During: TTW point out examples of alliteration in the story. Ending: What was the main idea of the story?
2. The TTW review letters and sounds. TTW introduce WWWs what, will.Students will practice writing WWWs on white boards and rainbow writing.
3. Journeys: Lesson 25 Words to know: Play, make, all, no, said, good, he, she
Read Big Book: Pie in the Sky
4. Shared Reading: “Little Boy Blue” Before reading: The students will read the title aloud (all three words are high frequency words). During: Guess the covered word try. After Reading: Why do you think the little boy will cry? Create new words by changing sounds (dry, fry, try etc.) Sing the song, Little Boy Blue by Dr. Jean.
Shared/Interactive/Guided Writing: The teacher will conduct a mini lesson to fit the needs of her class based on the district writing rubric.
Assessment:
TTW listen for student response to literature read aloud. TTW observe student ability to summarize the main topic and key details. / Materials Needed
passed read aloud
Click Clack Moo Cows That Type
“Little Boy Blue”
what, will
whiteboards
journals
10:55-11:35Lunch Times & Calendar
Calendar Indicators: Name the days of the week and months of the year, distinguish weekdays and weekend days, find today, look for patterns. Count sequentially, recognize numerals. Count with one-to-one correspondence math quantities with numerals, count on and count back, group by tens and ones. Name the months of the year, interpret a picture graph, and compare small quantities.
Calendar Activities:
Students and teacher participate in everyday Counts Calendar math.
11:35-12:15 Math Activities/Whole Group
Indicators: K-OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Procedures:
Warm-up: Have students come to the front and tell a subtraction story using the students in the class. Using farm clip art pictures and numeral or dots, cubes, students act out and tell a farm subtraction story. Student will choose a picture and roll dot or numeral die. “There were 6 pigs in the mud”. Another student rolls again and gets a 2 and says, “Two left to eat”. How many are left?” Record the problem using pictures, words and numbers. In small group, students use clip art pictures and dice to act out, tell, draw and record their own subtraction stories.
Assessment:
TTW observe student’s ability to tell, draw, and record their own subtraction story. / Materials Needed
farm animals and/or clip art
math journal
12:15-1:35 Math Centers/Small Group Instruction/Recess
Recess Times:
1:00-McCormick/Edens/English/Price/Monroe
1:20-1:30 Snack / Materials Needed
Small Group Manipulatives/Activities
1:30-2:20 Science
Indicators: K-1.1 Identify observed objects or events by using the senses. K-1.3 Identify the location of his or her home, school, neighborhood, and city or town on a map. K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents. K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals.
Procedures: View “What is a Farm?” From the video segment “Let’s Explore: Around the Farm” and “Dairy Farm” ( Review the chart with the vocabulary words about a farm from the video clip. Review with the students the types of farms. Give each group of students a carton of milk. Ask students to use their senses to observe the milk. Read the book Milk Makers by Gail Gibbons. In this book, students will observe how milk is made and produced as well as how cows and calves are similar (e.g. there is a difference between dairy cows and cows raised for meat). From Discovery Education, the students will watch the video clip: “Dairy Farms” (:54). Add more vocabulary to the chart that includes facts about dairy farms.
Assessment: TTW administer the culminating assessment.
Social Studies
Indicators: K-4.4 Recognize the ways that community businesses have provided goods and services for families in the past and do so in the present.
Procedures: TTW use the social studies big book, Lesson 7 “What do you need?” “What do you want?” to begin the lesson. Look at the picture and ask “What does the little girl need?” and What does the little girl want”? Is this the same or different than you? Discuss as a class. Review thing we need by looking at Lesson 8-10 (food, shelter, and clothing) and things that we want. Give examples to clarify needs and wants. Have student name something they need and something they want. Have the students tell how their needs and wants would be different than the needs and wants from children long ago.
Assessment: TWS will make a chart of natural features in the tundra. / Materials Needed
chart paper
2:20-2:25Pack Up/Dismissal
Kindergarten Lesson Plans
Date: Thursday
May 2nd, 2012 / Unit: Farm/Safari / Words: when, little
7:45-8:00 Restroom, Water, Unpack, and Settle
8:00-8:30Attendance, Lunch Count, Morning Work, and Morning Meeting
Indicators:K.SL-1a Follow agreed upon rules for discussion. K.SL-6 Speak audibly and express thoughts, feelings, and ideas clearly.
Morning Meeting: Greeting. “Say Your Name.” Morning Message. Each teacher will write a morning message based on what is going on in the classroom. Give any news and announcements for the day. Each student will share using 1 complete sentence for practice in talking and writing.
Assessment:The teacher will visually assess the students to see if they are orally participating in the activity, following given directions, and answering and participating in and discussions.
8:30-9:15Special Area
9:15-11:00Language Arts & Literacy Centers
Indicators:K.RL-2 With prompting and support, retell familiar stories, including key details. K.RL-5 Recognize common types of texts (e.g., storybooks, poems). K.RL-10 Actively engage in group reading activities with purpose and understanding. K.RF-2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). K.RF-3c Read common high-frequency words by sight (e.g.,the,of,to,you,she,my,is,are,do,does).
Procedures:
1. Read Aloud: Bug Safari. Ask students what they think the word safari means. Explain. Read title. TSW predict key details the story. What are some of the bugs that are seen on the safari? Draw 3-4 boxes on board. TSW retell the story in order. TTW write key details in boxes to show sequence of story.
2. Word Study: Making Words. TTW review the week’s WWW with students by cheering the words. Each student will be given a Ziploc bag with the letters (w, h, e, n, l, i, t). TTW call a WWW and TSW make the corresponding WWW using their bag of letters. TSW read each word aloud after they have made it.
3. Shared Reading: “The Elephant.” Before reading, TSW recognize the text as poem. During reading, TTW read, echo read, altogether read, sing the poem to tune of “Mulberry Bush.” After reading, TSW identify rhyming words. TSW identify WWW.
4. Journeys: Lesson 25, Pie in the Sky. Day 4: Phonics, Blending, reviewHh, Kk, Oo, Jj, Xx. Oral Language – Retelling.
5. Shared/Interactive/Guided Writing: The teacher will conduct a mini lesson to fit the needs of her class based on the district writing rubric. Students will write on a topic of their choice in their journals.
Assessment:
TTW listen for student response to literature read aloud. TTW listen for student ability to recall details and retell texts read aloud. TTW observe student ability to recognize, read, and spell high frequency words. TTW listen for student ability to recognize rhyming words. / Materials Needed
Passed read aloud
Letter bags for each child containing (w, h, e, n, l, i, t)
Bug Safari
“The Elephant”
Journeys: Lesson 25, Day 4
Journals
11:00-11:30Lunch Times & Calendar
Calendar Indicators:Name the days of the week and months of the year, distinguish weekdays and weekend days, find today, look for patterns. Count sequentially, recognize numerals. Count with one-to-one correspondence math quantities with numerals, count on and count back, group by tens and ones. Name the months of the year, interpret a picture graph, compare small quantities.
Calendar Activities:
Students and teacher participate in everyday Counts Calendar math.
11:30-12:10Math Activities/Whole Group
Indicators:K.OA-2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Procedures:
1. Warm up: TSW share (-) and (+) story made up about farm. TSW record these in their math journals. TS can use clip art pictures that you have given or draw pictures of their own.
2. Review graphs with students. Discuss what a graph is and what it gives us or helps us to learn. TSW share ways they could graph things they have learned about the farm and safari this week. Reference any class graphs that you have made earlier in the year.
3. TSW complete the Posing for a Horizontal Bar Graph worksheet.
Assessment:
TTW observe student ability to create addition stories using safari animals and numerals up to 10. TTW observe student ability to explain what a graph is, what it tell us, and how to use a graph. TTW check student journals for accuracy. TTW check worksheets for accuracy. / Materials Needed
Safari animal pictures
Math journals
Posing for a Horizontal Bar Graph
12:10-1:30 Math Centers/Small Group Instruction/Recess
Art: Students will create pigs in the mud and farm pictures.
Recess Times:
12:45-1:00-McKormick/Edens/English
1:00-1:15-Cox/Monroe
1:20-1:30 Water/Rest / Materials Needed
Paint/crayons/construction paper/chocolate pudding
Center Manipulatives/Activities
Small Group Manipulatives/Activities
1:30-2:20Science & Social Studies
Indicators:Science: K-1.1Identify observed objects or events by using the senses. K-1.3 Predict and explain information or events based on observation or previous experience. K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals. Social Studies: K-4.4 Recognize that families of the past have made choices to fulfill their wants and needs and that families do so in the present.
Procedures:
Science:
1. TTW review the 5 senses. Make a t-chart labeled farm and safari animals. List as many as possible underneath. In each category, sort further by animals with fur/without fur and animals live on land/in water.