Lisa Brown Kindergarten Lesson Plan

October 6th —August 10th

Letter Cc

*8:00 Pledge of Allegiance in Hallway

Monday / Tuesday / Wednesday / Thursday / Friday
8:03—9:00
Calendar / Review letter [Nn] cut and glue page.
Treasures small group phonics
Calendar / Journals and highlight [Cc] page.
*8:30 Fire Safety Assembly
Treasures small group phonics
Calendar / Complete [Cc] review cut and glue initial sound page make spider book.
Treasures small group phonics
Calendar / Make Curly Caterpillar book.
Treasures small group phonics
Calendar / Centers
Treasures small group phonics
Calendar
9:00—10:30
Phonics/Letter Recognition/Reading / Introduce letter [Cc] phonics cards. Read poem “Copy Cat.” Skill: Identify and make rhymes, matching sounds. Write [Cc] rhyming words on marker board. Practice writing lower case [c] on marker board for correct formation. Complete lower case [c] handwriting page and [c] phonics cut and glue page.
Question:
*Who can formulate a rhyming word that begins with /c/ that rhymes with the words I say? / Review Letter [Cc] and sound. Read “My Cc Sound Box.” Write [Cc] words on board. Activity: Compare words that begin with [Cc] to words that do not. Practice
writing upper case[C] on marker board for correct formation. Complete upper case [C] handwriting page and [C] phonics cut and glue page.
Questions:
*Who can formulate words that begin with /c/? / Review letter [Cc] (recognition and sound). Read “Copy Cats.” Skill: Initial sound. Activity: Have students find things on last page of story that begin with letter [Cc]. Read “Curly Caterpillar.” Have children complete phonics pages and make Curly Caterpillar.
Questions:
*Who can distinguish between these two pictures and tell me which one begins with /c/? / Review letter [Cc] (recognition and sound). Read poem “My Favorite Treats.” Skill: Identify and make rhymes, initial sound. Activity: Make sentences using [Cc] words from list. Complete phonics and handwriting packet.
Question:
*Who can formulate a sentence using a /c/ word from the board? / Review sight words. Play sight word game with index cards.
Questions:
*Who can look at the picture and identify the beginning sounds
Computer Lab 10:00—10:30 Activity: Starfall.com (letter recognition) Success Maker: math and reading skills
Objective / *Identify and match the letter [c] to the sound /c/
*Recognize the difference between a letter and a printed word
*Handwriting: Write [Cc] / *Identify and match the letter [c] to the sound /c/
*Recognize the difference between a letter and a printed word
*Handwriting: Write [Cc]
*Identify rhyme / *Identify the same initial sound in a group of words
*Match the letter [c] to the /c/ sound
*identify rhyme / *Formulate/Create Sentences / *Demonstrate knowledge of beginning sounds
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:
*Distinguish
Assessment:
*Thumbs up-Thumbs down
*Observation
*Work sheet / Strategies:
*Modeling
*Scaffolding
*Independent practice
Blooms Taxonomy:
*Formulate/Create
Assessment:
*Observation
*Work sheet / Strategies:
*Modeling
*Independent practice
Blooms Taxonomy:
*Identify
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 #0—7 and number words 0—7. Introduce #8 and #word eight. Work at tables to sort Manipulatives into groups of eight. Practice writing #8 on marker boards. Complete #8 handwriting and counting page.
Questions:
Explain what the number seven means? / Review #8 and #word eight. Read “Eight Legs Are Great.” Activity: find things on the last page of the story that contain a set of 8. Introduce ways to make 8 using plates. Complete #8 cut and glue page.
Questions:
If there are two plates and eight worms on each plate, how many worms are there all together? / Review #8 and #word eight. Review ways to make 8 using plates. Complete handwriting page and drawing a set of 8.
Questions:
If we have eight pieces of gum who can tell how many different ways we can divide the gum between two children? / Review #8 and number word eight. Review ways to make 1—8 . Complete counting and what #comes next page.
Questions:
Can you model a way to divide eight cubes into two groups? / Review #0—8 and #words 0—8. Review ways to make 1—8 . Watch Sesame Street: #8 Complete #8 cut and glue page.
Questions:
Can you use manipulatives to explain which number is greater?
Objective / *Identify the number /8/ the number word /eight/
*Write the number /8/ and the number word /eight/ / *Identify the number /8/ the number word /eight/
*Write the number /8/ and the number word / eight / / *Identify the number /8/ the number word /eight/
*Write the number /8/ and the number word / eight / / *Identify the number /8/ the number word /eight/
*Write the number /8/ and the number word / eight / / *Compare numbers
*Count
Lesson Set / Strategies: *Modeling, *Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
*Marker Boards
*Worksheet / Strategies: *Modeling, *Independent Work
Blooms Taxonomy:
*Calculate
Assessment:
*Observation
*Worksheet / Strategies: *Modeling, *Independent Work
Blooms Taxonomy:
*Tell
Assessment:
*Modeling
*Observation
*Worksheet / Strategies: *Modeling, *Independent Work
Blooms Taxonomy:
*Model
Assessment:
*Student lead Modeling
*Observation
*Questioning / Strategies: *Scaffolding, *Independent Work Blooms Taxonomy:
*Explain
Assessment:
*Observation
Standards / K.CC.1; K.CC.3; K.CC.4; K.CC.4a
K.CC.4b; K.CC.5; K.G.1; K.G.2; / K.CC.1; K.CC.3; K.CC.4; K.CC.4a
K.CC.4b; K.CC.5; K.G.1; K.G.2; / K.CC.1; K.CC.3; K.CC.4; K.CC.4a
K.CC.4b; K.CC.5; K.G.1; K.G.2; / K.CC.1; K.CC.3; K.CC.4; K.CC.4a
K.CC.4b; K.CC.5; K.G.1; K.G.2; / K.CC.1; K.CC.3; K.CC.4; K.CC.4a
K.CC.4b; K.CC.5; K.G.1; K.G.2; K.G.5
12:15—12:40 / Rest / Rest / Rest / Rest / Rest
12:40—1:05
Social Studies/
Science / Introduce Spiders. Make KWL chart. Read “Eyes On Nature, Spiders.” Discuss.
Question:
Can you compare how different Spiders build different webs. / Read “Spiders.” Discuss book and different kinds of spiders. Work on KWL chart.
Question:
Why do spiders spin webs? Do they all spin webs? / Read “Webmasters.” Discuss. Watch Discovery Ed. Spiders
Question:
Do spiders eat the same thing? / Read “Super Spiders.” Discuss. Work on KWL chart.
Question:
Are all spiders poisonous? What are the uses of a spider? / Read “Spiders and Webs.” Discuss. Finish and review KWL chart.
Question:
Can you discuss and explain the life cycle of a spider?
Objective / *Classify living and non-living things.
* List and classify objects according to the single properties of : size, shape, and color. / *Classify living and non-living things.
* List and classify objects according to the single properties of : size, shape, and color. / *Classify living and non-living things.
* List and classify objects according to the single properties of : size, shape, and color. / *Classify living and non-living things.
* List and classify objects according to the single properties of : size, shape, and color. / *Classify living and non-living things.
* List and classify objects according to the single properties of : size, shape, and color.
Lesson Set / Strategies:
*Questioning
*Discussion
Blooms Taxonomy:
Compare
Assessment: Observation / Strategies:
*Questioning
*Discussion
Blooms Taxonomy:
Tell
Assessment: Observation / Strategies:
*Questioning
*Discussion
Blooms Taxonomy:
Tell
Assessment: Observation / Strategies:
*Questioning
*Discussion
Blooms Taxonomy:
Tell
Assessment: Observation / Strategies:
*Questioning
*Discussion
Blooms Taxonomy:
Explain
Assessment: Observation
Standards / LS2.1; PS. 5.K.1 / LS2.1; PS. 5.K.1 / LS2.1; PS. 5.K.1 / LS2.1; PS. 5.K.1 / LS2.1; PS. 5.K.1
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 / Model and make crinkle leg spider. / Complete Sequencing page. / Make my Itsy Bitsy Spider Book / Make spiders with legs. / Paint spider pictures.
2:50—3:10 / Snack / Snack / Snack / Snack / Snack