Lisa Brown Kindergarten Lesson Plan

August 25—August 29

Letter Aa

*8:00 Pledge of Allegiance in Hallway

Monday / Tuesday / Wednesday / Thursday / Friday
8:03—9:00
Calendar / Review letter [Mm] cut and glue.
Treasures small group phonics
Calendar / Journals
Treasures small group phonics
Calendar / Find letter [A] and pictures that begin with [A] in magazine.
Treasures small group phonics
Calendar / Make Apple Auntie Book
Treasures small group phonics
Calendar / No School Teacher Inservice.
Calendar
9:00—10:30
Phonics/Letter Recognition/
Reading / Introduce letter [Aa]. Read poem “Allan’s Apples.” Skills: Identify and make rhymes. Identify and clap out syllables. Students circle Aa’s in poem. Practice writing lower case [a] on marker board for correct formation. Complete lower case [a] handwriting page and [Aa] cut and glue page.
Question: *Who can formulate words that begin with /a/? / Read “My “a” Book.” Skill: Initial sound. Students come up with words that begin with [Aa] write on marker board. Practice writing upper case [A] on marker board for correct formation. Complete upper case [A] handwriting page and beginning sound cut and glue page.
Questions:
*Who can formulate words that begin with /a/? / Review Letter [Aa] and sound. The “Adventures of Abby Alligator.” Skill: Initial sound. Activity: Students find things on last page of story that begin with letter [Aa]. Read “The A Book.” Put in students familiar reading bag. Read “Apple Auntie.” Students color and cut out Apple Auntie and complete beginning sound page. Questions:
*Who can distinguish between these two pictures and tell me which one begins with /a/?
Counselor
10:00—10:30 / Review sight words, that, the, my, and a by playing sight word game. Get [Aa] books out of familiar reading bags and read whole group. Whole group read book “Bedtime”, practice book for sight word my. Put book in familiar reading bags. Review letter [Aa] and sound. Complete phonics packet.
Question:
*Who can formulate a word that ends with the /a/ sound?
Objective / *Isolate initial sound /a/
* Review initial /m/
*Match letter /a/ to sound /a/
*Handwriting /a/
*Identify and generate rhyming words / *Build fluency with /a/
*Orally blend phonemes to build word with short /a/ / *Identify initial /a/ words
*Identify picture names with initial /a/ / *Identify initial /a/ words
*Identify picture names with initial /a/
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
Assessment:
*Observation
*Work sheet / Strategies:
Blooms Taxonomy:
Assessment:
Standards / RF.K.2d; RF.K.3; L.K.2c; RF.K.3c; RL.K.3; / RF.K.2d; RF.K.3; RF.K.3c; RL.K.3; RL.K.2 / RF.K.2d; RF.K.3; RF.K.3c; RI.K.7 / RF.K.2d; RF.K.3; RF.K.3c; SL.K.2
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 #’s 0—1 and number words zero and one. Introduce #2 and number word two. Activity: sort manipulatives into pairs. Write #2 on marker boards for correct formation. Complete #2 page.
Questions:
Explain what the number two means? / Review # 2 and number word two. Read “Two Bunny Slippers.” Activity: find item in the picture that there are two of. Complete #2 counting and writing page.
Questions:
Describe things that come in two’s or a pair? / Review #2 and number word two. Discuss recognizing groups of two. Activity: Compare numbers 1 and 2 and how many each number represents. Complete number 1 and 2 cut and glue page.
Questions:
If I have one apple and you have two apples explain who has more? / Introduce triangle. Discuss the characteristics of a triangle. Discuss things in the world that are in the shape of a triangle. Students take turns drawing a triangle on the smart board. Review #’s 0—2 and number words 0—2. Complete number 1—2 counting and writing page.
Questions: Can you choose a manipulative and create a triangle?
Objective / *Identify the number /2/ the number word /two/
*Write the number /2/ and the number word /two/ / *Identify the number /2/ the number word /two/
*Write the number /2/ and the number word /two/ / *Distinguish between the numbers /1/ and /2/ and the number words /one/ and /two/ / *Identify a triangle
*Create a triangle
*Identify characteristics of a triangle
Lesson Set / Strategies: *Modeling, *Independent Work
Blooms Taxonomy: *Explain
Assessment:
*Observation
*Marker Boards
*Worksheet / Strategies:
*Modeling, *Independent Work
Blooms
Taxonomy: *Describe
Assessment:
*Observation
*Worksheet / Strategies:
*Modeling, *Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
*Worksheet / Strategies: *Scaffolding, *Independent Work
Blooms Taxonomy:
*Create
Assessment:
*Observation / Strategies:
Blooms Taxonomy:
Assessment:
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.G.5
12:15—12:40 / Rest / Rest / Rest / Rest / Rest
12:40—1:05
Social Studies/
Science / Introduce “Bears.” Create KWL chart. Read “Bears and Their Cubs.” Discuss and learn about the Great American Black Bear.
Questions:
Describe what you know about bears? / Review the Black Bear. Introduce and read about the Grizzly Bear. Read “Goldilocks and the Three bears.” Discuss fantasy/reality. Model how to make the Three Bears Book.
Questions:
Can you compare the three bears in the story to a real bear? / Review the Black Bear and the Grizzly Bear. Introduce the Panda Bear. Discuss where it lives and what it eats. Read a Different version of “Goldilocks and the Three Bears.”
Questions:
Can you explain the likes and differences between a Panda bear and a Grizzly bear? Which bear is close to being extinct? / Review and discuss the bears learned about to this point. Introduce the Polar Bear. Discuss where it lives and what it eats. Read “Polar Bears Live On Ice. Model graphing activity with gummy bears. Students start activity of graphing.
Questions:
Can you compare where the polar bear lives to where the black bear lives?
Objective / *Differentiate between plants and animals.
*Classify living and non living.
* Match parents to offspring.
*Identify basic needs of plans and animals: food, water, light, air, and space. / *Differentiate between plants and animals.
*Classify living and non living.
* Match parents to offspring.
*Identify basic needs of plans and animals: food, water, light, air, and space. / *Differentiate between plants and animals.
*Classify living and non living.
* Match parents to offspring.
*Identify basic needs of plans and animals: food, water, light, air, and space.
*Recognize what it means for a species to be extinct. / *Differentiate between plants and animals.
*Classify living and non living.
* Match parents to offspring.
*Identify basic needs of plans and animals: food, water, light, air, and space.
Lesson Set / Strategies:
*Probing questions
Blooms Taxonomy:
*Describe
Assessment
*Observation / Strategies:
*Comparing similarities/differences
Blooms Taxonomy:
*Compare
Assessment:
*Observation / Strategies:
*Comparing similarities/differences
Blooms Taxonomy:
*Explain
Assessment:
*Observation / Strategies:
*Comparing similarities/differences
Blooms Taxonomy:
Assessment:
*Observation / Strategies:
Blooms Taxonomy:
Assessment:
Standards / LS2.K.1; LS2.K2; LS2.K.3; LS.2.K.4 / LS2.K.1; LS2.K2; LS2.K.3; LS.2.K.4 / LS2.K.1; LS2.K2; LS2.K.3; LS.2.K.4; LS.4.K.1 / LS2.K.1; LS2.K2; LS2.K.3; LS.2.K.4
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 how the make bear puppet. Make bear puppet. / Start to make “The Three Bears book.” / Complete “The Three Bears book.” / Complete graphing activity.
2:50—3:10 / Snack / Snack / Snack / Snack / Snack