Lisa Brown Kindergarten Lesson Plan

December 1st—December 5th

Letter Bb

*8:00 Pledge of Allegiance in Hallway

Monday / Tuesday / Wednesday / Thursday / Friday
8:03—9:00
Calendar / Review [Ee] cut and glue and handwriting packet.
Treasures small group phonics
Calendar / Journals and highlight [Bb] page.
Treasures small group phonics
Calendar / Make torn paper snowman.
Treasures small group phonics
Calendar / Make B.B. Bunny book.
Treasures small group phonics
Calendar / Centers.
Treasures small group phonics
Calendar
9:00—10:30
Phonics/Letter Recognition/Reading / Introduce letter [Bb] phonics cards. Read poem “Bounce The Ball.” Skill: Identify and make rhymes, syllables. Write [Bb] rhyming words on marker board. Practice writing lower case [b] on marker board for correct formation. Complete lower case [b] handwriting page and [b] phonics cut and glue page.
Question:
*Who can formulate a rhyming word that has beginning sound /b/ that rhymes with the words I say? / Review letter [Bb] phonics cards. Read book “My “Bb” Book.” Skill: initial sound, matching sounds. Write [Bb] words on marker board. Practice writing upper case [B] on marker board for correct formation. Complete upper case [B] handwriting page and phonics cut and glue page.
Questions:
*Who can formulate words that have the ending sound of /b/? / Review Letter [Bb] and sound. Read book: “Bubble Bear.” Skill: predicting and initial sound. Activity: Find pictures on the last page of story that begin with letter [Bb] and syllables. Read “B.B. Bunny.”
Complete phonics pages and make B.B. Bunny.
Questions:
*Who can distinguish between these two pictures and tell me which one begins with /b/? / Review letter [Bb] (recognition and sound). Read poem “Tub Time.” Skill: Rhyming, syllables, ending sound. Discuss and write words that end with [b] sound on board. Complete handwriting and phonics packet.
Question:
*Who can formulate a sentence using a /b/ word from the board? / Use words on boards to write sentences on chart paper.
Computer Lab 9:45—10:30 Activity: Starfall.com (letter recognition) Success Maker: math and reading skills
Questions:
*Who can formulate a sentence from the sight word I hold up?
Objective / *Identify and match the letter [e] to the sound /e/
*Recognize the difference between a letter and a printed word
*Handwriting: Write [Ee] / *Identify and match the letter [e] to the sound /e/
*Recognize the difference between a letter and a printed word
*Handwriting: Write [Ee]
*Identify rhyme / *Identify the same initial sound in a group of words
*Match the letter [e] to the /e/ sound
*identify rhyme / *Formulate/Create Sentences / *Demonstrate knowledge of sight words
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
*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 color words, shapes, #words 0—14, and # 0—14. Introduce #15 and number word fifteen. Discuss the make up of the number 15. Introduce ways to make 4. Complete counting page.
Questions:
Explain what the number fifteen means? / Review ways to make 4. Review #15. Review addition. Sums through 6. Complete addition page.
Questions:
If there are 15 people with two feet each. How many feet do they have altogether? / Review #15. Review addition. Complete addition cut and glue page.
Questions:
If there were 8 cats in the yard and 7 more came. How many cats will be in the yard? / Review numbers 0—15, number words 0—15, colors words and shapes. Review ways to make 4. Watch Sesame Street # 15. Complete #15 graphing and handwriting page.
Questions:
I have 15 puppies and 4 left how many puppies would I have left? / Review Addition and ways to make 4. Discuss writing numbers. Complete writing to 45.
Questions:
I have 9 horses in the field and _____ gave me some more. Now I have 15 horses in my field. How many horses did _____ give me?
Objective / *Identify the number /15/ the number word /fifteen/
*Write the number /15/ and the number word /fifteen/ / *Identify the number /15/ the number word /fifteen/
*Write the number /15/ and the number word /fifteen/ / Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. / Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. / Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Lesson Set / Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
*Marker Boards
*Worksheet / Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
*Marker Boards
*Worksheet / Strategies:
*Counting
Blooms Taxonomy:
*Tell
Assessment:
*Observation / Strategies:
*Counting
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation / Strategies:
*Counting
*Indepentent 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.OA.A1, K.CC.B.4, K.CC.B.4b / K.OA.A1, K.CC.B.4, K.CC.B.4b / K.OA.A1, K.CC.B.4, K.CC.B.4b
12:15—12:40 / Rest / Rest / Rest / Rest / Rest
12:40—1:05
Social Studies/
Science / Introduce Pets. Make a list on chart paper of what kind of animal people might have as pets.
Question:
If you could choose a pet what pet would you choose and why? / Review pets. Make a graph of our favorite pets.
Question: Which animal is there more of? Which animal is there less of? How many more? / Read “Dogs and Their Puppies.” Discuss
Question: What are some different things that dogs are trained to do? / Watch United Streaming “Pets.”
Question:
What are some of the basic needs of pets? / Review “pets” and how to take care of them and their unique needs.
Question: Which animal would be the easiest to take care of? Which animals would make good house pets?
Objective / * Differentiate between plants and animals.
* Classify living and non-living things.
* Identify basic needs of plants and animals: food, water, light, air, space.
Lesson Set / Strategies:
*Questioning
*Discussion
Blooms Taxonomy:
*List
Assessment
*Observation / Strategies:
*Questioning
*Discussion
Blooms Taxonomy:
*Compare
Assessment
*Observation / Strategies:
*Questioning
*Discussion
Blooms Taxonomy:
*Tell
Assessment
*Observation / Strategies:
*Questioning
*Discussion
Blooms Taxonomy:
*Explain
Assessment
*Observation / Strategies:
*Questioning
*Discussion
Blooms Taxonomy:
*Explain
Assessment
*Observation
Standards / LS2.K.1, LS2.K.2 LS2.K.4 / LS2.K.1, LS2.K.2 LS2.K.4 / LS2.K.1, LS2.K.2 LS2.K.4 / LS2.K.1, LS2.K.2 LS2.K.4 / LS2.K.1, LS2.K.2 LS2.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 / Make My Little Book of the Pet Shop. / Complete Pet parade color word page. / Complete Sequencing dog to the rescue page. / Complete Find the pet color word page. / Make “How to take care of your pet” book.
2:50—3:10 / Snack / Snack / Snack / Snack / Snack

Science: