*8: 00 Pledge of Allegiance in Hallway



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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





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