Download Lisa Brown Kindergarten Lesson Plan

Lisa Brown Kindergarten Lesson Plan
March 30th – April 3rd
-it word family
*8:00 Pledge of Allegiance in Hallway
8:03—9:00
Calendar
9:00—10:30
Phonics/Lette
r
Recognition/
Reading
Monday
Complete review rblends page.
Small group
reading
Calendar
Introduce –it word
family. Play jumping
game to make -it
words. Write –it
words on board.
Complete cut and
glue match the word
to the picture and fill
in the missing word
page.
Question:
How many –it words
can you come up
with?
Tuesday
Journals and color -it
word family book.
Wednesday
Review S- blends
page. Make –it slide.
Small group
reading
Calendar
Small group
reading
Calendar
Introduce blends sp,
sm, and sk. Writ
words on chart paper
that begin with
blends sp, sm, sk.
Complete sorting
blends cut and glue
page.
Question: Who can
come up with words
that begin with an –
s-blend? (sk, sm sn)
Enrichment: 9:009:40
Review –it word
family. Review
ABC order. Make a
list of zoo animals.
Put list of zoo
animals in ABC
order. Have students
write -it words listed
on marker board in
personal dictionary.
Complete –it ABC
order page and fill in
the missing word
page. Question:
Which word comes
first in ABC order,
lungs or stomach?
Thursday
Journals and “What’s
it Worth? Cut spell
glue and add.
Small group
reading
Calendar
Review –it word
family. Play sparkle
with –it words and
sight words. Write
sentences on marker
boards using –it
words from board.
Complete
configuration station
and Choose the
correct –it word
page.
Question: Who can
make a sentence with
a s-blend word?
Friday
Centers
Small group
reading
Calendar
*Spelling Test
Question: Who can
make a sentence with
a -it word?
Computer Lab
10:00—10:30
Activity:
Starfall.com
(letter
recognition)
Success Maker:
math and
reading skills
Objective
Lesson Set
* Blend and segment
onsets and rimes of
single-syllable
spoken words.
* solate and
pronounce the initial,
medial vowel, and
final sounds
(phonemes) in threephoneme (consonantvowel-consonant, or
CVC) words.1 (This
does not include
CVCs ending with
/l/, /r/, or /x/.)
* Recognize and
produce rhyming
words.
* Distinguish
between similarly
spelled words by
identifying the
sounds of the letters
that differ.
Strategies:
*Modeling
*Scaffolding
*Independent
practice
Blooms Taxonomy:
*Formulate
* Blend and segment
onsets and rimes of
single-syllable
spoken words.
* solate and
pronounce the initial,
medial vowel, and
final sounds
(phonemes) in threephoneme (consonantvowel-consonant, or
CVC) words.1 (This
does not include
CVCs ending with
/l/, /r/, or /x/.)
* Recognize and
produce rhyming
words.
* Distinguish
between similarly
spelled words by
identifying the
sounds of the letters
that differ.
Strategies:
*Modeling
*Scaffolding
*Independent
practice
Blooms Taxonomy:
*Formulate
* Blend and segment
onsets and rimes of
single-syllable
spoken words.
* solate and
pronounce the initial,
medial vowel, and
final sounds
(phonemes) in threephoneme (consonantvowel-consonant, or
CVC) words.1 (This
does not include
CVCs ending with
/l/, /r/, or /x/.)
* Recognize and
produce rhyming
words.
* Distinguish
between similarly
spelled words by
identifying the
sounds of the letters
that differ.
Strategies:
*Modeling
*Scaffolding
*Independent
practice
Blooms Taxonomy:
*Tell
* Blend and segment
onsets and rimes of
single-syllable
spoken words.
* solate and
pronounce the initial,
medial vowel, and
final sounds
(phonemes) in threephoneme (consonantvowel-consonant, or
CVC) words.1 (This
does not include
CVCs ending with
/l/, /r/, or /x/.)
* Recognize and
produce rhyming
words.
* Distinguish
between similarly
spelled words by
identifying the
sounds of the letters
that differ.
Strategies:
*Modeling
*Scaffolding
*Independent
practice
Blooms Taxonomy:
*Formulate
* Blend and segment
onsets and rimes of
single-syllable
spoken words.
* solate and
pronounce the initial,
medial vowel, and
final sounds
(phonemes) in threephoneme (consonantvowel-consonant, or
CVC) words.1 (This
does not include
CVCs ending with
/l/, /r/, or /x/.)
* Recognize and
produce rhyming
words.
* Distinguish
between similarly
spelled words by
identifying the
sounds of the letters
that differ.
Strategies:
*Modeling
*Independent
practice
Blooms Taxonomy:
*Identify
*Formulate
Standards
10:30—10:40
Interactive
Writing
Standards
10:40—11:20
11:20—12:15
Math
Assessment:
*Marker boards
*Work sheet
Assessment:
*Marker boards
*Thumbs up-Thumbs
down
*Work sheet
Assessment:
*Thumbs up-Thumbs
down
*Observation
*Work sheet
Assessment:
*Thumbs upThumbs down
*Work sheet
Assessment:
*Observation
*Spelling Test
RF.K.3.D;
RF.K.2.D;
RF.KF2.C; RF.K.2.A
RF.K.3.D;RF.K.2.D;
RF.KF2.C; RF.K.2.A
RF.K.3.D;
RF.K.2.D;
RF.KF2.C; RF.K.2.A
RF.K.3.D;
RF.K.2.D;
RF.KF2.C; RF.K.2.A
RF.K.3.D;
RF.K.2.D;
RF.KF2.C
RF.K.2.A
Daily
Daily
Daily
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.
W.K.5
Lunch/Recess
Play ways to make
numbers table
rotation game.
Question:
_____ has some
horses. She gives 3
away. She has 7 left.
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.
W.K.5
Lunch/Recess
Review using tens
rods and single
cubes. Play I have
who has base ten.
Question:
How many tens are
in the number 17?
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.
W.K.5
Lunch/Recess
Play ways to make
numbers table
rotation game.
Question:
_________ has 4
shirts. His mom
buys him 4 more
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.
W.K.5
Lunch/Recess
Review numbers 0—
100. Play I have who
has game with
numbers. Complete
CGI problem.
________ has 5
friends. ____ gives
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.
W.K.5
Lunch/Recess
Review numbers 0—
100. Play I have who
has game with
numbers. Complete
CGI problem.
Question: ___has 12
bugs and 7 crawl
Objective
Lesson Set
away and 2 fly away.
How many bugs does
he have now?
How many horses
did she have to start
with?
*For any number
from 1 to 9, find the
number that makes
10 when added to the
given number, e.g.,
by using objects or
drawings, and record
the answer with a
drawing or equation.
* Solve addition and
subtraction word
problems, and add
and subtract within
10, e.g., by using
objects or drawings
to represent the
problem.
Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
*Marker Boards
* Decompose
numbers less than or
equal to 10 into pairs
in more than one
way, e.g., by using
objects or drawings,
and record each
decomposition by a
drawing or equation
(e.g., 5 = 2 + 3 and 5
= 4 + 1).
Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
*Marker Boards
* Compose and
decompose numbers
from 11 to 19 into
ten ones and some
further ones, e.g., by
using objects or
drawings, and record
each composition or
decomposition by a
drawing or equation
(such as 18 = 10 +
8); understand that
these numbers are
composed of ten ones
and one, two, three,
four, five, six, seven,
eight, or nine ones.
Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
shirts and his
grandma buys him 2
shirts. How many
shirts does he have
now?
his/her friends 2
cokes each. How
many cokes did
_____ give her
friends?
* Decompose
numbers less than or
equal to 10 into pairs
in more than one
way, e.g., by using
objects or drawings,
and record each
decomposition by a
drawing or equation
(e.g., 5 = 2 + 3 and 5
= 4 + 1).
*For any number
from 1 to 9, find the
number that makes
10 when added to the
given number, e.g.,
by using objects or
drawings, and record
the answer with a
drawing or equation.
* Solve addition and
subtraction word
problems, and add
and subtract within
10, e.g., by using
objects or drawings
to represent the
problem.
Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
*Marker Boards
Strategies:
*Modeling,
*Independent Work
Blooms Taxonomy:
*Explain
Assessment:
*Observation
Standards
12:15—12:40
12:40—1:05
Social
Studies/
Science
K.OA.A.4,K.OA.A.2
Rest
Introduce “The
Human Body.”
Introduce and discuss
our bodies and list
organs children know
about. Show the
book “Body Parts.”
Introduce the heart.
Watch Dis. Ed.
“Heart.’ Discuss the
heart and what it
does.
Question: Why does
our heart beat faster
when we exercise?
K.OA.A.3
Rest
Review discussion
about our bodies.
Introduce our lungs.
Discuss how they
work. Introduce the
brain. Discuss how
very important our
brains are. Watch
Dis. Ed. “Lungs.”
Discuss.
Question: Why is
important for you to
drink plenty of
water?
K.NBT.A.1
Rest
Introduce the brain.
Watch Dis. Ed.
“Brain.” Discuss
how very important
our brains are.
Question: Explain
why your brain is
important?
K.OA.A.3
Rest
Introduce our
stomachs. Watch
Dis. Ed. “Digestive
System.” Discuss the
digestive system and
how we can help take
care of it by eating
health food.
Question: Why is it
important to eat
healthy food?
K.OA.A.4,K.OA.A.2
Rest
Introduce and discuss
our muscles and our
bones, how we need
them and what we
can do to keep them
strong. Watch Disc.
Ed.
”Muscles/Bones.”
Discuss.
Question: Why is
exercise important?
Objective
*Identify upper body
parts: •head
•forehead•chin•chest
•eyes, ears, nose,
mouth,•shoulders,
arm, neck, elbows,
wrist, right hand, left
hand, fingers•back,
waist,stomach
* Locate the heart and
understand that it is the
size of a fist
* Know that the heart
functions as a pump for
blood
* Recognize the
*Identify upper body
parts: •head
•forehead•chin•chest
•eyes, ears, nose,
mouth,•shoulders,
arm, neck, elbows,
wrist, right hand, left
hand, fingers•back,
waist,stomach
* Locate the heart and
understand that it is the
size of a fist
* Know that the heart
functions as a pump for
blood
* Recognize the
*Identify upper body
parts: •head
•forehead•chin•chest
•eyes, ears, nose,
mouth,•shoulders,
arm, neck, elbows,
wrist, right hand, left
hand, fingers•back,
waist,stomach
* Locate the heart and
understand that it is the
size of a fist
* Know that the heart
functions as a pump for
blood
* Recognize the
*Identify upper body
parts: •head
•forehead•chin•chest
•eyes, ears, nose,
mouth,•shoulders,
arm, neck, elbows,
wrist, right hand, left
hand, fingers•back,
waist,stomach
* Locate the heart and
understand that it is the
size of a fist
* Know that the heart
functions as a pump for
blood
* Recognize the
*Identify upper body
parts: •head
•forehead•chin•chest
•eyes, ears, nose,
mouth,•shoulders,
arm, neck, elbows,
wrist, right hand, left
hand, fingers•back,
waist,stomach
* Locate the heart and
understand that it is the
size of a fist
* Know that the heart
functions as a pump for
blood
* Recognize the
change in breathing
and heart beat while
participating in a
moderate to vigorous
activity
* Understand that the
body is composed of
muscles and bones
* Understand that the
body needs proper
nutritionand waterto
function
* Name and locate the
following body
parts:•heart•lun
s•brain•stomach•mus
cles•bones
change in breathing
and heart beat while
participating in a
moderate to vigorous
activity
* Understand that the
body is composed of
muscles and bones
* Understand that the
body needs proper
nutritionand waterto
function
* Name and locate the
following body
parts:•heart•lun
s•brain•stomach•mus
cles•bones
change in breathing
and heart beat while
participating in a
moderate to vigorous
activity
* Understand that the
body is composed of
muscles and bones
* Understand that the
body needs proper
nutritionand waterto
function
* Name and locate the
following body
parts:•heart•lun
s•brain•stomach•mus
cles•bones
change in breathing
and heart beat while
participating in a
moderate to vigorous
activity
* Understand that the
body is composed of
muscles and bones
* Understand that the
body needs proper
nutritionand waterto
function
* Name and locate the
following body
parts:•heart•lun
s•brain•stomach•mus
cles•bones
change in breathing
and heart beat while
participating in a
moderate to vigorous
activity
* Understand that the
body is composed of
muscles and bones
* Understand that the
body needs proper
nutritionand waterto
function
* Name and locate the
following body
parts:•heart•lun
s•brain•stomach•mus
cles•bones
Lesson Set
Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Explain
Assessment:
*Observation
Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Tell
Assessment
*Observation
Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Explain
Assessment:
*Observation
Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Tell
Assessment:
*Observation
Strategies:
*Questioning
*Discussing
Blooms Taxonomy:
*Explain
Assessment:
*Observation
Standards
PEL.2.K.1,, PEL.3.K.1,
PEL.3.K.2, PEL.3.K.3,
PEL.3.K.5, PEL.3.K.6 ,
HW.6.K.1
PEL.2.K.1, PEL.3.K.1,
PEL.3.K.2, PEL.3.K.3,
PEL.3.K.5, PEL.3.K.6 ,
HW.6.K.1
PEL.2.K.1, PEL.3.K.1,
PEL.3.K.2, PEL.3.K.3,
PEL.3.K.5, PEL.3.K.6 ,
HW.6.K.1
PEL.2.K.1, PEL.3.K.1,
PEL.3.K.2, PEL.3.K.3,
PEL.3.K.5, PEL.3.K.6 ,
HW.6.K.1
PEL.2.K.1, PEL.3.K.1,
PEL.3.K.2, PEL.3.K.3,
PEL.3.K.5, PEL.3.K.6 ,
HW.6.K.1
1:05—1:20
1:20—2:00
Prep. Time
Recess
1:18—1:58
Art
Mrs. Busack
Color the front cover
and the heart page in
Recess
1:18—1:58
Music
Mrs. Carr
Color lungs in the
“Body Parts” book.
Recess
1:20—2:00
Library
Mrs. Trafford
Color brain in the
“Body Parts” book.
Recess
1:20—2:00
P.E. 1
Coach Setzer
Color stomach in
book.
Recess
1:20—2:00
P.E. 2
Coach Setzer
Color muscle and
bone in book.
2:00—2:50
Continue
Social
Studies/
Science
2:50—3:10
the “Body Parts”
book.
Snack
Snack
Snack
Snack
Snack