Saturday, September 15, 2012

Lesson Plan Template

I could not get Google Doc to work for me today. I copy and pasted the lesson plan template that kindergarten uses at my school (now our entire school uses it!) . Feel free to copy and paste the entire thing and change whatever you need! :)


Carmen Hathcock: Kindergarten                  Subject: Language Arts            Topic:         Pets                                    Dates: Sept. 24-28, 2012

Day
Activities
Materials
Assessment
CC Standards
M

 Shared Reading: I Have A PetWord: the /beginning sounds /  words in oral sentences /story structure / answer questions
Shared Writing: Journals/Nouns for Animals & Things/Captions
Reading Workshop: Book Baskets
Writing Workshop: write sight word the / captions / nouns for animals / Letter Uu
·       Big Book
·       Morning Journals
·       Writing Notebooks
·       Book Baskets
·       Flipchart p.15-17
·       Letter cards

_X_ Assignment checked
     (not graded)

_X_ Conference w/ Student

_X_ Oral Response/teacher 
     observation
KL1b. Use frequently occurring nouns and verbs
KL6. Use words and phrases acquired through conversations, reading and being read to, and response to texts.
KSL2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
KSL4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
KRF1b. Recognize that spoken words are represented in written language by specific sequences of letters
KRF1d. Recognize and name all upper- and lowercase letters of the alphabet.
KRF2d. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme CVC words.
KRF3c. Read common high-frequency words by sight
KRL1. With prompting and support, ask and answer questions about key details in a text.

Tu

 Shared Reading: I Have A Pet/Please,Puppy,PleaseWord: the /beginning sounds /  words in oral sentences /story structure / answer questions
Shared Writing: Journals/Nouns for Animals & Things/Captions
Reading Workshop: Book Baskets
Writing Workshop: write sight word the / captions / nouns for animals / Letter Vv
·       Big Book
·       Morning Journals
·       Writing Notebooks
·       Book Baskets
·       Flipchart p.18
·       Letter cards

_X_ Assignment checked
     (not graded)

_X_ Conference w/ Student

_X_ Oral Response/teacher 
     observation
KRL2. With prompting and support, retell familiar stories, including key details.
KRL3. With prompting and support, identify characters, settings, and major events in a story
KRL5. Recognize common types of texts (e.g., storybooks, poems).
KRF1a. Follow words from left to right, top to bottom, and page by page
KSL5. Add drawings or other visual displays to descriptions as desired to provide additional detail
KL1b. Use frequently occurring nouns and verbs
KL6. Use words and phrases acquired through conversations, reading and being read to, and response to texts.
KSL2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
KRF1b. Recognize that spoken words are represented in written language by specific sequences of letters
KRF1d. Recognize and name all upper- and lowercase letters of the alphabet.
KRF2d. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme CVC words.
KRF3c. Read common high-frequency words by sight
KRL1. With prompting and support, ask and answer questions about key details in a text.

W

 Shared Reading: I Have A Pet/ Please,Puppy,Please/ Baby Bear’s FamilyWord: the /beginning sounds /  words in oral sentences /story structure / answer questions
Shared Writing: Journals/Nouns for Animals & Things/Captions
Reading Workshop: Book Baskets
Writing Workshop: write sight word the / captions / nouns for animals & things / Letter Ww
·       Big Book
·       Morning Journals
·       Writing Notebooks
·       Book Baskets
·       Letter cards

_X_ Assignment checked
     (not graded)

_X_ Conference w/ Student

_X_ Oral Response/teacher 
     observation
KRF1b. Recognize that spoken words are represented in written language by specific sequences of letters
KRF2d. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme CVC words
KRF3c. Read common high-frequency words by sight
KL6. Use words and phrases acquired through conversations, reading and being read to, and response to texts
KRF1d. Recognize and name all upper- and lowercase letters of the alphabet.
KRL3. With prompting and support, identify characters, settings, and major events in a story
KL1b. Use frequently occurring nouns and verbs

Th


 Shared Reading: I Have A Pet /Please,Puppy,Please/ Different Kinds of DogsWord: the /beginning sounds /  words in oral sentences /synonyms / answer questions
Shared Writing: Journals/Nouns for Animals & Things/Captions
Reading Workshop: Book Baskets
Writing Workshop: write sight word the / draw pet they would like to have / Letter Xx
·       Big Book
·       Morning Journals
·       Writing Notebooks
·       Book Baskets
·       Flipchart p.19
·       Letter cards

_X_ Assignment checked
     (not graded)

_X_ Conference w/ Student

_X_ Oral Response/teacher 
     observation
KRF1b. Recognize that spoken words are represented in written language by specific sequences of letters
KRF2d. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme CVC words
KRF3c. Read common high-frequency words by sight
KRF1d. Recognize and name all upper- and lowercase letters of the alphabet.
KRI7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
KSL4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
KL1b. Use frequently occurring nouns and verbs

F

 Shared Reading: Different Kinds of Dogs/The PartyWord: the /beginning sounds /  words in oral sentences /story structure / answer questions
Shared Writing: Journals/Nouns for Animals & Things/Captions
Reading Workshop: Book Baskets
Writing Workshop: write sight word the / draw a character, setting, event from a book this week/ Letters Yy, Zz
·       Big Book
·       Morning Journals
·       Writing Notebooks
·       Book Baskets
·       Flipchart p.20
·       Letter cards

_X_ Assignment checked
     (not graded)

_X_ Conference w/ Student

_X_ Oral Response/teacher 
     observation
KRF1b. Recognize that spoken words are represented in written language by specific sequences of letters
KRF2d. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme CVC words
KRF3c. Read common high-frequency words by sight
KL6. Use words and phrases acquired through conversations, reading and being read to, and response to texts
KRF1d. Recognize and name all upper- and lowercase letters of the alphabet
KRF4. Read emergent-reader texts with purpose and understanding.
KSL4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
KSL6. Speak audibly and express thoughts, feelings, and ideas clearly
KL1b. Use frequently occurring nouns and verbs


Carmen Hathcock: Kindergarten                               Subject: Math                                          Dates: Sept. 24-28, 2012

Day
Activities
Materials
Assessment
CC Standards
M

TLWBAT: make number poster, extend a pattern given by the teacher or students.

Activity 1.5- Getting to know Numbers-#10

Activity 1.9- Sound and Motion Patterns p. 62


·       Focus Question:  “Can you show me the #10?”,Can you make your own pattern?”
·       Poster paper, markers
_x_ Assignment checked
     (not graded)

_x_ Conference w/ Student

_x_ Oral Response/teacher 
     observation
KCC3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
KCC4a.  Pairing each object with one and only one number name and each number name with one and only one object.
KCC4b. Understand that the last number name said tells the number of objects counted.
KCC4c. Understand that each successive number name refers to a quantity that is one larger.
KOA3. Decompose numbers less than or equal to 10 into pairs in more than one way
Tu

TLWBAT: use manipulatives to make color patterns.

Activity 1.10- Patterns with Color p. 64



·       Focus Question: ”What color comes next?”
·       manipulatives
_x_ Assignment checked
     (not graded)

_x_ Conference w/ Student

_x_ Oral Response/teacher 
     observation
KCC3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
KCC4a.  Pairing each object with one and only one number name and each number name with one and only one object.
KCC4b. Understand that the last number name said tells the number of objects counted.
KCC4c. Understand that each successive number name refers to a quantity that is one larger.
KOA3. Decompose numbers less than or equal to 10 into pairs in more than one way
W

TLWBAT: complete the graph question and  sort coins.

Activity 1.11 Coin Comparisons p. 66



·       Focus Question: “Can you tell me how you sorted them?”
·       coins
·       Sorting containers
·        graph
_x_ Assignment checked
     (not graded)

_x_ Conference w/ Student

_x_ Oral Response/teacher 
     observation
KCC2. Count forward beginning from a given number within the known sequence
KCC3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
KCC4a.  Pairing each object with one and only one number name and each number name with one and only one object.
KCC4b. Understand that the last number name said tells the number of objects counted.
KCC4c. Understand that each successive number name refers to a quantity that is one larger.
KCC6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in  another group,
KMD3. Classify objects into given categories

Th

TLWBAT: orally fill in what will be the next number.

Activity 1.12 Give the Next Number game
p. 68

 
·       Focus Question:   “Which number comes next?”

_x_ Assignment checked
     (not graded)

_x_ Conference w/ Student

_x_ Oral Response/teacher 
     observation
KCC1. Count to 100 by ones and by tens
KCC3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
KCC4a.  Pairing each object with one and only one number name and each number name with one and only one object.
KCC4b. Understand that the last number name said tells the number of objects counted.
KCC4c. Understand that each successive number name refers to a quantity that is one larger.

F

TLWBAT: use problem solving skills and introduce them to the 5 frame.
 
**Early Dismissal**

·       Focus Question:  “How did you get your answer?”
·       5 frames
·       counters

_x_ Assignment checked
     (not graded)

_x_ Conference w/ Student

_x_ Oral Response/teacher 
     observation
KOA5. Fluently add and subtract within 5.