Kindergarten Lesson Plans
Date: Tuesday, April 30
Unit: Farm/Safari
Word Wall Words: when, little
7:45-8:05
Breakfast, Restroom, Water, Unpack, and Settle
8:00-8:30
Attendance, Lunch Count, Morning Work, and Morning Meeting
Indicators: K.SL-1a Follow agreed upon rules for discussion. K.SL-6 Speak audibly and express
thoughts, feelings, and ideas clearly.
Morning Meeting: Greeting. “Say Your Name”. Morning Message. Each teacher will write a morning
message based on what is going on in the classroom. The student of the week will share the Mystery
Bag.
Assessment: The teacher will visually assess the students to see if they are orally participating in the
activity, following directions, and answering and participating in discussions.
8:30-9:15
Special Area
9:15-10:54
Language Arts & Literacy Stations
Materials Needed:
Indicators:
Procedures:
K.RL-2 With prompting and support, retell familiar stories, including key
details.
K.RF-2b Count, pronounce, blend, and segment syllables in spoken
words.
K.RL-10 Actively engage in group reading activities with purpose and
understanding.
K.RF-2e Add or substitute individual sounds in simple one-syllable words
to make new words.
1. Read Aloud: Mrs. Wishy Washy’s Farm By: Joy Cowley
Beginning: Mrs. Wishy Washy loves to wash things. What do you think
she will wash on the farm? Middle: The animals run away from the farm.
Where will they go? End: How do the animals feel about Mrs. Wishy
Washy now? Why do you think they feel different?

Mrs. Wishy
Washy’s Farm

“Sheep in s
Jeep”(Fast Start
for Early Readers)

Whiteboards

Journeys
Teacher’s Edition
2. Shared Reading: “Sheep in a Jeep” (Fast Start for Early
Readers)
Before Reading: Have students blend and segment syllables in words to
read correctly. During Reading: The students will read along with the
teacher using correct phrasing and fluency. After Reading: Model how to
add or substitute individual sounds to make new words using the words
sheep and jeep.
3. Word Wall Words: TTW introduce the words: when, little. TSW
practice writing words on whiteboards.
4. Journeys: Week 25 Day Two, Phonemic Awareness – Blend and
segment phonemes.
5. Interactive Writing, Shared Writing, Guided Witing: The
teacher will do interactive writing, shared writing, and guided
writing based on the needs of the students in each class.
Assessment: The teacher will observe to see if students meet standards
listed above.
10:54-11:35
Lunch Times & Calendar
Calendar Standards: K5.7 Use a calendar to identify dates, days of the week, and months of the year.
K5.8 Recall equivalencies associated with time: 7 days = 1 week and 12 months = 1 year.
Calendar Activities: Students and teacher participate in Everyday Counts Calendar math.
11:35-12:15
Math Activities
Materials Needed:
Indicators:
K.OA-2 Solve addition and subtraction word problems, and add and
subtract within 10, e.g., by using objects or drawings to represent the
problem.
Procedures:
1. Warm – up: Have students come to the front and tell an addition
story using the students in the class.
2. Using farm clip art pictures and numeral or dot cubes, students
act out and tell a farm story. For instance, one student picks a
picture of a chicken and rolls the numeral 3 and then says
“There are 3 chickens on the farm.” Another student chooses
another picture card and the die. “There are 5 cows on the
farm.” Now there are 8 animals on the farm. Record using
picture story with numbers and words.
3. In small group, students use clip art pictures and dice to act out,
tell, draw and record their own addition stories.
4. Students will draw and write their own farm addition stories in
their math journals.

Picture cards of
farm animals

Dice

Math Journals
Assessment: The teacher will observe students as they draw
and write addition stories in their math journals to check for
understanding.
1:15-2:20
Recess Times:
1:00- 1:15 McCormick/Edens/English
Cox/Monroe
Social Studies and Science:
Indicators:
SSK-4.3 Recognize the ways that community businesses have provided
goods and services for families in the past and do so in the present.
K-2.4 Compare individual examples of a particular type of plant or animal
to determine that there are differences among individuals.
K-2.3 Match parents with their offspring to show that plants and animals
closely resemble their parents.
Social Studies:
Procedures:
1. The teacher will review the words: goods, services, wants, and
needs.
2. Read: If You Give a Pig a Pancake By: Laura Numeroff.
3. Create a Tree Map with the words: goods, services, wants, and
needs. Determine if students can think of things form the book that
would fall into any of the categories.
4. List goods and/or services farmers provide for others.
Science:
Procedures:
1. Read and discuss Lakeshore big book: One Day on the Farm.
2. Teacher Resource Activity: Animal Families pg. 36
Materials Needed

If You Give a Pig a
Pancake

Chart Paper

Lakeshore Big
Book: One Day of
the Farm

Resource Activity
page 36
Assessment:
TTW observe to see if students master the standards listed above.
2:20-2:25
Pack Up/Dismissal
Kindergarten Lesson Plans
Date: Wednesday
Unit: Farm/Safari
Letter(s):what,will
May 1, 2013
7:45-8:00
Restroom, Water, Unpack, and Settle
8:00-8:30 Attendance, Lunch Count, Morning Work, and Morning Meeting
Indicators: K.SL-1a Follow agreed upon rules for discussion. K.SL-6 Speak audibly and express thoughts,
feelings, and ideas clearly.
Morning Meeting: Greeting. “Shake a Hand”. Morning Message. Each teacher will write a morning message based
on what is going on in the classroom. The student will share his/her items from the “Student of the Week” bag.
Send it home with the next student.
Assessment: The teacher will visually assess the students to see if they are orally participating in the activity,
following given directions, and answering and participating in and discussions.
8:30-9:15
Special Area
9:15-10:55
Language Arts & Literacy Centers
Materials Needed
Indicators: K.RL-2 With prompting and support, retell familiar stories,
including key details. K.RF-2e Add or substitute individual sounds in simple
one-syllable words to make new words. K.RF-3 Know and apply grade level
phonics and word analysis skills in decoding words. K.RF-3c Read common
high frequency words by sight.
Procedures:
1. Read Aloud: Click Clack Moo Cows That Type: Beginning: TTW generate 3
Questions relating to the main idea of the story to ask students. During:
TTW point out examples of alliteration in the story. Ending: What was the
main idea of the story?
2. The TTW review letters and sounds. TTW introduce WWWs what, will.
Students will practice writing WWWs on white boards and rainbow writing.
3. Journeys: Lesson 25 Words to know: Play, make, all, no, said, good, he, she
Read Big Book: Pie in the Sky
4. Shared Reading: “Little Boy Blue” Before reading: The students will read
the title aloud (all three words are high frequency words). During: Guess the
covered word try. After Reading: Why do you think the little boy will cry?
Create new words by changing sounds (dry, fry, try etc.) Sing the song,
Little Boy Blue by Dr. Jean.
Shared/Interactive/Guided Writing: The teacher will conduct a mini lesson
to fit the needs of her class based on the district writing rubric.
Assessment:
TTW listen for student response to literature read aloud. TTW observe
student ability to summarize the main topic and key details.

passed read aloud

Click Clack Moo Cows
That Type

“Little Boy Blue”

what, will

whiteboards

journals
10:55-11:35
Lunch Times & Calendar
Calendar Indicators: Name the days of the week and months of the year, distinguish weekdays and weekend
days, find today, look for patterns. Count sequentially, recognize numerals. Count with one-to-one
correspondence math quantities with numerals, count on and count back, group by tens and ones. Name the
months of the year, interpret a picture graph, and compare small quantities.
Calendar Activities:
Students and teacher participate in everyday Counts Calendar math.
11:35-12:15 Math Activities/Whole Group
Materials Needed
Indicators: K-OA.2 Solve addition and subtraction word problems,

farm animals and/or clip art
and add and subtract within 10, e.g., by using objects or drawings to

math journal
represent the problem.
Procedures:
Warm-up: Have students come to the front and tell a subtraction
story using the students in the class. Using farm clip art pictures
and numeral or dots, cubes, students act out and tell a farm
subtraction story. Student will choose a picture and roll dot or
numeral die. “There were 6 pigs in the mud”. Another student rolls
again and gets a 2 and says, “Two left to eat”. How many are left?”
Record the problem using pictures, words and numbers. In small
group, students use clip art pictures and dice to act out, tell, draw
and record their own subtraction stories.
Assessment:
TTW observe student’s ability to tell, draw, and record their own
subtraction story.
12:15-1:35
Math Centers/Small Group
Instruction/Recess
Materials Needed

Small Group
Manipulatives/Activities
Recess Times:
1:00-McCormick/Edens/English/Price/Monroe
1:20-1:30
1:30-2:20
Snack
Science
Materials Needed
Indicators: K-1.1 Identify observed objects or events by using the

www.discoveryeducation.com
senses. K-1.3 Identify the location of his or her home, school,

chart paper
neighborhood, and city or town on a map. K-2.3 Match parents with
their offspring to show that plants and animals closely resemble
their parents. K-2.4 Compare individual examples of a particular
type of plant or animal to determine that there are differences
among individuals.
Procedures: View “What is a Farm?” From the video segment “Let’s
Explore: Around the Farm” and “Dairy Farm”
(www.discoveryeducation.com). Review the chart with the
vocabulary words about a farm from the video clip. Review with the
students the types of farms. Give each group of students a carton
of milk. Ask students to use their senses to observe the milk. Read
the book Milk Makers by Gail Gibbons. In this book, students will
observe how milk is made and produced as well as how cows and
calves are similar (e.g. there is a difference between dairy cows
and cows raised for meat). From Discovery Education, the students
will watch the video clip: “Dairy Farms” (:54). Add more vocabulary
to the chart that includes facts about dairy farms.
Assessment: TTW administer the culminating assessment.
Social Studies
Indicators: K-4.4 Recognize the ways that community businesses
have provided goods and services for families in the past and do so
in the present.
Procedures: TTW use the social studies big book, Lesson 7 “What
do you need?” “What do you want?” to begin the lesson. Look at the
picture and ask “What does the little girl need?” and What does
the little girl want”? Is this the same or different than you?
Discuss as a class. Review thing we need by looking at Lesson 8-10
(food, shelter, and clothing) and things that we want. Give examples
to clarify needs and wants. Have student name something they need
and something they want. Have the students tell how their needs
and wants would be different than the needs and wants from
children long ago.
Assessment: TWS will make a chart of natural features in the
tundra.
2:20-2:25
Pack Up/Dismissal
Kindergarten Lesson Plans
Date: Thursday
Unit: Farm/Safari
Words: when, little
nd
May 2 , 2012
7:45-8:00
Restroom, Water, Unpack, and Settle
8:00-8:30
Attendance, Lunch Count, Morning Work, and Morning Meeting
Indicators: K.SL-1a Follow agreed upon rules for discussion. K.SL-6 Speak audibly and express thoughts, feelings, and ideas clearly.
Morning Meeting: Greeting. “Say Your Name.” Morning Message. Each teacher will write a morning message based on
what is going on in the classroom. Give any news and announcements for the day. Each student will share using 1
complete sentence for practice in talking and writing.
Assessment: The teacher will visually assess the students to see if they are orally participating in the activity, following given
directions, and answering and participating in and discussions.
8:30-9:15
9:15-11:00
Special Area
Language Arts & Literacy Centers
Indicators: K.RL-2 With prompting and support, retell familiar stories, including
key details. K.RL-5 Recognize common types of texts (e.g., storybooks, poems).
K.RL-10 Actively engage in group reading activities with purpose and
understanding. K.RF-2 Demonstrate understanding of spoken words, syllables, and
sounds (phonemes). K.RF-3c Read common high-frequency words by sight
(e.g., the, of, to, you, she, my, is, are, do,does).
Procedures:
1. Read Aloud: Bug Safari. Ask students what they think the word safari
means. Explain. Read title. TSW predict key details the story. What are
some of the bugs that are seen on the safari? Draw 3-4 boxes on board.
TSW retell the story in order. TTW write key details in boxes to show
sequence of story.
2. Word Study: Making Words. TTW review the week’s WWW with
students by cheering the words. Each student will be given a Ziploc bag
with the letters (w, h, e, n, l, i, t). TTW call a WWW and TSW make the
corresponding WWW using their bag of letters. TSW read each word aloud
after they have made it.
3. Shared Reading: “The Elephant.” Before reading, TSW recognize the
text as poem. During reading, TTW read, echo read, altogether read, sing
the poem to tune of “Mulberry Bush.” After reading, TSW identify rhyming
words. TSW identify WWW.
4. Journeys: Lesson 25, Pie in the Sky. Day 4: Phonics, Blending, review
Hh, Kk, Oo, Jj, Xx. Oral Language – Retelling.
5. Shared/Interactive/Guided Writing: The teacher will conduct a mini
lesson to fit the needs of her class based on the district writing rubric.
Students will write on a topic of their choice in their journals.
Materials Needed






Passed read aloud
Letter bags for each child containing
(w, h, e, n, l, i, t)
Bug Safari
“The Elephant”
Journeys: Lesson 25, Day 4
Journals
Assessment:
TTW listen for student response to literature read aloud. TTW listen for student
ability to recall details and retell texts read aloud. TTW observe student ability to
recognize, read, and spell high frequency words. TTW listen for student ability to
recognize rhyming words.
11:00-11:30 Lunch Times & Calendar
Calendar Indicators: Name the days of the week and months of the year, distinguish weekdays and weekend days, find today, look
for patterns. Count sequentially, recognize numerals. Count with one-to-one correspondence math quantities with numerals, count on
and count back, group by tens and ones. Name the months of the year, interpret a picture graph, compare small quantities.
Calendar Activities:
Students and teacher participate in everyday Counts Calendar math.
11:30-12:10
Math Activities/Whole Group
Indicators: K.OA-2 Solve addition and subtraction word problems, and add and
Materials Needed

Safari animal pictures
subtract within 10, e.g., by using objects or drawings to represent the problem.
Procedures:
1. Warm up: TSW share (-) and (+) story made up about farm. TSW record
these in their math journals. TS can use clip art pictures that you have
given or draw pictures of their own.
2. Review graphs with students. Discuss what a graph is and what it gives
us or helps us to learn. TSW share ways they could graph things they have
learned about the farm and safari this week. Reference any class graphs
that you have made earlier in the year.
3. TSW complete the Posing for a Horizontal Bar Graph worksheet.


Math journals
Posing for a Horizontal Bar Graph



Paint/crayons/construction
paper/chocolate pudding
Center Manipulatives/Activities
Small Group Manipulatives/Activities


Chart paper
Animal Sorting Center (Lakeshore)

BB 3, Lesson 4-6
Assessment:
TTW observe student ability to create addition stories using safari animals and
numerals up to 10. TTW observe student ability to explain what a graph is, what it
tell us, and how to use a graph. TTW check student journals for accuracy. TTW
check worksheets for accuracy.
12:10-1:30 Math Centers/Small Group Instruction/Recess
Art: Students will create pigs in the mud and farm pictures.
Recess Times:
12:45-1:00-McKormick/Edens/English
1:00-1:15-Cox/Monroe
1:20-1:30
1:30-2:20
Water/Rest
Science & Social Studies
Indicators: Science: K-1.1Identify observed objects or events by using the
senses. K-1.3 Predict and explain information or events based on observation or
previous experience. K-2.4 Compare individual examples of a particular type of
plant or animal to determine that there are differences among individuals. Social
Studies: K-4.4 Recognize that families of the past have made choices to fulfill their
wants and needs and that families do so in the present.
Procedures:
Science:
1. TTW review the 5 senses. Make a t-chart labeled farm and safari
animals. List as many as possible underneath. In each category, sort
further by animals with fur/without fur and animals live on land/in water.
2. Show students Animal Sorting Center. TSW sort to show how animals
are alike and different. Choose 1 of the topic headings. Place
corresponding category at top of each column. TSW take turns choosing
an animal and placing it on the board. TSW explain choice. Some animals
fit into more than 1 category. Sort animals in secret way. TSW guess rule
used.
Social Studies:
1. Using BB 3, Lesson 4-6, discuss how people earn money at jobs.
Families trade things for goods and services that families need or want.
2. TTW explain families make choices when they spend money.
3. TTW give scenarios to TS with options to spend money on needs or
wants. Discuss how to make a choice to get what they need and/or want.
Assessment:
TTW listen for student response to discussion about needs and wants and making
choices to spend money.
2:20-2:25
Materials Needed
Pack Up/Dismissal
Materials Needed
Kindergarten Lesson Plans
Friday, May 3, 2013
Unit: Farm / Safari
WWW: when, little
7:45-8:00
Restroom, Water, Unpack, and Settle
8:00-8:30
Attendance, Lunch Count, Morning Work and Morning Meeting
Standards:
K.SL -1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts
with peers and adults in small and larger groups. K-SL1a Follow agreed-upon rules for discussion
(listening, taking turns). K-SL-1b Continue a conversation through multiple exchanges, K.SL-6 Speak
audibly and express thoughts, feelings and ideas clearly
Morning Meeting
Greeting: One, Two, Three, Four
Morning Message- TTW write a morning message based on classroom happenings.
Assessment: The teacher will visually assess the students to see if they are orally participating in the
activity, following given directions, and answering and participating in and discussions.
8:30-9:15
Special Area
9:15-10:55
Language Arts & Literacy Centers
Standards:
K.RL-3 With prompting and support, identify characters, settings, and major
events in a story.
K.RI-8 With prompting and support, identify the reasons an author gives to
support points in a book.
K.RF-2b Count, pronounce, blend and segment syllables in spoken words.
K.W-2 Use a combination of drawing, dictating and writing to compose
informative/explanatory texts in which they name what they are writing about
and supply some information about the topic.
K.SL-4 Describe familiar people, places, things, and events and, with
prompting and support, provide additional detail.
Procedures:
1.Read Aloud: TTW display the book The Day Jimmy’s Boa Ate the Wash.
Display cover and discuss what is happening on it. Beginning: Who is telling
the story? Name characters, setting, problem. Discuss cause and effect. List
in a table on board.
2. Shared Reading: TTW use an interactive writing lesson from this week to
focus on the concepts of print. For example, why this writing piece was
written, model how to blend and segment syllables in spoken words, and
adding details.
3.Letter Study/ Word Wall Words:
TSW clap and cheer the WWW. TSW clap and cheer the WWW. TTW
administer a ‘test” to students. TSW write the WWW named by tchr on their
whiteboards. Or if desired the students can play “Draw”.
4. Journeys: Lesson 25 Pie on the Sky
Writing: report
Grammar: Exclamations: capitalization and punctuation
5.Shared/Interactive/Guided Reading:
Students will write in their journals on a topic of their choice. TTW use
interactive writing, shared writing, guided writing based on the needs of the
students in her class.
Assessment: The teacher will visually assess to see if the students meet
the standards listed above,
Materials Needed
Word wall words
The Day Jimmy’s Boa Ate
the Wash
chart paper
journals
Journeys , Lesson 25
whiteboards, markers
10:52 – 11:33
Lunch Times & Calendar
Calendar Activities: Students and teacher participate in Everyday Counts Calendar math.
The students will name the days of the week and months of the year, distinguish weekdays and weekends,
find today, look for patterns. TSW count sequentially and recognize numerals. TSW count with 1:1
correspondence math quantities with numerals, count on and back, group by tens and ones.
11:35-12:15
Math Activities
Materials Needed
Standards:
K.OA-2 Solve addition and subtraction word problems, and add and subtract
We All went on Safari
within 10, e.g., by using objects or drawings to represent the problem.
Warm-up: TSW display We All Went on Safari and locate Tanzania on a
numeral or dot cubes
map. As tchr reads aloud and before turning page, talk about “What number
is one more?” On the page for 5, point out that the illustration on the page
Safari graphing worksheet
shows 2 and 3, 7 is 3 and 4, etc. (There are true facts at the end of book.)
Large group: Using safari clip art pictures and numeral or dots cubes. TSW
act out and tell a safari story. TSW choose a picture and roll dot or numeral
cube and says for example “There were 6 lions roaming the grasslands.”
Another student rolls again and gets a 2 and says “Two left to take a nap.
How many are left?” Record the problem using pictures, words and numbers.
Small group: TSW complete Safari graphing worksheet.
Assessment: TTW observe to see if the students participate by listening to
story, making up safari story problems, record problems and complete
graphing worksheet.
12:15-1:35
Math Centers/Small Groups/ Instruction/Recess
Materials Needed
Art Projects:
paint/ construction paper
Recess Time: 1:00 – 1:15
center manipulatives/
All Kindergarten classes
activities
small group manipulatives/
1:20 – 1:30 Snack
activities
1:30-2:20
Science & Social Studies
Materials Needed
Social Studies Standards:
K-4.3 Recognize the ways that community businesses have provided goods
Science TE, Unit B,
and services for families in the past and do so in the present.
Lesson 7, pgs. 104 – 100
K-4.4 Recognize that families of the past have made choices to fulfill their
wants and needs and that families do so in the present.
Flipbook, pgs, 23 -24
Procedures:
TSW name goods that a farmer provides us. Then they will name goods that
Unit B, lesson 2 Song 4
other businesses provide us.
“Animals Need”
TTW read Going To Town (My First Laura Ingalls Wilder) to help students
recognize goods from long ago. The students need to recognize what goods
and services businesses provided long ago. TTW draw a Venn diagram to
Guest speaker:
compare and contrast which goods and services (and wants and needs) were
Myrl Garment
the same and which were different.
Science Standards:
K-2.1Recognize what organisms need to stay alive (including air, water, food
and shelter).
PASS pep rally
K-2.5 Recognize that all organisms go through stages of growth and change
called life cycles.
Procedures:
TTW use TE, Unit B, Lesson 7, pgs. 104 – 110 to show how animals grow
and change.
TTW use the Flipbook so students can understand how animals grow and
change as they mature. TTW review what animals need to survive and life
cycles.
TSW listen to the song ‘Animals Need”.
Assessment: TTW observe to see that students participate in discussion.
2:20-2:25
Pack Up/Dismissal