Kindergarten Lesson Plans
Monday, January 27, 2014
Reading:
Anticipatory Set/Hook: Teacher will read a book to open the workshop.
We will / Objective: discuss and identify the purpose for reading non-fiction text or fiction text and what questions we
can ask to set the purpose of our reading.
I will /Product/Task: discuss and ask questions to set the purpose for reading non-fiction or fiction text.
POP: n/a
Academic Language: discuss, identify, non-fiction text, fiction text, questions
Assessment: teacher observation
Writing:
Anticipatory Set/Hook: We will discuss what a gap is in our stories by comparing it to gaps between our teeth.
We will / Objective: We will learn how to use the GAP Stoppers strategy to make sure there are no gaps in our story.
I will /Product/Task: use the GAP Stopper strategy during independent writing to make sure there are no gaps in my
story.
POP: N/A
Academic Language: question, gap, reread
Assessment: teacher observation, students writing, student participation
Social Studies:
Anticipatory Set/Hook: read studies weekly week 12.
We will / Objective: discuss the different seasons.
I will /Product/Task: participate in the discussion about the different seasons and different type of weather for each
season.
Academic Language: weather, season, fall, summer, winter, spring
POP: N/A
Assessment: Teacher Observation
Science:
Anticipatory Set/Hook: Read a book about sun as a source of Energy. Use a variety of materials such as a flashlight,
Christmas lights, classroom lights, outdoors, UV beads and sunscreen. Using UV beads, expose beads to light in
classroom and discuss observations. Go outside and do the same. Cover one with sunscreen and observe. Do the same
with spectroscope glasses and observe.
We will / Objective: Discuss the sun as a source of energy. Expose beads to different types of light and observe .Record
our findings in our Science journals.
I will /Product/Task: observe different types of light and discuss as a class. I will observe what UVB rays do and how we
use the sun as a form of energy. I will observe the importance of sunscreen. Record my observations in my journal
POP: n/a
Academic Language: CLIMATE, DAYTIME, NIGHTTIME, LIGHT, ENERGY, HEAT, RAYS
Assessment: class discussion responses, journal entries
Math:
Anticipatory Set/Hook: Students will explore a 00-99 chart and tell what they notice on the chart.
We will / Objective: practice finding numbers on a 00-99 chart
I will /Product/Task: find specific numbers on a 00-99 chart and place the correct colors on the numbers. I will look for
the hidden picture on my chart.
POP: n/a
Academic Language: chart, grid
Assessment: teacher observation; student representations
Tuesday, January 28, 2014
Reading:
Anticipatory Set/Hook: Teacher will read a book to open the workshop.
We will / Objective: discuss and identify the purpose for reading non-fiction text or fiction text and what questions we
can ask to set the purpose of our reading.
I will /Product/Task: discuss and ask questions to set the purpose for reading non-fiction or fiction text.
POP: n/a
Academic Language: discuss, identify, non-fiction text, fiction text, questions
Assessment: teacher observation
Writing:
Anticipatory Set/Hook: We review what gaps are.
We will / Objective: We will learn how to use the GAP Stoppers strategy to make sure there are no gaps in our story.
I will /Product/Task: use the GAP Stopper strategy during independent writing to make sure there are no gaps in my
story.
POP: N/A
Academic Language: question, gap, reread
Assessment: teacher observation, students writing, student participation
Social Studies:
Flex Day
Science:
Anticipatory Set/Hook: Read a Seasons Book. The suggested book is, A Is For Apple or another book about seasons.
Place seasons poster up in class for discussion. Have students choose a crayon that reflects each season. Ex: What color
do you think of when I say the word summer? What color for fall? (and so forth) Have them hold up the color and
discuss with their peers. We will begin our “seasons” book with the summer season.
We will / Objective: Participate in the color choice activity as a whole group. Create a summer tree by using torn
brown, red and green paper. The student will create a picture of what the tree will look like in summer. Create a fall
picture by use of brown , orange and red paint to depict what a tree looks like in the fall. The student will trace their
hand and arm to create the trunk. The teacher will have q-tips for the student to use when they paint the tree by placing
dots on the tree.
I will /Product/Task: Create a depiction of what an tree would look like in the summer and fall. Participate in a class
discussion about the four seasons. Help create a “tree amp” with my class.
POP: Tree Map/ begin with summer and fall
Academic Language: SEASONS, FALL, SPRING , SUMMER AND WINTER
Assessment: class discussions, observations of student work
Math:
Anticipatory Set/Hook: Students will explore a 00-99 chart that is missing some of its numbers.
We will / Objective: practice finding numbers on a 00-99 chart
I will /Product/Task: find specific numbers on a 00-99 chart and place the correct colors on the numbers. I will look for
the hidden picture on my chart. I will fill in missing numbers on a 00-99 chart.
POP: n/a
Academic Language: chart, grid
Assessment: teacher observation; student representations
Wednesday, January 29, 2014
Reading:
Anticipatory Set/Hook: Teacher will read a book to open the workshop.
We will / Objective: discuss and identify the purpose for reading non-fiction text or fiction text and what questions we
can ask to set the purpose of our reading.
I will /Product/Task: discuss and ask questions to set the purpose for reading non-fiction or fiction text.
POP: n/a
Academic Language: discuss, identify, non-fiction text, fiction text, questions
Assessment: teacher observation
Writing:
Anticipatory Set/Hook: We review what gaps are.
We will / Objective: We will learn how to use the GAP Stoppers strategy to make sure there are no gaps in our story.
I will /Product/Task: use the GAP Stopper strategy during independent writing to make sure there are no gaps in my
story.
POP: N/A
Academic Language: question, gap, reread
Assessment: teacher observation, students writing, student participation
Social Studies:
Flex Day
Science:
Anticipatory Set/Hook: View the United Streaming Video “ Magical Mother Nature: The Four Seasons” and or “The Four
Seasons” Continue with last two seasons, winter and spring, and create a tree depiction of that season. Students will
create a winter tree out of cotton balls and brown construction paper. Students can add a sky and other objects that
reflect winter. For the spring tree picture, students will draw a tree trunk and the teacher will have a variety of colored
tissue paper for the student to create blossoms on their tree.
We will / Objective: Demonstrate our knowledge of the winter and spring seasons by creating a tree that represents
each season. Review our knowledge regarding seasons after the United Steaming video. Use a variety of items to create
our trees. Draw items that represent each season if time permits.
I will /Product/Task: Create a depiction of what a tree would look like in the winter and spring by using a variety of
objects to express my thoughts regarding the season. Participate in a class discussion regarding the seasons video that
we observed in class. Help create a “tree map” with my class
POP: Finish the “tree map” with winter and spring
Academic Language: SEASONS, SPRING, WINTER, FALL, SUMMER, EARTH
Assessment: class discussion, observations of student work
Math:
Anticipatory Set/Hook: T will ask students how many wheels are on a bicycle. We will then discover how many wheels
are on 5 bicycles.
We will / Objective: count and keep track of quantities and make a representation of the data collected. We will create
t-charts, use 00-99 charts, and draw representations to record our data.
I will /Product/Task: participate and assist in creating representations for data.
POP: “How Many” Representations
Academic Language: matching sets, equal, one-to-one, representation, strategies, t-charts
Assessment: teacher observation; student participation
Thursday, January 30, 2014
Reading:
Anticipatory Set/Hook: Teacher will read a book to open the workshop.
We will / Objective: discuss and identify the purpose for reading non-fiction text or fiction text and what questions we
can ask to set the purpose of our reading.
I will /Product/Task: discuss and ask questions to set the purpose for reading non-fiction or fiction text.
POP: n/a
Academic Language: discuss, identify, non-fiction text, fiction text, questions
Assessment: teacher observation
Writing:
Anticipatory Set/Hook: We review what gaps are.
We will / Objective: We will learn how to use the GAP Stoppers strategy to make sure there are no gaps in our story.
I will /Product/Task: use the GAP Stopper strategy during independent writing to make sure there are no gaps in my
story.
POP: N/A
Academic Language: question, gap, reread
Assessment: teacher observation, students writing, student participation
Social Studies:
Flex Day
Science:
Anticipatory Set/Hook: The students will create a “ Four Seasons Booklet” and elaborate on each season with drawings
and a sentence that pertains to each season. The teacher will distribute a “ mouse book” to each student to create their
book. The student will share their book in groups or with class. The class with create a “tree map” in order to classify
characteristics of each season.
We will / Objective: Demonstrate our knowledge of each season through drawings and written statements regarding
the season. Discuss each season during group and create a tree map to use as a reference.
I will /Product/Task: Participate in the class discussion regarding the tree map. Create a “ seasons book” and elaborate
on each season by use of drawings and a written statement.
POP: Tree map review of all seasons
Academic Language: SEASONS, SPRING, WINTER, FALL, SUMMER, EARTH
Assessment: class discussion responses
Math:
Anticipatory Set/Hook: T will ask students how many snowballs are in a snowman. We will then discover how many
snowballs are in 4 snowmen.
We will / Objective: count and keep track of quantities and make a representation of the data collected. We will create
t-charts, use 00-99 charts, and draw representations to record our data.
I will /Product/Task: participate and assist in creating representations for data.
POP: “How Many” Representations
Academic Language: matching sets, equal, one-to-one, representation, strategies, t-charts
Assessment: teacher observation; student participation
Friday, January 31, 2014
Reading:
Anticipatory Set/Hook: Teacher will read a book to open the workshop.
We will / Objective: discuss and identify the purpose for reading non-fiction text or fiction text and what questions we
can ask to set the purpose of our reading.
I will /Product/Task: discuss and ask questions to set the purpose for reading non-fiction or fiction text.
POP: n/a
Academic Language: discuss, identify, non-fiction text, fiction text, questions
Assessment: teacher observation
Writing:
Anticipatory Set/Hook: We review what gaps are.
We will / Objective: We will learn how to use the GAP Stoppers strategy to make sure there are no gaps in our story.
I will /Product/Task: use the GAP Stopper strategy during independent writing to make sure there are no gaps in my
story.
POP: N/A
Academic Language: question, gap, reread
Assessment: teacher observation, students writing, student participation
Social Studies:
Flex Day
Science:
Anticipatory Set/Hook: The students will participate in an assessment involving seasons. The teacher will distribute a
seasons matching sheet for the student to assess his knowledge of each season.
We will / Objective: Use our prior knowledge that pertains to seasons and complete the assessment. Each student will
complete the task independently. As a class ,we will discuss the assessment once it is completed. Teacher will keep
assessment and place in student folder..
I will /Product/Task: Complete the seasons assessment and discuss the results with my class.
POP: n/a
Academic Language: SEASONS, SPRING, WINTER, FALL, SUMMER, EARTH
Assessment: assessment
Math:
Anticipatory Set/Hook: T will review the representations created in the previous days.
We will / Objective: brainstorm ideas for creating our own “How many” representations.
I will /Product/Task: independently to discover, record, label, and sort to create a representation using t-charts, 00-99
charts, and my own drawings.
POP: t-charts
Academic Language: matching sets, equal, one-to-one, representation, strategies, t-charts, label
Assessment: teacher observation; student representations