keshia/lessomplans3.docx · web vie

Subject:

Monday Tuesday Wednesday Thursday FridayGLCE

GLCE GLCE GLCE GLCE

Skill Skill Skill Skill Skill

Procedures

Procedures Procedures Procedures Procedures

Materials Materials Materials Materials Materials

Assessment Assessment Assessment Assessment Assessment

B.E.S.T. Academy

Lesson Plan Format

Instructor: Ms. Ellis Grade: Kindergarten Week of: April 12- April 16

Subject: Social Studies

Monday Tuesday Wednesday Thursday FridayGLCEK-G1.0.2Students will be able to identify the spatial positioning of objects by determining which object is on top and bottom.

GLCEK-G1.0.2Students will be able to identify the spatial positioning of objects by determining objects that comes first, next and last in line.

GLCE ReviewK-H2.0.1Students will be able to distinguish among yesterday, today and tomorrow.



SkillGeography

SkillGeography

SkillHistory

SkillHistory

SkillHistory

Procedures-In small group, teacher will dictate instructions to students.-Students will circle the swirly line at the top of the page and mark an X on the swirly line at the bottom of the page.

Procedures-In small group, teacher will dictate instructions to students.-Students will circle the object that comes first in line.-Students will mark an X on the object that next in line.-Students will underline the object that comes last in line.

Procedures-In large group, teacher will point to and state the Days of the Week.-Students will repeat.-Teacher will ask: If yesterday was Tuesday, What is today?-Teacher will record correct response on the whiteboard.-Teacher will then ask: If today is Wednesday, tomorrow will be?

Procedures-In large group, teacher will point to and state the Days of the Week.-Students will repeat.-Teacher will ask: If yesterday was Wednesday, What is today?-Teacher will record correct response on the whiteboard.-Teacher will then ask: If today is Thursday, tomorrow will be?

Procedures-In large group, teacher will point to and state the Days of the Week.-Students will repeat.-Teacher will ask: If yesterday was Thursday, What is today?-Teacher will record correct response on the whiteboard.-Teacher will then ask: If today is Friday, tomorrow will be?

-After correct response, teacher will select a student to come up to the calendar board and circle the day.



Materials

*Language for Learning Workbook, Lesson 52

*Pencil

Materials

*Language for Learning Workbook, Lesson 52

*Pencil

Materials

*Days of the Week Calendar board

*Pointer stick

*Marker

Materials


*Pointer stick

*Marker

Materials


*Pointer stick

*MarkerAssessmentView workbookworksheet

AssessmentView workbookworksheet

AssessmentListen to students’ responses



B.E.S.T. Academy

Lesson Plan Format

Instructor: Ms. Ellis Grade: Kindergarten Week of: April 19- April 23

Subject: ELA

Monday Tuesday Wednesday Thursday FridayGLCER.FL.00.01Students will recognize the words in and out when encountered in isolation of context.

GLCEW.SP.00.01Students will correctly spell and write Dolche Words of the week.

GLCEW.AT.00.01Students will be enthusiastic about writing his/her first and last name.

W.AT.00.01Students will leave spaces between their first and last names.

GLCER.WS.00.07Students will become more familiar with Dolche Words of the week by finding the matching word.

GLCER.IT.00.04Students will be able to sequence events in a story.

SkillFluency

SkillSpelling

SkillHandwriting

SkillWord Recognition

SkillInformational Text

Procedures -Teacher will write the words in and out on the white board.-Teacher will point to each word and students will identify them.-Students will then observe the clowns on their worksheets.-Students will circle the word (in or out) that the clown illustrates.

Procedures-Teacher will point to, state and spell each Dolche Word of the Week.-Students will repeat.-On writing paper, students will state and spell each word as he/she writes it.

Procedures-Each student will receive a sheet with his/her first and last name written in bold print at the top.-Each student will identify their first and last name.-Each student will then write their first and last name using the bold print at the top of the page as a guide.

Procedures-Students will identify the Dolche word at the top of the box in bold print.-Students will then find other words inside the box that matches the word at the top.-Students will circle the matching words.

Procedures-Teacher will read the short story “My Day at Kindergarten” aloud to students.-Students will cut out their sequence strips.-Teacher will then re-read the story by breaking it down into sequences.-Students will paste each strip in sequential order.

-Teacher will encourage students to leave a space between their first and last names.

Materials*Whiteboard + marker

*In or Out Worksheet (Daily Learning Drills, pg. 60)

*Pencil

Materials* Dolche Words of the Week.

*Pencil

Materials*Writing paper (with first and last name in bold print)

*Pencil

Materials*Matching Dolche Word worksheet

*Pencil

Materials* Short story- “My Day at Kindergarten”(Learning Drill, pg. 73)

*Scissors

*Glue

*PaperAssessmentListen to responses and view worksheets

AssessmentListen to responses and view writing worksheets

AssessmentView writing worksheets

AssessmentListen to responses and view writing worksheets

AssessmentView worksheets

Subject: Mathematics

Monday Tuesday Wednesday Thursday FridayGLCE ReviewM.UN.00.01Students will be able to compare the size of shapes.

GLCE ReviewM.UN.00.01Students will be able to compare the size of animals.

GLCE ReviewM.UN.00.01Students will be able to identify the biggest animal in each row.

GLCEM.PS.00.05Students will be able to give a description of each three- dimensional shape.

GLCEM.PS.00.05Students will match pictures with the identical three- dimensional shape.

SkillMeasurement

SkillMeasurement

SkillMeasurement

SkillGeometry

SkillGeometry

Procedures-In large group, teacher will write the words small, medium, and big on the whiteboard.-Teacher will provide groups of different sized shapes.-Teacher will start with the group of triangles.-Teacher will point to and state each size word.-Students will determine which sized triangle belongs under each label name.-Teacher will tape triangles under correct labels.

Procedures-Teacher and students will observe the different sized shapes that were completed on the previous day.-Students will then observe the different sized animals on the “Size Search” worksheet.-Students will cut out each group of animals.-Students will glue animals under each label according to their size.

Procedures-Students will observe the animals in each row.-Teacher will instruct students to identify the animals in each that are small, medium and big. –After each row has been completed, students will go back and circle and color the big animal in each row.

Procedures-Teacher will write the labels of each three- dimensional shape on the whiteboard.-Teacher will point to and state the name of each three- dimensional shape.-Teacher will instruct students to name a familiar object that has an identical shape.-After each correct response, teacher will draw an illustration of the object underneath each label.

Procedures-Teacher and students will observe the three-dimensional shape board that was completed on the previous day.-Teacher will point to and state each label.-Teacher will randomly select students to identify the object that has the same identical shape.-Students will then observe and cut-out pictures at the bottom of theirworksheets.

-Process will continue until the sizes of each group of shapes have been determined.

-Students will paste pictures under the labels that have identical three-dimensional shapes.


*Different sized shapes

*Tape

Materials*Previous day different sized shapes board

*“Size Search” worksheet (Learning Drills, pg. 79)

*scissors

*paste

Materials*”The Pick of the Garden” worksheet (Learning Drills, pg. 80)

*Writing Utensils (e.g. pencil & crayon)

Materials*Whiteboard (with three- dimensional shape labels)

*Marker

Materials*Previous day three-dimensional shape board

* Three- dimensional shape worksheet

*Scissors

*Paste

AssessmentListen to responses


AssessmentObserve students prior knowledge & View worksheets


AssessmentListen to responses & View worksheets

Subject: Science

Monday Tuesday Wednesday Thursday FridayGLCE L.OL.E.1Students will understand the growth of a plant.

GLCEL.OL.E.1Students will identify the plant growing process- step-by-step.

GLCEL.OL.E.1Students will identify things that plants need to grow.

GLCEL.OL.E.1Students will be able to identify each part of a plant.

GLCEL.OL.E.1Students will be able to identify plant parts that are edible.

SkillLife Science

SkillLife Science

SkillLife Science

SkillLife Science

SkillLife Science

Procedures-Teacher will discuss each step of the plant growing process with students (plant seeds, root grows in soil, stem pushes up, and stem grows leaves).-As teacher discusses each step, students will identify the picture and number it in sequential order on their worksheet.-Students will then cut-out the pictures and paste them in sequential order.

Procedures-Teacher will pass back the “Plant at Work”Worksheets to students.-Students will observe their worksheets.-Teacher will then randomly select a student to explain each step of the plant growing process.-After each correct response, teacher will draw an illustration of on the whiteboard of each step.

Procedures-Teacher will ask: “What do you think plants need to grow?”-Teacher will write correct responses on the white board.-Teacher will then give students their “Plant Fun” worksheet.-Students will observe the picture clue and identify the word the plant word next to it.-Students will then find and color the words in each row.

Procedures-Teacher and students will point to and state each part of the plant starting from the first growing process to the end.-Students will then trace and color each plant part.

Procedures-Teacher will explain to students that we eat most parts of the plant.-Students will then point to and identify the food in each picture on the “Eating Plants” worksheet.-For each food picture, teacher will ask: “What part of the plant do you think we eat in this food?”-After each correct response, teacher will read the writing in bold print under each picture that entails the part of the plant that we eat from the food.-Students will trace the food word.

Materials*”Plant at Work” Worksheet (Learning Drills, pg. 175)

*Scissors & Glue


*Students ”Plant at Work” Worksheet


*“Plant Fun” worksheet

*Crayons

Materials*”Parts of a Plant worksheet” (Learning Drill, pg. 178)

*Writing utensils (crayons/pencils)

Materials*“Eating Plants” worksheet

*Pencil


AssessmentAsk questions and Listen to responses





Monday Tuesday Wednesday Thursday FridayGLCE K-G2.0.1Students will identify the environment in which things can be played with inside.

GLCEK-G2.0.1Students will identify the environment in which things can be played with inside and outside.

GLCEK-G2.0.1Students will illustrate things that can be played with inside.

GLCEK-G2.0.1Students will illustrate things that can be played with outside.

GLCEK-C2.0.2Students will understand the common good of being polite.

SkillGeography

SkillGeography

SkillGeography

SkillGeography

SkillCivics and Government

Procedures-Teacher will ask: What are some things that you play inside?”-Teacher will record correct responses on the whiteboard. -Students will then observe and identify pictures on the “I Play Inside” worksheet.-Students will color the pictures that could be played with inside.

Procedures-Teacher will give students papers that they completed the previous day.-Teacher will instruct students to identify things that they play with inside.-Teacher will then ask: What are some things that you play outside?”-Teacher will record correct responses on the whiteboard. -Students will then observe and identify pictures on the “Indoor and Outdoor Fun” worksheet.

Procedures-Teacher will instruct students to identify things that they can play with inside.-Teacher will record correct responses on the whiteboard.-Students will then draw things on paper that that he/she likes to play with inside.

Procedures-Teacher will instruct students to identify things that they can play with inside.-Teacher will record correct responses on the whiteboard.-Students will then draw things on paper that that he/she likes to play with outside.

Procedures-Students will observe the pictures on the “Friends are Polite” worksheet.-Teacher will ask: “What do you think is happening in the picture?”-Teacher will then read the statement next to each picture. -Teacher will read the different choices as to how a child should respond.-Students will cut-out and glue the correct response in the bubble.

-Students will color pictures yellow that could be played with inside and color pictures blue that can be played with outside.


*“I Play Inside” worksheet (Learning Drills, pg. 248)

*Crayons


*“Indoor and Outdoor Fun” worksheet (Learning Drills, pg. 249)

*Yellow & Blue crayons


*Drawing paper

*Writing Utensils(e.g. pencils, crayons, markers, colored pencils, etc)


*Drawing paper

*Writing Utensils(e.g. pencils, crayons, markers, colored pencils, etc)

Materials*“Friends are Polite” worksheet (Learning Drill, pg. 251)

*Paste

*Scissors






B.E.S.T. Academy

After School Tutoring Program

Lesson Plan Format

Instructor: Ms. Ellis Grade: 1st Week of: April 19- April 22

Subject: Math ELA Math ELA

Monday Tuesday Wednesday ThursdayGLCEN.FL.01.15

GLCER.WS.01.03

GLCEN.MR.01.11

GLCER.WS.01.03

Objective/SkillStudents will calculate differences involving two digit numbers without regrouping.

Objective/SkillStudents will be able to identify things that have Short /a/.

Objective/SkillStudents will understand the reverse relationship between addition and subtraction by discovering problems that have the same answer/sum.

Objective/SkillStudents will differentiate between things that have and don’t have Long /a/.

Method/ActivityCount left-over candles

Method/ActivityColor Pictures with Short /a/

Method/ActivityCircle problems that give the same answer

Method/ActivityMark an X on Pictures that does not have Long /a/

Materials*“Party Time” Subtraction worksheet (Skill Builder Series Workbook, pg. 7)

*Pencil

*Colored Pencils

Materials”Listen for Short a” worksheet, (Phonics and Phonemic Awareness workbook, pg. 73)

Materials*”Which Problems Give the Answer” worksheet, (Math Basics workbook, pg. 32)

*Pencil

Materials*”The Sound of Long a” worksheet (Phonics and Phonemic Awareness workbook, pg. 152)

*Pencil

Procedure-Students will read each subtraction problem.-Students will count the total number of candles.-Students will cross out a portion of candles according to the problem.-Students will color the candles that are left over.-Students will record the number of candles left-over on the line.

Procedure-Teacher will ask: “What is the short /a/?-After correct response, teacher will say the word-cat.- Teacher will ask: “Where do you here the short /a/-beginning, middle, or end of the word?- After correct response, students will observe and state the name of each picture on their worksheet.-Students will color the picture where they here the short /a/ in the middle of the word.

Procedure-In large group, students will identify the given answer in each row.-Each student will work out 1-2 problems in the first row.-Each student will identify their answer.-Students will circle the problems with sums/answers that match the given answer.-Students will then work individually and continue the process with the remaining problems.

Procedure-Teacher will ask: “What is the Long /a/?”-Teacher will announce two words- kite and pail.-Teacher will ask: Which word has the Long /a/?- After correct response, students will observe and state the name of each picture in the first row.-Students will mark an X on the things that does not have the Long /a/.

AssessmentView Worksheets


AssessmentAsking questions & Viewing worksheets


B.E.S.T. Academy

Lesson Plan Format

Instructor: Ms. Ellis Grade: Kindergarten Week of: April 26 - April 30

Subject: ELA

Monday Tuesday Wednesday Thursday FridayGLCE ReviewR.FL.00.01Students will be able to arrange letters in alphabetical order.

GLCE ReviewW.HW.00.01Students will form upper and lowercase manuscript letters.

GLCER.AT.00.02Students will write on their own during center time at school.

GLCER.AT.00.02Students will choose books on their own during center time at school.

GLCER.WS.00.04Students will associate initial letters and sounds with objects.

SkillFluency

SkillHandwriting

SkillReading Attitude

SkillReading Attitude

SkillPhonics

Procedures-Students will identify letters in the boxes.-Students will cut out the letters.-Students will begin to state the alphabet and paste cut-out letters in alphabetical order.-After assignment is completed, teacher will encourage students to review the placement of each letter by stating the alphabet.

Procedures-In sequential order, students will state letters of the alphabet.- Students will form upper and lowercase letters of the alphabet.-Teacher will encourage students to start at the dot and use the lines as he/she writes each letter.

Procedures-During center time, students will write whatever he/she chooses.-Teacher will walk around and ask questions (e.g. What are you making?)-Teacher will encourage incorporating detail in his/her writing.-Teacher will praise students’ work.

Procedures- During center time, students will select books from the classroom library.-Students may read alone or with a partner.-Teacher will walk around and listen to students as they read.

Procedures-Teacher will state letters and sounds of the alphabet in sequential order.-Students will repeat.-Teacher will then state a particular letter and sound.-Teacher will randomly select a student to name objects/things that have the same initial sound as the letter stated.

-Teacher will encourage students to observe the alphabet chart that they constructed.

Materials*Kindergarten Review Workbook, (pg. 29)

*Letter sheet

*Scissors

*Glue

Materials*Kindergarten Review Workbook, (pg.27-28)

*Pencil

Materials*Markers

*Scrap Paper

Materials*Selection of books/ Classroom Library

Materials*Student constructed alphabet chart



AssessmentAsk questions & observe writing

AssessmentListen to students



Monday Tuesday Wednesday Thursday FridayGLCE N.ME.00.05Students will count orally by one’s to 80 (Month of April).

GLCEN.ME.00.04Students will read and write numbers and connect them to the quantity they represent.

GLCE N.MR.00.10Students will be able to complete number patterns by filling in the middle missing number.

GLCE ReviewN.ME.00.05Students will be able to explain the concept of counting by 10’s.

GLCE ReviewN.ME.00.05Students will orally count by 10’s.

SkillNumber and Operations





Procedures-Teacher will point to and state numbers from 1-80. -Students will repeat.-Teacher will randomly select a student to come up and identify the number 42.-Teacher will instruct student to start counting at 42 and stop at 80.

Procedures-Students will identify each number on their worksheet (11, 12, & 13).-Students will write the number and number word.-Students will then count the circles in each box and circle the number that represents the quantity.

Procedures-Students and teacher will count in sequential order from 1-20.-Teacher will ask: “What number comes after 12?”“What number comes after 8?”-Students will then observe their worksheets.-Students will fill in the middle missing number in each box.-Teacher will encourage students to use the classroom number chart if needed.

Procedures-Teacher will point to and state numbers in the 10’s column.-Students will repeat.-Teacher will ask:*“When counting by 10’s, what number do we begin with?”*If we start at 10, “What would we have to do to get the next number?”-After correct responses, teacher will randomly select a group of 10 students to stand in a line.-Students will count by 10’s with each student stating the next number.

Procedures-Teacher will start counting by 10’s (from 10-100).-Teacher will ask: “What number am I counting by?”-After correct response, teacher will randomly select students to count by 10’s.-Teacher will praise students that count correctly.

Materials*Number chart

*Pointer stick

Materials*11, 12, & 13 number sheet

*pencil

Materials*Counting 1-20 workbook, pg. 28

*Classroom number chart

*Pencil

Materials*Number chart

*Pointer stick

Materials*None






Subject: Science

Monday Tuesday Wednesday Thursday FridayGLCE L.OL.E.1Students will be able to explain the plant growing process.

GLCEL.OL.E.1Students will be able to construct their own plants.

GLCEL.OL.E.1Students will be able to identify the different parts of a plant.

GLCE ReviewS.RS.00.11Students will exhibit knowledge of the four seasons.

GLCE ReviewS.RS.00.11Students will exhibit knowledge of the four seasons.

SkillLife Science

SkillLife Science

SkillLife Science

SkillEarth Science

SkillEarth Science

Procedures-Teacher will pass back students “Plant at Work” worksheets. -Teacher will ask?“What is the first step of the plant growing process?”“What happens after the seed is planted in the dirt/soil?” “What happens after the root grows under the seed?”“What happens after the stem grows up toward the sun?”

Procedures-Teacher will identify each plant part.-Teacher and students will discuss the arrangement of how the plant should be constructed.-Students will color, cut and glue plant parts to make a plant.

Procedures-Teacher will show students different plant parts that were completed on the previous day.-Teacher will randomly select students to identify each plant part.-Teacher will praise students that answer correctly.

Procedures-In large group, teacher will randomly select students to identify the four seasons.-Teacher will record correct responses on the whiteboard.-Each student will then identify the characteristics of each season (e.g. summer- sunny/hot, spring- rain, …)

Procedures-In large group, teacher will identify characteristics of each season.-Teacher will select students to name the season that matches each set of characteristics.-Teacher will praise students that answer correctly.

Materials*Completed “Plant at Work”worksheets

Materials*“Plant Part Game” Worksheet, Learning Drills, pg. 369)

*Scissors

Materials*Different plant parts

Materials*Whiteboard + markers

Materials*None

*Crayons

*Glue






Subject:


GLCE GLCE GLCE GLCE

Skill Skill Skill Skill Skill

Procedures

Procedures Procedures Procedures Procedures

Materials Materials Materials Materials Materials

Assessment Assessment Assessment Assessment Assessment


Monday Tuesday Wednesday Thursday FridayGLCEK-H2.0.1Students will be able to identify school and weekend days.

GLCEK-H2.0.1Students will trace the “Days of the Week”.

GLCEK-H2.0.1Students will be able to distinguish among yesterday, today and tomorrow.



SkillHistory

SkillHistory

SkillHistory

SkillHistory

SkillHistory

Procedures -Students and teacher will observe the “Days of the Week” worksheet.-Teacher will ask: What do you notice?-After correct response, students and teacher will point to and name each day individually.-Students and Teacher will discuss which days are school days and which are weekend days.-Students will underline the school days.-Students will circle the weekend days.

Procedures--Students and teacher will observe the “Days of the Week” worksheet.-Students and teacher will point to and name each day.-Students will then trace each day.

Procedures-In large group, teacher will point to and state the Days of the Week.-Students will repeat.-Teacher will ask: If yesterday was Tuesday, What is today?-Teacher will record correct response on the whiteboard.-Teacher will then ask: If today is Wednesday, tomorrow will be?-After correct response, teacher will select a student to come up to the calendar board and circle the particular day of the day.

Procedures-In large group, teacher will point to and state the Days of the Week.-Students will repeat.-Teacher will ask: If yesterday was Wednesday, What is today?-Teacher will record correct response on the whiteboard.-Teacher will then ask: If today is Thursday, tomorrow will be?-After correct response, teacher will select a student to come up to the calendar board and circle the particular day of the week.

Procedures-In large group, teacher will point to and state the Days of the Week.-Students will repeat.-Teacher will ask: If yesterday was Thursday, What is today?-Teacher will record correct response on the whiteboard.-Teacher will then ask: If today is Friday, tomorrow will be?-After correct response, teacher will select a student to come up to the calendar board and circle the particular day of the week.

Materials*“Days of the

Materials*“Days of the

Materials*Days of the



Week” worksheet

*Pencil

Week” worksheet

*Pencil

Week Calendar board

*Pointer stick

*Marker

Week Calendar board

*Pointer stick

*Marker

Week Calendar board

*Pointer stick

*MarkerAssessmentListen to responses and view worksheets





B.E.S.T. Academy

Lesson Plan Format

Instructor: Ms. Ellis Grade: Kindergarten Week of: May 3 - May 7

Subject: ELA


See Sub Plans

GLCER.WS.00.04Students will be able to match pictures with the same initial constants sounds.

GLCEW.HW.00.01Students will write matching uppercase and lowercase manuscript letters.

GLCE

Field Trip!The Detroit Zoo

GLCER.WS.00.04Students will be able to match pictures with the same initial constants sounds.

Skill

See Sub Plans

SkillPhonics

SkillHandwriting

Skill


SkillPhonics

Procedures

See Sub Plans

Procedures-Students will identify the main letter and picture in each row.- Students will then identify the other pictures in each row.-Students will color the pictures that have the same beginning sound as the main picture.

-Students will mark an X on the picture that

Procedures-Teacher and students will state the alphabets in sequential order.-Teacher will ask: What letter comes after O?-After correct response, students will fill in the blank by writing either the missing uppercase or lowercase letters.

-Teacher will encourage

Procedures


Procedures-Students will first identify each picture and the letter that matches the beginning sound.-Students will then write the letter in the box that matches the same beginning sound.-Students will draw a line between the pictures that begin with the same sound.

-Teacher will encourage

doesn’t have the matching beginning sound.

students to state the alphabet and use alphabet chart before filling in missing letters.

students to match letters if he/she is having difficulty.

Materials

See Sub Plans

Materials*Ball, Book, and Butterfly worksheet, Kindergarten Review (pg. 37)

*Crayons

*Pencil

Materials*Missing Letters worksheet, Kindergarten Review (pg. 33)

*Pencil

*Alphabet Chart (optional)

Materials


Materials*Matching Sounds worksheet, Kindergarten Review (pg. 35)

*Pencil

Assessment

See Sub Plans


AssessmentListen to responses and View Worksheets

Assessment




Monday Tuesday Wednesday Thursday Friday

GLCE

See Sub Plans

GLCEN.ME.00.04Students will read and write numbers from 1-20.

GLCE ReviewN.MR.00.10Students will be able to describe simple number patterns.

GLCE


GLCEN.ME.00.05Students will be able to count in sequential order from 1-90.

Skill

See Sub Plans

SkillNumbers and Operations


Skill



Procedures

See Sub Plans

Procedures-Students will count in sequential order from 1-20.-Students will fill in the box at the top by tracing numbers 1-20.-Students will fill in the box at the bottom by writing numbers 1-20.

Procedures-Teacher will write rows of numbers with blank spaces in between on the whiteboard.-Teacher will randomly select a student to come up and complete the number pattern.-Student will then point to each number and describe the pattern.

Procedures


Procedures-Teacher will point to and count in sequential order from 1-90.-Students will repeat.-Teacher will randomly select a student to come up and point to the number 41.-Teacher will then instruct the student to start counting from 41 to 90.

Materials

See Sub Plans

Materials*Number Boxes worksheet, Review (pg. 83)

Materials*Whiteboard with rows of numbers

*Marker

*Pointer stick

Materials


Materials*Number Chart

*Pointer stick

Assessment

See Sub Plans

AssessmentListen to responses &

AssessmentListen to responses &

AssessmentField Trip!The Detroit Zoo


View worksheets Observe work

Subject: Science


GLCE

See Sub Plans

GLCEL.OL.E.1Students will be able to identify parts of plant.

GLCEL.OL.E.1Students will name plant parts.

GLCE


GLCEL.OL.E.1Students will be able to identify plant parts described by its characteristics.

Skill

See Sub Plans

SkillLife and Earth Science

SkillLife and Earth Science

Skill


Skill Life and Earth Science

Procedures

See Sub Plans

Procedures-Teacher will display plant parts to students.-Teacher will randomly select students to identify each plant part.-Teacher will orally praise students with correct answers.

Procedures-Teacher will randomly select students to name plant parts.-Teacher will record correct answers on the whiteboard.-Teacher will orally praise students with correct answers.

Procedures


Procedures-Teacher will state a characteristic for each plant part (e.g. it holds up leaves and flower part of the plant- stem).--Teacher will randomly select a student to identify the plant part that was characterized.-Teacher will record each correct answer on the whiteboard.-Teacher will orally praise students with correct answers.

Materials

See Sub Plan

Materials*Display of plant parts


Materials



Assessment

See Sub Plans



Assessment

Field Trip!


The Detroit Zoo



GLCE

See Sub Plans

GLCEK-H2.0.1Students will be able to write the “Days of the Week” in sequential order.

GLCEK-H2.0.1Students will be able to write the “Months of the Year” in sequential order.

GLCE


GLCEK-C5.0.1Students will describe ways in which they demonstrate the Character Traits.

Skill

See Sub Plans

SkillHistory/ Living and Working Together

SkillHistory/ Living and Working Together

Skill


SkillCivics and Government

Procedures

See Sub Plans

Procedures-Teacher will write the “Days of the Week” on the whiteboard.-Teacher will point to and state each day.-Students will repeat.-Students will write the “Days of the Week” on writing paper.-Teacher will encourage students to say each day as he/she writes it.

Procedures-Teacher will write the “Months of the Year” on the whiteboard.-Teacher will point to and state each month.-Students will repeat.-Students will write the “Months of the Year” on writing paper.-Teacher will encourage students to say each month as he/she writes it.

Procedures


Procedures-Teacher will select individual students to name the Character Traits that were demonstrated at the Pillar Assemblies.-Teacher will record each stated Character Trait on the whiteboard.-Each student will discuss ways in which he/she demonstrates the trait he/she identified.

Materials

See Sub Plans

Materials*Whiteboard w/ recorded Days of

Materials*Whiteboard w/ recorded Months

Materials

Field Trip!

Materials*Whiteboard + Marker

the Week

*Writing paper

*Pencil

of the Year

*Writing paper

*Pencil

The Detroit Zoo

Assessment

See Sub Plans

AssessmentView writing

AssessmentView writing

Assessment



B.E.S.T. Academy

Lesson Plan Format

Instructor: Ms. Ellis Grade: Kindergarten Week of: May 10 - May 14

Subject: ELA

Monday Tuesday Wednesday Thursday FridayGLCER.WS.00.04Students will be able to associate letters and their sounds with things that have the same initial letter sound.

GLCER.FL.00.01Students will be able to match Uppercase and Lowercase letters.

GLCER.FL.00.01Students will be able to identify Uppercase and Lowercase letters that go together.

GLCER.WS.00.04Students will be able to match animal pictures with the same initial constants sounds.

GLCE

Parent-Teacher Conference

SkillPhonics

SkillFluency

SkillFluency

SkillPhonics

Skill


Procedures -Teacher will state letters of the alphabet and their sounds.-Students will repeat.-Teacher will then give individual students’ letters and instruct him/her to identify an object/thing that begins with the letter and has the same beginning sound.

-Teacher will praise students with the correct

Procedures-Students will observe the letters in each balloon.-Teacher will ask: What do you notice in each balloon? (Upper and Lowercase letters)-Teacher will then point to the Ff on the alphabet chart.-Students will observe the first balloon and draw a line from the Uppercase F to the Lowercase f.-After task is completed, students will

Procedures-Teacher will display a row of balloons with Upper and Lowercase letters that match and Upper and Lowercase letters that doesn’t match.-Students will observe the balloons.-Teacher will select a student to come up and circle the balloon that has the Upper and Lowercase letters that match.-Students will

Procedures-Students will first identify each animal picture and the letter that matches the beginning sound.-Students will then write the letter in the box that matches the same beginning sound.-Students will draw a line between the animal pictures that begin with the same sound.

-Teacher will encourage students to match letters if

Procedures


answer.-Teacher will provide students demonstrating difficulty with the letter sound to better help him/her understand the concept.

complete assignment by drawing a line from the Uppercase letters to the lowercase letters in each balloon.

then observe each row of balloons on the worksheet.-Students will color the balloon yellow in each row that has matching Upper and Lowercase letters.

he/she is having difficulty.

Materials*None

Materials*A Bunch of Balloons worksheet, (Kindergarten Review, pg. 26)

*Pencil

Materials*Letters Ee, Bb, Hh, Ww worksheet, Phonics and Phonemic Awareness,pg. 21)

*Pencil

Materials*Animal Match-up worksheet, Kindergarten Review (pg. 36)

*Pencil

Materials



Assessment*View worksheets



Assessment




GLCEN.ME.00.04Students will be able to connect quantities of 13 & 14 to the numbers they represent.

GLCEN.ME.00.02Students will be able to compare groups by identifying the group that shows more and less.

GLCEN.ME.00.02Students will be able to identify the group of objects that has more.

GLCEN.ME.00.02Students will be able to identify the group of objects that has less.

GLCE


SkillNumber and Operation




Skill


Procedures -Students will point to the number 14 on their worksheet.-Teacher will select a student to identify the number.-Students will then point to and spell the number word (fourteen). -Students will count the quantities of circles and circle the number that matches the quantities.

Procedures-Teacher will display two groups of objects on the whiteboard.-Teacher and students will orally count both groups of objects.-Teacher will record the number that demonstrates the quantity in each group.-Teacher will then present students with a number line.-Teacher will circle the numbers that represented the quantities of objects in each group.-Teacher will explain to

Procedures-Students will count each group of objects.-Students will write the number that represents the quantity of each group of objects.-Students will circle the group that represents more.-Teacher will encourage students to use their number lines. -Teacher will remind students that the number furthest to the right demonstrates more.

Procedures-Students will count each group of objects.-Students will write the number that represents the quantity of each group of objects.-Students will circle the group that represents less.-Teacher will encourage students to use their number lines. -Teacher will remind students that the number furthest to the left demonstrates less.

Procedures


students that the number furthest to the right demonstrates more and the number furthest to the left demonstrates less. -Teacher will ask? Which group of objects demonstrates more?/ less?-Teacher will praise students with correct answers.

Materials*14 (fourteen) writing and counting worksheet.

*Pencil

Materials*Whiteboard (with displayed objects)

*Marker

*Number line

Materials*Circles, Squares and Triangles worksheet, Counting 1-20 workbook, (pg. 7)

*Number line

*Pencil

Materials*More or Less worksheet, Counting 1-20 workbook, (pg. 8)

*Number Line

*Pencil

Materials






Assessment


Subject: Science


GLCE L.OL.E.1Students will understand the basic needs to take care of their body.

GLCE ReviewS.IP.00.11Students will be able to make purposeful observations of the natural world by observing clothing to determine if the weather is cold or warm.

GLCE ReviewS.IP.00.11Students will be able to make purposeful observations of the natural world by observing clothing to determine if the weather is hot, warm or cold.

GLCE ReviewS.IP.00.11Students will be able to make purposeful observations of the natural world by observing the weather to determine what clothing should be worn.

GLCE


SkillLife Science

SkillInquiry Process



Skill


Procedures -Teacher will have an oral discussion with students about how to take care of their bodies.-Students will then observe pictures on their worksheet.-Teacher and students will discuss pictures to determine whether each picture demonstrates ways to take care of your body.

-Students will then go back and work

Procedures-Teacher will write words cold and warm on the whiteboard.-Teacher will point to each word and state its name.-Students will repeat.-Students will then observe each picture and circle the word that shows how the child is dressed.

Procedures-Teacher will write words hot, warm, and cold on the whiteboard.-Teacher will point to each word and state its name.-Students will repeat.-Students will observe each picture and write the word in the boxes that best describes how it feels outside.

-Students will then write on the line how

Procedures-Teacher and student will discuss the weather forecast for each picture in the left column.-Students will then discuss what the girl is wearing for each picture in the right column.-Students will draw a line to show what the girl should wear according to each weather picture.

Procedures


independently circling yes if the picture shows a way to take care of their body, and circling no if the picture doesn’t show a way to take care of their body.

they think it feels outside today.

Materials*I Take Care of My Body worksheet, Daily Learning Drills workbook, (pg. 366)

Materials*Cold or Warm worksheet, Daily Learning Drills workbook, (pg. 226)

*Whiteboard with words- cold/ warm

*Pencil

Materials*How Does It Feel Outside worksheet, Daily Learning Drills workbook, (pg. 227)

*Whiteboard with words- hot/cold/ warm

*Pencil

Materials*Rain or Shine worksheet, Daily Learning Drills workbook, (pg. 228)

*Pencil

Materials






Assessment




GLCEK-C5.1Students will identify activities in which they perform on a daily basis.

GLCEK-C5.1Students will identify things that they can do now and things they want to learn how to do.

GLCE (Con’t)K-C5.1Students will identify things that they can do now and things they want to learn.

GLCEK-C5.1Students will identify things that they like to do.

GLCE


SkillCivics and Government/ Role of the Citizen in American Democracy




Skill


Procedures-Teacher will read word/(s) in each row.-Students and teacher will describe the picture next to word/(s) in each row.-Students will mark a check in each box if he/she performs the activity each day. -Students will color pictures once completed.

Procedures-Students will observe pictures on the worksheet.-Teacher and students will describe the function that the child is performing on each picture.-Students will color the things that they can do now and circle the things they want to learn to do.

Procedures-Students will observe pictures on the worksheet.-Teacher and students will describe the function that the child is performing on each picture.-Students will color the things that they can do now and circle the things they want to learn to do.

Procedures-Teacher and students will observe each picture.-Teacher will ask: What word do you think is used to describe the picture?-After each word has been identified, students will color the picture of things that they like to do.

Procedures


Materials*Look What I Can Do

Materials*Getting Bigger Each Day

Materials*Getting Bigger Each Day

MaterialsThings I Like to Do worksheet,

Materials

Parent-Teacher

worksheet,Daily Learning Drills workbook, (pg. 235)

*Writing Utensils (pencils & Crayons)

worksheet, Daily Learning Drills workbook, (pg. 236)


worksheet, Daily Learning Drills workbook, (pg. 237)


Daily Learning Drills workbook, (pg. 238)

* Crayons

Conference





Assessment


keshia/lessomplans3.docx · web vie

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