Sample Lesson Plans

Sample Lesson Plans

Student Teaching: Fall 2008

Lesson Plan #2

Heather Cantore Kindergarten

Reading

New Mexico Academic Standards:

Reading Readiness

-Match initial sounds

Word Recognition

-Blend three letter words

-Read high frequency words

Objectives

-Students will be able to match initial sounds with appropriate zoo phonics animal.

-Students will be able to begin practicing blending three letter words using the zoo phonics animals/sounds.

-Students will practice reading high frequency words.

Lesson Summary:

-Review sounds, letters, and animals for each letter of the alphabet. Play a variety of games to practice, from more team games to individual work.

-High frequency word centers (mostly drill and memorization) Make connection between new reading book and focus word.

-“Just Look at You!” (the)

-“The Ghost” (the)

-“Tommy’s Tummy Ache” (and)

-“Huggle’s Breakfast” (an)

-Practice blending as a class. Sample words, bug, can, van, bat, cog, zan, etc. Some serious and some silly. What is the difference?

-Blending Center/Game

-Read, “Chicka, Chicka, Boom, Boom” and then have students play a game in groups creating three letter words and determining if the word is silly or serious. Reread book.

4. Resources:

Zoo phonics animals, high freq. flash cards, letter cards, little books, serious/silly cards,

Procedures:

Readiness: Hook(Chicka, Chicka, Boom, Boom)- have a band-aid on my face. Students will have to use their previous knowledge of letter recognition and sounds to create words.
Focus of Lesson: As above
Closure: students will share what words they created in their group using the animals and explaining the sounds to make the word. (students show evidence of what they learned)
Assessment: Student learning will be assessed through observation, verbal questioning and participation.

6. Differentiation: To enrich student learning students will have the opportunity to explore the animal sounds and create words on their own. For students that are struggling, they will only focus on learning two roots. Extra assistance will be given as needed during center time and other independent work time.

Lesson Plan #2

Heather Witt                                      Kindergarten

Reading

1. New Mexico Academic Standards:

Reading Comprehension

            -Retell stories

            -Sequence (beginning, middle, end)

            -Use pictures and context to make predictions

Word Recognition

            -Letter recognition

2.      Objective(s):

-Students will be able to retell a story in their own words, including a beginning, middle, and end.

-Students will be able to make predictions about a story from observing pictures and context.

-Students will be able to recognize upper and lower case letters of the alphabet.

3.      Lesson Summary:

-Read, “The Gingerbread Boy,” make predictions about what is going to happen in the story. (Think out loud)

-Were our predictions right? Did they change as we read?

-Read, “The Very Busy Spider,” make predictions together. Introduce vocabulary words: beginning, middle, end. Use picture cards. Draw a picture of what happened in the beginning, middle, and end.

-Read, “Pet Parade,” make predictions. Discuss beginning, middle, and end. Introduce retelling of the story. Share our, “Once upon a time…,” story with the class.

-Ongoing: Letter Recognition Centers (listed on the back)

-Practice writing letters, “OPQRS,” both upper and lower case. (required reading papers)

4.      Procedures:

a.       Readiness: Hook #1- Let students taste gingerbread. Hook #2- Make spiders out of pipe cleaners. Hook #3- Dog picture. Students will make connections to prior knowledge through discussions.

b.      Focus of Lesson: As above.

c.       Closure: Group Share time. Were students able to determine the beginning, middle, and end of a story? Could they retell a story in the correct sequence? Are students able to recognize upper and lower case letters?

d.      Assessment: Student learning will be assessed through observation, verbal questioning and participation, and data collection (illustrations).

5.      Differentiation: To extend or challenge- Can students use more detail in retelling by including characters, etc? Struggling students will be able to recognize the beginning of a story and recognize most letters. Extra assistance will be given during center time. Students with special needs will be modified as needed.

Letter Centers:

-Environmental Print: Children find examples of letters from food labels, magazines, newspapers, etc.

-Magnetic/Foam Letters: Children match upper and lower case letters. Challenge: spell their name and other familiar words.

-Letter Stamps: Children use letter stamps and ink pads to stamp letters on paper.

-Letter Frames: Children created letters using Wikki-Stix

-White Boards: Children practice writing upper and lower case letters on white boards.