Kindergarten Lesson Plan Example

Lesson Plans – Jennifer Daniel
MONDAY 11/16/15
Day69
TUESDAY 11/17/15 WEDNESDAY 11/18/15
7:45-8:15 Morning Journals
SW write Today is _______ and
draw anything they want on the
next page in their morning journal.
8:20 – 9:10 Specials – Music 8:20 – 9:10 Specials – Inquiry 8:20 – 9:10 Specials – PE
9:10 – 9:40 Calendar
**See Detailed Lesson Plan Notes
section attached, to the right of
Friday’s column.
PebbleGo Social Studies > Long
Ago and Today
Friday’s column.
Ago and Today
Friday’s column.
Ago and Today
9:40-10:25 Reader’s Workshop
Week 15 – Visualizing
Background/Connection: What does
schema mean? When do we use it?
Why?
Mini-Lesson: We make mental images
in our minds using schema when the
pictures do not say enough. Let’s
practice seeing the pictures and the
people or animals inside the pictures
moving to help us understand what the
pictures are trying to say.
TW Night in the Country without
showing students the pictures. SW
close their eyes to visualize what is
happening in the story. TW stop and
ask students to share with a partner
what they are visualizing in their
minds.
Practice: TW read Shhh! They are
Sleeping! By Joyce Sidman. SW draw
what their mental image is based on
the poem.
SW choose new books for the week to
read. SW begin visualizing the actions
they see to make a better story in their
head as they finish drawing their
mental images.
Closing: TW choose students to share
their drawings of their mental images
and explain why they drew each.
Week 15 - Visualizing
Background/Connection: What
does schema mean? When do we
use it? Why?
Mini-Lesson: TW read Listen to the
Rain. SW practice visualizing the
text as we read. TW model what
she visualizes. SW turn and share
what they see in their minds with a
partner.
Practice: TW read My Mental
Image. SW draw what their mental
image is based on the poem.
SW begin reading independently in
their assigned spots as they finish
working. Once all students are
done, students will read with their
partners.
Closing: TW choose 1 – 3 students
to share their drawings of their
mental images and explain why
they drew each. Discuss why our
mental images are more similar
today than yesterday.
Background/Connection: What
does schema mean? When do we
use it? Why?
Mini-Lesson: TW read Read,
Visualize, Draw. SW practice
visualizing the text as we read. TW
model what she visualizes.
Practice: Pause 4 times throughout
the poem so students may illustrate
their mental images as we read
(need pencils and clip boards).
Discuss how and why our mental
images change as the book changes.
SW begin reading independently in
their assigned spots as they finish
working. Once all students are
done, students will read with their
partners.
Closing: TW choose 1 – 3 students
to share their drawings of their
mental images and explain why
they drew each. Why did our
images change when we read?
What told us to change what we
were thinking?

10:25 – 10:40 – Word Work and
Snack
Dismiss 1 table at time to get snack
BookFlix > Celebrations > Giving
Thanks
Poem #15: School Is Out
1. TW display poem on the
projector and read aloud.
2. Define terms and meaning.
3. TW point out phonemic
awareness skills, ending
sounds/rhyming words.
Introduce this week’s sight words
while trash collector walks
around to each student.
10:25 – 10:40 – Word Work and
Snack
BookFlix > Celebrations >
Thanksgiving
2. Repeated readings and point out
phonemic awareness skills, ending
sounds/rhyming words.
3. Echo Read; define and discuss
Practice this week’s sight words
9:25 – 9:40 – Word Work and
Snack
BrainPop Jr. > Thanksgiving
2. Repeated readings and point out
sight words, ending
sounds/rhyming words with table.
3. Choral Read
10:40 – 10:55 – Handwriting
SW come to carpet as they clean
up. TW read page for today’s letter
in Shadow Boxes Book. TW
discuss sound(s) the letter makes.
SW point to the object in the picture
that begins with that letter sound.
TW model writing the letter in My
Letter Writing Book. SW go back
to seats and get ready to write.
Say Writing Rap. SW practice
writing the letter correctly.
10:55 – 11:40 Writer’s Workshop
Week 15-16: Sequencing
Background/Connection: Review
Story Elements cards. Discuss Plot
and Events card. What are events?
Mini-Lesson: When we put events
in order from how they happen,
that’s called sequencing.
TW create anchor chart with
students for sequencing, including
beginning, middle, end and first,
then, last.
Review sequencing by reviewing
The Three Little Pigs, a story we
retold with puppets. SW help
sequence the story by events.
Today, as you write a story, I want
sequencing anchor chart from
yesterday.
Mini-Lesson: Using sequencing
cards, TW introduce the idea of
having an order in which we tell a
story (Beginning, Middle, End).
TW show a sequence of pictures
vertically. SW turn and talk about
what the story could be. TW ask
volunteers to share what we could
write for each picture. Together,
write a story for the sequence of
pictures.
Try one more time, allowing
students to share their ideas. TW
sequencing anchor chart and
Sequencing whole group activity
from yesterday.
Mini-Lesson: SW be randomly
placed into groups of 4. Each
group will be given a set of
sequencing cards. Members must
create a beginning, middle, and end
for each story.
TW give each group 4 index cards
and ask members to write down one
part of the story and place it beside
the story.
TW ask the groups to share their
stories to the class.

you to think about all the events
that happened in your story. Then,
tell me what happened first, then,
and last for your story’s beginning,
Middle, and end.
Practice: SW practice writing a
story with a BME in their Book of
Stories. TW continue conferring
with students on a finished piece of
work.
Closing: SW share their progress
with their table. TW choose 1-3
students to share their stories with
the class.
dictate text.
middle, and end.
work.
the class.
middle, and end.
work.
the class.
11:40 – 12:15 Reading Centers
See detailed notes at end of lesson
plans for group members and
differentiation. SW remain at their
group activity for the duration of
the time.
Group 1: Guided Reading –
demonstrate how to use Kindles
Group 2: Thanksgiving Snap Cube
Counting
Group 3: Starfall Learn To Read
on laptops
Group 4: Fall Handwriting
Literacy Review. Library
Group 5: beginning letter sound
puzzles until Ms. Edgeworth comes
Leave at 12:10 for a bathroom
break before lunch.
the time.
Counting
on laptops
break before lunch.
the time.
Counting
on laptops
break before lunch.
12:18 – 12:48 – Lunch Table 8B
Leave at 12:10 for Bathroom break
on 1st
grade hall (before and after
lunch). Bring lunch number cards
and ice cream money.
12:18 – 12:48 – Lunch Table 8B
on 1st
12:18 – 12:48 – Lunch Table 8B
on 1st
12:48 – 1:15 – TDPE (expect to
leave for the playground at 12:55)
Stop at the classroom to put
lunchboxes up. Leave from the
door by the room and walk around
the building to the playground on

the center line. The last first grade
teacher should give you the Walkie
Talkie as you walk up.
1:15 – 2:10 Math
Topic 6-1: Counting to 30
Warm Up: Let’s Get Fit – Count to
100 youtube video on carpet
Number talk
Focus: When will you count to 30
to find out about a set of objects?
Vocabulary: thirty
SW watch and respond to video.
TW explain Set the Purpose,
Connect, Academic Vocabulary,
and Pose the Problem using p. 109
of TE enVisionMATH.
TW model and SW complete small-
group interaction and extend as
described in TE.
Practice: SW complete workbook
pages as guided by teacher on p.
110. TW check pages for accuracy
before SW place in file cabinets.
Grab a handful of items and count.
Close: on following page of TE
1:15 – 2:10 Math
Topic 6-2: About How Many?
Number talk
Focus: How can you estimate how
many objects are in a group?
Vocabulary: about
of TE enVisionMATH.
described in TE.
Grab a handful of items. Estimate
about how many. Count for
accuracy.
1:15 – 2:10 Math
Topic 6-3: Counting to 100
Number talk
Focus: What numbers are repeated
in each column as you count?
Vocabulary: hundred chart, row,
column
of TE enVisionMATH.
described in TE.
Look and See with building 2 digit
number and locating it on a
hundred’s chart.
2:10 – 2:40 Social Studies
Veterans Day
Background: Watch
LetsFindOut.com Thank You
Veterans Video
Mini-Lesson: Distribute and read
Let’s Find Out – Happy Veterans
Day, Mom!
What is a Veteran? Why do we
celebrate Veteran’s Day?
Practice: Review questions on our
Wonder Wall. SW have a chance
to ask and answer questions on our
Wonder Wall.
Then and Now
Background: Introduce that the
holiday of Thanksgiving is coming
up, so we need to understand how
people lived in that time and why
we give thanks now.
Mini-Lesson: Go to PebbleGo
Social Studies > Long Ago and
Today. Allow students to choose
what topic they would like to learn
about.
Practice: As a whole class, make a
Venn Diagram comparing then and
Then and Now
Background: Introduce that the
holiday of Thanksgiving is coming
up, so we need to understand how
people lived in that time and why
we give thanks now.
Mini-Lesson: Go to PebbleGo
Social Studies > Long Ago and
Today. Allow students to choose
what topic they would like to learn
about.

Closing: SW complete the Calendar
Skills page on the back.
now based on the topic.
Closing: TW read The Pilgrims and
ME until the bell rings.
Closing: TW read The Pilgrims and
ME until the bell rings.
2:40 – 2:45 Pack Up
See Detailed Lesson Plan Notes
Friday’s column.
2:40 – 2:45 PACK UP
Friday’s column.
2:40 – 2:45 PACK UP
Friday’s column.
2:45 – 3:15 DISMISSAL
Friday’s column.
Friday’s column.
Friday’s column.

THURSDAY 11/19/15 FRIDAY 11/20/15 Detailed Lesson Plan Notes:
SW = Students Will
TW = Teacher Will
Calendar Routine is as
follows:
Bathroom break on the way
back from specials
(not ready yet): SW grab their
device or a whiteboard and
marker, then sit quietly on
meeting corner carpet as they
come in.
Weekend Buddy Share
(Mondays)
Play months of the year song
(track #13). SW stand and
count months on their fingers in
normal voice, whisper,
presenting, and normal again.
Discuss how to read a calendar,
sing days of the week (track
#12), guess the next picture
pattern and number, ask
students what today is/yesterday
was/tomorrow will be and sing
song.
Vote on weather via song (track
#14) and fill in on bar graph.
Review how many days we’ve
been in school represented in
hundreds chart (count to and
flip over the next number),
place value mat (add a square to
the ones), tally marks, tens
frame (add a circle), bundles
(add a straw), and cubes (add a
cube based on color pattern).
Play any track 18 – SW greet
their neighbor around the room
while the song plays. SW
return to carpet when song
stops, ready for reading.
PACK UP/ T.D.P.E. Routine
SW write Today is _______ and draw
anything they want on the next page in
their morning journal.
SW write Today is _______ and draw
anything they want on the next page in
their morning journal.
8:20 – 9:10 Specials – Art 8:20 – 9:10 Specials – PE
section attached, to the right of Friday’s
column.
PebbleGo Social Studies > Long Ago
and Today
column.
Prepare for Book Buddies In Lab A
Background/Connection: Why do we
create mental images, or visualize,
when we read? refer to anchor chart
Mini-Lesson: TW distribute The Story
of Thanksgiving mini-book. Discuss
how we can use our 5 senses and
schema to imagine what it was like for
the characters in the story. SW use
sentence starters to describe what they
visualize.
Practice: SW practice creating mental
images as they read independently in
their book boxes. SW practice marking
pages that spark visualizing with a post
it note. TW confer with students.
Closing: SW share their connections
with their assigned partners. Reiterate
that having mental images helps us
become better readers because we
better understand what is happening in
the story. TW confer and point out
students who made good connections.
Book Buddies @ 9:20 IN LAB A
Background/Connection: Why do we
create mental images, or visualize,
when we read? Remind students of
how we can use our 5 senses to help us.
Mini-Lesson: Today, I want us to
share our mental images with others so
that we can create one collaborative
image together. TW read Butterflies
poem. Discuss what images it brings to
mind. TW review good poster
planning.
Practice: SW work with their table to
draw one image to represent how they
visualized the poem. TW remind
students that this is a collaborative
project, so only one image needs to be
drawn.
Closing: SW share their posters with
the class. Reiterate that having mental
images helps us become better readers
because we better understand what is
happening in the story.
10:25 – 10:40 – Word Work and
Snack
Written Response: Draw your
favorite past time on an index card.
1. TW display poem on the projector
10:25 – 10:40 – Word Work and
Snack
StarFall Calendar Review
1. TW display poem on the projector
and read aloud.

and read aloud.
2. Written/Active Response
3. Choral Read
while trash collector walks around to
each student.
2. SW circle sight words and identify
rhyming words on their individual
copies in their Book of Poems.
3. SW color the poem.
while trash collector walks around to
each student.
is as follows:
SW collect cubbie items and
have color calendar out while
teacher assesses behavior stick.
TW show behavior stick to each
table and SW color in the
appropriate color for that day.
Teacher must check the
student’s color calendar before
students may get book bags to
pack up.
DISMISSAL Routine is as
follows:
Have projector turned on to
ch.2 at 2:45 for the order of bus
dismissal.
See How We Go Home on
cubbies for student
transportation.
SKILLS OF THE WEEK (as
posted on the class website)
- Calendar Time: Holidays in
the month of November
- Reader’s Workshop: How do
we show what we visualized
when reading a poem?
- Writer’s Workshop:
Beginning sequencing pictures
to make a story. How can I tell
a story with a beginning, middle
and end?
- Math: Learning numbers to
100 and looking for patterns.
- Social Studies: Why do we
celebrate Thanksgiving? How
is life different now and long
ago? (starting to learn about
colonial times before
Thanksgiving)
________________________
Reading Workshop partners:
Jerrel, Nick
Hanna, Emersyn
Terri, Sophia
SW come to carpet as they clean up.
TW read page for today’s letter in
Shadow Boxes Book. TW discuss
sound(s) the letter makes. SW point to
the object in the picture that begins
with that letter sound.
Letter Writing Book. SW go back to
seats and get ready to write.
Say Writing Rap. SW practice writing
the letter correctly.
SW come to carpet as they clean up.
TW read page for today’s letter in
Shadow Boxes Book. TW discuss
sound(s) the letter makes. SW point to
the object in the picture that begins
with that letter sound.
Letter Writing Book. SW go back to
seats and get ready to write.
Say Writing Rap. SW practice writing
the letter correctly.
Weeks 15-16: Sequencing
sequencing anchor chart and
Sequencing activity from yesterday.
Mini-Lesson: What words can we use
to sequence our stories? As a whole
class, brainstorm different words for
beginning, middle, and end. As
students share, TW dictate onto anchor
chart.
Practice: SW be given a sequencing
cut and paste activity to cut apart, glue
in order, and write a word or sentence
to describe the beginning, middle, and
end of the story that is shown. TW
monitor and dictate as needed.
As students finish, SW continue
writing a story with a BME in their
Book of Stories. TW continue
conferring with students on a finished
piece of work.
Closing: SW share their progress with
their table. TW choose 1-3 students to
share their stories with the class.
Weeks 15-16: Sequencing
Background/Connection: Review a few
sequencing cut and paste activities.
Allow for 1 or 2 students to read their
stories. TW point out words that tell
BME of story.
Mini-Lesson: TW read A
Thanksgiving story big book. Discuss
what happened in the BME of the
story.
TW place a post it to show where the
beginning, middle and end are found in
the book.
Practice: TW distribute 5 little turkeys
mini-book. SW cut and assemble book
using sequencing skills.
As students finish, SW continue
writing a story with a BME in their
Book of Stories. TW continue
conferring with students on a finished
piece of work.
Closing: SW share their progress with
their table. TW choose 1-3 students to
share their stories with the class.

group activity for the duration of the
time.
Counting
Group 2: Starfall Learn To Read on
laptops
Group 1: Fall Handwriting Literacy
Review. Library
Leave at 12:10 for a bathroom break
before lunch.
group activity for the duration of the
time.
TW distribute and read Let’s Find Out
– Trip on a Ship
Pilgrim Toilet Paper Roll
Exploration and creation.
Leave at 12:10 for a bathroom break
before lunch.
Ace, Tate
Alejandro, Sergio
Annaleah, Yuvi
Cameron, Marty
Jade, Blakely
Copelan, Marek
Cade, Makayla
Danielle, Nikolas, BJ
Reading Centers @ 9:40
Group 1 (Challenge Group)
1. Sight Word List #8-10.
2. Round Robin Mini-book
Level A reading.
3. Blend letter sounds to read.
 TOTD: create page of their
own to add to book
Terri
Sophia
Annaleah
Emersyn
Ace
Group 2 (Advance)
1. Sight Word List #6-8.
2. Review sight words in mini-
book to prepare to read
3. Round Robin Mini-book
Level A reading, blending
intro.
 TOTD: create page of their
own to add to book
Marek
Tate
Blakely
Yuvraj
Nikolas
Group 3 (On Level)
1. Sight Word list #4-6
2. Make sentences with words
3. Find words in mini-book
4. Echo Read Mini-book
 TOTD: Round Robin Read
Hanna
Nick
Makayla
Cade
Cameron
12:18 – 12:48 – Lunch Table 8B
Leave at 12:10 for Bathroom break on
1st
grade hall (before and after lunch).
Bring lunch number cards and ice
cream money.
12:18 – 12:48 – Lunch Table 8B
Leave at 12:10 for Bathroom break on
1st
grade hall (before and after lunch).
Bring lunch number cards and ice
cream money.
12:48 – 1:15 – TDPE (expect to leave
for the playground at 12:55)
Be sure to get the Walkie Talkie and
bag from the K/1st
Grade workroom on
top of the fridge. Bring these out with
you to the playground. Walk down the
kindergarten hall and stop at the room
to put lunchboxes up and grab jackets if
necessary. Leave from the door by the
room in the hall and walk around the
building to the playground on the
center line. Ring the bell to come in.
Use the bathrooms on the 1st
grade hall.
12:48 – 1:15 – TDPE (expect to leave
for the playground at 12:55)
Be sure to get the Walkie Talkie and
bag from the K/1st
Grade workroom on
top of the fridge. Bring these out with
you to the playground. Walk down the
kindergarten hall and stop at the room
to put lunchboxes up and grab jackets if
necessary. Leave from the door by the
room in the hall and walk around the
building to the playground on the
center line. Ring the bell to come in.
Use the bathrooms on the 1st
grade hall.
1:15 – 2:10 Math
Topic 6-4: Counting Groups of Ten
Warm Up: Let’s Get Fit – Count to 100
youtube video on carpet
Number talk
Focus: How can you count objects that
are in groups of 10?
Vocabulary: hundred chart, row,
column
1:15 – 2:10 Math
Topic 6-5: Patterns on a Hundred
Chart
Warm Up: Let’s Get Fit – Count to 100
youtube video on carpet
Number talk
Focus: When you count by 2s and 10s
on a hundred chart, what patters do you
see?

TW explain Set the Purpose, Connect,
Academic Vocabulary, and Pose the
Problem using p. 115 of TE
enVisionMATH.
described in TE.
pages as guided by teacher on p. 116.
TW check pages for accuracy before
SW place in file cabinets.
Count the items by placing them in
groups of 10 first.
Vocabulary: count by 2s, count by 10s
TW explain Set the Purpose, Connect,
Academic Vocabulary, and Pose the
Problem using p. 117 of TE
enVisionMATH.
described in TE.
pages as guided by teacher on p. 118.
TW check pages for accuracy before
SW place in file cabinets.
Practice skip counting using coins.
Group 4 (Below Level)
1. Sight Word List #2-4
2. Review letter sound with
first letter in sight word
3. Echo Read mini-book
4. SW Choral read as a group
 TOTD: Circle sight words
Danielle
Jerrel
Copelan
Sergio
Jade
Group 5 (Intervention)
1. Review letters and sounds
2. Letters make up words
3. Echo Read Mini-book
 TOTD: ID letters make up
word
**This group will not rotate to
all centers. TW meet with
them during RW.
BJ
Marty
Alejandro
*Alejandro, BJ, and Marty go
with Ms. Edgeworth for small
group.
Then and Now
Background: What was it like for the
pilgrims?
Mini-Lesson: Go to PebbleGo Social
Studies > Long Ago and Today. Allow
students to choose what topic they
would like to learn about.
Closing: TW read Sarah Morton’s Day
until the bell rings.
Then and Now
Background: Read Thanksgiving Day.
Mini-Lesson: Go to PebbleGo Social
Studies > Long Ago and Today. Allow
students to choose what topic they
would like to learn about.
Closing: TW read Growing up in
Colonial Times until the bell rings.
2:40 – 2:45 Pack Up
column.
2:40 – 2:45 Pack Up
column.
2:40 -2:45 DISMISSAL
column.
2:40 -2:45 DISMISSAL
column.

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