Daily Lesson Plan

Name: Abigail Cline Date: February 12-16th

Subject: Math/Science Topic: Daily Calendar Activities

Grade: Kindergarten Length of Lesson: 20 Minutes

Steps/Format of this lesson will be repeated M, T, W, Th, and F.
The Big Idea: Understanding the passage of time, assessing the weather and counting.
Standard:
 Counting and Cardinality, Science
Cluster:
 Know number names and the count sequence, Weather and Climate
Objective:
M.K.1- Count to 100 by ones and by tens.
M.K.2- Count forward beginning from a given number within the known sequence (instead of
having to begin at 1).
M.K.3- Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-
20 (with 0 representing a count of no objects).
M.K.4- Understand the relationship between numbers and quantities; connect counting to
cardinality.
1. When counting objects, say the number names in the standard order, pairing
each object with one and only one number name and each number name with
one and only one object.
2. Understand that the last number name said tells the number of objects
counted and the number of objects is the same regardless of their
arrangement or the order in which they were counted.
3. Understand that each successive number name refers to a quantity that is one
larger.
M.K.5- Count to answer questions (e.g., “How many?”) about as many as 20 things arranged
in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration;
given a number from 1–20, count out that many objects.
M.K.6- Identify whether the number of objects in one group is greater than, less than, or
equal to the number of objects in another group (e.g., by using matching and counting
strategies).
M.K.7- Compare two numbers between 1 and 10 presented as written numerals.
M.K.13- Compose and decompose numbers from 11 to 19 into ten ones and some further
ones by using objects or drawings and record each composition or decomposition by a
 drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten
ones (one ten) and one, two, three, four, five, six, seven, eight, or nine ones.
 S.K.GS.7
Use and share observations of local weather conditions to describe patterns over
time.
SC.O.K.1.07 - Collect and record information in a variety of ways (e.g., drawings, weather
calendar, or graphs).
S.K.GS.8- Ask questions to obtain information about the purpose of weather forecasting to
prepare for, and respond to, severe weather.

Specific Objective: Students will be able to participate in daily calendar activities such as
calendar, weather, counting and patterns and demonstrate mastery of these skills on an
informal assessment with 90% accuracy.
Materials:
1. Bulletin Board
2. Spot (laser light)
3. White Board & Marker
4. Popsicle Sticks
5.
Direct Instruction:
1. Display the daily schedule having the students watch as you read and place the schedule
in order onto the Velcro strips to show the current day’s schedule.
2. Display the daily schedule having the students watch as you read and place the schedule
in order onto the Velcro strips to show the current day’s schedule.
3. The teacher will read the current calendar pattern.
4. The teacher will say the ordinal numbers and have the students count up to the current
date. The teacher will write the number on the calendar piece modeling the correct way
to make the number as the students watch.
5. The teacher and the students will sing the “Days of the Week” song while doing the
motions.
6. The teacher and the students will sing “The Month’s Song”.
7. Using the number ling, count backwards from 10 and then forward on the number line
using “Spot” (the laser light) to count up to current day, stopping along the way from 0-
20 to do “Number Aerobics” with various numbers. Then, count forward up to the next
number and add the next number on the number line.
8. Write the date on the small white board and have the students sky write the number.
9. The teacher will count popsicle sticks in 1’s, 10’s and 100’s pouches.
10. Have the class leader check the weather and show on the weather dial what it’s going to
be like for the day.

Guided Practice:
3.Have students say the current calendar pattern and extend the pattern with calendar pieces.
Then have the leader add the next piece of the pattern to the calendar.
4. The teacher will say the date twice and has students repeat a couple times. (Use a variety of
voices and different expressions daily to keep the students interested).
5. The teacher and students will say each month again, stopping at each month for each
student to say his/her birthday and then sitting back on their spot on the carpet.
8. The teacher will have the students repeat the date after the teacher.
9. The teacher will have the class leader add a stick to show the number from the number line.
Have the class recount to establish the appropriate amount of sticks.
10. Ask the students what type of clothing should be worn on that day with the weather.

Lesson Closure: Bring students back to the carpet and talk about their Present/Absent chart
and counting the number of students present and absent that day. Review the number from 0-
20 using the number cards.

Independent Practice: Have the students skywrite the number for today’s date (from the small
dry erase board) and then have the students write today’s date on their student calendars in
their folder.

Assessment: The teacher will use informal assessment to monitor students during direct
instruction and guided practice to make sure students are able to participate in daily calendar
activities such as calendar, weather, counting and patterns with 90% accuracy.

Lesson Reflection: The students stay very engaged during calendar. They love being able to
interact with each other as well as the teacher. The students are very comfortable with me,
which makes student teaching a lot smoother. I love doing little competitions, for example,
asking the students to sky write todays date faster than me. They love beating the teacher! I
think this is an excellent daily opener for the students.