| CCSS Code e.g. RL.K.5 | OUTCOMES (Lesson Focus) What will the students know or be able to do at the end of the lesson? | ASSESSMENT How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment. | STRATEGIES In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement. | 3 HOT QUESTIONS e.g. one should be on knowledge, one on application, and one on synthesis or evaluation. |
Mon | RL.PK.5 PK.CC.2 PK.CC.3 PK.CC.4 PK.CC.5 PK.CC.6 | Count forwards from 0 to 10 and backwards from 10 to 0.
| What number do you start when counting forwards from 0 to 10, and when counting backwards from 10 to 0?
| - Have the children count forwards from 0-5. Then count backwards from 5-0. when they reach 0, put hands up, jump and say “Blast off!”
- The teacher will recite “One, Two, Buckle My Shoe” several times.
- Distribute number cards to pairs.
- Put down the 0 card and say the number.
- Then have partners say the rhyme together as they take turns putting down the correct number cards for each line.
- After pairs show the numbers through 10, have them start at 10 and point to each cards as they count backwards from 10 to 0.
- Ask: What number do we start when we count forwards? (0 or 1) What number comes after _____ when counting forwards? What number comes before ____? How did you find out? (counting backwards)
| - What number do we start when we count forwards? (0 or 1)
- what number do we start when we count backwards from 10 to 0?
- What number comes after _____ when counting forwards?
- What number comes before ____ when counting backwards?
- How did you find out? (counting backwards)
|
Tues | RI.PK.1 RI.PK.2 SL.PK.1 SL.PK.5PK.CC.2 PK.CC.3 PK.CC.4 PK.CC.6 | The children will learn to identify and write the numbers 1 and 2. | How many objects are in each group? | - The teacher will write the number 1 and will add a counters, then will write 2 and will add two counters next to the number.
- Ask the children to point to, count, and say the numbers of counters.
- Ask: What numbers is that? How many counters each number have? How do you know? Which group has more?
- Distribute to each child a their small black boards and chalk.
- The teacher will model how to write number 1.
- Have the children try to write 1.
- The teacher will help those with difficulties.
- Then the teacher will model writing 2.
- Have the children write 2.
- The teacher will help those with difficulties.
| - What number is this?
- When do we use lines and curves to write numbers 1 and 2?
- Which group has more? Why?
|
Wed | PK.CC.1 PK.CC.2 PK.CC.3 PK.CC.4 PK.CC.6 | The children will learn to identify and write the numbers 1 and 2 | What number is this?
| - Have the children arrange numbers 0-5.
- The teacher will write the number 1 and will add a counters, then will write 2 and will add two counters next to the number.
- Ask the children to point to, count, and say the numbers of counters.
- Ask: What numbers is that? How many counters each number have? How do you know? Which group has more?
- Distribute to each child a their small black boards and chalk.
- The teacher will model how to write number 1.
- Have the children try to write 1.
- The teacher will help those with difficulties.
- Then the teacher will model writing 2.
- Have the children write 2.
- The teacher will help those with difficulties.
| - What picture is that?
- How many objects are on that group?
- Dow ring or do we X? Why?
|
Thurs | PK.CC.5 PK.CC.2 PK.CC.3 PK.CC.4 PK.CC.5 PK.CC.6 | Identify groups of 1 -3 and read numbers 1-3. | How would you make a group of 1, 2 or 3 objects? | - Have the children arrange numbers 0-5.
- Identify numbers 1,2 and 3.
- the teacher will demonstrate making groups of 1-3 objects.
- Distribute nest and eggs to each child.
- Have the children identify the number on the nest and make a group of eggs according to the number.
- Ask: What number is that? How would you make a group of 1, 2 or 3 objects? Which group has more which group has the least?
- The teacher will go around helping the children that need help making groups.
| - What number is that?
- How would you make a group of 1, 2 or 3 objects?
- Which group has more which group has the least?
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Fri |
| Halloween Parade & Party! | Halloween Parade and Party! | Halloween Parade and Party! | Halloween Parade and Party! |
| | Bloom’s Taxonomy (HOTS Questions) -Knowledge -Comprehension -Application -Analysis -Synthesis -Evaluation | School Grade Weighting Scale:
Tests (40%): Quizzes (20%): Classwork/ Participation (15%): Homework (5%): Projects/ Portfolios (20%): | Vocabulary words for week: 1. numbers 6. 2. group 7. 3. 1- one 8. 4. 2- two 9. 5. count 10. | Use of Technology:
__*__ Smartboard
___*_ Student Response System
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