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

RF.PK.1

RF.PK.2SL.PK.2

RI.PK.1

The children will be able to name and write uppercase Q and lowercase q. 

What lines do we use to form Q q? 

1. Introduce the lesson with the poem “Questions and answers.”
2. Have the children echo-read the poem.
3. Have the children remember when to use uppercase and lowercase letters.
4. Model forming Q  q using wooden sticks.
5. Have the children answer the following questions: What lines are use  in forming  Q and q? What words begins with the sound /q/? How do you know that word begins with Q q? Can you give a sentence using the ______?
6. Have the children practice forming Q q with their wood sticks.
7. Distribute Little Black Boards.
8. Have the children practice forming Q q.
9. Distribute Activity p. 111.
10. Have the children practice forming Q q in Activity P. 111.

1. What lines are use  in forming  Q and q?
2. What words begins with the sound /q/?
3.  How do you know that word begins with Q q?
4.  Can you give a sentence using the ______?

Tues 

 Music

Music 

Music 

Music

Wed

RL.PK.1

RL.PK.2

RL.PK.3

RL.PK.5

RL.PK.7

The children will listen to recognize the main idea. 

 What activities are mentioned in the poem?

1. Introduce the lesson with “Walking in the Snow.” 
2. Ask the children: How does it feel to walk in the snow?
3. Have the children echo-read the rhyme and and go through the actions.
4. Discuss what the Rhyme is all about.
5. Ask: What is the rhyme about?
6. Introduce the concept of the main idea.
7. Explain to the children that listening for clues or details will help them figure out the main idea of a poem or  story that they hear.
8. Set up a purpose for listening to the poem “The Deep Deep White.”
9. Ask the children to listen carefully to find out what the poem is all about.
10. Ask the children: What activities are mentioned in the poem? Can you recall some of the details they heard in the poem? What clues tell tell you what the poem is about?
11. Lead discussion on the details they would expect to see in the illustrations.
12. Ask: Would you expect to see someone  wearing a swimsuit or riding a bicycle? Why not?

1.  What activities are mentioned in the poem?
2.  Can you recall some of the details they heard in the poem?
3.  What clues tell tell you what the poem is about?
4. Would you expect to see someone  wearing a swim suit or riding a bicycle? Why not?

Thurs

RL.PK.1

RL.PK.2

RL.PK.3

RL.PK.5

RL.PK.7

 Recognize the main idea in pictures.

 Which of the following pictures tells the main idea of the picture?

1. Review listening for main idea with poems from Rhymes for All Seasons.
2. As the children if they have ever flown a kite.
3. Discuss the poem “Kite Day.”
4. Encourage the children to talk about kites. 
5. Talk about the best weather for flying kites.
6. Display illustrations and ask children to look at the pictures as i read the poem.
7. Connect details to the main idea.
8. Have the children determine the main idea of a picture in Activity P. 113.
9. Ask: What is happening in the picture? What the important idea of the whole picture? Can you explain what is happening in each picture?

1.  What is happening in the picture?
2.  What the important idea of the whole picture?
3. Can you explain what is happening in each picture?

Fri

RL.PK.1

RL.PK.2

RL.PK.3

RL.PK.5

RL.PK.7

Recognize words that mean opposite. 

What picture is the opposite of the picture in the left? 

1. Introduce the lesson with “Wouldn’t You.” 
2. Introduce the concept of opposite.
3. Have the children point to things that are high and low: sky (high), clouds (high)grass (low), road (low).
4. Explain that the words like high and low are called “opposites.”
5. Give examples of opposites children have learned.
6. Say the following sentence pair and ask the children to complete the second sentence with a word that is the opposite of, or completely different than, the way the first sentence ends.
7. Have the children identify other opposites.
8. Distribute Activity P. 114.
9. Have the children match pictures that shows opposites.
10. Ask: What picture  is this? What picture is the opposite of this? How are they different?

1. What picture  is this?
2. What picture is the opposite of the picture in the left?
3.  How are they different?

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. clue                               6.opposite

2. main idea                               7.

3.  picture                              8.

4.                                9.

5.                               10.

Use of Technology:

   ____ Smartboard

   ____ Student Response System