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.8

RL.PK.5

RL.PK.9

RL.PK.11RI.PK.7

The children will learn to:

• Handle book properly
• Listen and respond to read aloud
• Understand story vocabulary
• Listen for comprehension
• Determine important ideas.

Why did Goldielock ran away? 

1. Print awareness: Track print from top to bottom.
2. Auditory discrimination: Identify sounds.
3. Distribute booklets.
4. Have the children discuss the cover.
5. Have the children practice turning pages.
6. Play CD 1, Track 6.
7. Guide listening and comprehension .
8. Have the children answer the following questions:
9. Help the children complete comprehension activity by marking some pictures on page 8.
10. Check comprehension and following directions by going over the questions. 

1. Which picture shows when Goldielocks broke the Baby Bear’s chair? Why did she break the chair?
2. Where is Baby Bear?
3. How do you know that is Baby bear?
4. Where does it show Goldielock running away?
5. Why did she run away?

Tues

RL.PK.3

RL.PK.5

RF.PK.1

RF.PK.2

 Listen to nursery rhymes and recalling details. 

What happened to him?

1. Share several nursery rhymes, such as “Little Boy Blue.”
2. Discuss the rhyme with the children.
3. Read the rhyme “Humpty Dumpty.”
4. Ask: Where was Humpty Dumpty sitting? What happened to him? Who tried to put Humpty dumpty together?
5. Introduce the concept of listening to details.
6. Complete activity page 8.

1. Where was Humpty Dumpty sitting?
2. What happened to him?
3. Who tried to put Humpty dumpty together?

Wed

RL.PK.3

RL.PK.5

RF.PK.1

RF.PK.2

 The children will:

• Recognize the sound /k/ in initial position
• Associate the letters C c with the sound /k/.

 What sound does the letter C c makes? 

1. Introduce the lesson with “Hey Diddle, Diddle.”
2. Have the children tell what they remember about the rhyme.
3. Have the children echo-read.
4. Introduce initial /k/ as in cat.
5. Ask: What sound does the letter C c makes? What words begin with the /k/ sound? Can you use them in a sentence?
6. Use Concept Cards to practice.

1. What sound does the letter C c makes?
2. What words begin with the /k/ sound?
3. Can you use them in a sentence?

Thurs

RL.PK.3

RL.PK.5

RF.PK.1

RF.PK.2

 The children will:

• Recognize the sound /k/ in initial position
• Associate the letters C c with the sound /k/. 

 Does the picture begins with /k/ sound?

1. Have the children  recognizing initial /k/.
2. Have the children identify words that do not begin with /k/ and answer why not.
3. Have the children identify /k/ in words.
4. Summarize listening for /k/ and providing additional practice.
5. Have the children say a sentence using words with initial sound /k/.
6. Have the children match Cc to /k/ in activity p.16.  

1. What sound does the letter C c makes?
2. What words begin with the /k/ sound?
3. Can you use them in a sentence?

Fri

RF.PK.1

RF.PK.2

W.PK.6

Name and write uppercase C and lowercase c. 

How is the letter C and c form? 

1. Introduce the lesson with the letter C c chant.
2. Have the children identify uppercase C and lowercase c.
3. Model writing C and c.
4. Have the children practice writing C and c in small black boards and in activity p. 15. 

1. What sound does the letters C and c make?
2. How is the letter C and c form?
3. Which one is the uppercase?
4. Which one is the lowercase?

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.  cat                              6. curve

2.  car                              7. coat

3. carrot                          8. cow

4. candle                         9. cup

5. cake                          10.

Use of Technology:

   __+__ Smartboard

   ___+_ Student Response System