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.2

RI.PK.1

RL.PK.5

Listening to Rhymes for All Season and discuss the seasons and weather.

How is spring and different from winter? 

1. Introduce the lesson with “Rain, Rain, Go Away.”
2. Read poems from Rhymes for All Seasons.
3. Discuss what spring is and the spring activities the poem celebrates.
4. Ask: What is spring like where you live? What special things can you do in the spring? How is spring and different from winter?
5. Have the children describe seasonal weather and seasonal activities.
6. Have the children identify seasons and discuss weather.
7. Have the children recall what they learned about weather and seasons.
8. Have the children draw a picture of their favorite season.

1. What is spring like where you live?
2. What special things can you do in the spring?
3. How is spring and different from winter?

Tues

RF.PK.1

RF.PK.2

RI.PK.4

SL.PK.2

Recognize the sound /p/ in initial position. 

What sound does the letters P and p make at the beginning? 

1. Explain that patter is a quiet sound the rain sometimes makes.
2. Introduce the lesson with “Rain Patter.”
3. Have the children echo-read the poem.
4. Ask: What sound does the letters P and p make at the beginning? Can you find the letters P p in the poem? How do you know the word begins with P p?
5. Introduce initial /p/ as in pencil.
6. Have the children identify words that begins with /p/ in the poem.
7. Have the children listen and identify words with initial /p/.
8. Have the children use words in sentences. 

1. What sound does the letters P and p make at the beginning?
2. Can you find the letters P p in the poem?
3. How do you know the word begins with P p?

Wed

RF.PK.1

RF.PK2

RI.PK.1

RI.PK.7

Name and write Uppercase P and lowercase p. 

 How are they form?

1. Introduce the letters P p with “Painting Pictures at the Zoo.”
2. Have the children find P p in words.
3. Model writing the letters P p.
4. Ask: Where is uppercase P and lowercase p? What sound does the letters P and p makes? Where is the curve in P and p? How are they the same? How are they different?
5. Model writing the letters P p.
6. Distribute Activity page 109, and pencils.
7. Have the children practice writing the letters P p in activity page 109.  

1. Where is uppercase P and lowercase p?
2.  What sound does the letters P and p makes?
3. Where is the curve in P and p?
4. How are they form?

Thurs

RF.PK.1

RF.PK.2

RI.PK.4

SL.PK.2

Associate the letters P p with the sound /p/. 

 What words begin with initial  /p/?

1. Introduce the lesson with “Painting Pictures at the Zoo.”
2. Review initial /p/.
3. Ask:  Can you identify the letters P p? What words begin with /p/? Can you use a word with initial /p/ in a sentence? 
4. Introduce the letters/sound correspondence P p /p/.
5. Have the children identify P p as the letters that stand for initial /p/.
6. Have the children identify P p/p/ in words.
7. Distribute activity p. 110 and a crayon.
8. Have the children match P p tp /p/ in activity p. 110.

1. Can you identify the letters P p?
2. What words begin with initial  /p/?
3. Can you use a word with initial /p/ in a sentence?

Fri

RF.PK.1

RF.PK2

RI.PK.1

RI.PK.7

Name and write uppercase Q and lowercase q. 

 How are Q and q same and different?

1. Introduce the lesson with “Questions and Answers.”Review initial /q/.
2. Ask: Can you identify the letters Q q? What words begin with Q q? How are Q and q same and different?
3. Have the children identify words with initial /q/.
4. Model writing the letters Q q.
5. Distribute activity p. 111.
6. Have the children practice writing Q q in activity p. 111.  

1. Can you identify the letters Q q?
2. What words begin with Q q?
3. How are Q and q same and different? ( They have the same sound but, they are formed 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.  pail                              6. peach

2.  pencil                          7. pumpkin

3.  popcorn                      8. pillow

4.  pail                              9. puppies

5.  puddle                      10. prickly

Use of Technology:

   ____ Smartboard

   __*__ Student Response System