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

RI.PK.1

RI.PK.4

RF.PK.2SL.PK.4

L.PK.1

L.PK.6

Recognize the sound /g/ in initial position. 

What sound does the letter /g/ makes? 

1. Introduce the lesson with the poem “Table Manners.”
2. Introduce initial /g/ as in goat.
3. Ask: What is a Goop?
4. Identify names of people who who work in the community. (grocer, garbage collector)
5. Have the children listen and identify words with initial /g/. 
6. Ask: What sound does the letter /g/ makes? What other words begin /g/? Can you use the word in a sentence?
7. Use Concept Cards to practice listening for initial /g/.
8. Summarize  listening for /g/ and provide additional practice.

1. What sound does the letter /g/ makes?
2.  What other words begin /g/?
3. Can you use the word in a sentence?

Tues

RI.PK.1

RI.PK.4

RF.PK.2SL.PK.4

L.PK.1

L.PK.6

Associate the letters G g with the sound /g/. 

What words in the poem begin with G g? 

1. Introduce the lesson with “Gertrude the Goat.”
2. Review the initial /g/.
3. Ask: What sound does the letters G g make? What words in the poem begin with G g? (Point at the word) Can you make your own sentence using that word?
4. Introduce the letter/sound correspondence G g /g/.
5. Use Concept Cards to help children match G g to /g/.
6. Have the children use Activity p. 46 and a crayon to help them practice associating G g to /g/.

1.  What sound does the letters G g make?
2. What words in the poem begin with G g? (Point at the word)
3.  Can you make your own sentence using that word?

Wed

RI.PK.1

RI.PK.4

RF.PK.1

RF.PK.2

Name and write uppercase g and lowerase g. 

 How do we form the letters G and g?    

1. Introduce the lesson with Gertrude the Goat.
2. Have the children identify G g.
3. Ask: What letters letters are these? What sound do they  make? What words begin with the /g/ sound?
4. Distribute small Blackboards, and chalk to each child.
5. Model writing G g.
6. Ask: What kind of lines do we use to form G and g? (curved lines) How do we form the letters G and g?
7. Explain when to to use uppercase G and lowercase g.
8. Have the children practice writing G and g on the small black boards.  

1. What letters letters are these?
2.  What kind of lines do we use to form G and g? (curved lines)
3.  How do we form the letters G and g?

Thurs

RI.PK.1

RI.PK.4

RF.PK.1

RF.PK.2

 Name and write uppercase g and lowerase g. 

How do we wrote G and g? (Demonstrate on paper) 

1. Introduce the lesson with Gertrude the Goat.
2. Have the children identify G g.
3. Ask: What letters letters are these? What sound do they  make? What words begin with the /g/ sound? How do we form the letters G and g?
4. Distribute Activity p. 45, and pencils.
5. Model ig and g on the black board.
6. Ask: What kind of lines do we use to write G and g?
7. Have the children practice writing G g on Activity P. 45.

1.  What letters letters are these?
2.  What sound do they  make?
3. What words begin with the /g/ sound? How do we form the letters G and g?

Fri

RL.PK.1

RL.PK.2

RL.PK.3

RL.PK.5RL.PK.7

Listen to sequence 

What happened first and last in the rhyme? 

1. Introduce the lesson with “Jack Horner.”
2. Ask: How do you think Jack would have sat when he was in the corner?
3. Read the rhyme and act out  as I read.
4. Discuss the beginning and the end of “Jack Horner.”
5. Ask: What was Jack doing at the beginning of the poem? What did he said at the end of the rhyme?
6. Lead children reciting  “ Jack and Jill.” 
7. Help the children recite the beginning and end of “Jack and Jill.”
8. Ask: what happened at the beginning? What did Jack and Jill did at the beginning of the rhyme?
9. Repeat the process, asking what happened at the end of the rhyme.
10. Have the children recite the end of the rhyme.
11. Have the children act out “Jack and jill.”
12. Have the children act out the beginning and end of “Jack and jill.”
13. Distribute Activity p. 47 and a yellow and red crayon.
14. Have the children practice listening to for sequence in Page 47.
15. ask: What happened at the beginning of the rhyme? (Color the frame yellow) What happened at the end of the rhyme? (Color the frame red)Review listening for sequence.

1. What was Jack doing at the beginning of the poem?
2.  What did he said at the end of the rhyme?
3. What do all stories and poems have? (A beginning and an end)

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. goat                               6. garage

2. guitar                               7. goldfish

3. good                               8. grass

4.  go                              9. glass

5.  goose                             10. grocer

Use of Technology:

   ____ Smartboard

   ____ Student Response System