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Reading: 9/22/14 - 9/26/14
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OUR LADY QUEEN OF MARTYRS SCHOOL WEEKLY LESSON PLAN

 

Teacher’s Name Mrs. Fundora           Subject Reading___________          Grade Pre-K1      Week of 9/22/14 - 9/26/14________________                            

Unit 1 Week 1                                                                Unit Title Little Red Riding Hood        Essential Question Why did Riding Hood got into trouble?

 

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.1, RL.PK.4,

RL.PK.7, RL.PK.10, RI.PK.5, RF.PK.1

The children will learn:

  • Book handling
  • Track print and illustrations from left to right
  • Locate pictures on page
  • Participate in discussions
  • Describe personal experiences
  • Listen and respond to stories read aloud
  • Discuss story read aloud
  • Discuss story words
  • Use pictures

What is she called? Why?

  1. Write morning message on the board-- one sentence that tells the day it is, and one sentence about something the children will do that day.
  2. The teacher will model left-to-right directionality, word boundaries, and sentence punctuation.
  3. Help the children understand the ability to hear and distinguish between environmental sounds.
  4. Introduce the big book “Little Red Riding Hood.”
  5. Ask the following questions: Why she might be called that name? Who the children think the girl is waving to? What is in her basket?
  6. Review book concept.
  7. Activate Prior knowledge by asking the children the following questions: What is the girl’s mother is trying to tell he? Should she listen to her mom?
  8. The teacher will ask the children to listen carefully so that they can find out what happens to “Little Red Hood.’
  9. Play the story straight through, modeling how to turn pages and look  first at the picture on the left page and then at the picture on the right. 
  1. What is the little girl’s mother trying to tell her?
  2. Should she listen to her mom? Why?
  3. Did the wolf’s trick work?
  4. How do you think she felt walking through the woods?
  5. How would you have felt walking through the woods?

Tues

 

 

 

RF.PK.2, RI.PK1,

RI.PK.4

 The children will learn the following:

  • Track print from left to right
  • Identify sounds
  • Handle book properly
  • Track illustrations from left to

 

What makes that environmental sound? 

  1. The teacher will write morning message on the board.
  2. Point at the beginning of the first sentence, then sweep hand from left to Write children’s names on their Storybooks.
  3. Have the children discuss the cover.
  4. Have the children practice turning pages.
  5. Play CD1, Track 2.
  6. Have the children follow along in their Storybooks as they listen to the story on the CD.
  7. Observe the children as they are following along the correct pages.
  8. Distribute red crayons.
  9. Have the children look for the back page.
  10. Help the children complete comprehension page 8.
  11. The teacher will check for comprehension and following directions.
  12. Teach beginning, middle, and the end of a story.
  13. The teacher will write sentences on the board.
  14. The teacher will teach emergent writing by having the children imitate the the teacher reading from left to right.right under each word I read.
  15. Have the children close their eyes and listen to the familiar sounds I will make, such as ringing a bell, clapping , and stomping.
  16. Have the children identify the sounds.
  17. Teach the children to make Storybooks. 
  1. Can you identify the colors of these objects?
  2. Can you show which objects are in the right side and which are in the left side?
  3. Can you classify the objects on the Concept Board?
  4. Can you identify the following environmental sounds?
  5. Can you model reading from left to right?
  6. Can you explain the beginning, middle, and the end the story?

Wed

 

 

 

RF.PK.1

RF.PK.2

RI.PK.3

The children will learn:

  • Recognize word boundaries
  • Repeat sounds
  • Learn concept of letter
  • Identify capital A,B and lowercase a,b
  • Distinguish between letters
  • Match letters
  • Follow oral directions
  • Use crayon
  • Draw lines under

 

Can you identify the letters A, a; B, b? 

  1. Write morning message.
  2. Read the sentences aloud.
  3. Point to the space s between before and after words.
  4. Explain that words always have spaces before and after each word.
  5. Have the children close their eyes and listen to the sounds I make.
  6. Continue with several more sounds.
  7. Then make two sounds and have the children imitate them in order.
  8. Alter the sounds and have the children repeat them.
  9. Teach recognition and names of A, a: B, b.
  10. Prepare envelopes with Letter Cards for Capital A and lowercase a.  
  11. Teach letter concept
  12. Teach recognizing A,a; B,b
  13. Distribute envelopes to each child.
  14. Have one child identify capital A or lowercase a.
  15. Continue until every child has had a chance to open his envelop.
  16. introduce capital B and lowercase b following the same steps used for A,a.
  17. Have the children match letters in a bag to the letters on the wall.
  18. Distribute Activity p. 3 and 4
  19. Have the children match the underline letters.
  1. Can you identify the following environmental sounds?
  2. Can you model reading from left to right?
  3. Can you explain the beginning, middle, and the end the story?

Thurs

 

 

 

RL.PK.1, RL.PK.4,

RL.PK.7, RL.PK.10, RI.PK.5, RF.PK.1

W.PK.11

Act out the story Little Red Hood.

  1. Write morning message on the board-- one sentence that tells the day it is, and one sentence about something the children will do that day.
  2. Revisit the story “Little Red Riding Hood.”
  3. Act out the story.
  4. Ask: Who are the character in the story? What was the problem in the story? How did they solve the problem? What would you have done if it happened to you?

  1. Who are the character in the story?
  2. What was the problem in the story?
  3. How did they solve the problem?
  4. What would you have done if it happened to you?

Fri

  

Gym 

Gym 

Gym 

Gym

 

 

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.  coat                               6. wolf

2.  safety                             7. sounds

3.  coat                              8.

4. woodcutter                               9.

5.  hood                             10.

Use of Technology:

   __+__ Smartboard

   ___+_ Student Response System