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

 NO SCHOOL

 NO SCHOOL

NO SCHOOL 

NO SCHOOL

Tues

NO SCHOOL 

VETERAN’S DAY 

NO SCHOOL 

VETERAN’S DAY

Wed

RL.PK.1

RL.PK.3

RL.PK.5

RL.PK.7

Classify animals by characteristics and habitats.

Where does the animal lives?

1. Read aloud the poem “Animal Homes.”
2. Read poem again.
3. Have the children identify words that name animal homes.
4. Have the children identify words that name animal homes.
5. Have the children classify animals as farm animal or forest animal.
6. Ask: What  animals is this? Where does the animal lives? Which animal is important to the farmer? Why? Which animals belongs in the forest? Can the animal be helpful to the farmer? How are they the same and how are they different?
7. Have the children use Activity P. 31 to classify farm and forest animals.

1. What  animals is this?
2. Where does the animal lives?
3. Which animal is important to the farmer?
4. How are they the same and how are they different?

Thurs

RI.PK.1

RI.PK.4

RF.PK.1

RF.PK.2

Name and write uppercase E and lowercase e in Small Blackboards.

 How is uppercase E and lowercase e formed? 

1. Introduce the letters E e with “The Elephant March.”
2. Ask: How is uppercase E and lowercase e formed? When do we use uppercase E? How are they the same and different?
3. Have the children find E e in the poem.
4. Where can you find uppercase E in Elephant; lowercase e in words such as elbow, ears, eyes.
5. Distribute wooden sticks to each child.
6. Have the children practice forming E and e with the wooden sticks.
7. Distribute small blackboards and to each child.
8. Model how to write E and e on the blackboard.
9. Have the children practice writing E and e in the  small blackboards.

1. How is uppercase E and lowercase e formed?
2. When do we use uppercase E?
3. How are they the same and different?

Fri

RI.PK.1

RI.PK.4

RF.PK.1

RF.PK.2

Name and write uppercase E and lowercase e. 

How is uppercase E and lowercase e formed?

1. Ask the children the following questions: How is uppercase E and lowercase e formed? When do we use uppercase E? How are they the same and different?
2. Model how to write E and e on the blackboard.
3. Distribute small blue screens to each child.
4. Have them practice writing E and e on the blue screens.
5. Distribute Activity P. 32
6. Have the children practice writing E and e in the activity p. 32.

1. How is uppercase E and lowercase e formed?
2. When do we use uppercase E?
3. How are they the same and 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. elephant                               6. enter

2. ears                                       7. eggs

3. eyes                                      8. eight

4. elbows                                  9.

5. exit                                      10.

Use of Technology:

   __*__ Smartboard

   ___*_ Student Response System