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

Veteran’s Day 

 Veteran’s Day

NO SCHOOL

Tues

PK.MD.2

PK.G.2

PK.OA.2

 Identify, copy, and extend a simple shape pattern.

What shape will you start with? 

1. Have six children line up at the front of the class.
2. Give large attribute blocks to each of the first five children to begin a shape pattern , such as circle/square, circle/square, circle.
3. Put the last block in the pattern (square) in an envelop and give it to the six child.
4. Have the rest of the class guess what shape comes next.
5. Distribute six attribute shapes to each child have the child create a simple two shapes pattern.
6. Ask: What shape will you start with? Can you predict what shape comes next? Can you form another shape pattern using the same shapes? (Demonstrate) 

1. What shape will you start with?
2. Can you predict what shape comes next?
3. Can you form another shape pattern using the same shapes?

Wed

PK.MD.2

PK.G.2

PK.OA.2

 Identify, copy and extend a size pattern.

 What comes next?

1. Display two sizes of an item, such as large and small book.
2. Hold one each hand.
3. Have the children say large or small as I lift one book at a time.
4. Repeat with other objects.
5. Model a size pattern on the chalkboard by taping up sheets of paper as follow: large/small, large/small, large/small.
6. Say the pattern aloud and have  children repeat after me.
7. Ask: What comes next? How can you describe a size pattern? How would you explain the pattern?
8. Have a child choose the correct size of paper and place it on the boar.
9. Repeat the activity, introducing more difficult patterns such as small/small/large or small/medium/ large. 

1. What comes next?
2. How can you describe a size pattern?
3. How would you explain the pattern?

Thurs

PK.MD.2

PK.G.2

PK.OA.2

 Use the guess-and check strategy to find the missing part of a pattern.

 What is the missing object?

1. The teacher will arrange the objects in a repeating pattern in the pocket chart. Have additional piles of the same object available. Cover one item in the middle of the pattern with a paper plate.
2. Ask: what is missing in the pattern.
3. Ask volunteers to  show his or her guess by placing the corresponding object in the pocket above the paper plate.
4. Ask: Is the guess correct?
5. The teacher will explain how to check their answer by saying the pattern aloud or by picking up the plate to see the pattern.
6. Have the children work in groups by making and guessing the missing object.
7. Have the children answer: What is the missing object? How do you know? (Say pattern aloud to check.) Was that the right answer?

1. What is the missing object?
2. How do you know? (Say pattern aloud to check.)
3. Was that the right answer?

Fri

Reading 

Reading 

Reading 

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. shapes                                6. missing

2.  size                              7.

3.   small                              8.

4. medium                               9.

5. large                              10.

Use of Technology:

   ____ Smartboard

   ___*_ Student Response System