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.1RF.PK2

RI.PK.1

RI.PK.4

Whole Group: Gorilla, Tiger, Zebra, Lion, Giraffe

Recognize the sound /m/ in initial position.  

What words begin with initial /m/?

1. Introduce the lesson with “Little Miss Muffet.”
2. Have the children echo-read.
3. Introduce initial /m/ as in monkey.
4. Relate /m/ to M m.
5. Identify children’s names that begins with initial /m/.
6. Have children listen for and identify words with initial /m/.
7. Ask: What words begins with initial /m/? Can you give a sentence with one of the words with initial /m/? Which two words begin with initial /m/?
8. Have the children practice recognizing initial /m/  by looking at the pictures and identifying words that begins with Mm.

1. What words begins with initial /m/?
2. Can you give a sentence with one of the words with initial /m/?
3. Which two words begin with initial /m/?

Tues

RF.PK.1RF.PK2

RI.PK.1

RI.PK.4

Small Groups: Gorilla, Zebra, Lion

Name and write uppercase M and lowercase m.

 What lines do we use to writing uppercase M and lowercase m? 

1. Introduce the letters M m with “Moving to the Beat.”
2. Have the children find letters M m in words.
3. Ask: Where can you find M and m in the poem?
4. Review words with the /m/ sound.
5. Model writing M m on the board.
6. Ask: How do we form M and m? When do we use uppercase M and lowercase m?
7. Distribute small blackboards to the children.
8. Review when to use uppercase M and lowercase m.
9. Have the children practice writing M m in the small blackboards.
10. Distribute black slates.
11. Have the children practice writing M and m in black slates.

1. Where can you find the letters M and m?
2. How are they formed?
3. When do we use uppercase M and lower case m?

Wed

RF.PK.1RF.PK2

RI.PK.1

RI.PK.4

Small Groups: Tiger, Giraffe

Name and write uppercase M and lowercase m. 

 What lines do we use to writing uppercase M and lowercase m? 

12. Introduce the letters M m with “Moving to the Beat.”
13. Have the children find letters M m in words.
14. Ask: Where can you find M and m in the poem?
15. Review words with the /m/ sound.
16. Model writing M m on the board.
17. Ask: How do we form M and m? When do we use uppercase M and lowercase m?
18. Distribute small blackboards to the children.
19. Review when to use uppercase M and lowercase m.
20. Have the children practice writing M m in the small blackboards.
21. Distribute black slates.
22. Have the children practice writing M and m in black slates. 

4. Where can you find the letters M and m?
5. How are they formed?
6. When do we use uppercase M and lower case m?

Thurs

Science

Science

Science

Science

Fri 

Valentine’s Party

Valentine’s Party

Valentine’s Party

Valentine’s Party

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.  move                              6. mop

2.  monkey                          7. mat

3.  many                              8. miracles

4.  mailbox                          9. money

5.  mash                             10.

Use of Technology:

   ____ Smartboard

   __+__ Student Response System