| 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.3 RL.PK.5 RL.PK.10 RL.PK.11 | The children will listen to “The little Red Hen” and will predict outcomes. | What do you think The Little Red Hen will do?
| - Introduce The Little Red Hen.
- Talk about being helpful.
- Set a purpose for listening.
- Have the story read online.
- Have the children answer: What do you think The Little Red Hen will do?
- Continue with the story.
- Ask: What do you think the Duck, the Cat, and the Pig will do?
- Continue reading .
- Ask: What will the The Red Hen do, since her friends will not help he?
- Continue reading.
- Ask: What do you think will happen next? Finish the story.
- Motivate discussion by asking the following questions: What did the Little Hen find on the road? Why did Duck, Cat, and pig did not want to help the Little Hen? What did the Little Hen do first in the story? Do you think the Duck, Cat, and Pig will help the next time the Little Red Hen ask? Why? What kind of hen was Little Red Hen? What would you do if a friend ask you to help them?
| - What did the Little Hen find on the road?
- Why did Duck, Cat, and pig did not want to help the Little Hen?
- What did the Little Hen do first in the story?
- Do you think the Duck, Cat, and Pig will help the next time the Little Red Hen ask? Why?
- What kind of hen was Little Red Hen?
- What would you do if a friend ask you to help them?
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Tues | L.PK.1 RL.PK.1 RL.PK.2 RL.PK.6 RL.PK.7 RL.PK.11
| Distinguish between questions and statements. | What feeling did the other animals probably have after she ate the bread? | - Review “The Little Red Hen.”
- Ask: Which animal in the story always wanted to know something? What did she asked?
- Explain that when we ask about something we often use words like who, what where, when, and why.
- Have the children identify questions and statements as they dramatize “The little Red Hen.”
- Have the children identify questions and statements from “The Little Red Hen” in Activity P. 95.
- Ask: How did the Little red Hen carry the grains of wheat to her garden?Why did she take the grains to the mill? What feeling did the other animals probably have after she ate the bread?
| - How did the Little Red Hen carry the grains of wheat to her garden?
- Why did she take the grains to the mill?
- What feeling did the other animals probably have after she ate the bread?
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Wed | RF.PK.1 RF.PK.2 RI.PK.4 SL.PK.2 | Recognize the sound /n/ in initial position | What words begins with /n/? | - Introduce the lesson with “Nine Little Nuts” finger play.
- Have the children echo-read “Nine little Nuts.”
- Introduce initial /n/ as in nuts.
- Have the children listen for and identify words with initial /n/.
- Have the children say a sentence using words with initial /n/.
- Distribute Activity Page 96.
- Have the children practice recognizing initial /n/ in Activity Page 96.
- Ask: What pictures name begins with initial /n/? Can you use it in a sentence? What do the words nest, nuts, necklace, numbers, and numbers have in common?
| - What pictures name begins with initial /n/?
- Can you use it in a sentence?
- What do the words nest, nuts, necklace, numbers, and numbers have in common?
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Thurs | RF.PK.1 RF.PK.2 RI.PK.4 SL.PK.2 | Associate the letters N n with the sound /n/. | What sound does the letters N and n makes? | - Introduce the lesson with the A to Z Chant.
- Review initial /n/ with the children.
- Review identification of uppercase N and lowercase n.
- Introduce the letter/sound correspondence N n /n/.
- Have the children identify uppercase F and lowercase as the letters that stand for the sound /n/.Have the children practice associating N n with /n/ in Activity Page 99.
- Have the children read the letters at the beginning of each row and then trace over the letters with their pencils.
- Have the children name the pictures in the row and circle those whose names begin with /n.
- Summarize matching N n to /n/ by asking the children: What sound does the letters N and n make? What words begins with /n/? Can you use it in a sentence? How are the words cuts and nuts different?
| - What sound does the letters N and n make?
- What words begins with /n/?
- Can you use it in a sentence? How are the words cuts and nuts different?
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Fri | RF.PK.1 RF.PK2 RI.PK.1 RI.PK.4 | Naming and writing N and lowercase n. | How are they formed? | - Introduce the letters N n “Whose Nest?”
- Have the children find N n in words.
- Model writing N n on board.
- Distribute Small blackboard and chalk to each child.
- Have them practice writing N and n in their blackboard.
- Ask: Which is the uppercase? Which is lowercase? How are they formed? How are they different? (They are formed different) How are they the same? (They have the same sound)
- Distribute Activity P.98.
- Have the children trace and write N and n in Activity p. 98.
| - Which is the uppercase?
- Which is lowercase?
- How are they formed?
- How are they different? (They are formed different) How are they the same? (They have the same sound)
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| | 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. question 6. nut 2. statement 7. nose 3. net 8. nickel 4. numbers 9. necklace 5. nest 10. needle | Use of Technology:
__+__ Smartboard
__+__ Student Response System
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