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

 School Closed

School Closed 

School Closed 

School Closed

Tues

RI.PK.1

RI.PK.4

RF.PK.2SL.PK.4

L.PK.1

L.PK.6

 Recognize the sound /j/ as in jar.

What sound does /j/ makes? 

1. Introduce the lesson with the rhyme “Jack.”
2. Have the children echo-read.
3. Introduce initial /j/ as in jar.
4. Identify children’s names that begin with initial /j/.
5. Have children listen for and identify words with initial /j/.
6. Use Concept Cards to have children practice recognizing initial /j/.
7. Ask: What sound does /j/ makes? What pictures begin with initial /j/? Can you use it in a sentence? 

1. What sound does /j/ makes?
2. What pictures begin with initial /j/?
3. Can you use it in a sentence?

Wed

RI.PK.1

RI.PK.4

RF.PK.2SL.PK.4

L.PK.1

L.PK.6

Recognize the sound /j/ as in jar.

What sound does /j/ makes?

1. Introduce the lesson with the rhyme “Jack.”
2. Have the children echo-read.
3. Introduce initial /j/ as in jar.
4. Identify children’s names that begin with initial /j/.
5. Have children listen for and identify words with initial /j/.
6. Use Concept Cards to have children practice recognizing initial /j/.
7. Ask: What sound does /j/ makes? What pictures begin with initial /j/? Can you use it in a sentence?

1. What sound does /j/ makes?
2. What pictures begin with initial /j/?
3. Can you use it in a sentence?

Thurs

RI.PK.1

RI.PK.4

RF.PK.1

RF.PK.2

Associate the letters J j with the sound /j/.

What words begin with initial /j/?

1. Introduce the lesson with “Jump Right In!”
2. Review initial /j/.
3. Introduce associating the letters J j with the /j/.
4. Have the children jump when they hear a word with initial sound /j/.
5.  Ask: What sound the letters J and j make? What words begin with initial /j/? What classmates names begins with /j/?
6. Have the children use Activity P. 66 to practice associating J j with /j/.

1. What sound the letters J and j makes?
2. What words begin with initial /j/?
3. What classmates names begins with /j/?

Fri

RI.PK.1

RI.PK.4

RF.PK.1

RF.PK.2

Name and write uppercase J and lowercase j.

 How do we write J and j?

1. Introduce the letter J j  “Jump Right In.”
2. Have the children chant A-J.
3. Have the children identify uppercase J and lowercase j.
4. Model writing the letters J j.
5. Ask: What letter is this? What sound it makes? What words begin with initial /j/? How do we write J and j?
6. Distribute small blackboards to each child.
7. Have the children practice writing J j. 

1. What letter is this? What sound it makes?
2. What words begin with initial /j/?
3. How do we write J and j?

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.  jump                              6. jet

2.  juice                              7. jar

3.  Jesus                              8. jewelry

4.  jaguar                              9. jelly

5.  jeep                            10. jacket

Use of Technology:

   __*__ Smartboard

   ___*_ Student Response System