| 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 | RI.PK.1 RI.PK.4 RF.PK.2SL.PK.4 L.PK.1 L.PK.6 | Associate the letter D d with the sound /d/.
. | What words begin with the /d/ sound?
| - Introduce the lesson with “D is for Dinosaur.”
- Ask: What words do remember begin with D d?
- Review initial /d/.
- As: What kind of lines do we use to form D and d?
- Identifying the letters D d.
- Practice the sound /d/.
- Have the children identify D d as the letters that stand for initial /d/.
- Have the children use Activity Page to practice associating D d with /d/.
- Have the children circle objects in a row whose name begins with the sound /d/.
- Have the children tell sentences using the circled word.
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- What words in the Big Book begin with /d/?
- How can you tell?
- Can you use it in a sentence?
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Tues | RL.PK.1 RL.PK.2 RL.PK.3 RL.PK.4 RL.PK.5 RL.PK.7 RF.PK.1 W.PK.7 | The students will: - Track Print from left to right
- Identify sounds
- Observe teacher’s book handling skills
- Track print and illustrations from left to right
- Locate pictures on a page
- Listen and respond to stories read aloud
- Discuss story words
- Use pictures and prior knowledge
- Listen for purpose
- Determine important ideas
- Draw conclusions
- Answer questions about story
- Understand characters
- Connect text to experience
| What did the bears did wrong? (Leave the door unlocked.) | - Print awareness: Track print from left to right.
- Auditory Discrimination: Identify sounds.
- Introduce the book “The Three Bears.”
- Ask the children: Have you ever eaten oatmeal or other hot cereal for breakfast? Was it warm or cold? How did it taste?
- Discuss cottage and porridge.
- Activate prior knowledge by asking the children the following questions: Have ever seen a picture of a bear or seen a real bear at the zoo? Do real bears usually live in houses or wear clothe? What do you think the bears might be doing? Do the bears look happy or sad?
- Help the children set a purpose for listening.
- Play the story CD 1, Track 5
- Model using pictures to understand vocabulary.
- Discuss story by asking the following questions: Who visited the three bears’ house? Who’s things did Goldielocks liked the best? Why do you think she liked those the best?
- Look at pictures in page 6 and answer the following questions. How do you think Papa Bear is feeling? How is Mama Bear feeling? How is Baby Bear feeling? How would you feel if you were one of the bear? (compare it to one of the characters) What did Goldielocks do when she saw the tree bears? Why did she do that? Why was Goldielocks frightened?
- Review story vocabulary: bears, Goldielocks, big, medium-sized, small.
- Have the children answer the following questions: What noise do real bears usually make? Why do you think the little girl was named Goldielocks? Whose bowl of porridge was medium-sized ?Whose chair was small and big? Whose bed was big and red?
| - Who visited the bears’ home?
- How did Baby Bear feel when they ate his porridge?
- How would you feel if you were Baby Bear?
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Wed | RI.PK.1 RI.PK.2 RI.PK.3 RI.PK.4 RI.PK.7 RI.PK.10 W.PK.3 | The children will: - Track track print from top to bottom
- Identify sounds
- Handle a book properly
- Track illustrations from left to right
- Listen and respond to stories read aloud
- Understand story vocabulary
- Follow oral directions
- Listen for a purpose and ideas
- Recall story details
- Understand character
| Why did Goldielock ran away? | - Print awareness: Track print from top to bottom.
- Auditory discrimination: Identify sounds.
- Distribute booklets.
- Have the children discuss the cover.
- Have the children practice turning pages.
- Play CD 1, Track 6.
- Help the children complete comprehension activity by marking some pictures on page 8.
- Check comprehension and following directions by going over the questions.
| - Which picture shows when Goldielocks broke the Baby Bear’s chair? Why did she break the chair?
- Where is Baby Bear?
- How do you know that is Baby bear?
- Where does it show Goldielock running away?
- Why did she run away?
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Thurs |
| Early Dismissal @ 12:00 | Early Dismissal @ 12:00 | Early Dismissal @ 12:00 | Early Dismissal @ 12:00 |
Fri |
| Gym | Gym | Gym | Gym |
| | 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. small 6. 2. medium 7. 3. bears 8. 4. three 9. 5. woods 10. | Use of Technology:
____ Smartboard
____ Student Response System
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