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Reading: 9/29/14 - 10/3/14
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OUR LADY QUEEN OF MARTYRS SCHOOL WEEKLY LESSON PLAN

 

Teacher’s Name Mrs. Fundora           Subject __Reading_________          Grade Pre-K1      Week of 9/29/14 - 10/3/14__________________                            

Unit 1 Week 2                                                                Unit Title Little Red Riding Hood        Essential Question What lesson did Little Red Riding Hood learned?                        

 

 

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.2, RI.PK1,

RI.PK.4

 The children will learn the following:

  • Track print from left to right
  • Identify sounds
  • Handle book properly
  • Track illustrations from left to right
  • Listen and respond to stories read aloud
  • Understand vocabulary
  • Follow oral directions
  • Listen for purpose
  • Understand story structure

  What would you have done different?

  1. The teacher will write morning message on the board.
  2. Point at the beginning of the first sentence, then sweep hand from left to Write children’s names on their Storybooks.
  3. Have the children discuss the cover.
  4. Have the children practice turning pages.
  5. Play CD1, Track 2.
  6. Have the children follow along in their Storybooks as they listen to the story on the CD.
  7. Observe the children as they are following along the correct pages.
  8. Distribute red crayons.
  9. Have the children look for the back page.
  10. Help the children complete comprehension page 8.
  11. Check for comprehension and following directions.
  12.  Teach beginning, middle, and the end of a story.
  13. Ask: What did Ridding Hood do wrong? What happened to her and grandmother? Did she learned a lesson? What lesson did she learned? What would you have done different?

  1. What did Ridding Hood do wrong?
  2. What happened to her and grandmother?
  3. Did she learned a lesson? What lesson did she learned?
  4. What would you have done different?

Tues

 

 

 

RF.PK.1

RF.PK.2

RI.PK.3

The children will learn:

  • Recognize word boundaries
  • Repeat sounds
  • Learn concept of letter
  • Identify capital A,B and lowercase a,b
  • Distinguish between letters
  • Match letters
  • Follow oral directions
  • Use crayon
  • Draw lines under

Can you identify the letters A, a; B, b?

  1. Write morning message.
  2. Read the sentences aloud.
  3. Point to the space s between before and after words.
  4. Explain that words always have spaces before and after each word.
  5. Have the children close their eyes and listen to the sounds I make.
  6. Continue with several more sounds.
  7. Then make two sounds and have the children imitate them in order.
  8. Alter the sounds and have the children repeat them.
  9. Teach recognition and names of A, a: B, b.
  10. Prepare envelopes with Letter Cards for Capital A and lowercase a.  
  11. Teach letter concept
  12. Teach recognizing A,a; B,b
  13. Distribute envelopes to each child.
  14. Have one child identify capital A or lowercase a.
  15. Continue until every child has had a chance to open his envelop.
  16. introduce capital B and lowercase b following the same steps used for A,a.
  17. Have the children match letters in a bag to the letters on the wall.
  18. Distribute Activity p. 3 and 4
  19. Have the children match the underline letters.

 

  1. Can you identify the following environmental sounds?
  2. Can you model reading from left to right?
  3. Can you explain the beginning, middle, and the end the story?

Wed

 

 

 

RL.PK.1 RL.PK.2 RL.PK.3

The children will learn:

  • Recognize sentences
  • Repeat parts of a song
  • Match pictures
  • Trace a line under a picture
  • Draw a line across
  • Use a crayon
  • Draw a picture
  • Color in
  • Follow oral directions
  • Recall story elements
  • Draw conclusions
  • Identify shapes: dot, line
  • Understand position words: under, across 

What would you do if a stranger comes to speak to you?

  1. Help the children recognize sentences.
  2. Have the children repeat parts of a song.
  3. Distribute activity page 1.
  4. Review Little Red Riding Hood.
  5. Have the children trace lines to answer questions.
  6. Have the children draw lines across the page to identify character who went to grandmother’s house.
  7. Have the children draw grandmother.
  8. Have the children answer riddles.
  9. Distribute activity p. 2.
  10. Have the children draw a line to match pictures; color in pictures.

  1. What are the names of characters in the story?
  2. Would you talk to a stranger?
  3. What would you do if a stranger comes to talk to you?

Thurs

 

 

 

RF.PK.2

SL.PK.2 SL.PK.6

 The children will learn:

  • Recognize that words are made out of letters
  • Repeat sounds
  • Identify same and different sounds
  • Match pictures
  • Understand descriptive words: same, different
  • Draw lines across and under
  • Use crayons

 What two sounds are the same?

  1. The teacher will discuss that words are made up of letters.
  2. Have the children repeat sound, such as stamping their feet or rapping on their desk.
  3. Distribute Activity Page 3.
  4. Discuss pictures on Activity Page 3.  
  5. Have the children draw lines to match pictures.
  6. Explain the listening procedure.
  7. Make same and different sounds such as fire trucks sirens, ambulance, and police.
  8. Distribute Activity P. 4.
  9. Discuss pictures in Activity Page 4.
  10. Play CD1, Track 3.
  11. Have the children will trace red line on sounds to sounds that are the same on Activity Page 4. 
  1. What sounds are warning sounds?
  2. What can you say about safety sounds?
  3. Which two sounds are the same/different?

Fri

 

 

 

RL.PK.1

PK.RL.10

RF.PK.1

W.PK.8

The children will:

  • Recognize that words are made up of letters
  • Repeat sounds
  • Identify same and different sounds
  • Match picture
  • Understand descriptive words: same, different
  • use a crayon  

 What two sounds are the same? 

  1. The teacher will discuss that words are made up of letters.
  2. Have the children repeat sound, such as stamping their feet or rapping on their desk.
  3. Distribute Activity Page 3.
  4. Discuss pictures on Activity Page 3.  
  5. Have the children draw lines to match pictures.
  6. Explain the listening procedure.
  7. Make same and different sounds such as fire trucks sirens, ambulance, and police.
  8. Distribute Activity P. 4.
  9. Discuss pictures in Activity Page 4.
  10. Play CD1, Track 3.  
  1. Who are the characters of the story?
  2. What can you say about safety sounds?
  3. Which two sounds are the same/different?

 

 

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. letters                                6. same

2. match                                7. different

3. underline                          8.

4. under                                9.

5. across                             10.

Use of Technology:

   __+__ Smartboard

   __+__ Student Response System