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.5

PK.CC.2

PK.CC.3

PK.CC.4

PK.CC.5

PK.CC.6

Count forwards from 0 to 10 and backwards from 10 to 0. 

What number do you start when counting forwards from 0 to 10, and when counting backwards from 10 to 0? 

1. Have the children count forwards from 0-5. Then count backwards from 5-0. when they reach 0, put hands up, jump and say “Blast off!”
2. The teacher will recite “One, Two, Buckle My Shoe” several times.
3. Distribute number cards to pairs.
4. Put down the 0 card and say the number.
5. Then have partners say the rhyme  together as they take turns putting down the correct number cards for each line.
6. After pairs show the numbers through 10, have them start at 10 and point to each cards as they count backwards from 10 to 0.
7. Ask: What number do we start when we count forwards? (0 or 1) What number comes after _____ when counting forwards? What number comes before ____? How did you find out? (counting backwards)

1. What number do we start when we count forwards? (0 or 1)
2. what number do we start when we count backwards from 10 to 0?
3.  What number comes after _____ when counting forwards?
4. What number comes before ____ when counting backwards?
5.  How did you find out? (counting backwards)

Tues

RI.PK.1

RI.PK.2SL.PK.1

SL.PK.5PK.CC.2

PK.CC.3

PK.CC.4

PK.CC.6

The children will learn to identify and write the numbers 1 and 2. 

How many objects are in each group?

1. The teacher will write the number 1 and will add a counters, then will write 2 and will add two counters next to the number.
2. Ask the children to point to, count, and say the numbers of counters.
3. Ask: What numbers is that? How many counters each number have? How do you know? Which group has more?
4. Distribute to each child a their small black boards and chalk.
5. The teacher will model how to write number 1.
6. Have the children try to write 1.
7. The teacher will help those with difficulties.
8. Then the teacher will model writing 2.
9. Have the children write 2.
10. The teacher will help those with difficulties. 

1. What number is this?
2. When do we use lines and curves to write numbers 1 and 2?
3. Which group has more? Why?

Wed

Mass 

Mass 

 Mass

Mass

Thur 

THANKSGIVING DAY 

THANKSGIVING DAY

 THANKSGIVING DAY

THANKSGIVING DAY

Fri 

 NO SCHOOL

NO SCHOOL 

 NO SCHOOL

NO SCHOOL

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. one                               6.

2.   two                             7.

3.  count                              8.

4.   identify                             9.

5.                               10.

Use of Technology:

   ____ Smartboard

   ___*_ Student Response System