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Reading: 4/13/15 to 4/17/15
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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 _4/13/15 to 4/17/15____                            

Unit 7 Week 1                                             Unit Title City Mouse Country Mouse        Essential Question How is the city and the country same and different?

 

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.2

RL.PK.3

RI.PK.6

SL.PK4

The children will:

  • Understand relationship between print and pictures
  • Locate and identify pictures
  • Participate in discussions
  • Describe personal experiences
  • Listen and respond to stories read aloud
  • Understand story vocabulary
  • Listen for a purpose
  • Use pictures and prior knowledge
  • Determine important ideas
  • Use illustrations
  • Connect text to experiences
  • Respond to literature

Would you rather be City Mouse or Country Mouse? Why?  

  1. Daily Routines
  2. Introduce the book “City mouse and Country Mouse.
  3. Discuss book cover.
  4. Ask the children the following questions: Where do you think the story takes place? How does the mouse looks? What are some of the food mouse has collected?
  5. Activate prior knowledge.
  6. Turn to pages 2-3.
  7. Point the mouse and ask if the mouse is a country mouse or a city mouse.
  8. Have the children discuss any experience in visiting a house in the country.
  9. Have the children compare the city and country.
  10. Help the children set a purpose for listening.
  11. Play the story.
  12. Model using pictures to understand vocabulary, such as Country mouse, City mouse, nuts, crumbs, berries, cheese, cat, Angry Woman, and dog.
  13. Discuss the story using the following questions: Did the City Mouse like the City Mouse’s house? How do you know? How did the mice get into the dining room? How did they get out? Did the Country Mouse Country  like the City mouse’s house? How do you know? Would you rather be City Mouse or Country Mouse? Why?
  14. Review vocabulary mouse, city, country couzy.
  1. Did the City Mouse like the City Mouse’s house? How do you know?
  2. How did the mice get into the dining room? How did they get out?
  3. Did the Country Mouse Country  like the City mouse’s house? How do you know?
  4. Would you rather be City Mouse or Country Mouse? Why?

Tues

 

 

 

SL.PK1

SL.PK.2

SL.PK.3

L.PK.5

The children will:

  • Track print from left to right and top to bottom
  • Recognize syllables in words.
  • Identify the color brown
  • Identify shapes: rectangles and arrows
  • Identify sizes: long short
  • Discuss pictures
  • Follow oral directions 

Which path would you rather take? Why?

  1. Daily Routines
  2. Set up the game “Musical Mouse Trap.”
  3. Introduce rectangle, brown, arrow.
  4. Introductory the game.
  5. Play “Musical mouse Trap.”Teach brown, long, short, arrow.
  6. Use Unit 7 Concept Board and a brown crayon.
  7. Have children follow arrows to trace long and short path.
  8. Ask the following questions as they trace each path: Which mouse had a long path home? Which mouse had a short path home? Which mouse had a long path to the cheese? Which mouse had a short path to the cheese? Which path would you rather take? Why?
  1. Which mouse had a long path home?
  2. Which mouse had a short path home?
  3. Which mouse had a long path to the cheese?
  4. Which mouse had a short path to the cheese?
  5. Which path would you rather take? Why?

Wed

 

 

 

RL.PK.7

RL.PK.3

RL.PK.4

RL.PK.10

The children will:

  • Recognize word boundaries
  • Recognize syllables in words.
  • Draw a line under 
  • Make a circle
  • Mark an X
  • Listen and respond to read aloud
  • Understand story vocabulary
  • Listen for a purpose
  • Follow oral directions
  • Make predictions
  • Dictate reasons characters might give each other

How is the country and the city same and different?

  1. Daily Routines
  2. Teach book handling.
  3. Distribute story books.
  4. Play CD 4, Track 2.
  5. Help the children complete comprehension page 16
  6. Check for comprehension and following directions.
  7. Help children predict what will happen next in a story.
  8. Have the children look at each page as I ask the following questions: Pages 4-5: How did you think the Country Mouse would feel about the City Mouse’s house? Why do you think so? How did she feel about City Mouse’s house in the end? Pages 6-7: What did you think the mice would do when the cat , dog, and angry woman came after them? Why did you think so? Where you right? What did you think the Country Mouse would do after she was safe in the City Mouse’s hole? Why did you think so? Where you right? What would you think City Mouse will do next?
  9. Teach emergent writing.
  10. Ask: Where would you like to live?  (Country or City) Where would you feel safe? Why? What do you think the City Mouse should? Why?
  1. Where would you like to live?  (Country or City)
  2. Where would you feel safe? Why?
  3. What do you think the City Mouse should do? Why
  4. How is the country and the city same and different?

Thurs

 

 

 

RF.PK1

RF.PK.2

RI.PK.1

The children will:

  • Recognize sentences
  • Recognize syllables in words
  • Identify uppercase O, P, Q and lowercase o, p, q,
  • Distinguish between letters
  • Match letters
  • Follow oral directions
  • Draw a line under, a line between

What letter is under the picture?

  1. Daily Routine.
  2. Teach recognition and names of O, o; P, p; Q, q.
  3. Have the children practice matching letters in Activity P. 35-36.
  4. Ask: What letter is under the picture? Is it uppercase or lowercase? How can you tell?
  5. Give practice identifying and named letters in Activity P. 37.

  1. What letter is under the picture?
  2. Is it uppercase or lowercase?
  3. How can you tell?

Fri

Early Dismissal @ 12:00

Early Dismissal @ 12:00

Early Dismissal @ 12:00

Early Dismissal @ 12:00

 

 

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.  mouse                          6. crumbs

2.  country                         7. mice

3.  city                                8.

4.  nuts                               9.

5.  berries                        10.

Use of Technology:

   __*__ Smartboard

   ___*_ Student Response System