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 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

RF.PK.1

RF.PK.2

RI.PK.7

SL.PK.2

SL.PK.3

Phonemic Awareness: Children will identify same and different beginning and ending sounds.

Conceptual Development: Children will identify categories.

Comprehension: Children will recall story details.

Children will follow oral directions.

What does it mean to categorize?

- Morning Message

- Whole Group: Beginning and Ending Sound Word Game.

- Independent Practice: Recall story details, complete activity p. 5

- Guided Practice: Identify categories, complete activity p. 6

- Who are the characters from “Peter in the Wolf?”

- How are the pictures alike and different?

- Think of other objects that might belong with the characters from the story.

Tues

RF.PK.2

RL.PK.1

RL.PK.3

SL.PK.2

SL.PK.6

RI.PK.7

RF.PK.4

Phonemic Awareness: Children will identify same and different beginning and ending sounds.

Vocabulary: Children will understand story vocabulary.

Comprehension: Children will listen for a purpose.

Children will follow oral directions.

Children will understand story structure.

Emergent Writing: Children will dictate predictions about story characters.

What is this story mainly about?  

- Morning Message

- Whole Group: Beginning and Ending Sound Word Game.

- Read Along

- Independent Practice: Use story pictures and  listen for oral directions to identify story details.

- Whole Group: Use story pictures and have volunteers use sentence starters to dictate predictions about the characters.

- Who are the characters in this story?

- Tell how the author describes one of the character’s problem in the story and how it was solved?

- If you were the author how would you change the end of the story?

Wed

RF.PK.1

RF.PK.2

RF.PK.3

RI.PK.4

SL.PK.1

Phonemic Awareness: Children will identify same and different beginning and ending sounds.

High-Frequency Words: Children will identify and read the word “we.”

Phonics: Children will identify capital U,V,W and lowercase u,v,w.

Children will distinguish between letters.

Children will identify letter sounds /u/, /v/, and /w/.

Name an object with beginning sounds /u/, /v/, /w/.

- Morning Message - Sight Word “we”

- Whole Group: Beginning and Ending Sound Word Game.

- Whole Group: Smartboard activity on letter recognition and letter sounds.

- Whole Group: Use pictures to identify beginning sounds /u/, /v/, /w/.

- Independent Practice: Use individual black boards and chalk to write uppercase and lowercase Uu, Vv and Ww.

- Which pictures show beginning sounds /u/, /v/, and /w/?

- How can you use the word “we” in a sentence?

- Use position words to tell where in the alphabet can we find letters U, V, and W.

Thurs

Gym

Fri

RF.PK.1

RF.PK.2

RF.PK.3

Children will be assessed on matching uppercase and lowercase letters.

Independent Practice

- Teacher-made test on matching letters.

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. meadow
2. pond
3. forest
4. hunters
5. bird
6. duck
7. cat
8. wolf

Use of Technology:

   __*__ Smartboard

   ____ Student Response System