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Reading: 4/8/13 - 4/12/13
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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 4/8/13 - 4/12/13                           

Unit 6 Week 1                Unit Title The Nightingale        Essential Question What did the emperor wanted?                         

 

 

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

RL.PK.4

RL.PK.5RL.PK.7

The children will learn:

  • Track print from left to right
  • Recognize words in sentences.
  • Observe teacher’s book handling skills
  • Understand print directionality
  • Locate pictures on a page
  • Participate in discussion
  • Discuss pictures
  • Listen and respond to stories read aloud
  • Understand story vocabulary
  •  Listen for a purpose
  • Use pictures and prior knowledge
  • Understand characters
  • Determine important ideas 

What did the emperor wanted? 

  1. Daily Routines.
  2. Introduce the book “The Nightingale.”
  3. Ask: What they see in the picture?
  4. Tell the children the man is an emperor and he is like a king.
  5. Ask the children what do they think an emperor?
  6. Read aloud the title.
  7. Ask: What do you think a nightingale is? (a bird)
  8. Point at the emperors necklace.
  9. Ask: What jewels are?
  10. Ask the children: Does the illustrations shows moder-day or long-ago China? How can you tell? Is the emperor rich or poor? Why?
  11. Help the children set a purpose for listening by telling the children to listen to find out what happens between the emperor and a nightingale.
  12. Play story.
  13. The teacher will model using pictures to understand vocabulary by: Having the children listen to the story; point to parts of pictures that illustrate key vocabulary words, such as emperor, palace, nightingale, and jewels.
  14. Discuss the story.
  15. Ask questions.
  16. Review story vocabulary: emperor, nightingale, jewels, palace.
  17. Introduce sentences in the Big Book.
  18. Demonstrate book handling.
  1. What did the emperor wanted?
  2.  How did the noble people feel when they first saw the nightingale? Why?
  3.  Why did the emperor have build a cage for nightingale?
  4. How did nightingale feel in the cage and why did she feel that way?
  5.  Why did the emperor feel sick?
  6. The emperor’s helpers “fussed and fumed” when they could not repair the jeweled nightingale. How did they feel?

Tues

 Music

Music 

 Music

Music

Wed

 

 

 

RF.PK.1RL.PK.4

RL.PK.5

RL.PK.7

The children will learn:

  • Recognize sentences are made up of words.
  • Distinguish between long and short words
  • Understand vocabulary words
  • Listen and responds to stories read aloud
  • Listen for a purpose
  • Follow oral directions
  • Use illustrations
  • Dictate phrases about favorite places 

Did the nightingale like living in a cage? 

  1. Daily routines.
  2. Distribute children’s story book.
  3. Have the children discuss the cover.
  4. Have the children practice turning pages.Play CD 3 Track 6.
  5. Help the children complete the comprehension page.
  6. The teacher will check comprehension and following directions.
  7. Help children use illustrations to answer the following questions: Page 3: What time of the day is in the illustration? How do you know? Why do you think the artist drew pictures that showed nighttime? Page 7: What are the men holding in this illustration? What is the round object  hanging in the upper-hand corner? Did the nightingale like living in the cage? Why? Is that the proper home for a bird? Why not? Did nightingale feel happy when she was free?
  1.  What time of the day is in the illustration?
  2. How do you know?
  3.  Why do you think the artist drew pictures that showed nighttime?
  4. What are the men holding in this illustration?
  5.  What is the round object  hanging in the upper-hand corner?
  6.  Did the nightingale like living in the cage? Why?
  7. Did nightingale feel happy when she was free?

Thurs

 

 

 

RF.PK.1

RF.PK.2

RI.PK.4

SL.PK.2

Recognize the sound /n/ in initial position 

What words begins with /n/? 

  1. Introduce the lesson with “Nine Little Nuts” finger play. 
  2. Have the children echo-read “Nine little Nuts.”
  3. Introduce initial /n/ as in nuts.
  4. Have the children listen for and identify words with initial /n/.
  5. Have the children say a sentence using words with initial /n/.
  6. Distribute Activity Page 96.
  7. Have the children practice recognizing initial /n/ in Activity Page 96.
  8. Ask: What pictures name begins with initial /n/? Can you use it in a sentence? What do the words nest, nuts, necklace, numbers, and numbers have in common?
  1.  What pictures name begins with initial /n/?
  2.  Can you use it in a sentence?
  3.  What do the words nest, nuts, necklace, numbers, and numbers have in common?

Fri

 

 

 

RF.PK.1

RF.PK.2

RI.PK.4

SL.PK.2

Associate  the letters N n with the sound /n/. 

What sound does the letters N and n makes? 

  1. Introduce the lesson with the A to Z Chant.
  2. Review initial /n/ with the children.
  3. Review identification of uppercase N and lowercase n.
  4. Introduce the letter/sound correspondence N n /n/.
  5. Have the children identify uppercase F and lowercase as the letters that stand for the sound /n/.Have the children practice associating N n with /n/ in Activity Page 99.
  6. Have the children read the letters at the beginning of each row and then trace over the letters with their pencils.
  7. Have the children name the pictures in the row and circle those whose names begin with /n.
  8. Summarize matching N n to /n/ by asking the children: What sound does the letters N and n make? What words begins with /n/? Can you use it in a sentence? How are the words cuts and nuts different? 
  1. What sound does the letters N and n make?
  2.  What words begins with /n/?
  3.  Can you use it in a sentence? How are the words cuts and nuts 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. nightingale                               6. necklace

2. emperor                               7. numbers

3. jewels                                8. nine

4.  nest                              9. nurse

5.   nuts                            10. net

Use of Technology:

   ____ Smartboard

   ____ Student Response System