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

RI.PK.1

RI.PK.4

RF.PK.1

RF.PK.2

RF.PK.3

Associate the letters M m with the sound /m/. 

 Can you use the word in a sentence?

1. Introduce the lesson with moving “Moving the Beat.”
2. Review initial /m/.
3. Have the children mash their feet when they hear a word that begins with the //m/ sound.
4. Ask: Does the word ______ begins with the /m/ sound?
5. Review uppercase M and lowercase m.
6. Ask: How is the uppercase M and lowercase m same and different?
7. Introduce associating M m with /m/.
8. Have the children point to the M’s in the words in a sentence.
9. Ask: What words begin with the /m/ sound? (Point) Can you use the word in a sentence?
10. Have the children identify M m /m/.
11. Have the children choose objects that begin with the /m/ sound.
12. Have the children practice associating M m with /m/ in activity p. 90.

1. Does the word ______ begins with the /m/ sound?
2. How is the uppercase M and lowercase m same and different?
3. Can you use the word in a sentence?

Tues

RF.PK.1

RF.PK.2

L.PK.2

RI.PK.1

Name and write uppercase M and lowercase m. 

How is M and m same and different? 

1. Introduce the lesson with “Moving to the Beat.”
2. Have the children find the letters M m in words.
3. Model writing the letters M m in words.
4. Distribute chalk, and Little Black Boards to each child.
5. Have the children practice writing M and m.
6. Ask:What words begin with the /m/ sound?  Can you point a picture that begins with the /m/ sound? How is M and m same and different?
7. Distribute activity p. 89.
8. Have the children practice writing M and m in activity page 89.
9. Summarize the lesson and provide additional practice.

1. What words begin with the /m/ sound?
2. Can you point a picture that begins with the /m/ sound?
3. How is M and m same and different?

Wed

RL.PK.1

RL.PK.7

RL.PK.9W.PK.8

Listen to predict outcomes. 

What do you think the story is about? 

1. Introduce the lesson with There’s an Alligator Under my Bed.
2. Flip through the pages of the story, stopping periodically to have children remember what happened next in the story.
3. Talk about predicting outcomes.
4. Have the children make predictions.
5. Read “There is a Creature Under My Bed”
6. Ask: What do you think the story is about?
7. Review children’s prediction.
8. Read the list of prediction.
9. Ask: Which predictions were correct? Why? Where in the story tells you? 

1. What do you think the story is about?
2. Which predictions were correct? Why?
3. Where in the story tells you? 

Thurs

RL.PK.1

RL.PK.7

RL.PK.9W.PK.8

RI.PK.1

Recognizing sequence words first, next, last.

 What did I do first?

1. Introduce the lesson with “Singing-Time.”
2. Ask: What Which of the following things the child does first in the poem? What does the child does next? What does the child does last?
3. Model the concept first, next, and last.
4. Ask what happened first, next, and last.
5. Ask: What am I making? What did I do first? Can I make something without a sequence of events? (no)
6. Distribute activity p. 93.
7. Have the children practice first, next, and last in their activity p. 93. 

1. What am I making?
2.  What did I do first?
3.  Can I make something without a sequence of events? (no)

Fri 

 Early Dismissal @ 11:00

Early Dismissal @ 11:00

Early Dismissal @ 11:00

Early Dismissal @ 11:00

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.  move                              6. mash

2.  monkey                          7. map

3.  many                              8. mop

4. more                               9. mat

5.  mailbox                       10. miracles

Use of Technology:

   __*__ Smartboard

   __*__ Student Response System