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.3

RI.PK.7

W.PK.3

SL.PK.5

RF.PK.1

RF.PK.2

L.PK.2

RI.PK.1

The children will:

• Recognize the sounds of  /u/ in initial position.
• Name and write uppercase U and lowercase u.

 What is the difference between U and u?

1. What is the difference between U and u.
2. Introduce the letters U u with “Up, Up, and Away.”
3. Have the children identify uppercase U and lowercase u.
4. Introduce troduce words that begin with /u/ as unicorn, under, umbrella, up, umpire.
5. Have the children use the words in sentences.
6. Have the children find U u in words.
7. Ask: Can you identify uppercase U and lowercase u? What sound does it makes? Can you recall a word that begins with the /u/ sound? How do we form U and u?
8. Model forming U u.
9. Distribute Small Blackboards to each child.
10. Have the children practice forming U u.
11. Distribute Activity P. 140.

1. Have the children form U and u.

1. Can you identify uppercase U and lowercase u?
2. What sound does it makes?
3. Can you recall a word that begins with the /u/ sound?
4. How do we form U and u?

Tues

RL.PK.1

RL.PK.5

RL.PK.7RL.PK.11

RI.PK.7

 Classifying objects by location in which they are found. 

  Can you recall a word that begins with the /u/ sound? 

1. Can you recall a word that begins with the /u/ sound? (Assessment question)
2. Discuss subways and tractors.
3. Read aloud two poem, “A Subway Train” and “Tractors.”
4. Introduce the concept of city and country.
5. Ask: Where would you see a subway train? (city) Where would you see a tractor? (country)
6. Have the children list things in the city and the country and make a chart to compare them.
7. Distribute Activity P. 137.
8. Have the children identify city and country objects.
9. Ask: Can you recall things you see in the country and things you see in the city? Why do we use trains in the city? Can we use a tractor in the city? Why not? What means of transportation we use in the city? How do you come to school? (bus, train walking, or car) 

1. Can you recall things you see in the country and things you see in the city?
2. Why do we use trains in the city?
3. Can we use a tractor in the city? Why not?
4. What means of transportation we use in the city?
5. How do you come to school? (bus, train walking, or car)

Wed

RI.PK.1

RI.PK.3

RI.PK.7

W.PK.3

SL.PK.

Recognize the sound /v/ in initial position. 

 What do you see in the country and in the city?

1.  Can you recall things you see in the country and things you see in the city? (Assessment question)
2. Introduce the lesson with “Go Round and Round the Village.”
3. Have the children echo-read.
4. Introduce initial /v as in violin.
5. Identify children’s names that begins with /v/.
6. Have the children listen for and identify words with initial /v/.
7. Have the children use the words in sentences.
8. Ask: What words begin with initial /v/? What sound does initial /v/ makes? Can you use the word in a sentence?

1.  What words begin with initial /v/?
2.  What sound does initial /v/ makes?
3. Can you use the word in a sentence?

Thurs

RF.PK.1

RF.PK.2

L.PK.2

RI.PK.1

Name and write uppercase V and lowercase v. 

What word begins with the /v/ sound? 

1. Introduce the letters V v with “My Vacation Was the Best.”
2. Let the children find V v in words.
3. Model forming the letters V v in the black board.
4. Have the children practice forming V v in their Little Blackboards.
5. Distribute Activity P. 143.
6. Have the children answer the following questions: What kind of lines do when forming V and v? Can you demonstrate how we form V v? What would happen if we use curve lines to form the letters V and v? (We will form U u) 

1.  What kind of lines do when forming V and v?
2. Can you demonstrate how we form V v?
3. What would happen if we use curve lines to form the letters V and v? (We will form U u) 

Fri

RF.PK.1

RF.PK.

2L.PK.2

RI.PK.1

 Associate the letters V v with the sound /v/

Can you demonstrate how we form V v ?  

1.  What kind of lines do when forming V and v? (Assessment question) 
2. Introduce the lesson with the poem Victor’s Van.”
3. Review identification of the letters V and v.
4. Introduce the letter/sound correspondence V v /v/.
5. Have the children listen for and identify words with initial V v /v/ Have the children use Activity P. 144 to match V v to /v/. Does the word _____ begins with the /v/ sound? Why not?
6. Have the children answer: What sound does V v makes? Does the _____ word begins with /v/? (Circle words with initial /v/)

1.  What sound does V v makes?
2.  Does the _____ word begins with /v/? (Circle words with initial /v/)
3. Does the word _____ begins with the /v/ sound? Why not?

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.City                                6.Cars

2.  Country                              7. V v words

3. Tractor                               8.

4.  Bus                              9.

5.  Subways                             10.

Use of Technology:

   ____ Smartboard

   ____ Student Response System