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.2SL.PK.4

L.PK.1

L.PK.6

Associate the letters G g with the sound /g/. 

What words in the poem begin with G g? 

1. Introduce the lesson with “Gertrude the Goat.”
2. Review the initial /g/.
3. Ask: What sound does the letters G g make? What words in the poem begin with G g? (Point at the word) Can you make your own sentence using that word?
4. Introduce the letter/sound correspondence G g /g/.
5. Use Concept Cards to help children match G g to /g/.
6. Have the children use Activity p. 46 and a crayon to help them practice associating G g to /g/.

1. What sound does the letters G g make?
2. What words in the poem begin with G g? (Point at the word)
3. Can you make your own sentence using that word?

Tues

RL.PK.1

RL.PK.2

RL.PK.3

RL.PK.5RL.PK.7

 Listen to sequence

What happened first and last in the rhyme?

1. Introduce the lesson with “Jack Horner.”
2. Ask: How do you think Jack would have sat when he was in the corner?
3. Read the rhyme and act out  as I read.
4. Discuss the beginning and the end of “Jack Horner.”
5. Lead children reciting  “ Jack and Jill.”
6. Help the children recite the beginning and end of “Jack and Jill.”
7. Ask: What happened at the beginning? What did Jack and Jill did at the beginning of the rhyme?
8. Repeat the process, asking what happened at the end of the rhyme.
9. Have the children recite and act out “Jack and Jill.”
10. Have the children act out the beginning and end of “Jack and Jill.”
11. Have the children practice listening to for sequence in page 47.
12. ask: What happened at the beginning of the rhyme? (Color the frame yellow) What happened at the end of the rhyme? (Color the frame red)Review listening for sequence.

1. What was Jack doing at the beginning of the poem?
2. What did he said at the end of the rhyme?
3. What do all stories and poems have? (A beginning and an end)

Wed

RL.PK.1

RL.PK.2

RL.PK.3

RL.PK.7

Listen to a story and recalling sequence.

Who were the first and last characters the gingerbread man met? 

1. Introduce “The Gingerbread Boy.”
2. Have the children recall who the gingerbread man met first and last.
3. Have a volunteer point out who the gingerbread man met first and last.
4. Set a purpose for listening by asking the children to listen to find out who the gingerbread man meets first and last.
5. Read “The Gingerbread Man.”
6. h As I read the children will  answer the following questions: What do you think will happen next? Who do you think the gingerbread man will meet next? What do you think will happen to the gingerbread man?
7. Read the story the second time.
8. Have the children answer the following questions: Why did the woman make a gingerbread man? Could the gingerbread man run faster than anyone? Why do you think so? Why was the gingerbread running? Who were the first and last character that the gingerbread man met? 

1. Why did the woman make a gingerbread man?
2. Could the gingerbread man run faster than anyone?
3. Why do you think so?
4. Why was the gingerbread running?
5. Who were the first and last character that the gingerbread man met?

Thurs

RF.PK.1

RF.PK.2

RI.PK.4SL.PK.2

Recognize the sound /h/ in initial position.

What words begin with initial sound /h/?

1. Introduce the lesson with “Helping Hands.”
2. Introduce initial /h/ as in hands.
3. Have the children raise their hands as I mention words with beginning sound /h/.
4.  Identify children’s name that begin with initial /h/.
5. Have the children listen for and identify words with initial /h/.
6. Ask: What words begin with initial sound /h/? How would you use the word in a sentence? What would happen if the initial sound was different?

1. What words begin with initial sound /h/?
2. How would you use the word in a sentence?
3. What would happen if the initial sound was different?

Fri

RF.PK.1

RF.PK.2

WPK.6

Name and write uppercase H and lowercase h.

What letters are these?

1. Introduce the letters H h with “Helping Out.”
2. Have the children find the letters H h in words.
3. Model writing the letters H h.
4. Ask:  What letters are these? What kind of lines do we use to model writing H h? What words begin with initial sound /h/?
5. Distribute Small blue screens.
6. Have the children write H h in their screens.
7. Distribute Activity Page 53.
8. Have the children practice writing H h in the activity page.

1. What letters are these?
2. What kind of lines do we use to model writing H h?
3. What words begin with initial sound /h/?

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. house                               6. hat

2. hen                                   7. hop

3. hose                                 8. hammer

4. hand                                9. haystack

5. hot                                 10. helicopter

Use of Technology:

   __*__ Smartboard

   __*_ Student Response System