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

School Closed

Tues

G.PK.1

G.PK.2

Children will identify a cube and classify objects shaped like a cube.

How many sides and corners does a cube have?

- Whole Group: Display models of a cube, identify sides and corners of a cube.  Complete activity on cubes on the smartboard.

- Whole Group: Identify real-world objects with the shape of a cube.

- Independent Practice: Use a cut out of a cube to create a real-world object that has the shape of a cube.

- Which objects in our classroom have the shape of a cube?

- Are the sides on a cube the same or different? How do you know?

- What are things you can create out of a cube?

Wed

G.PK.1

G.PK.2

Children will identify a rectangular prism and classify objects shaped like a rectangular prism.

Describe a rectangular prism?

- Whole Group: Display models of a rectangular prism, identify sides and corners of a rectangular prism. Complete activity on rectangular prisms on the smartboard.

- Small Group: Provide a “Mystery Bag” of different solid figures and children will feel an object to find a rectangular prism, and remove it to check.

- Independent Practice: Complete activity sheet on solid figures.

- Which objects in our classroom have the shape of a rectangular prism?

- What might the shape of a rectangular prism be used for?

- How is a cube and a rectangular prism alike and different?

Thurs

G.PK.1

G.PK.2

Children will sort solids by whether they can roll, slide, or be stacked.

Children will identify objects that can roll, slide, or be stacked.  

Name some of the shapes that can roll, slide or stack.

- Whole Group: Review the name of each solid figure’s name and its attributes.

- Whole Group: Introduce vocabulary words roll, slide, stack and give an example.

- Small Group: Use solid figures to roll, slide and stack.  

- Independent Practice: Complete Activity Sheet “Moving Shapes”

- Name objects in the classroom that can roll, slide or stack.

- Which solid figure has two flat sides and can roll, slide and stack?

- How do you know which solid figures can roll?

Fri

G.PK.1

G.PK.2

Childrenw will identify plane figures that make up the flat surfaces of solids.

Which plane figures can you make out of a cube, cylinder and rectangular prism?

- Whole Group: Review attributes of plane and solid figures.

- Small Group: Use playdough to press the flat surface of a solid into the playdough and identify the plane figure made.

- Independent Practice: Complete Activity Sheet “Plane Figures on Solids.”

- Does this figure have flat surfaces? How many?

- Describe the flat surfaces in each solid figure.

- Which classroom objects can you use to identify its plane figure by tracing around the flat surface of the solid figure.

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. triangle
2. rectangle
3. square
4. circle
5. corner
6. side
7. cylinder
8. sphere
9. cone
10. cube
11. rectangular prism
12. stack
13. slide
14. roll

Use of Technology:

   _*___ Smartboard

   ____ Student Response System