| 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.2 RI.PK.4 RI.PK.5 RF.PK.1 RF.PK.2 | The children will: - Track print from left to right
- Recognize sentences
- Observe teacher’s book handling skills
- Track illustrations from left to right
- Locate pictures on a page
- Participate in discussions
- Discuss pictures
- Listen and respond to poems read aloud
- Listen for a purpose
- Use picture and prior knowledge
- Determine important ideas
- Answer questions about a story
- Draw conclusions
- Connect text to experience
| What is a jingle, poem, or rhyme? | - Track print from left to right.
- Recognize sentences.
- Have the children describe what they see in the pictures.
- Introduce the book.
- Ask the children: Do have a cat or a dog as pets and have ever seen a real cow or a frog? Can a real cow jump over the moon, a real cat play the violin, frog dance? Do dishes and spoon have legs and arms?
- Ask the children if they know a word that rhymes with, or ends with the same sound as spoon? (June, moon, noon, soon)
- Discuss jingles, poems, and rhymes.
- Explain following vocabulary words: violin ,fiddle, lamb, fleece, owl, flowl, papoose, slumber.
- Tell the children that they will listen to the jingles, poems, or rhymes to find out what people or animals in the pictures are doing.
- Have the children listen to the rhymes straight through while modeling turning the pages.
- Model using pictures to understand vocabulary.
- Show page 4.
- Ask: What animal is on page 4? Why is the lamb at school? How do you think Mary Feels?Why do you think she feels that way?
- Show page 6.
- Ask: What is the girls doing? How would you feel if you were on the sing?
- Show page 9.
- Ask: What are the children doing? What do like to play outdoors?
- Show page 10.
- What are the man and the baby doing? Is it day or night? How do you know?
- Review story vocabulary: fiddle, fleece, fowl, papoose.
| - Show page 4. Ask: What animal is on page 4? Why is the lamb at school? How do you think Mary Feels?Why do you think she feels that way?
- Show page 6.Ask: What is the girls doing? How would you feel if you were on the sing?
- Show page 9. Ask: What are the children doing? What do like to play outdoors?
- Show page 10. What are the man and the baby doing? Is it day or night? How do you know?
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Tues | RF.PK.2 RL.PK.1 RL.PK.3 RL.PK.10 RI.PK.1` RI.PK.4 RI.PK.5 | The children will: - Recognize that sentences are made up of words
- Recognize sentences
- Understand story vocabulary
- Listen and respond to poems read aloud
- Follow oral directions
- Respond to literature
- Dictate sentences about wishes.
| Do you know a rhyme you might say if you were jumping rope? | - Have the children recognize sentences are made up of words.
- Recognize sentences.
- Have the children discuss the cover.
- Have the children practice turning pages.
- Have the children look at the back of the back cover.
- Play CD 3, Track 2.
- Have the children listen to the CD.
- Help the children complete comprehension page.
- Check for comprehension and following directions.
- Help children respond to literature.
- Page 4: Who is the rhyme about? What is the most unusual thing you have ever brought brought to school?
- Page 8: Where are the children in this poem? What animals are they looking at? What animal do you like best? why?
- Page 9: What are the children doing? Do you know any rhymes you might say if you were jumping rope? what are they?
| - Page 4: Who is the rhyme about? What is the most unusual thing you have ever brought brought to school?
- Page 8: Where are the children in this poem? What animals are they looking at? What animal do you like best? why?
- Page 9: What are the children doing? Do you know any rhymes you might say if you were jumping rope? what are they?
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Wed | Rl.PK.1 RL.PK.2 RF.PK.1 L.PK.2 | The children will: - Recognize that sentences are made up of words
- Recognize words in sentences
- Understand position words: next to, between
- Identify colors: purple, red, blue, yellow
- Identify picture details
- Use crayon
- Trace and color in a square, use a crayon, underline
- Discuss pictures
- Follow oral directions
| What picture is a part of a whole? | - Recognize that sentences are made up of words, and recognize words in sentences.
- Ask: What are sentences made of? What words can you point to in the sentences? What other way can we communicate with people? (sign language)
- Distribute Activity Page 1.
- Distribute crayons and have the children identify colors.
- Discuss the squares and pictures.
- I will describe each empty square near it.
- Have the children find the square trace it and color in with the color I name.
- Distribute Activity P. 2
- Discuss the pictures
- Give practice identifying parts of a whole.
- Ask: What picture is part of the whole in the left corne?
| - What are these objects?
- What are they part of?
- Can we use these object to make _______?
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Thurs | RF.PK.1 L.PK.2 SL.PK.2 | The children will: - Recognize uppercase letters at the beginning of a sentences
- Count sentences and words in sentences
- Identify picture details
- Recognize patterns
- Identify colors
- Understand position words: in front of, in back of, next to, between
- Follow oral directions
- Use crayon, make a circle, draw a line over, under, between
| | - Recognize uppercase letters.
- Count sentences and words in sentences.
- Ask: Can you recall some of the words we read in the sentence? Do sentences begin with uppercase or lowercase? Why? Which sentence is written correctly?.
- Review squares and position words
- distribute Storybooks.
- Play Cd 3, Track 4.
- Give practice following directions by drawing circles and underline the given pictures.
| - Can you recall some of the words we read in the sentence?
- Do sentences begin with uppercase or lowercase? Why?
- Which sentence is written correctly?
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Fri |
| Stations of the Cross | Stations of the Cross | Stations of the Cross | Stations of the Cross |
| | 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. parts of 6. 2. in front of 7. 3. next to 8. 4. in back of 9. 5. next to 10. | Use of Technology:
__+__ Smartboard
__+__ Student Response System
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