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Reading: 10/13/14 to 10/17/14
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OUR LADY QUEEN OF MARTYRS SCHOOL WEEKLY LESSON PLAN

 

Teacher’s Name Mrs. Fundora           Subject __Reading_________          Grade Pre-K1      Week of 10/13/14 to 10/17/14____________                            

Unit 2 Week 1                                                                    Unit Title The Three Bears        Essential Question What did Goldielocks do wrong?                       

 

 

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

 

 School Closed

 School Closed 

 School Closed  

 School Closed  

Tues

 

 

 

RL.PK.1

RL.PK.2

RL.PK.3

RI.PK.1

RI.PK.5

RI.PK.6

RF.PK.1

The students will:

  • Track Print from left to right
  • Identify sounds
  • Observe teacher’s book handling skills
  • Track print and illustrations from left to right
  • Locate pictures on a page
  • Listen and respond to stories read aloud
  • Discuss story words
  • Use pictures and prior knowledge
  • Listen for purpose
  • Determine important ideas
  • Draw conclusions
  • Answer questions about story
  • Understand characters
  • Connect text to  experience

 

What did the bears did wrong? (Leave the door unlocked.)

 

  1. Print awareness: Track print from left to right.
  2. Auditory Discrimination: Identify sounds.
  3. Introduce the book “The Three Bears.”
  4. Ask the children:  Have you ever eaten oatmeal or other hot cereal for breakfast? Was it warm or cold? How did it taste?
  5. Discuss cottage and porridge.
  6. Activate prior knowledge by asking the children the following questions:  Have ever seen a picture of a bear or seen a real bear at the zoo? Do real bears usually live in houses or wear clothe? What do you think the bears might be doing? Do the bears look happy or sad?
  7. Help the children set a purpose for listening.
  8. Play the story CD 1, Track 5
  9. Model using pictures to understand vocabulary.
  10. Discuss story by asking the following questions: Who visited the three bears’ house? Whose things did Goldielocks liked the best? Why do you think she liked those the best?
  11. Look at pictures in page 6 and answer the following questions. How do you think Papa Bear is feeling? How is Mama Bear feeling? How is Baby Bear feeling? How would you feel if you were one of the bear? (compare it to one of the characters) What did Goldielocks do when she saw the tree bears? Why did she do that? Why was Goldielocks frightened?
  12. Review story vocabulary: bears, Goldielocks, big, medium-sized, small.
  13. Have the children answer the following questions: What noise do real bears usually make? Why do you think the little girl was named Goldielocks? Whose bowl of porridge was medium-sized ?Whose chair was small and blue? Whose bed was the great big red one 
  1. Who visited the bears’ home?
  2. How did Baby Bear feel when they ate his porridge?
  3. How would you feel if you were Baby Bear?

Wed

 

 

 

RI.PK.7

RF.PK.1

RF.PK.2

W.PK.8

Recognize the sound /b/ in initial position. 

What sound does the letters B b makes? 

  1. Tell the children that today we will learn a new letter, B.
  2. Introduce the lesson with “Little Boy Blue.”
  3. Point to the letter B in the word Boy and Blue.”
  4. Have the children echo-read.
  5. Introduce initial /b/ as in book.
  6. Introduce the letters B b.
  7. Explain that the letters B b stands for the first sound in book, boy, blue, blow, boat, bed, bake, bear, and barn.
  8. Identify children’s names that begins with initial B /b/.
  9. Have the children listen for and identify words with initial /b/.
  10. Ask: What sound does the letters B b makes? What words begin with /b/ sound? Can you use the word in a sentence?
  11. Distribute Activity Page 7.
  12. have the children associate B b with the sound /b/. 
  1. What sound does the letters B b makes?
  2. What words begin with /b/ sound?
  3. Can you use the word in a sentence?

Thurs

 

 

 

RF.PK.1

RF.PK.2

W.PK.6

 Name and write uppercase B and lowercase b.

What words begins with the /b/ sound?  

  1.  Introduce B with “Books and Bikes.”
  2. Have the children echo-lines on chart paper.
  3. Identify words with B b.
  4. Ask: What sound does the letters B b makes? What words begins with the /b/ sound? How do we form B b?
  5. Model writing B b with wooden sticks.
  6. Have the children practice writing B and b with wooden sticks.
  7. Have the children practice writing B and b with Little Blackboards.
  8. Distribute Activity P. 6.
  9. Have the children practice writing B b in their Activity Page 6.
  1. What sound does the letters B b makes?
  2. What words begins with the /b/ sound?
  3. How do we form B b?

Fri

 

 Gym

Gym

Gym 

Gym

 

 

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.  small                              6. boat

2.  medium                         7. bake

3.  large                              8. bell

4.  bears                             9. bus                            

5. ball                                10. bounce

Use of Technology:

   ___+_ Smartboard

      _+_ Student Response System