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

RF.PK.2

RL.PK.1

RL.PK.3

RL.PK.4

RL.PK.6

RL.PK.7

W.PK.5

Phonemic Awareness: Children will identify same and different beginning and ending sounds.

Vocabulary: Children will understand story vocabulary.

Comprehension: Children will recall story details.

Children will understand characters.

Children will determine important ideas.

Who were the main characters in the story?

- Morning Message

- Whole Group: Beginning and Ending Sound Word Game with pictures and paper cup telephones.

- Whole Group: Introduce vocabulary words: meadow, pond, forest, hunters, bird, duck, cat, wolf.

- Read Aloud -  Listening Center

- Whole Group: Use story pictures to retell story in sequence order.

- Independent Practice: Draw a picture of one important detail from the story.

- Why did Peter go to the meadow?

- How did the animals feel when they saw the wolf?

- How would you feel if you had to try to catch a wolf? Why?

Tues

RF.PK.1

RF.PK.2

RF.PK.3

RI.PK.4

SL.PK.1

Phonemic Awareness: Children will identify same and different beginning and ending sounds.

High-Frequency Words: Children will identify and read the word “where.”

Phonics: Children will identify capital U,V,W and lowercase u,v,w.

Children will distinguish between letters.

Children will identify letter sounds /u/, /v/, and /w/.

Name an object with beginning sounds /u/, /v/, /w/.  

- Morning Message - Sight Word “where”

- Whole Group: Beginning and Ending Sound Word Game with pictures and paper cup telephones.

- Whole Group: Smartboard activity on letter recognition and letter sounds.

- Whole Group: Use pictures to identify beginning sounds /u/, /v/, /w/.

- Independent Practice: Use individual black boards and chalk to write uppercase and lowercase Uu, Vv and Ww.  

- Which pictures show beginning sounds /u/, /v/, and /w/?

- How can you use the word “where” in a sentence?

- Use position words to tell where in the alphabet can we find letters U, V, and W.

Wed

RF.PK.2

RL.PK.1

RL.PK.3

SL.PK.2

SL.PK.6

RI.PK.7

RF.PK.4

Phonemic Awareness: Children will identify same and different beginning and ending sounds.

Vocabulary: Children will understand story vocabulary.

Comprehension: Children will listen for a purpose.

Children will follow oral directions.

Children will understand story structure.

Children will identify problem and solution in a story.

How is one problem solved in this story?

- Small Group: Use picture cards and paper cup telephones to identify beginning sounds.  

- Whole Group: Use pictures on the Smartboard to identify beginning ending sounds.

- Review Vocabulary Words on Smartboard

- Read Aloud

- Whole Group: Use story pictures to identify story details and problem and solution in the story.

- Independent Practice: Illustrate Story Map to identify characters, setting, problem and solution.

- Why didn’t the grandfather want Peter to go to the meadow alone?

- What problem did the duck, cat and bird have?

- How did Peter help solve the problem?

- If you were to have a problem like Peter did in real life, how would you help solve it?

Thurs

Gym

Fri

RF.PK.2

SL.PK.4

SL.PK.6

L.PK.4

Phonemic Awareness: Children will identify same and different beginning and ending sounds.

Conceptual Development: Children will understand foods and flavors: vanilla, chocolate, strawberry.

Visual Development: Children will identify pictures.

Children will discriminate between figure and ground.  

Comprehension: Children will follow oral directions.

How do the pictures help you identify the different flavors?

- Morning Message

- Whole Group: Beginning and Ending Sound Word Game with pictures and paper cup telephones.

- Independent Practice: Complete activity p. 1 identify and color backgrounds.

- Guided Practice: Complete activity p. 2 Use pictures of different foods and flavors to identify white items.

- What does the sky look like at night?

- Which flavor has white coloring?

- What is your favorite flavor? Which  foods come in that flavor?

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. meadow
2. pond
3. forest
4. hunters
5. bird
6. duck
7. cat
8. wolf

Use of Technology:

   __*__ Smartboard

   ____ Student Response System