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

L.PK.1

RF.PK.1

RL.PK.1

RL.PK.3

RL.PK.5

RL.PK.7

 The children will:

• Recognize uppercase letters at the beginning of  sentences
• Repeat a sequence of words
• Identify picture details
• Identify colors: black, red, blue, yellow, green,
• Understand words: first, next, last
• Understand words: over, under, on
• Follow oral directions
• Make a circle
• Mark an X
• Draw a line under

  What happened first, next, and last?

1. Recognize uppercase letters at the beginning of sentences.
2. Ask: Do we use uppercase or lowercase letters at the beginning of sentence?
3. Have the children identify the uppercase letter at the beginning of a sentence.
4. Repeat a sequence of words from their favorite rhyme “Hey Diddle, Diddle.”
5. Ask: What happened first, next, and last? How can we tell?
6. Distribute Story booklets, and a black crayon.
7. Have the children listen to CD 3, Track 8.
8. Have the children mark an X on the box from left to right across each arrow.
9. Have the children mark with an X the picture being told.

1. Do we use uppercase or lowercase letters at the beginning of sentence?
2. What happened first, next, and last?
3. How can we tell what what happened first, next, and last?

Wed

RL.PK.1

RL.PK.2

RL.PK.3

RL.PK.6RL.PK.7

W.PK.8SL.PK.2SL.PK.4

 Listening to “Country Mouse and City Mouse” and making comparisons.

 Do you think Country mouse would move to the City? Do you think that City Mouse would move to the country? Why?

1. Talk about the country and the city.
2. View scenes from the country and the city.
3. Review classifying things in the country and things in the city.
4. Ask: What things can you find in the country? What things can we find in the city?
5. Set a purpose for listening.
6. Read “Country Mouse and City Mouse.”
7. Ask: Why did City Mouse visit Country Mouse? What happened in the beginning, middle, and the end of the story? Do you think Country mouse would move to the City? Do you think that City Mouse would move to the country? Why?

1. Why did City Mouse visit Country Mouse?
2. What happened in the beginning, middle, and the end of the story?
3. Do you think Country mouse would move to the City?
4. Do you think that City Mouse would move to the country? Why?

Thurs

RI.PK.1

RI.PK.3

RI.PK.7

W.PK.3

SL.PK.5

RF.PK.1

RF.PK.2

L.PK.2

RI.PK.1

The children will:

• Recognize the sounds of  /u/ in initial position.
• Name and write uppercase U and lowercase u. 

What is the difference between U and u?  

1. What is the difference between U and u.
2. Introduce the letters U u with “Up, Up, and Away.”
3. Have the children identify uppercase U and lowercase u.
4. Introduce troduce words that begin with /u/ as unicorn, under, umbrella, up, umpire.
5. Have the children use the words in sentences.
6. Have the children find U u in words.
7. Ask: Can you identify uppercase U and lowercase u? What sound does it makes? Can you recall a word that begins with the /u/ sound? How do we form U and u?
8. Model forming U u.
9. Distribute Small Blackboards to each child.
10. Have the children practice forming U u.
11. Distribute Activity P. 140.

1. Have the children form U and u.  

1. Can you identify uppercase U and lowercase u?
2. What sound does it makes?
3. Can you recall a word that begins with the /u/ sound?
4. How do we form U and u?

Fri

RI.PK.1

RI.PK.3

RI.PK.7

W.PK.3

SL.PK.5

RF.PK.1

RF.PK.2

L.PK.2

RI.PK.1

The children will:

• Recognize the sound /v/ in initial position.
• Name and write uppercase V and lowercase v.
• Name and write uppercase V and lowercase v.

 Does the word_____ begins with the /v/ sound?

1. Introduce initial /v as in violin.
2. Identify children’s names that begin with /v/.
3. Have the children listen for and identify words with initial /v/.
4. Ask: What words begin with initial /v/?
5. Model forming the letters V v in the black board.
6. ask: How is the letters V and v same/different?
7. Have the children practice forming V v in their Little Blackboards.
8. Distribute Activity P. 143.
9. Introduce the letter/sound correspondence V v /v/.
10. Have the children listen for and identify words with initial V v /v/.
11. Have the children use Activity P. 144 to match V v to /v/.
12. Ask: Does the word_____ begins with the /v/ sound?

1. What words begin with initial /v/?
2. How is the letters V and v same/different?
3. Does the word_____ begins with the /v/ sound?

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. first                                       6. violin

2. next                                      7. violet

3. last                                        8. vase

4. umpire                                  9. van

5. umbrella                             10. vest

Use of Technology:

   __+__ Smartboard

   __+__ Student Response System