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Reading: 5/12/14 - 5/16/14
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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 _5/12/14 - 5/16/14________                            

Unit 6 Week 2                                                          Unit Title Rhymes for All Seasons                                   Essential Question What words begin with initial /r/?                        

 

 

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

 

 

 

RL.PK.1

RL.PK.2

RL.PK.3

RL.PK.5

RL.PK.

RL.PK.9

The children will listen to “The Ants and the Grasshopper”and recognize the main idea.

What was the story about?

 

  1.  Talk about “The Little Red Hen.”
  2. Have the children recall what the story is about.
  3. Have the children realize that unlike the story, there is time when work is important and time when play is important.
  4. Talk about times to work and times to play.
  5. Set a purpose for listening by asking the children to carefully to find out what happens next in the story.
  6. Read the title of the story aloud.
  7. Read “The Ants and the Grasshopper.’
  8. Review story with the children.
  9. Have the children make predictions about the story as I read the story.
  10. Ask: What seasons are talked in the story? What was the story about? Why didn’t the grasshopper work hard during the warm season to grow and store food? What season was mentioned both first and last? Do you think the grasshopper will work hard next summer to store food?
  1. What seasons are talked in the story?
  2. What was the story about?
  3. Why didn’t the grasshopper work hard during the warm season to grow and store food?
  4. What season was mentioned both first and last?
  5. Do you think the grasshopper will work hard next summer to store food?

Tues 

May Procession @ 10:00

May Procession @ 10:00

May Procession @ 10:00

May Procession @ 10:00

Wed

 

 

 

RI.PK.1

RI.PK.3

RI.PK.7

W.PK.3

SL.PK.5

Recognize the sound /r/ in initial position. 

What sound the letter /r/ makes in initial position? 

  1. Introduce the lesson with “Rain.”
  2. Have the children echo-read.Introduce initial /r/ as in rain.
  3. Identify children identify family members, pets, or story characters with names that begins with the same sound as rain and rabbit.
  4. Have the children listen for and identify words with initial /r/.
  5. Have the children use words with initial /r/ in sentences.
  6. Have the children act out the poem “Raindrops.”
  7. Summarize listening for /r/.
  8. Ask: What sound does the letter /r/ makes? What words begin with initial /r/ sound? Why do we need rain?  
  1. What sound does the letter /r/ makes?
  2. What words begin with initial /r/ sound?
  3. Why do we need rain?

Thurs

 

 

 

RF.PK.1

RF.PK.2

L.PK.2

RI.PK.1

 Name and write uppercase R and lowercase r.  

What kind of lines do we use to form R and r? 

  1. Introduce the letter R r with “Draw a Rainy, Rainbow Day.”
  2. Let the children find R r in words.
  3. Review when to use uppercase R and lowercase r.
  4. Model writing R r on the blackboards.
  5. Distribute small blackboards, and chalk to each child.
  6. Have the children practice forming R r.
  7. Distribute Activity P. 119.
  8. Have the children practice writing R r in Activity P. 119.
  9. Ask: What sound /r/ makes? What kind of lines do we use to form R and r? How are the the same and different?  
  1. What sound /r/ makes?
  2. What kind of lines do we use to form R and r?
  3. How are the the same and different?

Fri

 

 

 

RF.PK.1

RF.PK.2L.PK.2

RI.PK.1

  Associate the letters R r with the sound /r/. 

What words begins with initial sound /r/? 

  1. Introduce the “Raindrops.”
  2. Review initial /r/ and identification of the letters r r.
  3. Introduce the letter/sound correspondence R r /r/.
  4. Have the children listen for and identify words with initial R r /r/.Distribute Activity P. 120 to match initial letters R r to pictures whose names begins with /r/
  5. Ask: What words begins with initial sound /r/? How do you know rabbit begins with /r/? What about monkey? Why not?
  6. Review associating R r with /r/. 
  1. What words begins with initial sound /r/?
  2. How do you know rabbit begins with /r/?
  3. What about monkey? Why not?

 

 

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. ring                               6. rainbow

2. rose                               7. rug

3. rake                              8. robot

4. rabbit                               9. rooster

5. racoon                              10.

Use of Technology:

   __+__ Smartboard

   ___+_ Student Response System