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Reading: 2/11/13 - 2/15/13
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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 _2/11/13 - 2/15/13_____________                            

Unit 5 Week 1                Unit Title Jingles, Poems, and Rhymes        Essential Question What are jinggle, poems, and rhymes?

 

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 jinggle, poem, or rhyme? 

  1. Track print from left to right.
  2.  Recognize sentences.
  3. Have the children describe what they see in the pictures.
  4. Introduce the book.
  5. 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?
  6. Ask the children if they know a word that rhymes with, or ends with the same sound as spoon? (June, moon, noon, soon)
  7. Discuss jingles, poems, and rhymes.
  8. Explain following vocabulary words: violin ,fiddle, lamb, fleece, owl, flowl, papoose, slumber.
  9. 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.
  10. Have the children listen to the rhymes straight through while modeling turning the pages.
  11. Model using pictures to understand vocabulary.
  12. Show page 4.
  13. 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?
  14. Show page 6.
  15. Ask: What is the girls doing? How would you feel if you were on the sing?
  16. Show page 9.
  17. Ask: What are the children doing? What do like to play outdoors?
  18. Show page 10.
  19. What are the man and the baby doing? Is it day or night? How do you know?
  20. Review story vocabulary: fiddle, fleece, fowl, papoose.
  1. 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?
  2. Show page 6.Ask: What is the girls doing? How would you feel if you were on the sing?
  3. Show page 9. Ask: What are the children doing? What do like to play outdoors?
  4. Show page 10. What are the man and the baby doing? Is it day or night? How do you know?

Tues

 Music

Music 

Music 

Music

Wed

 

 

 

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?

 

  1. Have the children recognize sentences are made up of words.
  2. Recognize sentences.
  3. Have the children discuss the cover.
  4. Have the children practice turning pages.
  5. Have the children look at the back of the back cover.
  6. Play CD 3, Track 2.
  7. Have the children listen to the CD.
  8. Help the children complete comprehension page.
  9. Check for comprehension  and following directions.
  10. Help children respond to literature.
  11. Page 4: Who is the rhyme about? What is the most unusual thing you have ever brought brought to school?
  12. Page 8: Where are the children in this poem? What animals are they looking at? What animal do you like best? why?
  13. Page 9: What are the children doing? Do you know any rhymes you might say if you were jumping rope? what are they?
  1. Page 4: Who is the rhyme about? What is the most unusual thing you have ever brought brought to school?
  2. Page 8: Where are the children in this poem? What animals are they looking at? What animal do you like best? why?
  3. Page 9: What are the children doing? Do you know any rhymes you might say if you were jumping rope? what are they?

Thurs

 

 

 

RF.PK.1

RF.PK.2

RI.PK.4

SL.PK.2

Recognize the sound /k/ in initial position. 

What sound they have learned to listen for? 

  1. Introduce the lesson with “Polly Put the Kettle On.”
  2. Ask the children: What is a kettle use for?
  3. Have the children echo-read.
  4. Introduce initial /k/ as in kettle by asking the children to listen to the sound they hear at the beginning of the word kettle.
  5.   Display Alphabet Card K k and identify uppercase K and lowercase k.
  6. Identify children’s names that begin with /k/.
  7. Have children listen for and identify words with initial /k/ such as, kite, king, kangaroo, kettle, keys, kitchen, kiss, kitten.
  8. Have the children use a word with initial /k/ in a sentence.
  9. Summarized listening for /k/ by asking the children: What sound they have learned to listen for?
  1. What is a kettle?
  2. How would you use ______ in a sentence? (kettle, king, kangaroo, kite, kitchen, keys, kiss, kitten)
  3. How the words king and keys are alike? (They both begin with initial /k/)

Fri

 

 

 

RI.PK.1

RI.PK.4

RF.PK.1

RF.PK.2

RF.PK.3

Associate the letters K k with the sound /k/.

 

  1. Introduce the lesson with “Making Kites.”
  2. Have the children echo-read.
  3. Have the children recall words in the rhyme that begins with /k/.
  4. Have the children say a sentence with the words that begins with initial /k/.
  5. Review identification of the letters K and k by having the children point  to each capital K and lowercase k.
  6. Ask volunteers to listen and and clap if they hear a word that begins with /k/.
  7. Have the children practice recognizing initial K k with /k/ in Activity Page 74.                                                                                          
  1. What words begin with initial /k/?
  2. How would you use the ______ in a sentence?
  3. How both K and k are alike and how are they different?

 

 

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.  fiddle                              6.kitten

2. fleece                               7.king

3.  fowl                              8.kangaroo

4. pappose                               9.keys

5.  kettle                             10.kitchen

Use of Technology:

   ____ Smartboard

   ____ Student Response System