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.2SL.PK.1

SL.PK.5PK.CC

The children will learn to identify and write the numbers 1 and 2.

Which group has more? 

1. Have the children solve the Problem of the Day 3-3.
2. The teacher will write the number 1 and will add a sticker, then will write 2 and will add two stickers next to the number.
3. Ask the children to point to, count, and say the numbers of stickers.
4. Ask: How many stickers each number have? How do you know? Which group has more? What senses did you use to tell how many stickers are in each number? What sense we did not use?
5. Distribute to each child a their small black boards and chalk.
6. The teacher will model how to write number 1.
7. Have the children try to write 1.
8. The teacher will help those with difficulties.
9. Then the teacher will model writing 2.
10. Have the children write 2.
11. The teacher will help those with difficulties.

1. What number is this?
2. What kind of lines do we us to write the numbers 1 and 2?
3. Which group has more? Why?

Tues

RI.PK.1

RI.PK.2SL.PK.1

SL.PK.5PK.CC

The children will learn to identify and write the numbers 1 and 2. 

Haw many objects are in each group? 

1. Have the children solve the Problem of the Day.
2. Review numbers 1 and 2.
3. Pair children.
4. Distribute one labeled counter and one cup to each pair of children.
5. Have one child shake the counters in the cup and then spill it onto the table.
6. Have the partners record the numbers that lands face-up and draw a corresponding number of objects.
7. Have the children answer the following: Which number did you get? How many objects do you need to record? Which group has more?  Which group has the fewest?
8. Have partners switch after they spill the cup 1 time.
9. Check for results. 

1. Which number did you get?
2. How many objects do yo need to record?
3. Which group has more? Which group has the fewest?

Wed 

Art 

Art 

Thurs

RI.PK.1

RI.PK.2SL.PK.1

SL.PK.5PK.CC

The children will practice writing 1 and 2. 

What kind of lines do we use when writing number 1 and 2? 

1. The teacher will hold a crayon.
2. Have the children show one crayon too.
3. The teacher will show two ducks.
4. Have the children show three crayons.
5. Hold up a string with one bead.
6. Ask how many beads are in the string.
7. The teacher will ask for a volunteer to add one more bead.
8. Ask a volunteer to tell how many beads are in the string. (2)
9. Distribute activity p. 82.
10. Have the children identify groups of (1) and 2 in activity page 89.
11. Low children the teacher will set up a table with a group of one object and a table with groups of two objects.
12. Have the low students place the number card in the corresponding table.

1. What kind of lines do we use to write the numbers 1 and 2?
2. How do you write 1 and 2? (Demonstrate)
3. How are they different?

Fri

RI.PK.1

RI.PK.2SL.PK.1

SL.PK.5PK.CC

The children will draw and label groups of 1 and 2 objects. 

How many objects are in each group? 

1. Have the children identify 1 and 2.
2. Match groups of 1 and 2 objects to its corresponding numbers.
3. Distribute construction paper and crayons to each children.
4. Have the children write the number (1) in the front and draw in the back to show number of objects.
5. Repeat activity with the number (3).
6. Check for understanding by having the children count the objects and identify the written number.
7. Low students will match number of objects to the corresponding numbers.

1. What number is this_____?
2. How many objects do you need to draw to the corresponding number?
3. Which group has more? Which group has fewest?

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. one                               6.

2.  two                             7.

3.  group                              8.

4.count                              9.

5.                               10.

Use of Technology:

   ____ Smartboard

   ____ Student Response System