ESSENTIAL

LEARNINGS

OUTCOMES

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?

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome?

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

Page 

2

Phonemic Awareness: Children will participate in a rhyming game.

Reading Comprehension: Children will recall story details.  Children will follow oral directions.

Auditory Discrimination: Children will identify sounds and discriminate between soft and loud sounds.

Vocabulary: Children will identify categories.

- Direct observation of whole group discussion and Q&A.

- Observe if children can listen and follow directions.

- Resutls of activity sheet.

- Morning Message

- Rhyming Game: Children will listen for riddles, have volunteers answer the riddles by providing a rhyming word.

- Pantomime story “La Tortuga.”

- Provide pictures from the story “La Tortuga” to discuss and recall story details. Children will listen for comprehension questions and circle the correct illustrations to answer the questions.

- Model: Explain and describe what “echo” means.

- Sound Game: Have children sit in a circle and pretend to be the teachers echo.  Provide a list of sounds and have children discriminate between soft and loud sounds.

- Activity: Children will listen for story details from CD and mark the activity sheet as the narrator tells them.

- Describe the rhyming words from riddles.  How do you know they are rhyming words?

- Act out and retell the story, “La Tortuga.”

- What did the turtle in the story do, that real turtles cannot do?

Tues

Page 

2

Phonics:  Children will identify letters Ee and Ff.  Children will identify letter sounds /e/ and /f/.

Writing:  Children will practice writing Ee and Ff.

- Results of writing activities.

-  Observe if children can recognize and identify uppercase and lowercase Ee and Ff.

- Sing alphabet song.

- Identify letters E and F on word wall and other areas of classroom.

- Model letter sounds /e/ and /f/.  

- Use pictures to identify words with beginning sounds /e/ and /f/.

- Activity: Have children place pictures with beginning sounds /e/ and /f/ on pocket chart.

- Model how to write Ee and Ff.

- Have children trace Ee and Ff on their hand.

-  Have children practice writing on their own individual chalk boards.

- Activity Sheet:  Trace and write letters Ee and Ff.

- Find letters E and F on the word wall.

- Show how to write Ee and Ff on your chalk board.

- Tell of things you have at home that have the beginning sound /e/ and  /f/.

Wed

Page

2

Phonemic Awareness: Children will participate in a rhyming game.

Listening/Speaking: Children will discuss pictures.

Vocabulary/Conceptual Development: Children will identify categories. Children will understand position words: in, on. Children will understand descriptive words: same, different.

- Direct observation of whole group discussion and Q&A.

- Observe if children can categorize pictures independently.

- Results of activity sheets.

- Morning Message

- Rhyming Game: Children will listen for riddles, have volunteers answer the riddles by providing a rhyming word.

- Activity: Discuss same and different pictures. Identify and circle pictures that show something on or in something.

- Activity: Categorize pictures: Identify and categorize onto a list,  pictures of things that give light, and pictures used for travel.

- How can you tell if an object is “on” or “in” something?

- Use the boxes and categorize the pictures to show things that give light and things used for travel.

- How can you categorize the clothes in your closet?

Thurs

Page

School Closed

Fri

Page

School Closed

School Grade Weighting Scale:

Tests and Quizzes (50%):

Classwork/ Participation (20%):

Homework (15%):

Projects/ Portfolios (15%):

Use of Technology:

__*__ Smartboard

____ Student Response System