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

Pages 38, 39, 40, 42, 43, 44, and 45

  Naming and writing uppercase S and lowercase s.

  Naming and writing uppercase S and lowercase s in activity p. 129.

1.  Introduce the letters S s with “Swimming in the Sun.”
2.  Have the children find S s in words.
3. Have the children tell when we use uppercase S and lowercase s.
4. Model writing the letters S s in in the blackboard.
5. Distribute Little Chalkboards to each child.
6. Have the children practice writing S s on the Little Blackboards.
7. Distribute activity p. 129.
8. Have the children practice writing S s on activity p. 129.

1. What kind of lines do you use to write S s?
2. What words in Swimming in the Sun begin with Ss?
3. Do we use uppercase S or lowercase s at the beginning of a sentence?

Tues

Pages 38, 39, 40, 42, 43, 44, and 45

 Associate the letters S s with the sound /s/.

 Match S s to /s/ in activity p. 130

1.  Introduce the lesson with “Watch Your Step.”
2. Have the children  identify the letters S s in “Watch Your Step.”
3. Review initial /s/.
4. Introduce the letter/sound correspondence S s /s/.
5. Use Concept Cards to help children associate letters S s with /s/.
6. Have the children complete activity p. 130 to associate S s with the sound /s/.
7. What would happen if we change initial sound /s/ to another initial sound.

1. Can you point to the words that begins with /s/?
2. What word begins with the sound /s/?
3. What would happen if we change the initial sound /s/ to another initial sound?

Wed

Pages 38, 39, 40, 42, 43, 44, and 45

 Recognize the sound /t/ in initial position.

 Listen for /t/

1.  Introduce the lesson with “Two Tugboats.”
2. Have the children echo-read “Two Tugboats.”
3. Introduce initial /t/ as in tiger.
4. Identify children’s, family members ,or friends that begins with /t/.
5. Have the children listen for and identify words with initial /t/.
6. Use Concept Cards to practice recognizing initial /t/.

1. What words begin with sound /t/ in initial position?
2. How would you use the word _____ in a sentence?
3. Can you distinguish between uppercase T and lower case t?

Thurs

Pages 38, 39, 40, 41, 42, 43, 44, and 45

 Name and write uppercase T and lowercase t.

 The children will practice writing T t in Blue Screens and in activity p. 133

1.  Introduce the letters T t with “Take a Trip.”
2. Have the children find T t in words.
3. Model writing T t in Blue Screens.
4. Have the children make  body T t’s.
5. Have the children identify when to use uppercase T and lowercase t.
6. Have the children practice T t in blue screens.
7. Have the children practice writing T t in activity p. 133.

1. What words begins with /t/?
2. Can you demonstrate how you write T t?
3. When do we use uppercase T and lowercase t?

Fri

Pages 38, 39, 40, 42, 43, 44, and 45

 Associate the letters T t with the sound /t/.

 Match T t to /t/ in activity p. 134.

1.  Introduce the lesson with “The Top and the tip.”
2. Review initial /t/.
3. Review identification of uppercase T and lowercase t.
4. Review words that begins with uppercase T and lowercase t.
5. Introduce the letter/sound correspondence T t /t/.
6. Have the children associate T t with /t/ in activity p. 134.

1. Can you identify words that begin with lowercase T and lowercase t?
2. When do we use uppercase T and lowercase t?
3. Can you prove that that the word _____ begins with T t?

School Grade Weighting Scale:

Tests and Quizzes (50%):

Classwork/ Participation (20%):

Homework (15%):

Projects/ Portfolios (15%):

Multiple Intelligences/ Differentiated Instruction:

Use of Technology:

____ Smartboard

____ Student Response System