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 

5

Phonemic Awareness: Children will identify same and different beginning sounds in words.

Vocabulary: Children will understand story vocabulary.

Reading: Children will recall story details.

Children will respond to literature.

Children will understand characters.

- Observe if children can identify story vocabulary and respond to the story through Q&A.

- Results of activity.

- Morning Message

- Review Word Wall

- Whole Group: Give two words and have children clap once if the words have the same beginning sound and raise one hand if the words have different beginning sounds.

- Whole Group: Use pictures to introduce story vocabulary words: meadow, pond, forest, wolf bird, duck, cat and hunters.

- Build Prior Knowledge: Have children discuss their experiences with wolves.

- Read Aloud

- Whole Group: Discuss the story.

- Independent Practice: Draw a picture of which of the animals from the story might live in the forest, the pond or in your house as a pet.

- Why did Peter go the meadow? Why didn’t his grandfather want him to be in the meadow alone?

- Why did Peter climb onto the garden wall? What would you have done?

- Tell how you think Peter, the cat, the wolf and the grandfather felt when Peter caught the wolf? Why? How would you feel if you caught the wolf?

Tues

Page

5

Phonemic Awareness: Children will identify same and different beginning sounds in words.

Vocabulary: Children will understand story vocabulary.

Reading: Children will identify problem and solution in story. Children will follow oral directions. Children will understand story structure.

- Observe if children can identify story problem and solution.

- Results of activities.

- Morning Message

- Review Word Wall

- Whole Group: Listen for two words and snap your fingers for words that have the same initial sound and clap once for words that have different initial sounds.

- Read Along with individual story books.

- Independent Practice: After reading listen for oral directions from story CD and use story illustrations to answer the comprehension questions.

- Whole Group: Use story illustrations to identify the problem and solutions.

- Independent Practice: Fold a paper in half and draw the story problem on one side and the solution on the other side of paper.

- What problem do you see happening?

- How does Peter solve the problem?

- What would you do differently if you were Peter?

Wed

Page

5

Phonemic Awareness: Children will identify same and different beginning sounds in words.

Phonics: Children will identify uppercase and lowercase Uu, Vv, Ww.

Children will distinguish between letters.

High-Frequency Words: Children will identify and read words: white, find, funny.

- Observe if children can identify letters Uu, Vv, and Ww.  Observe if children can read words: white, find, funny.

- Results of activity.

- Morning Message

- Review word wall

- Whole Group: Give children a group of words and have them tell which words have the same initial sounds.

- Whole Group: Sing the alphabet song to identify where the letters U,V,W can be found in the song. Play a game by naming the letters (U,V, W) on a tree until they reach the top.

- Small group: Use index cards to identify words: white, find, funny. Then match index cards to the words on the word wall. Have children use “Squaker” the class puppet to use those words in a sentence.

- Independent Practice: Have children circle and name matching letters.

- Sing the alphabet song and stop when you find the letters U, V, W.

- Look around the classroom to find letters Uu, Vv, and Ww.

- How would you use the words find and funny in a sentence?

Thurs

Page

5

Phonemic Awareness: Children will identify ending sounds in words.

Phonics: Children will identify letter Uu.

Children will identify pictures with beginning sound /u/.

- Observe if children can identify letter Uu and its sound.

- Results of activity.

- Morning Message

- Review word wall

- Whole Group: Play Arm Blending game to identify ending sounds in words.

- Small Group: Use letter cards to identify letter Uu.

- Small Group: Use pictures to identify beginning sound /u/.

- Independent Practice: Draw a picture of something with beginning sound /u/.

- Which letter comes after T in the alphabet?

- What is the sound for letter U?

- Which things can you find at home or in the classroom that have the beginning sound /u/.

Fri

Page

5

Phonemic Awareness: Children will identify ending sounds in words.

Phonics: Children will identify letter Vv.

Children will identify pictures with beginning sound /v/.

- Observe if children can identify letter Vv and its sound.

- Results of activity.

- Morning Message

- Review word wall

- Whole Group: Play Arm Blending game to identify ending sounds in words.

- Small Group: Use letter cards to identify letter Vv.

- Small Group: Use pictures to identify beginning sound /v/.

- Independent Practice: Draw a picture of something with beginning sound /v/.

- Which letter comes between U and W in the alphabet?

- What is the sound for letter V?

- Which things can you find at home or in the classroom that have the beginning sound /v/.

School Grade Weighting Scale:

Tests and Quizzes (50%):

Classwork/ Participation (20%):

Homework (15%):

Projects/ Portfolios (15%):

Use of Technology:

__*__ Smartboard

____ Student Response System