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, 41, 42, 43, 44

Recognize the sound /l/ in initial position

 The children will say words that begins with /l/ and will make up sentences.

1.  Introduce the lesson with the poem “Lemonade.”
2. Have the children echo-read “Lemonade.”
3. Introduce initial /l/ as in lion by having the children recall the title of the poem.
4. Reread the poem.
5. Have the children identify words in the poem that begins with /l/.
6. Have the children listen and identify words with initial /l/.
7. Have the children name all kinds of things that begins with the same sound as lion.
8. Have the children say a sentence with the list of words that begins with /l/.
9. Make lemonade with the children.

Tues

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

 Naming and writing uppercase and lowercase L l.

 The children will practice writing L l.

1. Review the /l/ sound.
2. Have the children point to the uppercase “L” and the lowercase “l.”
3. Have the children say words with initial sound /l/.
4. Have the children find the letters L and l in words.
5. Model writing L and l using wooden sticks.
6. Have the children tell what kind of lines we use to write L and l.
7. Have the children model writing L and l using the sticks.
8. Distribute activity p.77.
9. Model writing L and l on the activity page.

Wed

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

Associate the letters L l with the sound /l/.

 The children will match Ll to /l/.

1.  Introduce the lesson with the story “Lions in the Circus.”
2. Review initial /l/.
3. Have the children point to words in the story that have the letter L l.
4. Have the children identify uppercase and lowercase L l.
5. Have the children identify the objects in the table that begins with L l /l/.
6. Have the children identify the riddles about /l/ words.
7. Have the children practice associating L l with /l/. in activity p. 78.

Thurs

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

Reviewing the letters and letter sound correspondences.

 The children will identify Jj, Kk, and Ll in activity p. 79

1.  Have the children say the Alphabet Chant.
2. Have the children review the letters J j, K k, L l.
3. Have the children match uppercase with lowercase.
4. Distribute activity p. 79.
5. Have the children identify J j to /j/, k k to /k/, and L l to /l/.

Fri

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

 Reviewing the letters and letter sound correspondences.

  The children will match Jj, Kk, and Ll in activity p. 80

1. Have the children say the Alphabet Chant.
2. Have the children review the letters J j, K k, L l.
3. Have the children match uppercase with lowercase.
4. Distribute activity p. 80.
5. Have the children match J j to /j/, k k to /k/, and L l to /l/.

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