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, and 44

Recognize the sound /y/ in initial position.

 Listen and identify the sound /y/ in initial position.

1. Introduce the lesson with “Yellow.”
2. Have children echo-read.
3. Have the children say what things in the poem are yellow.
4. Introduce initial /y/ as in yellow.
5. Have children listen for and identify words with initial /y/.
6. Use concept cards to practice recognizing initial /y/.
7. Have the children say sentences using words with initial sound /y/.

1. What words begins with initial /y/ in the poem “Yellow”?
2. What other words do you know that begin with /y/?
3. Can you invent a word with initial /y/?

Tues

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

 Associate the letters Y y with the sound /y/.

 Match Y y to /y/ on activity p. 164.

1.  Introduce the lesson with “Yo-yo, Yarn, and Yogurt Pie.”
2. Review identification of uppercase Y and lowercase y.
3. Introduce associating the letters Y y with /y/.
4. Have the children identify words with initial Y y as in yarn.
5. Review known words that begins with /y/.
6. Have the children match Y and y to /y/ in activity p. 164.

1. Can you name words that begins with Y y?
2. How would you use _______ in a sentence/
3. Can you say other words that begins with Y y?

Wed

Pages 38, 39, 41, 42, and 43

Name and write uppercase Y and lowercase y.

 The children will practice writing Y y in activity p. 163.

1.  Introduce the letters Y y with “Yo-yo, Yarn, and Pie.”
2. Have the children find Y y in words.
3. Have the children stand and form Y y.
4. Model writing the letters Y y.
5. Have the children practice writing Y y in their Little Chalkboards.
6. Distribute activity p. 163.

1. Can you list words that begin with the letters Y y?
2. How would you use ______ in a sentence?
3. Do you write Y y using curve lines or straight lines?

Thurs

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

 Recognize the sound /z/ in initial position.

 The children will listen and identify words with initial /z/

1.  Introduce the lesson with at “At the Zoo.”
2. Ask the children if they have ever been to the zoo.
3. Have the children echo-read “At the Zoo.”
4. Introduce initial /z/ as in zoo.
5. Have the children listen for and identify words with initial /z/.
6. Have the children use Concept Cards to recognize initial /z/.

1. What are some of your friends or family names that begins with /y/?
2. What examples of initial /z/ do you find in “At the Zoo”?
3. What would happen if we change the initial /z/ to another initial position?

Fri

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

 Associate the letters Z z with the sound /z/.

 The children will match Z z to /z/ on activity p. 168.

1. Introduce the letter Z z with “Zebra’s Zany Zoo Dance.
2. Have the children find letters Z z in words.
3. Distribute activity p. 168.
4. Have the children practice matching Z z with /z/.
5. Model writing Z z.
6. Have the children write Z z on activity p. 167

4. Can you name words that begins with Z z?
5. How would you use _______ in a sentence?
6. Can you say other words that begins with Z z?

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