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, and 39

  Recognize word meaning from sentence context.

  Complete activity p. 135.

1.  Introduce the lesson by having children listen for information a class party.
2. Have the children answer the following questions: On what day will we have a party? At what time will we have the party? What we will celebrate? What special thing we will need for the party?
3. Have the children practice listening to One Bright Monday Morning?
4. Have the children listen for information.
5. Have the children answer: What did the child see and where it was growing?
6. Reread the story One Bright Monday Morning.
7. Ask the children: What did the child discovered on the last day of the story?
8. Have the children name as many of the objects from the story as they can remember.
9. Distribute activity p. 135.
10. Have the children use activity p. 135 to practice listening for information in the story.

1. Tell what the child saw and where it was growing?
2. Where in the story tell s you?
3. What did the child discover at the end of the story?

Tues

Pages 38, 39, 41, and 42

Naming and writing uppercase U and lowercase u.

 Practice writing U u with yarn, small chalk boards, and  in activity p. 140.

1.  Introduce the letter U u with “Up, Up, and Away.”
2. Have children find U u in words.
3. Model writing the letters U u.
4. Have the children practice forming U u with yarn.
5. Have the children forming U u in small chalk boards.
6. Distribute activity p. 140.
7. Have the the children practice writing U u in activity p. 140.

1. Can you name words with initial /u/?
2. What sound does the letters U u make?
3. How would you complete this sentence? When it rains I use an _______.

Wed

Pages 38, 39, 40, 42, 43, 44, and 45

 Recognize the sound /v/ in initial position.

 Listen for /v/ 

1.  Introduce the lesson with Go Around the Village.”
2. Have the children echo-read.
3. Introduce initial /v/ as in violin.
4. Have the children listen for and identify words with initial /v/.
5. Have the children say what sound they have learned to listen for?

1. Can you name words with initial sound /v/?
2. What sound does the letters V v make?
3. How would you complete this sentence?
4. I like to eat ______.

Thurs

Pages 39, 39, 41, and 42

 Naming and writing Uppercase V and lowercase v.

 Writing V v in activity p. 143.

1.  Introduce the letters V v with “My Vacation Was the Best.”
2. Let the children find V v in words.
3. Model writing the letters V v .
4. Have the children practice writing V v with wooden sticks.
5. Distribute activity p. 143.
6. Have the children complete activity p. 143.
7. Have the children make paper bag vest.

1. What kind of line do we use to write the letters V v?
2. How would you use the words : van, vegetables, violin, and violets in sentences?
3. What is the difference between V and v?

Fri

Pages 38, 39, 40, 42, 43, 44, and 45

 Associate the letters V v with the sound /v/

 Match V v to /v/ in activity p. 144.

1.  Introduce the lesson with “Victor’s Van.”Review initial /v/.
2. Review identification of the letters V and v.
3. Introduce the letter/sound correspondence V v /v/.
4. Have the children listen for and identify words with initial V v /v/.
5. Have the children use activity p. 144 to match V v to /v/.

1. Can you name words we learn with initial sound /v/?
2. How would you use the words in sentences?
3. What is the differences between V and v?

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