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 

1

Children will recognize and write uppercase and lowercase Mm.

- Observe if children recognize letter Mm.

-  Observe development of fine motor skills writing and tracing Mm; using glue.

- Morning Message

- Chant and Sing “The Alphabet Song”

- Introduce the letter Mm.

- Model how to write uppercase and lowercase Mm and have children copy the motions.

-  Guided Practice:  Have children practice writing Mm on wipe boards.

- Activity:  Have children print a large M and m on paper.  Trace each letter with glue, and put macaroni on the glue lines.

- Identify letter M on the word wall.

- Match uppercase M to lowercase m.

- Use the glue and macaroni to print uppercase M and lowercase m?

Tues

Page 

1

Children will learn rhyme “Blow, Wind, Blow.”

Children will identify rhyming words.

-  Observe if children can identify rhyming words.

-  Observe if children can recite rhyme independently.

- Results of windmill project.

-  Morning Message

-  Whole group discussion on wind and windmills.

-  Read aloud rhyme.

-  Display video and pictures of a working windmill and modern day wind turbines.

-  Explain to children the function of a windmill and why they are needed.

-  Have children recite rhyme independently.

- Identify rhyming words.

- Activity: Use cups and tagboard to create their own windmills.

-  What are rhyming words?

-  Which words rhyme in “Blow, Wind, Blow?”

-  Why do we need windmills?

-  What do we use now in our environment to harness the wind’s power?

Wed

Page

1

Children will use vocabulary to describe feelings clearly.

Children will listen responsively to a song.

Children will understand and follow directions.

Children will connect life experiences to the text.

- Observe if children can understand and follow directions.

- Observe if children can connect life experiences to text.

- Results of drawing activity.

-  Morning Message

-  Display picture cards that might make children happy or not happy.

- Whole group discussion on what the word “happy” means.

-  Sing song “If You’re Happy and You Know It”

- Listening comprehension Q&A.

-  Tell children that the song tells them what to do and they must listen to the words to follow directions.

- Sing song again with new directions.

- Invite volunteers to lead the class in performing actions.

- Activity:  Draw a picture of a thing or activity that makes you happy.

-  What does the word happy mean?

-  Name things that make you happy.

-  What are some things you do to make others feel happy?

Thurs

Page

1

Children will recognize and write uppercase and lowercase Ss.

- Observe if children can identify uppercase and lowercase Ss.

-  Results of letter “s” activity.

- Morning Message

- Sing the “Alphabet Song”

- Introduce the letter Ss.

- Model how to write uppercase and lowercase Ss.

- Guided Practice: Have children use wipe boards to practice writing Ss.

- Independent practice:  Write Ss on paper, trace each letter with glue, and put sequins on the glue lines.

- Find letter S around our classroom.

- Match uppercase S to lowercase s.

- Use the sequins to form uppercase and lowercase Ss.

Fri

Page

1

Children will identify and read high-frequency word “a.”

- Observe if children can identify the word “a”.

- Observe if children can use the word “a” in a sentence.

- Morning Message

- Display and read a sentence with the word “a.”

- Use the word card “a” and match it to the “a” in the sentence.

- Pair Share:  Use the word “a” in a sentence.

- Activity: Children will point to something in the room and they will hold up their card as they say the word “a” and identify the object. Children will then glue their “a” card on paper and draw the picture.

- Identify the word “a” on the word wall.

- Draw a picture of an object and use the word “a” to make a sentence with your picture.

- Use the word “a” in your own sentence.

School Grade Weighting Scale:

Tests and Quizzes (50%):

Classwork/ Participation (20%):

Homework (15%):

Projects/ Portfolios (15%):

Use of Technology:

__*__ Smartboard

____ Student Response System