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Reading: 10/3/11 to 10/7/11
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                                                                            WEEKLY LESSON PLAN                                 

 

Teacher’s Name Mrs. Leticia Fundora                                  Week of 10/3/11 to 10/7/11

 

Subject Reading                                Unit 1                                   Grade/Class Pre-K1

 

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, and 41

 Naming and form uppercase “A” and lowercase “a.”

 The children will form A a in activity p. 3

  1.  Introduce the lesson with an alphabet chant.
  2. The teacher will remind the children that most books have words and that words are made out of letters.
  3. Teach A-Z song.
  4. Have the children echo the song.
  5. Read aloud “Annie the Acrobat.”
  6. Display Alphabet Card for A and a.
  7. The teacher will place a and a in a basket with other letters.
  8. Have the children match A to a.
  9. Explain use of uppercase A and lowercase a.
  10. Have the children form A and a using sticks.
  11. Distribute activity p. 3
  12. Have the children form letters A and a.  
  1. Can you match uppercase A with lowercase a?
  2. Can you form the letters A and a using the sticks?
  3. What lines do you recommend to write uppercase A and lowercase a and prove it?

Tues

 

 

 

Pages 38, 39, and 40

 Listen for /b/

 Recognize /b/ in initial position.

  1.  Introduce the lesson with “Little Boy Blue.”
  2. Have the children echo-read Little Boy Blue.
  3. Have the children recognize rhyming words.
  4. Introduce initial /b/ as in book.
  5. Introduce the B b.
  6. Explain that Bb stands for for the first sound in book, boy, blue, and blow.
  7. Identify children’s names that begins with initial B /b/.
  8. Have the children listen for and identify words with initial /b/.
  1. Can you identify the initial /b/ in Boy and Blue?
  2. What other  examples  of words have initial /b/
  3. What would happen if we change the initial /b/ to /m/ is the initial letter still /b/?

Wed

 

 

 

Pages 38, 39, 40

Matching Bb to /b/ 

 Associate the letters B b with the sound /b/

  1.  Introduce the lesson with “Baa, Baa, Black Sheep.”
  2. Encourage the children to talk about what is happening in the illustration.
  3. Review initial /b/.
  4. The teacher will explain that some of the words in the rhyme begins with /b/.
  5. Review identification of of the letters B b.
  6. Introduce letter/sound correspondence B b /b/.
  7. Have the children listen to some words.
  8. Have the children clap if they hear the /b/ sound.
  9. Have the children identify B and b as the letters that stands for initial /b/.
  10. List name of objects that begins with /b/.
  11. Have the children say a sentence using the words with /b/ sound.
  12. Have the children identify B b  /b/ in words.
  1. Can you recall words that begins with /B/ sound?
  2. Can you show the initial letter in the word list?
  3. How can you tell these words begin with the /b/ sound?

Thurs

 

 

 

Pages 38, 39, 40

 Listening for details

 Listen to recall details about the rhyme “Little Boy Blue.’

  1.  Introduce the lesson with “Little boy Blue.”
  2. The teacher will explain the importance of listening to all the little parts of the rhyme.
  3. Read “Little Boy Blue” again.
  4. Have the children answer questions.
  5. The teacher will point out to the children that they could not have not answer the questions if they did not listen carefully as I red the rhyme.
  6. Introduce the the concept of listening for details.
  7.  Pointing out the many things they have learned just by listening.
  8. Play a describing game.
  9. The teacher will describe in the room.
  10. Have the children guess what it is.
  11. Distribute activity p. 8.
  12. Remind the children the importance of listening.
  13. Have the children listen for details in “Little Boy Blue” p. 8.
  1. Can you recall where is Little boy?
  2. What happened to Little Boy Blue?
  3. Can you predict what could happen to his animals while he is asleep?

Fri

 

 

 

Pages 38, 39, and 40

 Learn about picture details.

Discriminate and recall details in a picture.

  1.  Introduce the lesson “To the Market, to Market.’
  2. The teacher will Mother Goose Rhymes.
  3. Direct the children’s attention to the pictures and have them talk about what they see in the picture.
  4. Have the children echo-read the rhyme to find out whether or not they were right about what they remembered about the rhyme.
  5. Introduce the concept of picture details to predict what the rhyme is all about.
  6. Have  the children look at a child next to him and ask him what color is his hair.
  7. Distribute p. 9.
  8. Have the children practice recalling picture details in page 9
  1. Can you name the animals in the pictures?
  2. Can you show what they are they doing?
  3. Was it right for Little Blue to fall asleep and why not?

 

 

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