CCSS

Code

e.g.

RL.K.5

OUTCOMES

(Lesson Focus)

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? Please state the question that will be asked during your formative assessment.

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement.

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

PK.G

RI.PK.4

SL.PK.1

Children will identify the positions before, between, after.

Children will follow oral directions to identify the positions before, between, after.

Name the child between, before, or after in a group of 3.  

- Introduce Vocabulary:Before, Between, After

- Whole Group: Have children place pictures of their favorite fruit or vegetable before, between, after on the Smart Board.

- Small Group: Make groups of 3 and have children tell which friend is standing before, between, and after.

- Independent Practice: Follow oral directions and use a red, blue and green crayons to identify pictures that are positioned before, between, after.  

- Which position word can you use to tell where the apple is?

- Find your favorite vegetable and use a position word to tell where it is?

- What other words would you use to tell your position on the line?

Tues

 Music

Wed

PK.G

RI.PK.4

Children will identify the positions top, middle, bottom.

Name an object on the board and tell whether it is on the top, middle, or bottom. 

- Introduce Vocabulary: Top Middle, Bottom

- Pair Share: Use 3 connecting cubes to build towers with given colored cube for the middle. Help their partners identify top, middle, bottom.

- Whole Group: Have children choose pics of their favorite flowers on the smart board.  Have children put them in a diagonal line and label them as top, middle, bottom.

- Name the color of cubes that are on the top, middle, bottom.

- Use the correct position word to tell where your favorite flower is.

- What would happen if we moved your favorite flower to a different spot on the line?

Thurs

PK.G

RI.PK.4

SL.PK.1

Children will identify the positions left, right, between.  

Children will follow oral directions to identify left, right and between.

 Tell which object on the table is on the left, on the right, and between the other objects.

- Introduce Vocabulary: Left, Right, Between

- Whole Group: Model left and right using their hands.  Then tie a piece of yarn on their right hand for them to wear for the day.

- Whole Group: Use their favorite flowers from the day before. Use a three column chart on the Smart Board and have children place it on the left or right side.  Then place a sun in the middle and have children use the correct position word to tell where the sun is located on the chart.

- Independent Practice: Listen for oral directions to color the objects on the left, and right side.

- Whole Group: Sing and act out the “Hokey Pokey”

- What color is the flower on the left (right) side?

- Use the position words left and right to tell which pictures you colored blue, red, and green.

- Imagine you had one green, one yellow, and one brown crayon on a ledge. The crayon on the left was yellow. The crayon on the right was not brown. Tell the correct order of the crayons.

Fri

PK.G

RI.PK.4

SL.PK.1

Children will identify the positions inside, outside, on.  

Name one shape that is inside and outside your bag.  

- Introduce Vocabulary: Inside, Outside, On

- Whole Group: Talk to children about ordinary topics, using the words inside and outside in conversational way. Have volunteers supply the words inside or outside in the correct places.

- Small Group: Use masking tape to make a large ring on the floor. Sing a song and have children tell if they are standing inside, outside or on the ring when the song stops.

- Pair Share: Give the children 4 shapes and a bag, have them tell which shapes are inside, outside, on their bags.

- Tell which friends are standing outside and inside the ring.

- Show where would you stand if you wanted to be inside, outside or on the ring.

- Give your partner directions on which shapes to put inside, outside and on the bags.

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1. before                            6. bottom

2. between                        7. left

3. after                               8. right

4. top                                 9. inside

5. middle                          10. outside

                                           11. on

Use of Technology:

   _*___ Smartboard

   ____ Student Response System