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Reading: 4/16/12 - 4/20/12
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                                                                            WEEKLY LESSON PLAN                                 

 

Teacher’s Name Mrs. Leticia Fundora                                  Week of 4/16/12 - 4/20/12                                              

 

Subject  Reading                                           Unit   Unit 4: The Elves and the Shoemaker                                                                          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, 42, 43, 44, 45

 The children will:

  • Track print from left to right
  • Participate in rhyming games and activities Determine important ideas
  • Observe teacher’s book handling skills
  • Track print and illustrations from left to right
  • Locate pictures on a page
  • Listen and respond to stories read aloud
  • Discuss story words
  • Use pictures and prior knowledge
  • Listen for a purpose
  • Understand characters
  • Draw conclusions

 Listen and respond to The Elves and the Shoemaker.

  1.  Write two sentences on the board. Run the hand from left to right under the sentences as i read them.
  2. Review rhyming words.
  3. Introduce the book “The Elves and the Shoemaker.”
  4. Activate prior knowledge.
  5. Discuss elves.
  6. Help the children set a purpose for listening by asking the children: How the elves helped the shoemaker and his wife? What would have happen if the elves did not help the shoemaker and his wife?
  7. Play the story.
  8. Model using pictures to understand vocabulary words, such as shoemaker, customers, and elves.
  9. Discuss the story using the following questions to guide and assess the children’s comprehension: What do you know about the shoemaker and his wife? What did the elves make for the shoemaker and his wife? How did that help the shoemaker and his wife? What did the shoemaker and his wife make for the elves? How do you think the elves felt when they saw the clothe? How do you feel when someone surprises you?
  10. Review story vocabulary: shoemaker, customer, elves.

  1. How did the elves helped the shoemaker and his wife?
  2. What would result if the elves did not help the shoemaker and his wife?
  3. How would you feel if someone surprises you?

Tues

 

 

 

Pages 38, 39, 40, 42, 43, 44, 45

 The children will learn the following:

  • Recognize word boundaries
  • Participate in rhyming games and activities
  • Handle a book properly
  • Track illustrations from left to right
  • Hold and use scissors
  • Fold paper
  • Follow oral directions
  • Listen for a purpose
  • Summarize and retell
  • Listen and respond to read aloud
  • Understand story vocabulary

 The children will complete comprehension page in story booklet.

  1.  Write two sentences on the board. Point to words and have the children clap for each word in each sentence as I point.
  2. Have the children participate in rhyming games.
  3. Have the children make Storybooks.
  4. Teach book handling
  5. Guide listening and comprehension:
  • Have the children discuss the cover.
  • Have children practice turning pages.
  • Check comprehension by going over questions and answers together.
  1. Help the children summarize a story by having the children answer the following questions:
  2. Page 1: Who is the story about? What problem did they have at the beginning of the story?
  3. Page 4-5: How did the elves help the shoemaker and his wife in the middle of the story?
  4. Pages 6-7: How did the shoemaker and his wife thanked the elves at the end of the story?

  1. Who is the story about/
  2. How did the elves help the shoemaker and his wife?
  3. How did the shoe maker and his wife thanked the elves at the end of the story?

Wed

 

 

 

Pages 38, 39, 40, 42, 43, 44, 45

 The children will learn the following:

  • Recognize that sentences are made up of words
  • Participate in  rhyming games
  • Understand position words: top, middle, bottom
  • Understand parts of a whole
  • Identify picture details
  • Recall story details
  • Follow directions
  • Participate in discussions

 The children will complete activities pages 1-2.

  1.  Write on the board two sentences that tell the day of the week and something special about the day.
  2. Read sentences aloud Tell children that the sentences are made out of words. Say, The words are part of the sentences. Point to each word as I read.
  3.  Have children point at words.
  4. Participate in rhyming games.
  5. Have the children cut apart activity pages.
  6. Discuss the picture.
  7. Have the children identify top, middle, and bottom.
  8. Have the children color in the picture. Say the directions, allowing time for children to color after each one: Color the hat  on top of the elf’s head green. Color the elf’s shirt yellow. Color the elf’s pants green. At the bottom of the picture you will see the elves shoes . Color them red.
  9. Have the children describe what the elves’s are wearing.
  10. Have the children practice drawing circles  and identifying parts of a whole.

  1. Can you point o top, middle, and bottom?
  2. What are the elves wearing?
  3. Why is this part of the garment part of a whole?

Thurs

 

 

 

Page38, 39, 42, 43, 44,

 Recognize the sound /s/ in initial position

 Listen for /s/

  1.  Introduce the lesson with “Sally, Go’ Round the Sun.”
  2. Have the children echo the song.
  3. Introduce initial /s/ as in seal.
  4. Have the children identify words with S s in “Sally, Go’ Round the Sun.”
  5. Have the children listen for and identify words with initial /s/.
  6. Use Concept Cards to practice recognizing initial /s/.
  7. Have the children a picture of objects whose names begin with /s/.
  8. Summarize listening for /s/.
  1. What are some of your friends or family names that begins with /s/?
  2. What examples of the initial /s/ do you find in “Sally, Go’ Round the Sun” ?
  3. What would happen if we change the beginning sound /s/ to another initial sound?

Fri

 

 

 

Pages 38,39, 40, 41, 42

 Naming and writing uppercase S and lowercase s.

 Practice writing S s on Little Blackboards and activity p. 129.

  1. Introduce the letters S s with “Swimming in the Sun.”
  2.  Have the children find S s in words.
  3. Have the children tell when we use uppercase S and lowercase s.
  4. Model writing the letters S s in in the blackboard.
  5. Distribute Little Chalkboards to each child.
  6. Have the children practice writing S s on the Little Blackboards.
  7. Distribute activity p. 129.
  8. Have the children practice writing S s on activity p. 129.

  1. What kind of lines do you use to write S s?
  2. What words in Swimming in the Sun begin with s s?
  3. Do we use uppercase S or lowercase s at the beginning of a sentence?

 

 

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