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, 43, 44, and 45

 Understanding positional terms: in, out

The children will complete activity p. 29.

1. Introduce the lesson with  “Bees.”
2. Talk about in and and out .
3. Have the children notice where my fingers are as I read the poem. (in my fist)
4. After reading the last line, “Buzzzzzzz,” have the children notice what happened to my fingers.(They have come out of the fist.
5. Repeat movement of in and out and repeat movement of the fingers.
6. Have the children answer the following questions: Can you locate the bee? Can you model the terms in and out?
7. Model concept of in and out using a box and objects.
8.  Have the children place objects in and out of a box.
9. Have the children answer the following questions: Where is the object? Where is the object now?
10. Have the children play a circle game using the words in and out.
11. Distribute activity 29.
12. Have the children color all the animals that are out of their homes.
13. Then circle the pictures of the animals that are in their home.

1. Can you locate where is the bee? (in or out)
2. Can you model the terms in and out ?
3. Where the bee will be if she is not in the beehive?

Tues

Pages 37, 39, 40, 42, 43, 44, and 45

  Listen to a story and predict story events.

 They will make predictions about the story “The Mitten.”

1. The teacher will review book concept.
2. The teacher will blow a balloon.
3. Ask the children what happened to the balloon.
4. Blow the balloon and pop the balloon and ask the children why it popped.
5. The teacher will talk about mittens and snow in preparation for reading “The Mitten.”
6. Talk about relative size of animals.
7. Compare a bear and a mouse.
8. Set a purpose for listening by telling the children that I am going to read a story about a mitten that someone lost in the woods on a snowy day.
9. Ask the children the following questions: Can you recall what the grandmother made for the little boy? What they would do if they were walking in the woods on a cold day and found a mitten lying on the ground? What would a little mouse might do if it came upon a warm mitten in the snow? Can you role play what happened in the mitten? Can you predict what would happen to the mitten?
10. Ask the children to listen to the story.
11. Read the story “The Mitten.”
12. Ask the children the following questions: Who were the characters in the story? Why did the animals want to get into the mitten? What was the last thing that happened in the story?

1. Can you recall what  the grandmother made for the little boy? (A mitten)
2. Can you role play what happened in the mitten?
3. Can you predict what will happen to the mitten?

Wed

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

 Classifying animals by characteristics and habitats.

 The children will complete activity p. 31.

1. The teacher will discuss animals homes.
2. Have the children predict what animal homes might be mention in the poem.
3. The teacher will read the poem “Animal Homes.”
4. Have the children identify words that name animals home .
5. Have the children classify animals as farm animals or forest animals.
6. Have the children classify animals by where they live by designating one area of the classroom as a farm and another as a forest.
7. Distribute activity p. 31 to classify farm animals and forest animals.

1. Can you name some of the animal homes mention in the poem?
2. Can you identify where the the following animals live? (cow, chickens, bears, fox, and horse)

Thurs

Pages 38, 39, 41, 42, 43,

 Naming and writing uppercase and lowercase Ee.

 The children will practice writing E e using Witting Without Tea.

1.  The teacher will introduce letters Ee with “Emma the Elephant.”
2. Have the children find Ee in the story.
3. Model writing E e using sticks.
4. Have the children answer what kind of lines do we use to write Ee.
5. Distribute sticks and blue screens from Writing Without Tears.
6. Have the children place sticks to make Ee and use screens to form letters Ee.

1. Can you recall words that begins with Ee?
2. Can you model how the letters Ee are made using the sticks?
3. Can you compare lines use to form the letters Ee?

Fri

Pages 38, 39, 41, 42, and 43

 Recognize the sound /f/ in initial position

 The children will recall words that begins with the sound /f/. 

1. The teacher will ask the children what do they know about fish.
2.  Read the poem  “Fish.”
3. Have the children echo-read “Fish.’
4. Introduce initial /f/ as in fish.
5. Have the children listen for and identify words with initial /f/by sing word pairs: fish-fan, fish-boat, fish-cat, fish-fun, fish-foot, fish-duck, fish-feather, fish fence.
6. Have the children list words with initial /f/.
7. Have the children say sentences using the words.
8. have the children explain why these words have the same initial sound.

1. Can you list words that begins with the /f/ sound?
2. Can you use a words  with the /f/ sound in a sentence?
3. Can you explain why fish and fan have the same sound at the beginnig?

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