Daily Lesson Plan

What: Daily Lesson Plan
When: 10/13/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 10/13/2020	Readers Workshop Unit _Emergent Reader Session_1_	Writers Workshop Unit_1_ Session _9__ Show and Tell Writers Plan What They Draw and Write	Eureka Math Module _1_ Lesson 31	Phonics F & P l: Lesson __LK2_ UOS in Phonics Lesson	Science/Social Studies Columbus Day	Shared Reading There Was an Old Lady Who Had a Fat Cat
Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10	Standard/s:	Standard/s:	Standard/s:	Standards:	Standard/s:	Standard/s:
	ELACCKRL4 ELACCKRL5 ELACCKRL10 ELACCKRl10 ELACCKRF1 ELACCKRF2 ELACCKRF2a RLK1 -3, RLK5, RLK7, RFK1, RFK4, SLK1, SLK2	ELACCKW1 ELACCKW3	K.GSE.CC.2 K.GSE.CC.3 K.GSE.CC.4 K.GSE.CC.5	ELAGSEKRF1 a, b, c	SSKH1.b	ELAGSEKRL1 ELAGSEKRL2 ELAGSEKRL3 ELAGSEKRL4 ELAGSEKRL5 ELAGSEKRI5 ELAGSEKRL6 ELAGSEKRL7 ELAGSEKRL10 ELAGSEKRF1 ELAGSEKRF2 ELAGSEKSL1 ELAGSEKSL6
	Learning Target/Teaching Point	Learning Target/Teaching Point	Learning Target/Teaching Point	Learning Target/Teaching Point	Learning Target/Teaching Point	Learning Target/Teaching Point
	I will use my story book reading skills to look carefully and tell the story to match.	I can use my senses to add to my labels.	I can tell and show 1 more than a given number.	I can identify the difference in letters. Ss Pp	I can identify Columbus Day and why we celebrate it.	I can tell the relationship between pictures and the story. I can identify the author and illustrator in a book and explain their roles.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I can look at the pictures, remember, read! I can make the words and pictures match! I can talk like the characters. I can use words to join the pages together. I can read more and more exact words. I can find, point to, and read some of the words.	I know my senses can help me decide to add more about how something smells, tastes, or feels. I know labels need to have all the sounds in the word.	I know how to show that one more means the next number in a sequence.	I know what each letter looks like. I know each letter has a capital and lowercase.	I know Columbus Day celebrates when Christopher Columbus discovered America.	I know the roles of the author and the illustrator. I know where to find the author and illustrator in a book.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Teacher will encourage students to become readers of old storybook favorites: Today I want to teach you that as we learn more and more about books, we can become star readers of our story books, by using our storybook reading skills to look carefully and tell the story to match.	Teacher will tell students: boys and girls I was watching a cooking show and they were describing a cake and the baker said it was a two layer chocolate cake that tastes sweet. She didn’t just say it’s a cake. She made people know exactly what it was like. She used her sense of what things smell, taste, look, sound, and feel like.	Fluency Beep Number; Show Me 1 More; Roll and Write 1 More Application Problem, Drawing oranges activity	Tell students they are going to learn about the name and shape of letters. Display letters Ss and Pp and have students find them in the room.	Watch 6 minute video about Christopher Columbus on Brainpop: https://www.brainpop.com/socialstudies/famoushistoricalfigures/christophercolumbus/	Warm Up: Quickly read a familiar text, poem, chart, or chant to build fluency and excitement.
	Direct Instruction -minilesson *See Google Classroom for Video Lesson	Direct Instruction -mInilesson	Direct Instruction *See Google Classroom for Video Lesson	Direct Instruction Teach	Direct Instruction	Direct Instruction
	Review Anchor Chart: We Are Storybook Readers! • We look at the pictures, remember, and read! • We make the words and pictures match. • We talk like the characters. • We use words to join the pages together. • We read more and more exact words. • We find, point to, and read some of the words. Model some of the work that is already familiar to your students from unit 1. Showing the book, The Carrot Seed, read the title from left to right. Look for sight words in the title, such as the word “the.” As you read the book, point with your finger, going left to right and notice certain words, like sight words that have already been taught, and words from the title like “carrot seed.” Model making your voice sound like the characters and use transition words to put the pages together.	Good writers add longer labels by using your senses. Let’s look at our class book about the classroom. Turn to the page with the tables and chairs. Watch me as I think about my senses chart The tables are round, hard, -- label round hard table The metal and plastic square chairs. Do you see how I added more to my labels using my senses?	Activity consists of teacher demonstrating how to arrange, analyze and draw 1 more up to 10.	Tell students they are going to learn about the name and shape of letters. Today the letters are “Ss” and “Pp” . Help me sort my letters. How are they similar? How are they different? Watch how I write each letter.	Teacher will explain Christopher Columbus Day by reading Columbus Day.	Book introduction Book Preview - Picture Walk Discuss some of the vocabulary presented in the book.
Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10	Small Group:	Small Group Instruction:	Concept Development (We Do)	Active Engagement	Guided Practice:	Guided Practice:
	___ Interactive Read Aloud ___ Strategy Group ___ Guided Reading Group ___ Shared Reading (K-2) ___ Interactive Writing ___ Word Study Standard: Teaching Point: Strategy:	___ Strategy Group ___ Interactive Writing (K-2) ___W ord Study ___ Shared Writing Standard: Teaching Point:	Teacher leads students in activity to arrange, analyze and draw 1 more up to 10.	Students will manipulate letters and discuss what they know.. Students will practice writing letters in a journal/whiteboard.	Teacher and students will discuss facts about Christopher Columbus read in the book. Students will help create a chart about long ago and today.	Read book from cover to cover. Stop somewhere in the middle to have students stop and talk about what they think will happen next. Reread all or part of book focusing on a particular skill such as directionality, concepts of print, or word counting. Ask students to help you count the words in a sentence.
	Reading Conferences:	Writing Conferences:	Problem Set (You Do)	Rug Time/Apply	You Do	You Do
	_X_ RDCT Conference __ Coaching Conference __ Goal Setting Conference	_X_ RDCT Conference __ Goal Setting Conference	Problem Set 31	Students will work collaboratively on a Two-Way-Sort for the two letters.	Teacher will engage the students in discussion of what it would have been like to travel like Christopher Columbus so very long ago.	Ask students to retell the story.
Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding. TKES : 1,2,3, 4,5,6,7,8	Share	Share	Debrief	Share	Summarize:	Summarize:
	Could you turn and talk to your rug partner? Ask students to describe the pictures in their book and the characters actions. Voice over and share what great readers were talking about. Today we learned that we can continue to practice reading our storybooks by looking closely at our books and using our storybook reading strategies.	Boys and girls today we are going to learn the word like (pull out the how to learn a word chart) My room smells like flowers. Practice learning like. Now we have a new snap word for our word wall and to use in our writing.	The teacher will lead students in a discussion reviewing how to arrange, analyze and draw 1 more up to 10.	Students will discuss the letters in their name.	Share with a partner one thing you learned about Christopher Columbus.	Turn to a partner and talk to them about how the pictures helped you understand the story better? How did they help you read?

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