Daily Lesson Plan
- What
- Daily Lesson Plan
- When
- 10/15/2020
Teacher: Davis Grade: Kindergarten Date of Instruction: 10/15/2020 Readers Workshop Unit _Emergent Reader Session_3_ Writers Workshop Unit_1__ Session _11__ Show and Tell Eureka Math Module _1_ Lesson 33 Phonics F&P: LS 3 pg. 317__ UOS in Phonics Lesson Science/Social Studies Community Helpers: Farmer 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 ELAGSEKRF4 SKE.1 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 figure out how my character is feeling. I can talk about the good and hard parts of my writing. I can order sets from 10-1 and match it to a number. I can read sight words in a book. I can identify a community helper and the job they do. I can retell familiar stories with accuracy and expression. Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I can look at the pictures and say what the character is doing. I can look at the pictures and say what the character is saying. I can look at the pictures and say what the character is thinking. I can use what the character is doing, saying and thinking to figure out how my character feels. I can talk like my character. I know talking to someone about my writing can help me improve. I know there are times when writing is easy and times when it is hard. I know how to order sets and match to a number. I know sight words are words I can read in a snap. I can find sight words in books. I know a farmer is a Community Helper who helps provide for our country. I know that retell means to tell characters, setting, and what happened in a book. Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Teacher: Readers, we did a lot of thinking and talking about our characters in our storybooks yesterday. I was thinking we talked all about what they were doing, and saying, and even what they were thinking. This was really powerful reading work! Star reading work. This morning when I was reading my book, ___________. I noticed the character in my book was feeling very (angry), and I thought. Oh my goodness! We haven’t talked about how our characters are feeling!! Characters are like us, they have feelings too! We must do this work today! Teacher will ask scaffolding questions: Why is it important to talk about our writing? How does talking help our writing? Why is it important to talk about what we are proud of? What is hard? Boys and girls last night I was at a party and I was talking to a friend of mine who is a writer, and she was telling me some difficulties she was having. So as we were talking I gave her some tips, and it got me thinking that we could do the same thing with our writing in class. Fluency: T.E. Pg. 326: Sunrise/Sunset Counting to 10; 1,2,3, Stand on 10; Make It Equal. Application problem: Baking biscuits activity Sight word rap. https://www.youtube.com/watch?v=boSwtN7RWtU Students will listen to Old Macdonald had a farm. https://www.youtube.com/watch?v=_6HzoUcx3eo Students will watch “Jobs on a Farm Read Aloud.” https://www.youtube.com/watch?v=2L7hkXVg5uw Warm Up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. Direct Instruction -minilesson *See Google Classroom for Video Lesson Direct Instruction -mInilesson Direct Instruction *See Google Classroom for Video Lesson Direct Instruction Direct Instruction Direct Instruction Today I want to teach you that readers think about the feelings of the characters. They stop and think about how characters say and do things in the book. These give us clues to figure out how the characters feel. Teacher will demonstrate this work on a page or two from Caps for Sale. Name out what you think the character is doing, saying, and thinking, and how this makes you think the character feels __________. Make your voice sound like the character (talk like the character) and use gestures that match the emotion. Good writers talk about their writing by telling parts that make them proud and that they find hard. Let’s look at our class book about the classroom. I’d like you to be my partner (choose a student) can you pretend to be a teacher and then ask me the question How’s your writing going? I am writing a book about the classroom, I am writing a lot on each page and I have sentences and labels, but I don’t know what to do next. Coach partner to tell you “That book has a lot of pages.” I know I’m really proud of that. Coach partner to tell you “you can add longer labels on each page you only did it on one. I can help you” Do you see how talking about my writing could help me? Activity consists of teacher demonstrating how to order quantities from 10-1 and matching numerals. Introduce snap words “me” and “no” and have students help you find the magnetic letters to spell the new sight words. Then show students the correct way to write the new sight words. Talk about the letters in each word. Discuss why they would be lowercase. Have students explain why some letters are chicken letters, giraffe letters, or monkey letters. Teacher will discuss information discovered from the read aloud “Jobs on Farm.” Today we are going to retell the story without opening 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 _X__ Strategy Group ___ Guided Reading Group ___ Shared Reading (K-2) ___ Interactive Writing ___ Word Study Standard: Teaching Point: Strategy: _X__ Strategy Group ___ Interactive Writing (K-2) ___W ord Study ___ Shared Writing Standard: Teaching Point: Teacher leads students in activities to practice ordering quantities from 10-1 and matching numerals. Students will work in small groups to complete a Making Words Sheet with the sight words. Students will discuss with a partner the different jobs a farmer does on the farm and if the job provides a good or service job. Guide the students by asking questions of who, where, and what happened first, next, and last. Get the students to show the expressions on their faces as they retell. Encourage students to “talk” like the characters do in the book. 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 33 Students will read the word presented to a partner. Students will discuss with a partner the things the farmer does and if the job provides a good or service job. 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: Today during reading, this room was just filled with all kinds of emotions! You worked really hard thinking about your characters – what they were doing, and saying, and trying to figure out how they were feeling. Will you tell your partner how you figured out how your character was feeling? Voice over and share what great readers were talking about. Boys and girls today we are going to share the parts of our books where we worked the hardest. I'm going to give you each a label that says brave speller detailed drawing and favorite part. You are going to put those labels on those parts. Demonstrate quickly on class book. Work with your partner (or upper grade partners) to choose the parts to add the labels to. The teacher will lead students in a discussion to review how to order quantities from 10-1 and match numerals. Students will choose a sight word and use it in a sentence. Share with a partner something that you learned about farmers. Turn to someone and act out a part of a book.
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