Daily Lesson Plan
- What
- Daily Lesson Plan
- When
- 10/19/2020
Teacher: Davis Grade: Kindergarten Date of Instruction: Monday 10/19/2020 Readers Workshop Unit _2__ Session_4_ Acting It Out *See Google Classroom for video lessons Writers Workshop Unit_Show and Tell__ Session _12__ Eureka Math Module _1_ Lesson _35_ *See Google Classroom for video lessons Phonics F & P l: Lesson UOS in Phonics Lesson I,V Science/Social Studies Day/Night Shared Reading Go Away Big Green Monster 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 ELACCKW1 ELACCKW3 K.GSE.CC.2 K.GSE.CC.4 ELAGSEKRF1 a, b, c SKE1 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 find parts in my book when a character has a really strong feelings and act it out with a partner. I can write about topics I know about. I can show 1 less from a given number. I can identify the difference in letters. I can identify the difference between day and night. I can tell how the pictures and sentences make sense. Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I can find places in my book where characters have strong feelings. I can use what the character is doing, saying and thinking to figure out how my character feels. I can act out the parts by thinking about how the character feels and how they would look, sound, and act with a partner. I know how to pick topics other kids will want to read. I know I need to write about something I know. I know 1 less means counting down. I know what each letter looks like. I know each letter has a capital and lowercase. I know the sun is out during the day. I know the moon is out at night. I know how to look at the pictures and words to see how they go together. I can tell if something makes sense or sounds right. Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Readers, you are doing such a fabulous job becoming strong storytellers! Yesterday I thought I heard Mrs. Wishy-Washy herself right here in our classroom! I turned around and it wasn't Mrs. Wishy-Washy it was_______________! She sounded just like the character! You all made me feel like I was listening to audiobooks! And that got me thinking about another way that readers make the reading sound like a story. Boys and girls yesterday I was organizing our library and thinking about all the books you wrote about and realized that we don’t have a lot of the books that are about things you were writing about. Then I thought about it and realized that you can add books to our library about things that are important to you. Those things that are important to you are ideas, and just like our library books have a lot of pages so should your books. Show Me 1 Less; Finish My Sentence; Happy Counting Within 10 Letter I song https://www.youtube.com/watch?v=mPlrmupZOvI Letter V song https://www.youtube.com/watch?v=GzMsHJGhXYQ Youtube song on day and night: https://www.youtube.com/watch? v=eGXO4RF1TvM Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. Letter Poem Direct Instruction -minilesson *See Google Classroom for Video Lesson Teaching Point:Today, I want to teach you that readers pay special attention to the parts of a book when a character has an especially strong feeling. They mark those pages to share with a partner and can act out the parts by thinking about how the character feels, and how they would look, sound, and act. When you act it out, you use your face, body, and voice to help the characters come to life. Direct Instruction -mInilesson Teaching Point: Good writers write books about things they care about by thinking of an idea and writing all they know across pages. Teach: Watch me as I think of an idea that is important to us for our class book. Refer to chart, person, place, think I know we don’t have books about birthdays, Let’s write a book about that, agreed. Ok watch me start. We see cakes, balloons, and candles. So each of those can be a part. Look at the cake. Look at the balloons, Look at the candles. Did you see how I thought of an idea and wrote a part on each page and used a pattern to write on each page? Direct Instruction *See Google Classroom for Video Lesson Activity consists of teacher demonstrating how to arrange number towers in order from 10-1 and describe the pattern. Direct Instruction Direct Instruction Direct Instruction Teach: Demonstrate finding a page in the mentor text where you think the character is feeling strongly and mark it with a sticky note. 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. Be sure to move around and act it out. You might act like The fly from the Fly flew In and stomp around clenching your fists and yelling at the monkey. You might act out the troll or one of the billy goats. Tell students they are going to learn about the name and shape of letters. Today the letters are “Ii” and “Vv” . Help me sort my letters. How are they similar? How are they different? Watch how I write each letter. https://www.youtube.com/watch?v=Wr-CRKsTYGs Display vocabulary cards for day and night. Discuss with students each vocabulary card. Book Introduction Book Preview – Picture Walk Discuss MSV and vocabulary. 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 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 arranging number towers in order from 10-1 and describing the pattern. Students will practice writing the letters on the floor and in the air. Distribute picture cards to students. On a pocket chart, have day, night, and both. Let students come up and place their picture card where they think they would see it. Read the book from cover to cover. Stop somewhere in the middle to have students stop and talk about what they think will happen next. Make sure to integrate “meaning” work throughout the reading. 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 35 Students will work in their phonics journal to glue their letters on the correct page. Students will write the words of the objects they sorted on their “Day and Night” Write about it sheet. Turn to a partner and talk to them about how the pictures helped you understand the story better? How did they help you read? 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: Wow! Readers, I felt like I was at the movies! I think that you are all-star actors... I mean readers! One choice for the share today might be to have the students Fishbowl and watch one partnership that did an excellent job acting out the characters. Be sure to name out how they did the work – stopping at a spot with strong feelings, thinking about what the character was saying and doing, and then acting it out with the voice matching the character and the feeling. Boys and girls today we are going to share our books with our partners getting ready to add them to our library. So today you get to read your partners books. Make sure you are looking at the pictures and pointing to the words just like you would in writing. That was so cool I can’t wait until we have a library full of these books. The teacher will lead students in a discussion to review how to arrange number towers in order from 10-1 and describe the pattern. Students will be able to say the name of the letter when I show them. Tell a friend where you would put stars and why. Discuss what students saw or read in the book that made them change what they thought was going to happen.
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