Daily Lesson Plan

What: Daily Lesson Plan
When: 10/26/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 10/26/2020	Readers Workshop Unit _2__ Session_8_ See Google Classroom for video Lesson	Writers Workshop Unit_Show & Tell__ Session _16__	Eureka Math Module 2__ Lesson 1__ See Google Classroom for video Lesson	Phonics F & P l: Lesson __LK2_ Jj, Oo	Science/Social Studies Nocturnal Animals	Shared Reading The Little Old Lady who was not Afraid of anythingMoon
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:
	RLK1-3, RLK5, RLK7, RFK4, SLK1, SLK2	ELACCKW2 ELACCKW3 ELAGSEKW5 ELAGSEKRF1 ELAGSEKRF3	K.GSE.CC.2 K.GSE.CC.3 K.GSE.CC.4 K.GSE.CC.4a K.GSE.CC.5	ELAGSEKRF1 a, b, c	SSKE1 SSKG2	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 label more and more in my story; like feelings, what something looks like, and what is happening.	I can match my sentence to my picture.	I can find and describe flat shapes.	I can identify the difference in letters.	I can recognize animals that are nocturnal and understand the meaning of the word.	I can tell how the pictures and sentences make sense.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I can label the feelings in my story. I can label what something looks like in my story. I can label what is happening in my story.	I know that if I put something in my picture I need to write a sentence about it.	I know how to find flat shapes and describe them.	I know what each letter looks like. I know each letter has a capital and lowercase.	I can identify some animals that sleep during the day and are awake 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- Labeling more in the story.	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Readers, I am so proud of all the work you have been doing reading your old favorite storybooks! We have been working hard labeling the important parts of our stories. We have learned to label by sounding out our words and by using snap words. Labeling our books helps us to retell the important parts of the story.	Boys and girls I was reading my book about dancing and I realized I could write more. Have you felt the same way about your books. There is so much I know that I drew in the pictures and I can add more in my words too.	Making 5 with 5-Group Mats; Draw More to Make 5; 5-Group Hands	Tell students they are going to learn about the name and shape of letters. Display letters Jj and Oo and have students find them in the room.	Teacher will discuss the meaning of the word nocturnal & show some pictures on the smartboard of nocturnal animals.	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. Letter J Poem
	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
	Today I want to teach you that readers can see more and look even more closely at their books. They can label things such as feelings, what something looks like, and what things are happening.	Good writers write more on a page by making sure they have sentences to match their pictures. Watch me as I show you how I add more to my dancing book. Look at me jump. What else can I say on this page I am smiling, that means I am happy but I didn’t write that. I need to write it, Look at me jump. I am happy. Did you see how I looked at my picture and then thought about it and added more?	Activity consists of teacher demonstrating how to examine attributes of flat shapes.	Tell students they are going to learn about the name and shape of letters. How are these letters different and similar? Watch how I write each letter. Discuss the difference between lowercase and capital letters.	Teacher will read the book, Bats. *Read Aloud also on youtube of Stellaluna.	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	Small Group: *See strategy group plans	Small Group: *See strategy group plans	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	___ Strategy Group ___ Interactive Writing (K-2) ___Word Study ___ Shared Writing Standard: Teaching Point:	Teacher leads students in using Mystery Bag of shapes and playing Shape Detectives.	Today the letters are “J” and “O” . Help me sort my letters. How are they similar? How are they different?	Make a circle map of the things they learned from the story, Stellaluna.	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 1	Students will manipulate letters and discuss what they know. Students will practice writing letters in a journal/whiteboard.	Students will draw a picture of Stellaluna.	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:
	Could you turn and talk to your rug partner? Ask students to show partner what labels have been added to their books. Voice over and share what great readers were talking about. Today we learned that we can make labels for feelings, what things look like, and what happened in the books we read. These labels help us know what words are important for telling the story.	Boys and girls come to the rug quickly and put your writing away I have a special celebration song for us to sing together. Have you ever heard the song happy, sing the song happy to music, clap along if you feel happy. Well he wrote a special song for us as writers. Where we clap along if we’re writers. First you’re going to listen to it and then were going to sing together. Then cheer to celebrate. :) .	The teacher will lead students in a discussion to review how to describe flat shapes without naming them.	Tell someone whether or not you have one of today’s letters in your name.	Students will share their picture with a friend & tell them one thing they learned from the story.	Discuss what students saw or read in the book that made them change what they thought was going to happen.

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