Daily Lesson Plan

What: Daily Lesson Plan
When: 10/27/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 10/27/2020	Readers Workshop Unit _2__ Session_9 *See Google Classroom for Video Lesson	Writers Workshop Unit_Show & Tell__ Session _17_	Eureka Math Module _2_ Lesson _2_ *See Google Classroom for Video Lesson	Phonics F & P l: Lesson __LS 3 Jj, Oo	Science/Social Studies Nocturnal Animals	Shared Reading The Little Old Lady Who was not afraid of Anything
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:
	ELAGSEKRF1 ELAGSEKRF2 ELAGSEKRF3 ELAGSEKRF4 ELAGSEKSL1 ELAGSEKSL2 ELAGSEKSL4 ELAGSEKSL6 ELAGSEKL1 ELAGSEKL2 ELAGSEKL5 ELAGSEKL6	ELACCKW2 ELACCKW3 ELAGSEKW5 ELAGSEKRF1 ELAGSEKRF3	K.GSE.CC.2 K.GSE.CC.4, K.GSE.CC.4a K.GSE.CC.5 K.GSE.CC.3	ELAGSEKRF3	SSKE1	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 reread all my labels to get ready to read my book. I will read my labels with my partner.	I can change the ending of my pattern story.	I can identify shapes as triangles.	I can identify the sounds of the letters.	I can recognize animals that are nocturnal and understand the meaning of the word.	I can reread to build comprehension.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I can read my labels. I can partner read.	I know a pattern book has the same pattern of words over and over. I know the pattern book changes on the last page of the book.	I know that triangles have three sides, three straight lines and three corners.	I know each letter makes a sound. I can match a picture that starts with that letter.	I know that an owl is a nocturnal animal.	I know how to reread. I know that if I read something many times I can remember and understand more.
	Introduction/ Connection	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! These books are just like stars! Everybody in the world can see the stars in the sky, and everybody in our class knows the old favorites we’ve been reading over and over. Today we are going to put together all of our labels and read our stories with our partners!	Boys and girls I was reading my book about the zoo and the title said zoo (read any book where the ending is a pattern change) Here is the zoo, Here is the tiger, Here is the etc… Then I got to the last page and it said I like going to the zoo. The author changed the pattern and told me why they wrote the book in the ending.	Fluency: Making 3 With Triangles, Make a Shape, Groups of 6. Application Problem: Pizza Time (Cutting Pizza)	Tell students they are going to learn that each letter makes a sound. Use letter sound songs.	Show students a picture of an owl. Ask why they think the owl only comes out at night.	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “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 when readers get together with their partners, they can read the labels that they write! Partners in reading workshop, just like writing workshop, can help each other get more sounds in their words.	Good writers create endings for their books by changing the patterns.Watch me as I show you how I an ending to my dancing book by changing the pattern.Read the dancing book: Look at me jump. I am happy. Look at me spin. I am happy. Look at me twist. I am happy. Now I have to write an ending that changes the pattern. Think aloud how you feel about dancing, then write: I love dancing. It is fun. Did you see how I thought about why I wrote my book and added an ending that changed the pattern?	Activity consists of teacher demonstrating how to make triangle shapes on the geoboard.	Today we are going to work with letters and pictures of things that have a name that starts with the same sound. First let’s say the letter name and the sound it makes.	Read “All About Owls”.	Second Read – Cross Checking. Tell students they are going to reread together to see if what they say makes sense, sounds right, and looks right.
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	Teacher leads students in sorting/classifying shapes as triangles or not triangles and making triangles on geoboards.	Now let’s look at the picture cards and decide which letter to put the picture beside. Let students come up and help with the cards.	Make a circle map about owls.	As the class is reading, stop and ask “does this make sense, sound right, and look right?” Make errors so that students can understand how it might not sound right or make sense.
	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 2	Students will work on sorting their own picture cards in their phonics notebook.	Students will watch Owl Moon on United Streaming. After they will talk with a partner about everything they know about the owl.	Highlight or cover up some words to have students try to think of what would make sense when reading. Ask them if it looks right and sounds right.
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:
	Can you share a word that your partner helped you write? Who helped their partner get more sounds in their words? Students share. Today we learned that we can help our partners write more sounds in our words, just like in writing workshop.	Boys and girls we are going to have a symphony of book endings. You are all going to share your book endings when I count to three.Let students share.That was beautiful your work has been incredible to hear I loved all your endings.	The teacher will lead students in a discussion to review how to decide if a 3 sided shape is a triangle.	Tell someone something that starts with one of the letter sounds we learned today.	Share with a partner something you know about owls.	Discuss why it is important to check that our reading makes sense and sounds right.

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