Daily Lesson Plan

What: Daily Lesson Plan
When: 10/30/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: Friday 10/30/2020	Readers Workshop Unit _ Session___	Writers Workshop Unit___ Session __	Eureka Math Module _2_ Lesson_5_	Phonics F&P: PA _ UOS in Phonics Lesson Segmenting CVC words	Science/Social Studies Globe	Shared Reading Goodnight Moon
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	ELACCKW1 ELACCKW3	K.GSE.CC.2 K.GSE.CC.4 K.GSE.CC.5 K.GSE.CC.3	ELAGSEKRF	SSKG1	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 can practice the skills I have learned this week during Reading Workshop.	I can practice the skills I have learned this week during the Writing workshop.	I can use the positional words: above, below, beside, in front of, next to, and behind.	I can spell words by breaking the word apart.	I can explain the difference between a map and a globe.	I can retell familiar stories with accuracy and expression.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know how to read my books during reading workshop.	I know how to write in my journal.	I know that positional words are above, below, beside, in front of, next to, and behind.	I know that s-u-n spells sun. I know that h-a-t spells hat.	I know the difference between a map and a globe.	I can remember and tell what happened in a story with my book closed.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Students can read whatever books they would like while groups are rotating to focus on reviewing skills.	Free writing in journal while groups are rotating to focus on reviewing skills.	Fluency Practice Groups of Shapes, Peek-a-Boo Shapes, Groups of 8 Application Problem What’s behind my partner?	Tell the children they will be learning how to say words slowly and write the letters. Have clearly written cards displaying the label for each picture. Have blank cards ready to write the words.	Show a model of a globe. Ask students what it is and what it represents.	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “J Poem”
	Direct Instruction -minilesson	Direct Instruction -mInilesson	Direct Instruction- See Google Classroom for video Lesson	Direct Instruction Teach	Direct Instruction	Direct Instruction
	Small Group Rotations with activities that review skills. Group 1: Group 2: Group 3:	Small Group Rotations with activities that review skills. Group 1: Group 2: Group 3:	Activity consists of teacher demonstrating how to use mystery bags of shapes, and teach how to play Simon Says using positional words.	“If you say a word slowly, you can hear the sounds in it.” Hold up a card and say the word slowly, not segmenting sounds but exaggerating slightly so that it is easier to hear them. “Now you say the word with me. Can you hear some of the sounds?” Have children help you sound out the word as you write it on a sentence strip. Place the picture beside the word card in a pocket chart.	Teacher shows students the vocabulary poster about a globe. Explain what a globe is and show an example of one.	Quick retell of the story.
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) ___Word Study ___ Shared Writing Standard: Teaching Point:	Teacher leads students in playing Simon Says using shapes and positional words.	Let students continue to help you sound out and spell the words.	Make a Venn Diagram to discuss maps and globes.Discuss the differences & similarities between a globe and a map.	Allow students to work in small groups to act out their story from the week. They can perform within their group for the class.
	Reading Conferences:	Writing Conferences:	Problem Set (You Do)	Rug Time/Apply	You Do	You Do
	_X_ RDCT Conference __ Coaching Conference __ Goal Setting Conference BOOK SHOP	_X_ RDCT Conference __ Goal Setting Conference	Problem Set 5	Have children cut out the picture cards and choose several to glue in their journal and sound out the word and write it in the journal.	Students will make a model of a globe with a blue balloon and green construction paper.	Talk with your group about how you would change the ending if you were the author..
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:
			The teacher will lead students in a discussion reviewing positional words: above, below, in front of, next to, and behind.	Share a word that you wrote in your journal today.	Share with a partner the difference between a globe and a map.	Discuss why it is important to retell a story with expression.

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