Daily Lesson Plan

What: Daily Lesson Plan
When: 11/16/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 11/16/2020	Readers Workshop Unit _Super Powers__ Session_5__ See Google Classroom for video Lesson	Writers Workshop Unit_2__ Session _1__	Eureka Math Module _3_ Lesson 2 *See Google Classroom for Video Lesson	Phonics F & P l: Lesson __LK2_ Xx, Ee	Science/Social Studies Past, Present, Future	Shared Reading There Was an Old Lady Who Swallowed a Turkey
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:
	ELAGSEKRF 1, 2, 3, 4 ELAGSEKSL 1, 2, 4, 6 ELAGSEKL 1, 2, 5	ELACCKW2 ELACCKW3 ELAGSEKW5 ELAGSEKRF1 ELAGSEKRF3	MGSEK.MD.1 MGSEK.MD.2	ELAGSEKRF1 a, b, c	SSKH3	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 talk with a partner to help my reading get stronger.	I can read my writing to edit my work.	I can compare length measurements.	I can identify the difference in letters.	I can describe past, present, and future.	I can tell how the pictures and sentences make sense.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know how to talk to a partner about a book. I know how to give suggestions to my partner that can help.	I know how to use the letters and sight words I wrote to go back and read my writing.	I know lengths are measured side to side. I know I use words longer than and shorter than when describing lengths.	I know what each letter looks like. I know each letter has a capital and lowercase.	I know the present is what is happening right now.	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
	Announce that everyone needs help sometimes – Batman and Robin, friends, even Super Readers – and that partners can offer each other help.	Build students’ energy for challenging themselves to make their stories even better. Tell a story of trying to read your students’ writing.	Fluency Practice: Show Me Taller/Shorter; Say Ten Pushups Application Problem: Draw a picture of something very tall.	Tell students they are going to learn about the name and shape of letters. Display letters Xx and Ee and have students find them in the room.	Video: https://www.youtube.com/watch?v=u7GbQ2YH8Ck	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. Letter E 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 partners can help make your reading even stronger. You can work with a partner to practice pointing to words as you read them. One partner reads, and the other partner points to each word. Both of you can check that one word makes one point. This way you double your pointing power. Invite students to be your partner. Ask them to read aloud the words of a familiar text while you point under each word.	Today I want to teach you that writers use all their writing muscles to make sure people don’t put their writing down. Like all writers, each of you can tell if your writing is easy to read by reading your own writing like it’s a book in your book bag. If you can’t figure out what your writing says, then you need to fix it up so other people won’t have the same trouble. Show students that when reading their stories, you use the pictures to help you guess what the words say, and also point under the print and use word-solving strategies.	Activity consists of teacher demonstrating how to compare the length and height of things in the classroom to the length of a piece of string.	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.	Review the vocabulary cards from yesterday. Look back at the picture sort from yesterday to remind students of how they sorted.	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 _X__ Strategy Group ___ Guided Reading Group ___ Shared Reading (K-2) ___ Interactive Writing ___ Word Study	_X__ Strategy Group ___ Interactive Writing (K-2) ___Word Study ___ Shared Writing Standard: Teaching Point:	Teacher leads students in making measuring tools (using string) and compare lengths finding at least 5 things that are longer and 5 things that are shorter.	Today the letters are “X” and “E” . Help me sort my letters. How are they similar? How are they different?	Play a game with students where you give them cards (past, present). You state an activity and they raise the card for when it happened.	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 2	Students will manipulate letters and discuss what they know. Students will practice writing letters in a journal/whiteboard.	Explain that today students will sort their own pictures of past and present, but draw some things they think will be in the future.	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:
	Explain a new way readers can read and point with their partners, spotlighting a partnership to demonstrate before inviting the rest of the class to try it.	Tell the students about a writer who did something to make his or her writing more readable.	The teacher will lead students in a discussion about comparing length measurements with string.	Tell someone whether or not you have one of today’s letters in your name.	Share with a partner something you did today.	Discuss what students saw or read in the book that made them change what they thought was going to happen.

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