Daily Lesson Plan

What: Daily Lesson Plan
When: 11/17/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 11/17/2020	Readers Workshop Unit _Super Powers__ Session_6__ See Google Classroom for video Lesson	Writers Workshop Unit_2__ Session _2__	Eureka Math Module _3_ Lesson _3_ See Google Classroom for video Lesson	Phonics F & P l: Lesson __LS 3 pg. 317_ 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	ELAGSEKRF3	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 use pictures to help me with reading my sentences.	I can write a true story with a beginning, middle, and end.	I can make a series of longer than and shorter than comparisons.	I can identify the sounds of the letters.	I can describe past, present, and future.	I can reread to build comprehension.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know pictures tell what is happening in the story. I know how to look at the picture and use it to help me read.	I know a true story has to be something that really did happen, not make believe.	I know length is measured longer and shorter. I can sort objects that are longer or shorter than my measuring tool.	I know each letter makes a sound. I can match a picture that starts with that letter.	I know the future is not here yet. I know the future is tomorrow, next week, or next year.	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
	Rally students to recall that every famous superhero tackles trouble with a power.	Praise students for working so hard to make their writing easy to read.	Fluency: Say Ten Pushups; Hidden numbers Application: Monkey tails of different lengths.	Tell students they are going to learn that each letter makes a sound. Use letter sound songs.	https://www.youtube.com/watch?v=4sZ_9hkeDic	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “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 when you are reading and you encounter trouble, that’s the time when you especially need to activate your super powers. You can’t let yourself get defeated. Instead, call on more powers. Keep using your pointing power, but also use picture power. Add this bullet to the Anchor chart. Demonstrate using the picture on the page to predict an unknown word, then check the first letters and context to make sure your word looks right and makes sense.	Today I want to teach you that even when you are working really hard to hear all your sounds and to write so people can read your writing, you still need to remember everything you already learned about writing great stories. It helps to reread old charts, using those as reminders of all the things you can always remember to do. Role-play that you are a kindergartner wanting to write. Have students reread the first two points on the anchor chart.	Activity consists of teacher demonstrating how to compare lengths using a popsicle stick.	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.	Review the sorting previously completed as a class on past and present. Remind students that past, present, future can affect people and how they look. Show a picture of you as a baby/child. Discuss what you would look like as an older adult.	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 _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 sorting objects by lengths	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.	Show how students will use pictures of themselves to make a book. Model one about the teacher.	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 3	Students will work on sorting their own picture cards in their phonics notebook.	Students will make past, present, future book about themselves. Baby pictures can be brought in or you can print some generic ones online. Take a current picture of students and make a computer generated picture of students being older.	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:
	Challenge students to use their special powers on each page before they read it.	Teach students how to use the “How to Write a True Story” chart to self-assess and make plans for future writing.	The teacher will lead students in a discussion about making a series of longer than and shorter than comparisons.	Tell someone something that starts with one of the letter sounds we learned today.	Share with a partner something you will do in the future.	Discuss why it is important to check that our reading makes sense and sounds right.

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