Daily Lesson Plan
- What
- Daily Lesson Plan
- When
- 11/2/2020
Teacher: Davis Grade: Kindergarten Date of Instruction: Monday 11/2/2020 Readers Workshop Unit Emergent Readers Bend 3 Lesson 2 (12) *See Google Classroom for video lessons Writers Workshop Unit_Launching__ Session _12__ Readers Know How to Get Their Own Old Favorite Storybooks Eureka Math Module _2_ Lesson _6_ *See Google Classroom for video lessons Phonics F & P l: Lesson UOS in Phonics Lesson Z, W Science/Social Studies Election and Voting Shared Reading The Napping House 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: ELACCKRL4 ELACCKRL5 ELACCKRL10 ELACCKRl10 ELACCKRF1 ELACCKRF2 ELACCKRF2a ELACCKW1 ELACCKW3 K.G.1 K.G.2 K.G.4 ELAGSEKRF1 a, b, c SSKG3 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 notice and mark places in my book to share with my partner. I can respond to suggestions from others and add detail to my writing. I can find and describe solid shapes. I can identify the difference in letters. How do presidents affect the lives of people in our country? I can tell the relationship between pictures and the story. I can identify the author and illustrator in a book and explain their roles. Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I notice places in my book to share with my partner. I can mark places in my book to share with my partner. I know how to listen to my peers’ suggestions. I can add more to my writing and picture. I can identify a cone. I can identify a cylinder. I can identify a cube. I can identify a sphere. I know what each letter looks like. I know each letter has a capital and lowercase. What is the job of our current president? How does someone become the president? I can look at the pictures. I can look at the words. I can tell the author and illustrator’s jobs. Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Introduction/ Connection Readers, you did a wonderful job yesterday inventing new ways to share your book with your partner! I was noticing how we were all noticing ways to share, remembering the story, and reading! Today, I want to read and then have conversations about our books. Tell students that now they will learn to write a different kind of book-stories-and ask them to notice what a story does as you read aloud the beginning of Creak! Said the Bed. Rolling a ball vs. rolling a cube Letter Z song Letter W song https://www.youtube.com/watch?v=mQZ-c3_EDj4 Watch: Duck for President https://www.youtube.com/watch?v=6VQnfNvDbms&feature=youtu.be Warm Up: Quickly read a familiar text, poem, chart, or chant to build fluency and excitement. Direct Instruction -minilesson *See Google Classroom for Video Lesson Direct Instruction -mInilesson Direct Instruction *See Google Classroom for Video Lesson Direct Instruction Direct Instruction Direct Instruction Teaching Point:Today I want to teach you that when readers are reading by themselves, they often have thoughts like, ‘Oh this is cool!’ or ‘Huh? I don’t get this!’ These are exactly the kinds of things readers share with a partner. So when you notice something that you would like to share, put a post-it note on the page to save it for partner time. Teach: Demonstrate that readers don’t just read the story, they stop, think, and then share their thoughts through a conversation. Demonstrate how to use the blank post-it notes to mark the, “Oh this is cool!’ or ‘Huh? I don’t get this!” pages. Let’s read our story and find an ‘Oh this is cool!’ or ‘Huh? I don’t get this!’ page. When we find the page we are going to put a blank post-it note on the page to mark the page so that we can remember to talk about it. For example, on the 1st page of Caps for Sale, children will see a picture that shows a man with caps piled high on his head, standing in the street of a village. Demonstrate a “Cool or Huh?” example by generating a conversation about the amount of hats the man has on his head. Teaching Point: Today I want to teach you that one way writers get ready to write true stories is to first practice telling the stories. They tell all the little things that happened, including what people said and did. Teach: Tell a story of something that happened to the class to model how a story sounds. Activity consists of teacher demonstrating how to examine attributes of solid shapes. Tell students they are going to learn about the name and shape of letters. Today the letters are “Zz” and “Ww” . Help me sort my letters. How are they similar? How are they different? Watch how I write each letter. The teacher will tell the students about the current election and the candidates that are running for president. Display a picture of the candidates. Watch the Brain Pop Jr. video: President 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 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) ___W ord Study ___ Shared Writing Standard: Teaching Point: Teacher leads students in looking at shapes with a bird’s view and selecting shapes like teacher’s example. Students will practice writing the letters on the floor and in the air. Distribute the PETS ballot and allow students to vote for their favorite pet. Students will be guided through the process and then share which pet they voted for. 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 6 Students will work in their phonics journal to glue their letters on the correct page. Students will secretly vote in a “booth” for their favorite food. They will fold the ballot and turn it in the the ballot box. The teacher will count the votes and announce the winner. 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 partner? Ask students to describe the pages that they marked in their books. Voice over and share what great readers were talking about. Today we learned that we can share our thoughts about what we are reading by marking the pages and then telling our partners what we think. Point out what some writers have done in their writing: including details, depicting a small moment, writing words, or any other things. The teacher will lead students in a discussion to review how to describe solid shapes. Students will be able to say the name of the letter when I show them. Allow the students to discuss what they have learned about the upcoming election. Give each student an “I VOTED” button to color. Discuss what students saw or read in the book that made them change what they thought was going to happen.
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