Daily Lesson Plan

What: Daily Lesson Plan
When: 11/30/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 11/30/2020	Readers Workshop Unit _Super Powers__ Session_9__ See Google Classroom for video Lesson	Writers Workshop Unit_2__ Session _5__	Eureka Math Module _3_ Lesson 7 *See Google Classroom for Video Lesson	Phonics F & P l: Lesson __LK2_ Kk, Qq	Science/Social Studies Customs/Traditions	Shared Reading
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	SSKH1 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 use different tools to help me persevere in reading.	I can write a story and read it to check for mistakes.	I can compare objects using the same as.	I can identify the difference in letters.	I can identify and describe the customs and traditions of Christmas	I can tell how the pictures and sentences make sense.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know to use an anchor chart, partner, or reading super power to help me read.	I know how to read my writing and look for mistakes. I can edit my mistakes.	I know the same means equal. I can put together two linking cube sticks that would be the same as a different stick.	I know what each letter looks like. I know each letter has a capital and lowercase.	I know different traditions or customs and what they are used for.	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
	Use a story about Superman’s perseverance to motivate students to not give up when they’re stuck.	Celebrate the hard work students have been doing as they work to make their writing readable, and point out that sometimes the focus on words disorients a writer, leading the writer to forget the overall content.	Fluency Practice: Counting the Say Ten way; Roll and Draw 5-Group Application Problem: Comparing length of clay snake to fingers	Tell students they are going to learn about the name and shape of letters. Display letters Kk and Qq and have students find them in the room.	Show a picture of Santa. Ask students to describe it. YouTube Song: https://www.youtube.com/watch?v=mGAYzlqj-aE	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. Letter K 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 one power doesn’t work, Super Readers use another one. Readers try one thing and then another to tackle the trouble. Recruit students to read a new text, and feign a sense of struggle when one power isn’t enough. Then rally students to use another power to read the word.	Today I want to teach you that writers reread – often, for lots of reasons. Writers write a little, and then read a little, flipping back and forth between being writer and reader of the story. Suggest that pencils can be magic because one end is good for writing, the other for tapping at words as you read. Demonstrate the shifts between writing and rereading as you continue to work on the class story. Debrief in ways that highlight the work you hope students will transfer to their own writing.	Activity consists of teacher leading students in discussion on comparing objects using the same as and demonstrate how to trace.	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.	Read Oh Santa!	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 allows time for students to experiment with finding different ways to make a stick the same length as the students 5-stick.	Today the letters are “K” and “Q” . Help me sort my letters. How are they similar? How are they different?	Make a circle map to discuss everything children know about Santa	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 7	Students will manipulate letters and discuss what they know. Students will practice writing letters in a journal/whiteboard.	Have students complete the Santa craft. Students could also make their wish list for Santa.	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:
	Show students how having persistence power can help when students are solving words or when trying to fix a word.	Celebrate the hard work of writing readable stories by having a Readable True Stories Museum.	The teacher will lead students in a discussion comparing objects using the same as.	Tell someone whether or not you have one of today’s letters in your name.	Share with a partner something you learned about Santa.	Discuss what students saw or read in the book that made them change what they thought was going to happen.

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