Daily Lesson Plan

Teacher: Davis

Grade:  Kindergarten

Date of Instruction:  

Wednesday

11/4/2020

Readers Workshop

Unit Emergent Readers 

Bend 3 Lesson 3 (13)

*See Google Classroom for Video Lessons

Writers Workshop  

Unit_Launching__

Session _13

Planning Stories Page by Page

Eureka Math 

Module _2_

Lesson _7_

*See Google Classroom for Video Lessons

Phonics

F & P l: Lesson _LS 3

in, so

Science/Social Studies  

Where we live

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

ELAGSEKRF4

SKG2

SKG3

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 stop and think about interesting places in my book and say more about them to my partner.

I can plan my story page by page before I write.

I can describe and name solid shapes.

I can read sight words in a book.

I can describe where I live.

I can ask and answer questions about a story.

I can provide key details of a story.

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

Success Criteria:

I know when to stop and think about interesting places in my book. I can say more about interesting places in my book to my partner.

I know I need to think about what I will write.

I know I need to count out the words in my sentence before I write.

I can identify a cone.

I can identify a cylinder.

I can identify a cube.

I can identify a sphere.

I know sight words are words I can read in a snap.

I can find sight words in books.

I know I live on the continent of North America.

I can ask questions about what I didn’t understand.

I can tell characters, setting, and major events in a book.

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Introduction/ Connection 

Readers, you did an amazing job yesterday marking pages that you thought were ‘Oh this is cool!’ or ‘Huh? I don’t get this!’ pages. I was noticing how we were all looking at the pictures, remembering the story, and marking places that we wanted to talk about with our partners! Today, I want to say more about the parts we want to share with our partners.

Tell students that today they’ll go from writing one-page stories to story scrolls.

Making a solid that can roll with modeling clay

Introduce snap words “in” and “so” with youtube songs.

in: https://www.youtube.com/watch?v=oDY2QW8nZuk 

so:

https://www.youtube.com/watch?v=7dsiyuTQRNM 

Have a circle map on the smart board with the middle blank.  Have outer ring of circle map contain words such as Brunswick, Georgia, Glynn, USA, etc… Have students guess what needs to be written in the middle of the map. (Where I live).

Introduce the book, providing the title, author, and a general synopsis of the book.

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

Teaching Point        When readers come across a part that makes them laugh out loud, or go Wow, they stop and think, ‘What makes this part funny or cool?’ Then they can say more about those parts when they share them with a partner.

Teach: Demonstrate that readers don’t just mark pages that are “Oh this is cool!’ or ‘Huh? I don’t get this!” pages, but they think about what makes the page funny or cool.

Demonstrate how to use the post-it note to mark the page and then demonstrate saying more about those pages.

When you mark pages in your book today we are going to tell more. We are going to think and talk about how or why the books we read are so funny or cool.

For example, in the book 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 the difference between stating that the man is funny and describing what makes him so interesting, funny or cool.

Teaching Point:

Today I want to teach you that, just as writers plan how information books will go, they also plan how stories will go. Writers of story books plan from the start how the whole book will go. They touch each page as they tell their story. Then they turn the page to say the next thing that will happen.

Teach:

Point out that a picture book doesn’t have a summary, but instead has a detailed story that spans pages. Demonstrate how to plan a story across pages by deciding what will go on each page. Recruit students to help remind you to turn the pages for each new part.

Activity consists of teacher demonstrating how to classify like attributes of solid shapes and introduce solid shape names.  

Show students the correct way to write the sight words. Talk about the letters in each word.  Discuss why they would be lowercase.  Have students explain why some letters are chicken letters, giraffe letters, or monkey letters. 

Review what continent we live on.

Read the book: My Country.

Talk about how North America is made up of different countries and that we live in the United States of America. (find on globe)

Today we are going to retell the story without opening the book.

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)

___W ord Study

___  Shared Writing 

Standard: 

Teaching Point:

Teacher leads students in choosing  shapes like teacher’s and saying names.

Students will help the teacher generate a sentence that they can write for each sight word.

Label continents on smartboard map emphasizing that we live on the continent of North America. See if students know any of the other continents.

Guide the students by asking questions of who, where, and what happened first, next, and last.

Get the students to show the expressions on their face as they retell. Encourage students to “talk” like the characters do in the book.

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 glue their sight words in their phonics notebook and write the sentences.

They will go back and highlight the sight word in each sentence.

Have students color and label North America in their “Where I Live Book”. Then students will write the sentence: I live in North America.

Have students turn and retell parts of the book to a partner, making sure they use expression and use gestures as well.

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 share marked pages to describe why they think the pages are funny or cool.

Voice over and share what great readers were talking about.

Today we learned that we can tell more when we share our books by telling how or why we think our books are interesting, funny or cool.

Highlight a student who told his story across fingers and realized he needed more pages for his book.

The teacher will lead students in a discussion to review how to describe and name solid shapes.

Let students turn to someone and touch each word in a sentence while reading.

Share with a partner what continent you live on.

Turn to someone and act out a part of the book.