Daily Lesson Plan

What: Daily Lesson Plan
When: 11/6/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: Friday 11/6/2020	Readers Workshop Unit Emergent Readers Bend 3 Lesson 5 (15)	Writers Workshop Unit__2 Launching_ Lesson: 15	Eureka Math Module _2_ Lesson 9 *See Google Classroom for video lessons	Phonics F & P l: Lesson SP 2 blending/segmenting	Science/Social Studies Where I 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		ELAGSEKRF2 a	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 tell and reread my book like a real storyteller.	I can spell simple words using my letter-sound knowledge.	I can identify and sort shapes as two-dimensional or three-dimensional, and recognize two-dimensional and three-dimensional shapes in different orientations and sizes.	I can blend sounds together to read words.	I can describe where I live.	I can retell familiar stories with accuracy and expression.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I can reread my book like a real story teller. I can tell about my book like a real storyteller.	I know letters make sounds. I can say a word slowly and write the letter that makes the sound.	I can identify a cone. I can identify a cylinder. I can identify a cube. I can identify a sphere.	I know how to stretch out a word to hear each sound.	I know I live in the state of Georgia.	I can remember and tell what happened in a story with my book closed.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Readers, you have worked so hard thinking and sharing your books! I was noticing how we have become so good at telling our stories that we are just like real story tellers! Today, we are going to learn how to tell our stories like real story tellers by acting out our stories and then recording our newfound storytelling skills!	Recall the strategies writers use to hear and record sounds. Show students the difference between a piece of writing that has labels with one or two letters verses labels that had more sounds.	Draw a flat shape and create the 3D version with clay	Pull objects from a grab bag and allow students to sound out the objects.	Show globe. Does anyone remember what this is called? Does anyone remember what continent we live on? What country we live in?	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “Letter 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
	Teaching Point: Today I want to teach you that real storytellers make the stories come alive by acting out the story and pretending to be like the characters in the story. Teaching: You can play videos or audios of well-known or talented storytellers such as Lester Laminack, Heather Forest, or Carmen Agra Deedy for students to have a reference to storytelling. Demonstrate reading labels that they have wrote throughout the unit in a beloved storybook to provide students with a preview of the text. Afterwards model being a good storyteller using references to Lester Laminack or use the puppets to act out a favorite scene. We have worked so hard and have learned many new ways to tell our stories. Today you can try your best to be a storyteller by reading your labels that you have worked on in your books. After you practice retelling you can use puppets in your books stations to reenact your stories to be just like a real story teller!	Teaching Point: Today I want to teach you that writers spell words fully so that they can read their stories and so that others can read them as well. One way you can do this is to say the word as slowly as you can, listen closely to the sounds you hear at the beginning, and then write those sounds. Teach: Demonstrate recording all the sounds of a word in your own writing. You might voice over or narrate the steps of your process as you stretch the word.	Activity consists of teacher demonstrating how to sort groups of flat and solid shape cutouts.	Remind students that we stretch out words slowly in order to hear each sound.	Explain that our country is made up of 50 states. Show map on smart board of 50 states. Read the book: Where Is My State.	Quick retell of the story.
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 comparing sorted groups with partners.	Use the read an reveal activity from yesterday to read words. **For a challenge, play short e BINGO.	Label the countries on smartboard map.	Allow students to work in small groups to act out their story from the week. They can perform within their group for the class.
	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	Complete Problem set 9	Each student will stretch out a word given by the teacher.	Have students color and label USA in their “Where I Live Book”. Then students will write the sentence: I live in the United States of America.	Talk with your group about how you would change the ending if you were the author.
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 how to be a good storyteller. Share videos or reenactments of storytelling to probe turn and talk. Voice over and share what great readers were talking about. Today we learned that real storytellers make the stories come alive by acting out the story and pretending to be like the characters in the story. Today and everyday let’s be storytellers when we read!!!	Choose a word from one of your other pieces that everyone can practice stretching together. Help students feel they can tackle any word. Celebrate the attempts made.	The teacher will lead students in a discussion reviewing how to identify and sort flat and solid shapes in different orientations and sizes.	Students will read the read and reveal words with a partner.	Share with a partner what state you live on.	Discuss why it is important to retell a story with expression.

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