Daily Lesson Plan

What: Daily Lesson Plan
When: 11/9/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 11/09/2020	Readers Workshop Unit _Super Powers__ Session_1__ See Google Classroom for video Lesson	Writers Workshop Unit_1__ Session _16__	Eureka Math Module _2_ Lesson _10_ See Google Classroom for video Lesson	Phonics F & P l: Lesson __LK2_ Uu, Yy	Science/Social Studies Where I Live State	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	K.G.1 K.G.2 K.G.4	ELAGSEKRF1 a, b, c	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 can read and point left to right, top to bottom, and page by page.	I can add detail to my drawing with speech bubbles.	I can create displays of different flat shapes.	I can identify the difference in letters.	I can describe where I live.	I can tell how the pictures and sentences make sense.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know I touch one word and say one word. I know words are separated by spaces.	I know a speech bubble goes in my picture. I know a speech bubble shows someone talking.	I know flat shapes are 2D shapes. I can find examples of 2D shapes. I can draw 2D shapes. I can make a model of a 2D shape.	I know what each letter looks like. I know each letter has a capital and lowercase.	I know I live in the town of Brunswick.	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
	Celebrate students’ growth as readers by inviting them to read around the room, pointing to and reading words they know from charts, labels, or books.	Playact a scene in which two characters speak. Then ask students to take on one role, responding with imagined next words.	Fluency Practice: Groups of shapes; 5-Group Hands Application Problem: NONE	Tell students they are going to learn about the name and shape of letters. Display letters Uu and Yy and have students find them in the room.	Show globe. Does anyone remember what this is called? Does anyone remember what continent we live on? What country do we live in? What state do we live in?	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. Letter Y 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 you can use your super reading powers to actually read words. You can put your finger under one word, then the next, and the next, and you can actually read what the words say. Celebrate that the class just read words. Suggest that the library alone is filled with words that can be read by pointing and reading. Debrief by naming what you have done in a way that is replicable and can be done with other words.	Today I want to teach you that writers make characters talk. You can do this by putting speech bubbles by whoever is talking. When you tell the story, the speech bubbles will remind you to include what people said. Later, when you write the story, you can write bits of talking in the speech bubbles to get down the exact words that people said. Model adding speech bubbles and bits of dialogue to one of your own stories.	Activity consists of teacher leading students in having a Shape Fair.	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.	Explain that States are made up of counties and cities. -We live in Glynn county in Brunswick.	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 leads students in exploring ways to create shapes.	Today the letters are “U” and “Y” . Help me sort my letters. How are they similar? How are they different?	Show students the map of Georgia and label Brunswick. Label the town in Georgia. See if students know other towns in Georgia.	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	None	Students will manipulate letters and discuss what they know. Students will practice writing letters in a journal/whiteboard.	Have students color and label Brunswick in their “Where I Live Book”. Then students write the sentence: I live in Brunswick.	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:
	Invite students to read and reread a Super Reader song with you.	Recruit students help to begin a chart about how to write a true story.	The teacher will lead collaborative groups to create displays of different flat and solid shapes.	Tell someone whether or not you have one of today’s letters in your name.	Share with a partner what city/town you live in.	Discuss what students saw or read in the book that made them change what they thought was going to happen.

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