Daily Lesson Plan

What: Daily Lesson Plan
When: 12/4/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 12/04/2020	Readers Workshop Unit ___ Session_ Flex Day_	Writers Workshop Unit___ Session _ Flex Day__	Eureka Math Module _3_ Lesson 11	Phonics F & P l: Lesson _SP 2 Word Families -ot words	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:
	ELAGSEKRF1 ELAGSEKRF2 ELAGSEKRF3 ELAGSEKRF4 ELAGSEKSL1 ELAGSEKSL2 ELAGSEKSL4 ELAGSEKSL6 ELAGSEKL1 ELAGSEKL2 ELAGSEKL5 ELAGSEKL6	ELACCKW2 ELACCKW3 ELAGSEKW5 ELAGSEKRF1 ELAGSEKRF3	MGSEK.MD.1 MGSEK.MD.2	ELAGSEKRF2 a	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 practice the skills I have learned this week during Reading Workshop.	I can practice the skills I have learned this week during the Writing workshop.	I can sort and compare objects by weight.	I can make words using a word family.	I can identify and describe the customs and traditions of Christmas	I can retell familiar stories with accuracy and expression.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know how to read my books during reading workshop. I know how to find sight words in my books. I can find a letter in my book.	I know how to use my letter sounds to help me write. I know how to leave a space between my words.	I know weight vocabulary words are heavy and light. I know how to use other objects to make an equal match to the weight of a different object.	I know word families have the same ending. I can change the first letter to a new letter to make a new word.	I know different traditions or customs and what they are used for.	I can remember and tell what happened in a story. I know using expression means I change my voice to sound like a character.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Review Anchor charts from the week.	Review Anchor Charts from the week.	Fluency: Heavier/Lighter; Double 5-Groups Application: Build the heaviest building you can build	YouTube song for at word family: https://www.youtube.com/watch?v=E2ZghKzfJE0	Raise your hand if you have a Christmas tree in your house.	Warm up: “K Poem” Students will get their own copy to keep in their reading folder.
	Direct Instruction -minilesson	Direct Instruction -mInilesson	Direct Instruction	Direct Instruction Teach	Direct Instruction	Direct Instruction
	Small Group Rotations with activities that review skills. Group 1: Sight Word Review and Sight Word book Group 2: CVC word game/Letter game Group 3: word family review	Students are independently journal writing while teachers call students individually to work on a skill.	Activity consists of students attempting to make two clay balls the same size.	Teacher explains to students that they are learning about parts of words. A word family is a chunk at the end of a word that can be used to make new words by changing the first letter. Show some examples.	Read The Year of the Perfect Christmas Tree. Tell information about Christmas trees people had long ago.	Explain that today is the last day reading the poem and story for the week. Tell how students will work together to retell the story and act it out. Be sure to emphasize accuracy in retelling and using character expressions.
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 ___ Strategy Group ___ Guided Reading Group ___ Shared Reading (K-2) ___ Interactive Writing ___ Word Study	___ Strategy Group ___ Interactive Writing (K-2) ___Word Study ___ Shared Writing	Teacher leads the students to comparing the clay balls and altering them to weigh the same amount.	Let students help make new -ot words by coming to board and changing the first letter in words using magnets. Teacher makes a chart of words while students are helping with magnets.	Make a circle map to discuss everything children know about Christmas Trees.	Allow students to work in small groups to choose a story from the week to act out. 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	Problem Set 11	Students will create their own list of word family words by changing the first letter.	Watch The Berenstain Bear’s Christmas Tree Make a Christmas tree.	Talk with your group about how you might change the ending of the story 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:
	Tell someone your favorite activity today.	Share your journal entry with someone.	The teacher will lead students in a discussion of observing conservation of weight on the balance scale.	Tell a friend two words that are in the -ot word family.	Share with a partner something you learned about Christmas Trees.	Retell the story you just acted out in just words.

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