Daily Lesson Plan

What: Daily Lesson Plan
When: 12/7/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 12/07/2020	Readers Workshop Unit _Super Powers__ Session_13__ See Google Classroom for video Lesson	Writers Workshop Unit_2__ Session _9__	Eureka Math Module _3_ Lesson 12 *See Google Classroom for Video Lesson	Phonics F & P l: Lesson ___ Digraphs	Science/Social Studies Customs/Traditions	Shared Reading There was an old lady who swallowed some Snow
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 identify and use punctuation marks.	I can use a variety of tools to help me with my writing.	I can sort and compare objects by weight.	I can identify the sound a digraph makes.	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 punctuation marks can be period, exclamation mark, and question mark. I know how to change my voice for each punctuation mark.	I know I can use a word wall, alphabet chart, anchor chart, or my partner to help me fix my writing.	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 a digraph is when two letters are put together and make one sound. I can make the digraph sound. I can match a picture with the beginning digraph.	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
	Tell a story about driving and paying attention to all the traffic signs that tell you to stop or slow down. These signs and lights are almost like a secret code for drivers, letting them know what to do and how to drive.	Contrast a story made by splicing word wall words together with a vibrant story. Recruit students to inquire into how the one story was made differently than the other.	Fluency Practice: 5-Group Hands; Roll and Draw Application Problem: Find a small item from backpack and decide how many pennies to balance it.	Digraph ‘ch’ song: https://www.youtube.com/watch?v=FWg2uzAuSe4	Show a picture of a gingerbread man. Give students one to eat. YouTube Song: https://www.youtube.com/watch?v=wCZ3dzFK6BI	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. Letter The Gingerbread Man 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 you want to read a book so the book comes to life for listeners, punctuation is like a secret code, whispering tips about how to read. Choose a nursery rhyme or poem that shows a variety of punctuation. Demonstrate how the question mark changes your reading voice and sounds different than the voice you use to read when there is an exclamation mark.	Today I want to teach you that writers need to write with their own true, storytelling words even though that means they have to work a little harder to spell those true words. It helps to story-tell your story to your partner, using your best storytelling voice. Recruit students to join you in writing the last page to your ongoing story. Pretend you are doing this, only demonstrate the problematic way to write, relying on the word wall. Recruit students to protest that that’s the wrong way to proceed. Have students articulate what was wrong with the way you’d gone about writing.	Activity consists of comparing the weight of an object using different sets of objects.	Tell students they are going to learn about digraphs. Digraphs are two letters put together that make a new sound. Introduce the card “Chomping Charlie”. Read the story for “Chomping Charlie”.	Read The Gingerbread Man.	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 the students to choose objects and determine how many pennies it takes to balance the scale.	Hand out pictures to students. Let them come up and place their “ch” words on the chart either under beginning or ending.	Make a circle map to discuss everything children know about gingerbread.	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 12	After going over the words with students to ensure they correctly sorted them, students will complete the ‘ch’ color/trace/write worksheet with ‘ch’ words.	Have students complete the gingerbread man craft.	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:
	Do an interactive writing with the poem, using end punctuation to change how sentences sound.	Highlight a student who tried out a new strategy in his or her writing. In this case, celebrate a student who used specific words for the people, places, and things in his or her story and for the actions.	The teacher will lead students in a discussion of comparing the weight of an object with sets of different objects on a balance scale.	Tell someone the sound ‘ch’ makes and a word you hear it in.	Share with a partner something you learned about gingerbread.	Discuss what students saw or read in the book that made them change what they thought was going to happen.

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