Daily Lesson Plan

What: Daily Lesson Plan
When: 12/8/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 12/08/2020	Readers Workshop Unit _Super Powers__ Session_14__ See Google Classroom for video Lesson	Writers Workshop Unit_2__ Session _10__	Eureka Math Module _3_ Lesson _13_ 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 read in a clear voice while expressing feelings and ideas.	I can use a partner to get suggestions for strengthening my writing.	I can sort and compare objects by capacity.	I can identify the sound a digraph makes.	I can identify and describe the customs and traditions of Christmas	I can reread to build comprehension.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know how to read my book to express how the character is feeling.	I know how to ask my partner to help me fix my writing.	I know capacity means how much a container holds. I know how to sort containers by if they hold more or less.	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 reread. I know that if I read something many times I can remember and understand more.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Remind students that storytellers change their voice to match various feelings.	Orchestrate things so kids are sitting with reading partners, then explain that you are upping the ante by asking them to write so kids can read their writing.	Fluency: Dot Cards of 6; Building 1 more and 1 less towers Application: Make a cup with clay to hold enough milk for a kitten.	Digraph ‘sh’ song: https://www.youtube.com/watch?v=HfMtsRVZWfE	Show a picture of a snowman. YouTube song: https://www.youtube.com/watch?v=FczqntFwb6k	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “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 are trying to read a book aloud so that people pull in to listen, it is really important to understand the book, and to be thinking about what it says as you read it. If you don’t understand it, your listeners won’t understand it either. Model reading pages with a tone that matches the feelings shown in the book.	Today I want to teach you that when writers are working to make their writing more readable, it helps if the writer has a partner who works with the writer, like a team, to get the job done. Explain that kids are sitting beside reading partners because at the end of writing time, they’ll read as if it is reading time, only with their books and magic pencils in hand, upping the readability. Demonstrate how you hope students read with their reading partners, modeling the shifts between reading and writing and the use of tools to help.	Activity consists of comparing the capacity of different containers.	Introduce the card “Shopping Shirley”. Read the story for “Shopping Shirley”.	Read Snowmen at Christmas.	Second Read – Cross Checking. Tell students they are going to reread together to see if what they say makes sense, sounds right, and looks right.
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 test the capacity of their containers.	Hand out pictures to students. Let them come up and place their “sh” words on the chart either under beginning or ending.	Make a circle map to discuss everything children know about snowmen.	As the class is reading, stop and ask “does this make sense, sound right, and look right?” Make errors so that students can understand how it might not sound right or make sense.
	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 13	After going over the words with students to ensure they correctly sorted them, students will complete the ‘sh’ color/trace/write worksheet with ‘sh’ words.	Have students watch the video The Snowman.	Highlight or cover up some words to have students try to think of what would make sense when reading. Ask them if it looks right and sounds right.
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:
	Choose several students to model their reading in different ways.	Immediately send students into their partnerships so they can begin reading their writing together. Reconvene the class to highlight a partnership.	The teacher will lead students in a discussion of comparing volume using more than, less than, and the same as by pouring.	Tell someone the sound ‘sh’ makes and a word you hear it in.	Share with a partner something you learned about snowmen.	Discuss why it is important to check that our reading makes sense and sounds right.

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