Daily Lesson Plan
- What
- Daily Lesson Plan
- When
- 8/28/2020
Glynn County Lesson Plan for Instruction (K-2) Teacher: Davis Grade: Kindergarten Date of Instruction: 8/28/2020 Readers Workshop Unit _Launch__ Session_5__ Writers Workshop Unit_Launch__ Session _5__ Eureka Math Module _1_ Lesson_5_ Phonics F & P l: Lesson _ELC 1_ UOS in Phonics Lesson Science/Social Studies PBIS Rules and Routines Shared Reading Ten Little Monkeys Jumping on the Bed 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 ELACCKW1 K.MD.3 ELAGSEKRF1 a, b, c SSKCG1 ELAGSEKRL1 ELAGSEKRL2 ELAGSEKRL3 ELAGSEKRL4 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 tell the parts of a book. I can add pictures to tell my story. I can classify objects into three categories. I can determine the count in each category. I can tell the first letter in my name. I can tell what R.I.S.E. stands for and how to show it. I can retell familiar stories with accuracy and expression. Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I know there are parts of a book that can help me read. I know there is a front cover and back cover. I know during writing workshop I can add more pictures, more words, or start a new story. I know classify means putting things together that look similar. I know how to count how many things are in each group. I know the first letter in my name is at the beginning. I know the letter that starts my name is capital. I know R is for Respect, I is for Independence, S is for Self-Control, and E is for Effort. 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 Yesterday I taught you how to hold a book correctly and how to turn the pages so that the pages don’t tear or get crumbled and you have been doing such a great job at being book lovers! Review anchor chart on the parts of writing workshop. Fluency Practice, Application Problem, Today we will be working with names. Hold up teacher name. Video - bus Poem: Colors Direct Instruction -minilesson Direct Instruction -mInilesson Direct Instruction Direct Instruction Direct Instruction Direct Instruction Books are some of my favorite things. I know you are going to come to love them as much as I do. What kinds of things will I find in a book? What are the parts of a book? (Teacher holds up 2 books) Boys and girls think about these 2 books I am holding. Each one has a different picture on the front and they are different colors, but what is the same about the books? What are some things that most books have that are the same? Yesterday, we learned how to take care of our writing. Today I am going to teach you how to start with an idea for writing and to put that idea on the paper. Activity consists of sorting classroom toys into three different categories. Your name starts with a letter that is always the same. You can find your name by looking at the first letter. The letter will always be capital. Model teacher name and highlight first letter. Discuss what students in the video were doing to show R.I.S.E in the bus. 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) ___Word Study ___ Shared Writing Standard: Teaching Point: Teacher leads students in activity to sort objects into three categories. The teacher and students will make a class name chart alphabetically. Each child will get to stand up if their name starts with the letter the teacher says. Have students describe other ways to show R.I.S.E. in the bus. 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 Problem Set 5 Students will have their name on an index card. They will identify the first letter in their name and color it. The class will talk about how some children may have the same first letter for their name. Let students volunteer to model it in the classroom. 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: Who has a book that they enjoyed and would like to share with the class? Tell us why you chose to share that book. Teacher may pick a student or two to share the parts of a book. Writers, it is the end of work time today. You need to decide where you want to put today's piece. If it's finished it will go in the "Finished" pocket. If you want to add words or pictures, it will go in the "Not Finished" pocket. The teacher will lead students in a discussion about classifying objects into three categories, determining the count in each and reasoning about how the last number determines the total. Ask students to show and read their name. Exchange names with someone and read the name they have. Ask the child to point to the first letter in the name on the card. Tell someone one thing to do in the bus to show R.I.S.E. Discuss why it is important to retell a story with expression.
ELACCKRL5
ELACCKRL10
ELACCKRI10
ELACCKRF1 ELACCKRF2
ELACCKRF2(a)
ELACCKW3
K.CC.4
ELAGSEKRL5
ELAGSEKRI5 ELAGSEKRL6 ELAGSEKRL7
ELAGSEKRL10 ELAGSEKRF1 ELAGSEKRF2
ELAGSEKSL1
ELAGSEKSL6
Green Light, Red Light; Pop Up Number; Birthday Candles
Partner discussion about sorting the whole class into two groups.
Teach
(Teacher closes her eyes and thinks about a story). Okay I’ve got it! Here is how it goes. (teacher tells the class her story). Okay now I want to get the whole story in my illustrations. First I will draw the first part of my story.