Daily Lesson Plan
- What
- Daily Lesson Plan
- When
- 8/31/2020
Glynn County Lesson Plan for Instruction (K-2) Teacher: Davis Grade: Kindergarten Date of Instruction: Monday 8/31/2020 Readers Workshop Unit _Launch__ Session_6__ Writers Workshop Unit_Launch__ Session _6__ Eureka Math Module _1_ Lesson_6_ Phonics F&P: Lesson LK 2, 215__ UOS in Phonics Lesson Science/Social Studies VIK Shared Reading I Went Walking 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 ELACCKW1 K.GSE.CC.2 ELAGSEKRF1 a, b, c SSKG1 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 how pictures relate to words in a story. I can write about a single event. I can sort categories by count. I can identify categories with 2, 3, and 4 within a given scenario. I can identify the differences in letters. I can identify how I am similar and different to my classmates. I can tell how the pictures and sentences make sense. Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I know that readers 1) Look at the picture and tell a story.. I can write about an event. I can sort objects in categories and compare each category. I know what each letter looks like. I know each letter has a capital and lowercase I know that there are things that my classmates are similar and different than I am. 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 Show a friend how to hold a book correctly. Call students to the carpet for Writing Workshop. You could read the poem introduced in Day 1 as a signal that it is time for Writing Workshop. "Good Morning, Writers. It's time for Writing Workshop. First, we will have our Opening, then we will have Work Time and finally, we will have Share time." Fluency: Show Me Another Way; Happy Counting Within 5; Counting Around the Circle to 5 Application Problem: Summer and Winter drawing activity Tell students they are going to learn about the name and shape of letters. Display letters Ll and Tt and have students find them in the room. Stand up & turn around if you are a boy. Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. “L Poem” Direct Instruction -minilesson Direct Instruction -mInilesson Direct Instruction Direct Instruction Direct Instruction Direct Instruction I am going to teach you how to read a book even if you don’t know how yet. We are going to learn 3 ways to read a book. Today I am going to teach you that authors always think before they write, and that they write about things they know about. They write about things they have done or things that they know from their own lives. Activity consists of a “treasure hunt” sorting activity. Today the letters are “Ll” and “Tt”. Help me sort my letters. How are they similar? How are they different? Watch how I write each letter. Teacher will ask students who have black hair to go to the front of the room. Then, the teacher will ask students who have blonde hair to join the group at the front of the room. 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: 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 the “treasure hunt” activity, asking prompting questions as game is played. Students will manipulate magnetic letters and discuss what they know. Students will practice writing letters in a journal/whiteboard. Teacher will engage the students in discussion of similarities and differences in the groups of students. Have VIK students share their posters/books. 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 6 Students will work collaboratively on a Two-Way Sort for the two letters. Let students ask VIK student questions and discuss similarities and differences. 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: Students will gather in the meeting area. Who has a book that they enjoyed and would like to share with the class? Tell us why you chose to share that book. Okay, writers. What stories did you wake up today? The teacher will lead students in a discussion about sorting, counting, and comparing categories of objects. Students will discuss the letters in their name. Look at your partner and talk about how you are the same and different. Discuss what students saw or read in the book that made them change what they thought was going to happen.
by Sue Williams
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Teach
Everybody, hold you’re writing up so we can all admire it? Wow, everyone, great work! Let’s share a few of these stories today! Have a few children share.