Daily Lesson Plan

What: Daily Lesson Plan
When: 9/14/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 9/14/2020	Readers Workshop Unit _1__ Session_4__	Writers Workshop Unit_1__ Session _4__	Eureka Math Module _1_ Lesson _15_	Phonics F & P l: Lesson __LK2_ UOS in Phonics Lesson	Science/Social Studies FIve Senses Sight	Shared Reading My Five Senses by Aliki
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 ELACCKRL5 ELACCKRL10 ELACCKRl10 ELACCKRF1 ELACCKRF2 ELACCKRF2a	ELACCKW1 ELACCKW3	K.GSE.CC.2 K.GSE.CC.3 K.GSE.CC.4 K.GSE.CC.5	ELAGSEKRF1 a, b, c	SKP.1	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 from left to right, top to bottom, and page by page.	I can get a picture in my head of what I am writing before I start.	I can order and write numerals 4 and 5 to answer “how many” questions. I can sort numbers by count.	I can identify the difference in letters.	I can identify the five senses.( SIGHT)	I can tell the relationship between pictures and the story. I can identify the author and illustrator in a book and explain their roles.
	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:	Success Criteria:
	I know when I read I start on the left and move to the right. I know if there are two lines of words I go from top to bottom.	I know to think about my writing before starting. I can count how many words in my sentence before I start.	I know how to write numbers 4 & 5. I know how to sort numbers by counting “how many”.	I know what each letter looks like. I know each letter has a capital and lowercase.	I know that sight is one of the five senses.	I know the roles of the author and the illustrator. I know where to find the author and illustrator in a book.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Review and discuss the reading of Ms. Wishy Washy. Remind children that they have been reading so much already. Pointing to previous charts. Teach children the best tricks for reading books. These tricks will help you understand the books you are reading.	Tell students about a child who pictured what she wanted to write before she began and then put this onto the page, using detailed illustrations. Show an enlarged version of her writing on smartboard.	Fluency Practice, Beep Number, Birthday Cake Number Order, write numbers to 3 Application Problem, Drawing Circles and creating equations activity	Tell students they are going to learn about the name and shape of letters. Display letters Bb and Cc and have students find them in the room.	YouTube song on FIve Senses: https://www.youtube.com/watch?v=iA1uLc1uEbl	Warm Up: Quickly read a familiar text, poem, chart, or chant to build fluency and excitement.
	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 readers read books, they read the cover first, and then the next page and the next, all the way to the end. Do you remember when we studied Mrs. Wishy Washy today? We studied the cover and tried to figure out the title. You do this very same trick when reading LATW books too. I hold up the BAB and think aloud - I see a bunch of bugs? Do you think that is what these letters say? As I point to the words in the title - Misread the title….The bug book Do you think that is what the title is? I think it might make sense, b/c bugs are on it. Model how you move from reading the cover to reading the title page, to the first page. Revising your thinking as you go. Continue reading to the last page to show how important it is to finish your nonfiction book.	Today I want to teach you that once writers have something they want to write about, it helps for them to get that topic in mind before they write. Sometimes writers close their eyes, picture the topic they want to write about, and then put all the details into the picture and words.	Activity consists of teacher demonstrating and leading students in working with varying arrangements of different groups of objects.	Tell students they are going to learn about the name and shape of letters. Today the letters are “B” and “C” . Help me sort my letters. How are they similar? How are they different? Watch how I write each letter.	Read The Five Senses: Sight	Book introduction Book Preview - Picture Walk Discuss some of the vocabulary presented in the book.
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) ___W ord Study ___ Shared Writing Standard: Teaching Point:	Teacher leads students in activity to count bears in various configurations.	Students will manipulate letters and discuss what they know.. Students will practice writing letters in a journal/whiteboard.	Watch Ready, Set, Learn with Paz: My Senses on discoveryeducation.com. If time allows, make a circle map of things you see with your eyes.	Read book from cover to cover. Stop somewhere in the middle to have students stop and talk about what they think will happen next. Reread all or part of book focusing on a particular skill such as directionality, concepts of print, or word counting. Ask students to help you count the words in a sentence.
	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 15	Students will work collaboratively on a Two-Way-Sort for the two letters.	Students will complete their own color sheet of things they see.	Ask students to retell the story.
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:
	Observe the moves of an effective partnership. Prompts Notice where the children put the book Notice how they are sitting. Notice how they turn and talk. Notice how they turn page by page. Readers, you have super strong moves, this is a way you can make your work even stronger. Thumbs up if you are going to try this work tomorrow with your partner.	Use a student’s piece of writing to demonstrate a strategy that others could benefit from as well. Teach students that their drawings can depict actions.	Exit Ticket Students will complete lesson 15 exit ticket. The teacher will use these to determine levels of student understanding. Debrief The teacher will lead students in a discussion to review of ordering and writing numerals 4 and 5 to help answer “how many” questions as well as a review on how to sort by count.	Students will discuss the letters in their name.	Share with a partner one of the five senses.	Turn to a partner and talk to them about how the pictures helped you understand the story better? How did they help you read?

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