Daily Lesson Plan

What: Daily Lesson Plan
When: 9/21/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: Monday 9/21/2020	Readers Workshop Unit _Unit 1_ Session_8__	Writers Workshop Unit_Unit__ Session _8__	Eureka Math Module _1_ Lesson_17_	Phonics F&P: Lesson LK 2, 215__ UOS in Phonics Lesson	Science/Social Studies 5 Senses	Shared Reading There Was an Old Lady Who Swallowed Leaves
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 ELAGSEKRF2 ELAGSEKRF3 ELAGSEKRF4 ELAGSEKSL1 ELAGSEKSL2 ELAGSEKSL4 ELAGSEKSL6 ELAGSEKL1 ELAGSEKL2 ELAGSEKL5 ELAGSEKL6	ELACCKW1 ELACCKW3	K.GSE.CC.2 K.GSE.CC.4 K.GSE.CC.5 K.GSE.CC.3	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 high frequency words by sight in my book.	I can plan my story before I start writing.	I can count 4-6 objects in vertical and horizontal linear configurations and array configurations.	I can identify the differences in letters.	I can identify the five senses.	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 high frequency words are sight words. I know that they can help me read.	I know I need to think about what I will write. I know I need to count out the words in my sentence before I write.	I can match 6 objects to the numeral 6.	I know what each letter looks like. I know each letter has a capital and lowercase.	I know the senses are sight, smell, taste, touch, and hear.	I can look at the pictures. I can look at the words. I can tell the author and illustrator’s jobs.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	People learn about the world through books	Introduce the new designation of some partners being Partner 1 and some Partner 2. Tell of some students’ success in adding to their writing.	Fluency: How Many Dots; Sunrise/sunset Counting to 10; Birthday Candles Application Problem: Finish the sentence activity	Tell students they are going to learn about the name and shape of letters. Display letters Aa and Dd and have students find them in the room.	Listen to the 5 senses song: https://www.youtube.com/watch?v=vXXiyIGqliE	Warm Up: Quickly read a familiar text, poem, chart, or chant to build fluency and excitement.
	Direct Instruction -minilesson	Direct Instruction -mInilesson	Direct Instruction	Direct Instruction Teach	Direct Instruction	Direct Instruction
	You can find words on the page and figure out what they say. There are a lot of words in a book, but you know how to do this thing where you study the picture and then say words that go with the picture and then look at the words. When you look at the words you can think, think, think. You can ask yourself, “Do I see any words that match what I said on this page?”	Writers, today I want to teach you that writers of books take time to plan how their pages will go. Writers don’t just write one page and then say, “oops. I want to add another”. Instead, writers know from the start that they will be writing a whole book, and they plan out how that whole book will go.	Activity consists of the teacher demonstrating how to manipulate items to form groups of 4-6.	Today the letters are “Aa” and “Dd”. Help me sort my letters. How are they similar? How are they different? Watch how I write each letter.	Review all five senses using a tree map.	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) ___Word Study ___ Shared Writing Standard: Teaching Point:	Teacher leads students in the manipulating items to form groups of 4-6, 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 the five senses.	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 17	Students will work collaboratively on a Two-Way Sort for the two letters.	Share with a partner how you can use your senses.	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:
	I wanted to share with you one tip for making your “I thinks” even better. I showed you already how you can point to the page to help someone understand your thinking – I want to show you another tip. Quickly demonstrate back in the book – adding in something your remember from a show, or another book, etc.. Remember this tip – that the pinch you add to a page can come from lots of places – the next time you are rereading to rethink.	Show students that they can add to pieces that they think are already finished.	The teacher will lead students in a discussion reviewing how to count 4-6 objects in vertical and horizontal linear configurations and array configurations as well as matching 6 objects to the numeral 6.	Students will discuss the letters in their name.	Students will identify their 5 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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