Daily Lesson Plan

Teacher: Davis

Grade:  Kindergarten

Date of Instruction:  

9/28/2020

Readers Workshop

Unit _1__ 

Session_12_

Writers Workshop  

Unit_1__

Session _1__ 

Show and Tell 

Eureka Math 

Module _1_

Lesson _22_

Phonics

F & P l: Lesson __LS 3 pg. 317_

UOS in Phonics Lesson

Gg, Rr

Science/Social Studies  

Earth Materials and Rocks

Shared Reading

 There Was an Old Lady Who Swallowed Some Books

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.4

ELAGSEKRF1 a, b, c

SKE2.

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 speak clearly when reading.

I can add details to my picture. 

I can arrange objects in different ways and strategize ways to count them. 

I can write the number 8.

I can identify the differences in letters.

I can identify rocks and where they come from.

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 how to talk loud enough for others to hear without anything in my mouth.

I know details can be grass, sun, clouds. 

Details help people know where you are. 

Labels help tell people what the pictures are

I know I can put objects in circles, rows, columns, and arrays.

I know different ways to count the objects.

I know how to write a number

I know what each letter looks like.

I know each letter has a capital and lowercase.

I know rocks come from the earth.

I know rocks can look and feel differently.

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 

Gather your students in the meeting area. They will need a book they have read and reread for the active engagement section.

Remind readers of how they are reading so much more on each page by making sure that they see the whole page. Remind and show them how you took careful notes on what they were saying as they read their books yesterday.

Readers, yesterday I noticed that what you were saying was getting more and more powerful, but I also noticed that how you were reading did not sound quite right.

Boys and girls have you ever grown out of your clothes and then your mom or dad say you’re growing too fast, and they get you new clothes.  Well I think the same thing is happening with your writing. 

You’re growing so fast that you grew out of our last writing unit.  You’re ready to start a new unit called Show and Tell, and in this unit you are going to get to bring in special items from home that you can write about. 

Fluency Practice,

Making 4 with Squares and Beans; 5-Group Peek-a-Boo; 1,2,3, Stand on 10

Application Problem,

Drawing, counting, and comparing blocks activity

Tell students they are going to learn about the name and shape of letters.  Display letters Rr and Gg  and have students find them in the room.

Ask students what do you think we use everyday that comes straight from the earth itself?

Rocks, soil, and water!

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 you read a LATW book again and again, you can begin to make the book sound right. LATW books teach, and so they sound like a teacher. When you read these books again and again, one thing you are trying to do is to sound like a teacher too.   

I'm going look at my shirt and then draw it and add labels to it, since I don’t have anything from home yet. Say: I am wearing a ….. (short/long) sleeve shirt, it is ……(color), it has … (pictures, print, buttons) (model looking again and again as you think) Now I’m going to draw all of that draw the shirt revealing the details you spoke, leave some out for active engagement. Now I need to add labels to it that match so that I make sure I am writing and drawing a lot. 

Label 1 or 2 parts (model writing strategies/looking at charts as you label)  

Do you see how this can help me make sure I write a lot about my item. 

Activity consists of teacher demonstrating how to arrange and strategize to count 8 beans in circular and scattered configurations and then finding a path through the scatter set. The teacher will also demonstrate how to write the numeral 8. 

Tell students they are going to learn about the name and shape of letters. 

Today the letters  are “R” and “G” .  Help me sort my letters.  How are they similar?  How are they different?

Watch how I write each letter.

Explain to students that they are going to become geologists. Explain what a geologist does. Watch on BrainPOPjr the video Rocks and Minerals.

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

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 arranging and strategizing to count 8 beans in circular and scattered configurations and then finding a path through the scatter set as well as practicing writing the numeral 8.

Students will manipulate letters and discuss what they know.. Students will practice writing letters in a journal/whiteboard.

Start a chart of things students know about rocks, soil, and water. Tell them that at the end of the unit, you will go back to see if any of their ideas are correct.

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 22

Students will work collaboratively on a Two-Way-Sort for the two letters.

Students will give ideas of what they know about rocks, soil, and water.

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:

Channel kids to try reading the next page of their book, reading it first not as the teacher might, and then revising their voices and posture to read it with the voice of a teacher. 

Remember, good writers draw and write a lot on each page by adding details and labels to pictures. 

Debrief

The teacher will lead students in a discussion to review how to compare counts of 8 in linear and array configurations as well as matching with the numeral 8.

Students will be able to say the name of their picture card and the beginning  sound that matches.

Share with a partner one thing you know about rocks.

Turn to a partner and talk to them about how the pictures helped you understand the story better? How did they help you read