Daily Lesson Plan

What: Daily Lesson Plan
When: 9/29/2020

Teacher: Davis		Grade: Kindergarten
Date of Instruction: 9/29/2020	Readers Workshop Unit _1__ Session_13__	Writers Workshop Unit_1__ Session _2__ Show and Tell Writers Plan What They Draw and Write	Eureka Math Module _1_ Lesson _23_	Phonics F&P: LS 3 pg. 317__ UOS in Phonics Lesson	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.3 K.GSE.CC.4 K.GSE.CC.5	ELAGSEKRF3	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 speak clearly and express feelings when reading.	I can plan for my picture and writing before I start.	I can arrange objects in different ways and strategize ways to count them. I can match with the numeral 9.	I can identify sounds of letters.	I can identify rocks and where they come from.	I can reread to build comprehension.
	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 how to tell how a book makes me feel.	I know I need to plan to leave room in my picture for the details and labels.	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 each letter makes a sound and I can match a picture that starts with that letter.	I know rocks come from the earth. I know rocks can look and feel differently.	I know how to reread. I know that if I read something many times I can remember and understand more.
	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection	Introduction/ Connection
	Read aloud, supporting students to impersonate the characters and say their words, then celebrate the way they brought those characters to life, becoming them.	Boys and girls I see you’ve brought a lot of great things to draw, just like me I brought my bunny. Allow students to have their special things with them on the carpet. When you brought those things you made a plan by thinking about what you wanted to write about, and just like we planned the objects we brought we also plan our drawings before we begin drawing them.	Fluency 5-Groups (Count on from 5); Show Me Beans (Color Change at 5); Rekenrek Wave to 10 Application Problem, Drawing and counting balls activity	Today we are going to work with letters and pictures of things that have a name that starts with the same sound. First let’s say the letter name and the sound it makes.	Show pictures of Earth using Power Point. Teacher will discuss with students that the earth is made up of rocks, air, and water.l	Warm up: Quickly read a familiar text, poem, chart, or chant to build confidence and get voices ready. G Poem
	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 are reading your old favorite storybooks aloud you can make the story sound really great by putting in the exact words the characters say. The exact words make the characters come to life. Those characters come right into our reader’s workshop!	Watch me as I plan my drawing. I'm going to look at my bunny before I begin drawing, thinking aloud as you do so. My bunny has a face, ears, arms, etc.. Draw really tiny. Wait I can’t see all the things that are on my bunny and I won’t have room for my labels. I need to draw really big and plan the space on the paper. Draw eyes, nose, mouth, etc… then draw face around thinking aloud how it has to be big so everyone can see it. I even have room for labels, see demo writing a label. Do you see how planning to write big can help our writing?	Activity consists of teacher demonstrating how to organize and count 9 varied geometric objects in linear and array configurations, placing objects on 5-group mats, and matching with the numeral 9.	Now let’s look at the picture cards and decide which letter to put the picture beside. Let students come up and help with the cards.	Teacher will read Let’s Go Rock Collecting.	Tell students that today they will focus on words in the book. Teacher will read a page or two and then go back to focus on one of the following: syllables, rhymes, letter sounds, sight words, or one to one correspondence.
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 organizing and counting 9 varied geometric objects in linear and array configurations, placing objects on 5-group mats, and matching with the numeral 9.	Students will independently complete a Two-Way Sort with pictures to match to the correct letter.	Teacher and students will discuss throughout the book: 1. Rocks are not living. 2. Rocks are solid. 3. Rocks are not man-made. 4. Rocks come from lava, magma, etc.	As the teacher is reading, she will stop and ask questions related to the phonological skill of the day. This may vary based on the needs of students and their phonological awareness.
	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 23	Students will discuss Two-Way Sort with pictures and sounds.	Students will complete My Rock Journal page “Where do rocks come from?”	Have students help make a chart related to the phonological skill for the day. (syllables, rhymes, letters/sounds, snap words, word families, etc.)
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:
	Ten minutes for reading LATW books.	How did I plan my drawing? Turn and Tell your partner: Why is it important to think about your object and plan a big picture? Now it’s your turn to work with your partner/group to complete that their drawings can depict actions. the picture for the class book. (have premade copies that have what you planned on drawing (head) and room for body. Have students share and add to class book. I want you to think about what you need to draw and then turn and tell your partner why having a big picture is important. Have students share.	The teacher will lead students in a discussion to review how to organize and count 9 varied geometric objects in linear and array configurations, placing objects on 5-group mats, and matching with the numeral 9.	Students discuss picture cards and sounds.	Share with a partner one thing you learned about rocks.	Share with a partner why you reread a story.

Copy to Google Calendar • Download iCal Event