Stetson University Department of Education Daily Lesson Plan

Name: Courtney Pindjak Date: 3-4-20

Time: 8:10-9:00am Unit 8 Week 1
8:10-8:35 ELA
8:35-9:00 Writing Wednesday

Big Idea/Topic: On the move Grade/ Subject

K/ELA
CPALMS/ Resource link
Lesson Structure: Whole Group
Standards: (CCSS/NGSSS)
RL.K.10
Actively engage in a group reading activities with purpose and understanding.
RF.K.2D
Isolate and pronounce the initial, medial, vowel and final sounds in three-phoneme words.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

TSW draw up connections from When Daddy’s Truck Picks Me Up to the story The King of the Winds.
TSW sound out letters to make words.
Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
N/A

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

Materials/Resources/Technology
(include hyperlinks to videos & websites)
Transportation
Vehicle
Fierce Flip chart
Journey Interactive Reading Cards
Wide

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/
*See LP*

N/A

Lesson Portions: Pacing ESOL Support

 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Underline higher order/high quality questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge)

Have students turn and talk about ways we can travel on land,
water, and air. Pointing to each word
Read the row your boat song together; pointing to the words as we 5min Singing
read them.

Instructional Steps:

Begin reviewing vocabulary. Read the definition of each. 5min

Transportation- Have them use it in a sentence.

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

Vehicle- have students give an example of a vehicle.

Point to the pictures
Introduce the three new vocabulary words:
Journey
Fierce
Wide
Read the definition for each, use it in a sentence, and then have
them answer a question about each.

Read the Interactive Read-Aloud Cards 15 min

Use the questions on the back of the first one to ask them after
reading for a comprehension check.

THINK ALOUD
On card 1, I read that Odysseus and his men stop at an island. I
predict they will want to leave the island because they have been
on a long journey and miss their home. I will read on to see if this
is true. I was right. Odysseus and his men are ready to return
home.

Make Connections
How do both stories tell about ways to go from here to there? Turn and Talks
What slowed daddy’s truck down?
What slowed Odysseus’ ship down?

Phonics
Sound out words: jet, jog, jig, quiz, quit, jug, jam. Read the 5 min
sentences together and sound out words as we read.

Phoneme blending
/j/ /e/ /t/ jet 5 min
/kw/ /i/ /z/ quiz
/j/ /i/ /g/ jig
/w/ /a/ /ks/ wax
/kw/ /a/ /k/ quack
/j/ /u/ /m/ /p/ jump
/v/ /e/ /n/ /t/ vent
/j/ /o/ /b/ /z/ jobs
/v/ /a/ /z/ vase
/g/ /e/ /s/ /t/ guest

Review the two new sight words this week. 5 min

Here me
Have the students chant it out. Use the read/ spell/ write routine.
Show the jack Hartman video for here. Chants
Video
Go onto the sight word page and go over some of the sight words.
Make sure to review said, want, they, of, for, have.

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

Writing Block
Free write Wednesday! *Until Sentence Frames
Lunch

Closures Pacing ESOL Support

Content: Today we were able to read a new story. We related this 5 min N/A
story to When Daddy’s Truck Picks Me Up because they both use
vehicles to move from place to place.

Procedural: I would like you to place your journals in your

colored bin, and then pick a reading center.

ESE Accommodations
(content, product, process, environment)
Assessment of Student Learning: (congruent with instructional objectives)  Turn and talk
 Read aloud
Objective 1: TSW sound out letters to make words.  Sound it out
 Songs
Objective 2: TSW connect the first story we read this week to the story  Chants
we read today.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

The students loved todays lesson. Some students acting out- I sent them to their seats. Students were able to answer the HOTS
questions I provided them with little to no help. Transition into writing went smoothly.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

Students are really starting to understand phoneme blending. They all enjoyed the old fable about Odysseus and connected it
well to the story we read yesterday. Students were turning and talking to someone near them on the carpet about the questions
as I listened to their well thought out answers.

Rev. Spring 2019