Daily Lesson Plan

Teacher: Angela Graham Lesson Date: May 9, 2021

Subject: ELA LDC/Unit Title: Chapter 10

CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being taught? Which Agenda: (What is the snapshot of my class flow?) Introduction to
standards are being specifically addressed in this lesson?) CCSS.ELA-LITERACY.RI.K.10 chapter 10. Class will engage in new chapter by watching the provided
Actively engage in group reading activities with purpose and understanding. video and presentation. Shortly after, students will exercise learning
objective standard 7&10.

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?) CCSS.ELA-LITERACY.RI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what
person, place, thing, or idea in the text an illustration depicts).

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT

Note: A variety of formative
assessments should be used at key
points throughout the lesson.
Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?) Discussion and journals
5 Students will grasp materials as needed for the day. We will start this lesson off popcorn style, in which I’ll explain the text and then
min I’ll ask my students to answer, but it’s just a warm up.

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary Hand signals and discussion
that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)
10 I will play a video about the text and have each table group up and brainstorm for the answers. I’ll ask questions by assigned
Min student classroom number. If they get the right answer the table will get a point. When the table earns 5 points they will choose
from the treasure box. The material will be new so I would have to ask the students to follow along and write down key details
thought the video.
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared Cornell notes and questioning
reading, shared writing, discussion, writing process.)During the lesson students will take Cornell notes based from chapter 10. At
15 the end of the lesson. I will have students meet up by tables and use think pair and share technique. I’ll provide a worksheet, from
min the notes the students did take, the students will have to brainstorm to find the right answer for each question on the worksheet.

Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student Observations and journals
10 conferencing, re-teaching or intervention, writing process) After whole group, I’ll allow the students to group up by table and
collaborate with each other by literature circles, peer-to-peer. From there they will write three questions as a table to have the other
min tables re-write and answer. When each table is done, I’ll collect the questions for credit.

Independent Practice: (individual practice, discussion, writing process.) I will create a worksheet based off the chapter in Written exercise
10 which student will find key definitions and write a summary about the chapter with illustration. They will use the notes
min used from whole group and small group.

Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) I will call on students by Quick quiz and interactive game
and asking about different elements of the chapter from key words/definitions. This will be on a projector with multiple choice or
5 true and false. They can use their worksheets from earlier or their journals they have used during independent time.
min

5-10 Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?) At Exit ticket, interactive game
the end of the lesson, I will recap by either playing a Kahoot! Or call on students by classroom number to earn table points.
min
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?)

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?) Chapter worksheets, presentation with resources, laptops for students, and Kahoot!
materials.

Notes: This is a new lesson, this will be a definition based lesson until students understand the material.
Structure Strategies Included in the City School/ Model of Highly Effective Literacy Instruction
Whole Group -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Questioning the Author (QtA) -Question-Answer-Relationships (QAR)
-Text annotation -Think aloud -Think/Pair/Share
Guided -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Practice/Small group -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences
Independent -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Practice -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences