Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 2nd Grade
Subject:
Literacy / Core Content/
Program of
Studies/CCAS
(numbers/
bullets) / Learning
Targets for the Day:
"I Can"
Statements
(from Program of Studies) / Activity:
(congruent to the
Learning Target
of the Day)
/ Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.) / Modifications
(RTI/SOAR )
Monday, April 7 / L.2.1
L.2.2
L.2.5
FS.2.4.c
Lang.2.4 / I can recognize the plot of the story as the action of the story.
I can determine the theme of a story.
I can develop vocabulary to use when reading, writing, and speaking. / Focus: Plot
Focus: Theme
The Night the Moon Fell
Before reading:
Weekly vocabulary introduction (context clues)
Genre introduction – Myth
Plot introduction (EI 14)
Theme introduction (EI 15)
During reading:
Model and ask questions about weekly focus (plot, problem, solution, theme)
Visualize review
After reading:
What was the plot of “The Night the Moon Fell”? / What was the plot – Accuracy
Tuesday, April 8
–
Thursday, April 10 / L.2.1
L.2.2
L.2.5
FS.2.4.c
Lang.2.4 / I can recognize the plot of the story as the action of the story.
I can determine the theme of a story.
I can develop vocabulary to use when reading, writing, and speaking. / Focus: Plot
Focus: Theme
Daily 5 Station Rotation
Daily 5 Formative Assessment Sheet
Café Table:
Group A/B – Read “The Empty Pot,” record character, setting, problem, solution, and theme
Group C/D – Read “The Empty Pot”, record the problem, solution, and theme / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Friday,
April 11 / L.2.1
L.2.2
L.2.5
FS.2.4.c
Lang.2.4 / I can recognize the plot of the story as the action of the story.
I can determine the theme of a story.
I can develop vocabulary to use when reading, writing, and speaking. / Focus: Plot
Focus: Theme
The Night the Moon Fell
Review:
Plot, theme, and weekly vocabulary
Fresh Read
Wood – Grade level test
Mahaney – Advanced level test
Weekly Test – Comprehension
Vocabulary Test – Missing word / Summative

Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 3rd Grade
Subject:
Literacy / Core Content/
Program of
Studies/CCAS
(numbers/
bullets) / Learning
Targets for the Day:
"I Can"
Statements
(from Program of Studies) / Activity:
(congruent to the
Learning Target
of the Day)
/ Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.) / Modifications
(RTI/SOAR )
Monday, April 7 / L.3.2
L.3.2
Lang.3.4
Lang.3.4.d / I can determine cause and effect relationships in a given text.
I can determine the meaning of unknown words using a variety of strategies.
I can develop vocabulary to use when reading, writing, and speaking. / Focus: Cause and Effect
Fly, Eagle, Fly!: An African Tale
Before reading:
Weekly vocabulary introduction (dictionary skills)
Genre introduction – Folk Tale
Cause and effect review (EI 3)
Sensory details review
During reading:
Model and ask questions about weekly focus (cause and effect)
Draw conclusions review
After reading:
Cause and Effect – Conclusion / Cause and Effect of the Conclusion – Accuracy
Tuesday, April 8
–
Thursday, April 10 / L.3.2
L.3.2
Lang.3.4
Lang.3.4.d / I can determine cause and effect relationships in a given text.
I can determine the meaning of unknown words using a variety of strategies.
I can develop vocabulary to use when reading, writing, and speaking. / Focus: Cause and Effect
Daily 5 Station Rotation
Daily 5 Formative Assessment Sheet
Café Table:
Group A/B/C – Cause and effect review card game, students read advanced level test aloud, answer cause and effect questions independently
Group D/E/F – Cause and effect review card game, pg. 292 (animals) students read passage, fill in cause and effect graphic organizer / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Friday,
April 11 / L.3.2
L.3.2
Lang.3.4
Lang.3.4.d / I can determine cause and effect relationships in a given text.
I can determine the meaning of unknown words using a variety of strategies.
I can develop vocabulary to use when reading, writing, and speaking. / Focus: Cause and Effect
Fly, Eagle, Fly!: An African Tale
Review:
Weekly vocabulary, cause and effect
Fresh Read –
Read independently
Weekly Test – Comprehension
Vocabulary Test – Synonyms / Summative

Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 4th Grade
Subject:
RtI – Reading / Core Content/
Program of
Studies/CCAS
(numbers/
bullets) / Learning
Targets for the Day:
"I Can"
Statements
(from Program of Studies) / Activity:
(congruent to the
Learning Target
of the Day)
/ Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.) / Modifications
(RTI/SOAR )
Monday, April 7 / RL.4.3 / I can determine the main idea of a passage by discovering what the passage is mostly about. / Name and Claim - MC
Vocabulary Review – Literacy Connection
Test Taking Strategies and Constructed Response
Read passage, answer selected response questions, answer constructed response question – Main Idea and Supporting Details
Discuss and revise answers to address misconceptions / Test Questions
Tuesday, April 8 / RL.4.3 / I can determine the main idea of a passage by discovering what the passage is mostly about. / Response to Intervention
Vocabulary Review – Literacy Connection
Test Taking Strategies and Constructed Response
Read passage, answer selected response questions, answer constructed response question – Main Idea and Supporting Details
Discuss and revise answers to address misconceptions / Test Questions
Wednesday, April 9 / RI.4.5 / I can determine how the author presents ideas in a non-fiction piece. / Response to Intervention
Test Taking Strategies and Constructed Response
Read passage, answer selected response questions, answer constructed response question – Text Organization
Discuss and revise answers to address misconceptions / Test Questions
Thursday, April 10 / RI.4.7 / I can identify and use common features of non-fiction text to answer comprehension questions. / Response to Intervention
Test Taking Strategies and Constructed Response
Read passage, answer selected response questions, answer constructed response question – Common Features of Informational Text
Discuss and revise answers to address misconceptions / Test Questions
Friday,
April 11 / RF.4.4 / I can compare my reading fluency and the accuracy of my comprehension from week to week to track growth. / Weekly AIMS Web Test
Fluency and Comprehension Assessments / Progress in AIMs Web binder

Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 3rd Grade
Subject:
Science / Core Content/
Program of
Studies/CCAS
(numbers/
bullets) / Learning
Targets for the Day:
"I Can"
Statements
(from Program of Studies) / Activity:
(congruent to the
Learning Target
of the Day)
/ Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.) / Modifications
(RTI/SOAR )
Monday, April 7 / ESS2.D / I can explain why it is important to track the weather. / Chapter 9: Earth’s Weather
Lesson 6: Air, Wind, and Atmosphere
Focus: How can you describe weather?
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Brainstorm – Why is it important to know the weather?
Weather Journal – Track current temperature, amount of precipitation, wind speed, and wind direction / Brainstorm – Each table discuss and submit one idea for brainstorm session
Tuesday, April 8 / ESS2.D / I can explain how a thermometer describes weather and how it works. / Chapter 9: Earth’s Weather
Lesson 6: Air, Wind, and Atmosphere
Focus: How can you describe weather?
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Weather Journal
Student Book Pg. D72 – Six tools used to describe weather (thermometer)
Air Temperature – D66
Begin flipbook / Flipbook – Description of thermometer
Wednesday, April 9 / ESS2.D / I can explain how a weather vane and anemometer describe weather. / Chapter 9: Earth’s Weather
Lesson 6: Air, Wind, and Atmosphere
Focus: How can you describe weather?
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Weather Journal
Student Book Pg. D72 – Six tools used to describe weather (weather vane and anemometer)
Wind – Pg. D67
Flipbook / Flipbook – Description of weather vane and anemometer
Thursday, April 10 / ESS2.D / I can explain how a barometer describes weather. / Chapter 9: Earth’s Weather
Lesson 6: Air, Wind, and Atmosphere
Focus: How can you describe weather?
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Weather Journal
Student Book Pg. D72 – Six tools used to describe weather (barometer)
Air Pressure – Pg. D67
Flipbook / Flipbook – Description of barometer
Friday,
April 11 / ESS2.D / I can explain how a hygrometer describes weather and how it works. / Chapter 9: Earth’s Weather
Lesson 6: Air, Wind, and Atmosphere
Focus: How can you describe weather?
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Weather Journal
Student Book Pg. D72 – Six tools used to describe weather (hygrometer)
Humidity – Pg. D67
Flipbook / Flipbook – Description of hygrometer

Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 2nd Grade
Subject:
Science / Core Content/
Program of
Studies/CCAS
(numbers/
bullets) / Learning
Targets for the Day:
"I Can"
Statements
(from Program of Studies) / Activity:
(congruent to the
Learning Target
of the Day)
/ Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.) / Modifications
(RTI/SOAR )
Monday, April 7 / Guidance with Mrs. Beckham
Tuesday, April 8 / PL4 / I can describe how people can change the environment in a negative way. / Chapter 1: Planet Earth
Lesson 3: Conservation
Focus: How can you take care of Earth’s resources?
Student Book – Pg. B16-B17
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Introduce countdown to Earth Day
Pollution Song / Table Discussion – Give one example of pollution
Wednesday, April 9 / PL4 / I can give examples of how people can take care of the Earth. / Chapter 1: Planet Earth
Lesson 3: Conservation
Focus: How can you take care of Earth’s resources?
Student Book – Pg. B18
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Compose note about collecting 300 plastic bags
Reduce, Reuse, Recycle Flipbook – Examples of how to reduce waste / Flipbook – Reduce
Thursday, April 10 / PL4 / I can give examples of how people can take care of the Earth. / Chapter 1: Planet Earth
Lesson 3: Conservation
Focus: How can you take care of Earth’s resources?
Student Book – Pg. B19
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Compose note about items to send in that will be reused
Reduce, Reuse, Recycle Flipbook – Examples of how to reuse materials / Flipbook – Reuse
Friday,
April 11 / PL4 / I can give examples of how people can take care of the Earth. / Chapter 1: Planet Earth
Lesson 3: Conservation
Focus: How can you take care of Earth’s resources?
Student Book – Pg. B19
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Sort and deliver notes about reusable items
Reduce, Reuse, Recycle Flipbook – Examples of what materials are recyclable / Flipbook – Recycle