Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 1st
Subject:
Language / 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, January 7 / Language, Conventions of Standard English, 2d, 2e / I can spell / Show and Tell
·  Star Student brings an item from home to present to the class
·  Model and discuss ways to listen with the whole body and procedures for asking questions during a presentation
Daily Read Aloud
Spelling
·  Lesson 30 / Exit Slip – Verbally spell given word from lesson
Tuesday, January 8 / Language, Conventions of Standard English, 2a / I can understand that all sentences must start with a capital letter. / Read Aloud
·  Star Student reads a picture book from home to the class
Capitalization
·  Pre-Assessment
Hands-On/Independent Practice
·  Provide examples of sentences with the first word capitalized and discuss the letter that is capitalized
·  Fix It Up – Correct sentences without capital letters by gluing the correct letter in the appropriate location
·  Sentence practice – Re-write sentences correctly with first word capitalized / Written – Sentence practice
Wednesday, January 9 / Language, Conventions of Standard English, 2a / I can recognize that the word “I” is a pronoun used to replace a name and must be capitalized. / Capitalization
Hands-On/Real Word Materials
·  Provide examples of sentences with the word “I” capitalized and discuss why it must be capitalized
·  Magazine Scavenger Hunt – Locate, cut, and paste examples of capital “I” from real world materials
·  Sentence practice – Re-write sentences correctly with first word and “I” capitalized / Product – Magazine Scavenger Hunt
Thursday, January 10 / Language, Conventions of Standard English, 2d, 2e / I can spell the /zz/ sound with the letter “s.” / Spelling
·  Lesson 31 and 32 / Written – Worksheet 30
Friday,
January 11 / Language, Conventions of Standard English, 2a / I can write the names of all people with a beginning capital letter. / Capitalization
Hands-On/Real Word Materials
·  Provide examples of sentences with the people’s names and titles capitalized and discuss why it must be capitalized
·  Family Picture – Draw a picture of family and label each member correctly
·  Sentence practice – Re-write sentences correctly with first word, “I”, and people’s names or titles capitalized

Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 2nd
Subject:
Language / 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, January 7 / Language, Conventions of Standard English, 2e
Vocabulary Acquisition and Use,4e / I can understand the purpose of guide words in a dictionary. / Flat Stanley Around the World
·  Create Flat Stanley
Spelling Week 1 (New Book)
·  Focus:
o  Add the endings –ed and –ing after dropping the silent e
o  Recognize the short e sound in said
Dictionary Skills
Guided Practice
·  Group Guide Words – Sort student names based upon guide letters
·  ABC Order – Discuss alphabetical order using examples and non-examples
·  ABC Order Worksheet – Sort words into alphabetical order by first letter only
·  Group Guide Words – Further sort student names based upon guide letters into alphabetical order / Class Discussion – Knowledgeable discussion of guide words during Group Guide Words activity
Tuesday, January 8 / Language, Conventions of Standard English, 2e
Vocabulary Acquisition and Use,4e / I can apply knowledge of guide words to use a dictionary correctly. / Dictionary Skills
Independent Practice
·  Review guide words and model how to skim down a page once the correct page is found using guide words
·  Find It Fast! – Students work in pairs to see which team can find a word in the dictionary the fastest
·  Finding Words in a Dictionary – List page number and guide words of specific words
Wednesday, January 9 / Language, Conventions of Standard English, 2e
Vocabulary Acquisition and Use,4e / I can recognize where to find the pronunciation, definition, part of speech, and synonym in a dictionary. / Dictionary Skills
Hands-On
·  Review dictionary-specific vocabulary
·  You Choose! – Create index cards to use in identification of parts of a dictionary
Writing Wednesday
·  Create a story containing a given character, setting, and problem
Spelling Dictation / You Choose! – Identify pronunciation, definition, part of speech, and synonym using index cards when shown examples from the dictionary
Thursday, January 10 / Language MAP Testing
Friday,
January 11 / Language, Conventions of Standard English, 2e
Vocabulary Acquisition and Use,4e / I can recognize that some words have more than one meaning. / Dictionary Skills
Guided Practice
·  Discuss words with multiple meanings
·  Think, Pair, Share – List words with multiple meanings
·  Provide examples from dictionary
·  Write It! – Assign groups to write sentences with words with multiple meanings, but they must only write a sentence for the specific meaning assigned
Spelling Test: Week 1 / Journal Entry – List from Think, Pair, Share

Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 3rd
Subject:
Language / 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, January 7 / Language MAP Testing
Tuesday, January 8 / Vocabulary Acquisition and Use,4g, 4d / I can define and identify vocabulary words associated with parts of a dictionary. / Dictionary Skills
·  Pre-Assessment
Guided Practice
·  My Dictionary Skills Journal – Used to lead daily lessons
·  Important Dictionary Words – Discuss and define dictionary vocabulary words
·  Match Them Up! – Match dictionary vocabulary words to parts of an example dictionary page / Exit Slip – Given an example dictionary page answer questions regarding parts of the dictionary
Wednesday, January 9 / Vocabulary Acquisition and Use,4g, 4d / I can recognize that alphabetical order is not always determined by the first letter only. / Dictionary Skills
Independent Practice
·  ABC Order – Discuss important of alphabetical order when using a dictionary
·  Alphabetical Order by the 1st Letter, 2nd Letter, 3rd Letter
·  Classroom Dictionary – Sort classmate names into guide letters in alphabetical order / Class Discussion – Knowledgeable discussion of guide words during Classroom Dictionary activity
Thursday, January 10 / Vocabulary Acquisition and Use,4g, 4d / I can understand the purpose of guide words in a dictionary. / Dictionary Skills
Independent Practice
·  Which Guide Words #1 and #2 – Match given entry words to correct guide words
·  Which Entry Words #1 and #2 – Determine the entry word that goes on the same page as each set of guide words / Written – Which Entry Words #2 Worksheet
Friday,
January 11 / Vocabulary Acquisition and Use,4g, 4d / I can understand the purpose of guide words in a dictionary. / Dictionary Skills
Hands-On
·  Finding Words in a Dictionary – List page number and guide words
Spelling Test: Week 1

Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 1st
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, January 7 / S.C.1.3.2.1 / I can understand that story of Paul Revere. / From Colonies to Independence
Lesson 4: Paul Revere
Lesson 5: The American Revolution Begins
Student Book Pg 8-11
Activity: Paul Revere’s Lantern / Class Discussion – Why was Paul Revere’s lantern important to the Patriots?
Tuesday, January 8 / S.C.1.3.2.1 / I can recognize Benjamin Franklin and his many accomplishments. / From Colonies to Independence
Lesson 6: Thomas Jefferson
Lesson 7: Benjamin Franklin
Student Book Pg 12-18
Activity: Benjamin Franklin’s Inventions / Written – Benjamin Franklin’s Inventions
Wednesday, January 9 / S.C.1.3.2.1 / I can identify George Washington. / From Colonies to Independence
Lesson 8: George Washington
Student Book Pg 19-22
Activity: Patriot Stick Puppets
Thursday, January 10 / S.C.1.3.2.1 / I can describe the American flags of the eighteenth century and what they stand for. / From Colonies to Independence
Lesson 9: American Symbols
Lesson 10: Washington, D.C. – Our Nation’s Capital
Student Book Pg 23-30
Activity: First, Second, Third, Last / Think, Pair, Share – What is one thing our American flag represents?
Friday,
January 11 / S.C.1.3.2.1 / I can understand the events that began the American Revolution. / From Colonies to Independence
Summative Assessment / Summative