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, April 29 / Math MAP Test
Tuesday, April 30 / Writing Standards, Text Types and Purposes, 3 / I can understand the purpose of a personal narrative is to elaborate on a moment in my life. / Daily Reading
Personal Narrative Writing
·  Explain purpose of personal narrative and compare to previous postcard lesson
·  Multiple paragraph personal narrative about field trip to Ralphie’s
·  Introduction – Discuss purpose and write
·  4 Square – Skating/Inflatables (focus: transition words) / Verbal Questioning – Given scenario, is this type of writing a personal narrative?
Wednesday, May 1 / Writing Standards, Text Types and Purposes, 3 / I can describe a personal experience through writing for a personal narrative. / Daily Reading
Personal Narrative Writing
·  Review purpose of personal narrative
·  Multiple paragraph personal narrative about field trip to Ralphie’s
·  4 Square – Bowling (focus: sound words) / Product – 4 Square
Thursday, May 2 / Writing Standards, Text Types and Purposes, 3 / I can describe a personal experience through writing for a personal narrative. / Daily Reading
Personal Narrative Writing
·  Review purpose of personal narrative
·  Multiple paragraph personal narrative about field trip to Ralphie’s
·  4 Square – Arcade (focus: all capital letters)
·  Conclusion – Discuss purpose and write / Product – 4 Square
Friday,
May 3 / Writing Standards, Production and Distribution of Writing, 5 / I can understand the purpose of an indent. / Daily Reading
Personal Narrative
·  Combine 3 4-Squares to compile into final draft
·  Indent – Discuss paragraphs and indentations
·  Final Draft – Compose
Spelling Test / Exit Slip – Why do writers use indentations?

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, April 29 / Speaking and Listening, Presentation of Knowledge Ideas, 4 / I can understand the importance of clear speech and expression when presenting to an audience. / Program Review Practice
Flat Stanley Around the World
·  Review all received Flat Stanley Around the World letter/photographs
·  Practice reading Flat Stanley Around the World letters aloud
·  Discuss importance of clear speech, eye contact, and expression in reading when presenting to an audience / Performance – Is the student speaking clearly and reading appropriately?
Tuesday, April 30 / No 3rd Block
Wednesday, May 1 / No 3rd Block
Thursday, May 2 / No 3rd Block
Friday,
May 3 / No 3rd Block

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)
Spelling Week 2 (New Book)
·  Focus:
o  Consonant digraphs spelled th, ch, tch, and wh
o  Words that begin with spr and thr
·  In Context – Students give examples sentences then record the sentences in journal
·  Sparkle / Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.) / Modifications
(RTI/SOAR )
Monday, April 29 / Language, Vocabulary Acquisition and Use, 4 / I can understand the importance of using reference materials when answering open-ended questions. / Daily Read Aloud
Vocabulary
·  Review vocabulary words from Reading Street books discussing the meaning of the words
·  Write it Right – Using sample dictionary page, answer questions regarding word meaning
·  Check Write it Right for correct spelling of provided vocabulary words
·  Write it Right Redo – Focus on spelling provided vocabulary words correctly / Write it Right – Comparison of original worksheet to recompleted worksheet
Tuesday, April 30 / MAP Test Rewards
Wednesday, May 1 / No 1st Block
Thursday, May 2 / No 1st Block
Friday,
May 3 / No 1st Block

Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 1st
Subject:
Science/
Social Studies / 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 29 / Writing Standards, Research to Build and Present Knowledge, 7, 8 / I can recognize that the last step of the writing process is to share my work. / All About Book
·  Discuss steps of the writing process
·  Share All About Books / Participation – Book share time
Tuesday, April 30 / S.S. 1.4.1.1
S.S. 1.4.1.2
S.S. 1.4.1.3 / I can describe Daniel Boone’s contribution to the exploration of the West. / Exploring the West
·  Lesson 1 – Daniel Boone
·  Student Book – Pg. 2 – 5
·  Chronological Order – Place events in Daniel Boone’s life in order accompanied by illustrations / Product - Timeline
Wednesday, May 1 / S.S. 1.4.1.1
S.S. 1.4.1.2
S.S. 1.4.1.3 / I can explain why the Louisiana Purchase was a great deal / Exploring the West
·  Lesson 2 – The Louisiana Purchase
·  Student Book – Pg. 6 – 8
·  Map of the United States – Incorporate cardinal directions when discussing the Louisiana Purchase / Class Discussion – Active, knowledge participation in why the Louisiana Purchase was a great deal
Thursday, May 2 / S.S. 1.4.1.1
S.S. 1.4.1.2
S.S. 1.4.1.3 / I can examine the purpose of the Lewis and Clark expedition. / Exploring the West
·  Lesson 3 – Lewis and Clark
·  Student Book – Pg. 9 – 12
·  Map of the United States – Path of Lewis and Clark / Exit Slip – Why did Lewis and Clark go on their expedition?
Friday,
May 3 / S.S. 1.4.1.1
S.S. 1.4.1.2
S.S. 1.4.1.3 / I can explain how Sacagawea helped the Lewis and Clark expedition. / Exploring the West
·  Lesson 4 – Sacagawea
·  Student Book – Pg. 13 – 16
·  The Story of Sacagawea – Order important events in Sacagawea’s life / Class Discussion – Active, knowledge participation in how Sacagawea helped the Lewis and Clark expedition