Instructional Planning Form
Teacher Name: Lacey Mahaney
Subject:
Language
Core Content/
Program of
Studies/CCAS
(numbers/
bullets)
Grade: 1st
Learning
Targets for the
Day:
Activity:
(congruent to the
Learning Target
of the Day)
"I Can"
Statements
(from Program of
Studies)
Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.)
Daily Reading
Monday, May
6
Writing
Standards,
Production and
Distribution of
Writing, 5
I can
understand
the purpose of
an indent.
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

Tuesday, May
7
Language,
Conventions of
Standard
English, 2d, 2e
I can visualize
a word as it is
spelled aloud.
Wednesday,
Writing
I can explain
Personal Narrative
Combine 3 4-Squares to
compile into final draft
Indent – Discuss paragraphs
and indentations
Final Draft – Compose
Daily Reading

Spelling
Lesson 50
Daily Reading
Exit Slip – Why
do writers use
indentations?
Make a Shape
– Did student
make a shape
around the
correct object in
the picture
when spelled
aloud?
Exit Slip – What
Modifications
(RTI/SOAR )
May 8
Standards, Text
Types and
Purposes
the purpose of
an acrostic
poem.




Thursday, May
9
Language,
Conventions of
Standard
English, 2d, 2e
Friday,
May 10
Language,
Conventions of
Standard
English, 2d, 2e
I can spell the
/ing/ sound
with the letters
“ing.”
I can spell
words by
sounding
them out and
using known
spelling
patterns.
Poetry Introduction
Discuss different types of
poetry
Introduce Shel Silverstein
and read a variety of his
rhyming poems aloud
Discuss acrostic poems,
review adjectives
Acrostic Poem – Describe a
friend by creating an
acrostic poem with his/her
name
Daily Reading

Spelling
Lesson 51
Daily Reading
1st Grade Spelling Bee
part of speech
do you use to
describe the
subject of an
acrostic poem?
Worksheet –
Lesson 51
Performance –
Spelling Bee
Instructional Planning Form
Grade: 2nd
Teacher Name: Lacey Mahaney
Subject:
Language
Core Content/
Program of
Studies/CCAS
(numbers/
bullets)
Learning
Targets for the
Day:
Activity:
(congruent to the
Learning Target
of the Day)
"I Can"
Statements
(from Program of
Studies)


I can
understand
the purpose of
poetry can be
to entertain.
Monday, May
6
Tuesday, May
7
Writing
Standards, Text
Types and
Purposes
I can
recognize that
an acrostic
poem uses a
variety of
adjectives.

Poetry Unit
Discuss different types of
poetry and their purposes
Introduce Shel Silverstein
and read a variety of his
rhyming poems aloud
Poetry Boxes – What is the
authors’ purpose, what is
another title for this poem,
etc.
Spelling Bee Introduction
 Review list of spelling words
from 2nd grade year and
introduce challenge words
Unit
 MockPoetry
Spelling
Bee –
 Discuss
acrostic
poems,
Demonstrate
format
and
requirements
review
adjectives
for spelling
bee
 Acrostic
Poem – Describe
yourself by creating an
acrostic poem with name
Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.)
Class
Discussion –
What does
“entertain”
mean?
Product –
Acrostic Poem
Modifications
(RTI/SOAR )
Wednesday,
May 8
Thursday, May
9
Friday,
May 10
Writing
Standards, Text
Types and
Purposes
Writing
Standards,
Production and
Distribution
Language,
Conventions of
Standard
English, 2
I can
recognize that
a cinquain is a
five line poem.
I can use
nouns and
adjectives
when creating
a poem.
I can spell
words by
sounding them
out and using
known spelling
patterns.




Poetry Unit
Discuss cinquain poems,
review adjectives, verbs,
and synonyms
Cinquain Poem – Pick topic,
fill in template, rewrite on
poetry paper
Show Me –
How many lines
are in a
cinquain?
Poetry Unit
Discuss poems used to
describe
Color Poem – Pick favorite
color, fill in color poem
template by describing the
color in a variety of ways
Product – Color
Poem
2nd Grade Spelling Bee
Instructional Planning Form
Performance –
Spelling Bee
Grade: 3rd
Teacher Name: Lacey Mahaney
Subject:
Language
Core Content/
Program of
Studies/CCAS
(numbers/
bullets)
Learning
Targets for the
Day:
“I Can”
Statements
(from Program of
Studies)
Monday, May
6
Tuesday, May
7
Writing
Standards,
Text Types
and Purposes
Activity:
(congruent to the
Learning Target
of the Day)
I can
understand
the purpose
of a
biography
poem is to tell
about myself.
No 1st Block
Spelling Week 2 (New Book)
 Focus:
Poetry Unit
o Consonant digraphs
 Discussspelled
different
of
th,types
ch, tch,
poetry and
their
purposes
and wh
 Introduce
Shelthat
Silverstein
o Words
begin
and read
a
variety
his
with spr andofthr
rhyming
poems
aloud
 In Context – Students give
 Poetry
Boxes
– Whatthen
is the
examples
sentences
authors’
purpose,
what
record the sentences inis
another
journal title for this poem,
 etc.
Sparkle
 Discuss a biography poem
 Bio Poem – Describe
yourself using poetry
template
Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.)
Product – Bio
Poem
Spelling Bee Introduction
 Review list of spelling
words from 3rd grade year
and introduce challenge
words
Wednesday,
May 8
Language
Standards,
Knowledge of
Language, 3a
I can
understand
that a simile
compares to
things using
the words
“like” or “as.”



Poetry Unit
Discuss similes, provide
examples
Brainstorm adjectives that
describe yourself
Simile Poem – Apply
Exit Slip – What is
a simile?
Modifications
(RTI/SOAR )
adjectives from brain storm
and compare to other
nouns to create simile
poem
Thursday,
May 9
Friday,
May 10
Writing
Standards,
Text Types
and Purposes
I can
recognize
that a
metaphor is a
comparison
that is not
literal.
Language,
Conventions of
Standard
English, 2f
I can spell
words by
sounding
them out and
using known
spelling
patterns.



Poetry Unit
Discuss metaphors, provide
examples
Brainstorm an animal that is
similar to yourself
Metaphor Poem – Using
template use animal from
brainstorm to create a
metaphor
Daily Reading
3rd Grade Spelling Bee
Class Discussion
– Active
participation in
class discussion
regarding
metaphors
Performance –
Spelling Bee
Instructional Planning Form
Teacher Name: Lacey Mahaney
Grade: 1st
Subject:
Science/
Social
Studies
Core Content/
Program of
Studies/CCAS
(numbers/
bullets)
“I Can”
Statements
(from Program of
Studies)
Monday, May
6
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
Tuesday, May
7
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.
Wednesday,
May 8
S.S. 1.4.1.1
S.S. 1.4.1.2
S.S. 1.4.1.3
Activity:
(congruent to the
Learning Target
of the Day)
Learning
Targets for the Day:
I can explain
how
Sacagawea
helped the
Lewis and
Clark
expedition.
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







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
Exploring the West
Lesson 3 – Lewis and Clark
Student Book – Pg. 9 – 12
Map of the United States –
Path of Lewis and Clark
Exploring the West
Lesson 4 – Sacagawea
Student Book – Pg. 13 – 16
The Story of Sacagawea –
Order important events in
Sacagawea’s life
Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.)
Class
Discussion –
Active,
knowledge
participation in
why the
Louisiana
Purchase was
a great deal
Exit Slip – Why
did Lewis and
Clark go on
their
expedition?
Class
Discussion –
Active,
knowledge
participation in
how
Sacagawea
helped the
Lewis and
Clark
expedition
Modifications
(RTI/SOAR )
Thursday, May
9
Friday,
May 10
S.S. 1.4.1.1
S.S. 1.4.1.2
S.S. 1.4.1.3
I can describe
the importance
of the
exploration of
the American
West.


Exploring the West
Chapter Review – Warm
Ups (Physical Activity)
Exploring the West
Assessment
Final Eagle Outlet
Summative