University of Utah Department of Special Education Weekly Instructional Plan

Name: Taynee Miller

Content Area: Writing

Grade Level:

2nd

Week of: Feb 2nd

6th, 2015
Monday
Core-standard Goal:
Grade 1, L.S.1.j: Use
frequently occurring
prepositions (e.g.,
during, beyond,
toward).
Behavior Objective:
Respect Yourself
Respect Others
Respect Materials
Respect
Environment
Academic Objective:
Students will use
various prepositions
to describe the
location of an item on
2 out of 3 trials.
Lesson Agenda:
1- Get attention
2- Review nouns &
articles.
3- State instructional
objective.
4- Class Rules
5- Introduce
prepositions.
I do/we do: name
location of an
object using

Tuesday
Core-standard Goal:
Grade 2, L.S.5.b:
Distinguish shades of
meaning among
closely related verbs
& closely related
adjectives.

Wednesday
Core-standard Goal:
Grade 2, L.S.5.b:
Distinguish shades of
meaning among
closely related verbs
& closely related
adjectives.

Thursday
Core-standard Goal:
Grade 2, L.S.5.b:
Distinguish shades of
meaning among
closely related verbs
& closely related
adjectives.

Behavior Objective:
Respect Yourself
Respect Others
Respect Materials
Respect
Environment

Behavior Objective:
Respect Yourself
Respect Others
Respect Materials
Respect
Environment

Behavior Objective:
Respect Yourself
Respect Others
Respect Materials
Respect
Environment

Academic Objective:
Students will use
different verbs to
describe actions on 2
out of 3 trials.
Long-term: Students
will use closely
related verbs that
distinguish shades of
meaning on 2 out of 3
trials.

Academic Objective:
Students will use
different verbs &
nouns in a complete
sentence on 2 out of
3 trials.
Long-term: Students
will use closely
related verbs that
distinguish shades of
meaning on 2 out of 3
trials.

Academic Objective:
Students will use
closely related verbs
that distinguish
shades of meaning on
2 out of 3 trials.

Lesson Agenda:
1- Get attention
2- Review nouns.
3- State instructional
objective.
4- Class Rules

Lesson Agenda:
1- Get attention
2- Review nouns &
verbs.
3- State instructional

Lesson Agenda:
1- Get attention
2- Review nouns &
verbs.
3- State instructional
objective.
4- Class Rules
5- Discuss how toss,
throw, & hurl have
different shades of
meaning.

Friday
Core-standard Goal:
Grade 2, W.S.5: With
guidance and support
from adults and
peers, focus on a
topic and strengthen
writing as needed by
revising & editing.
Behavior Objective:
Respect Yourself
Respect Others
Respect Materials
Respect
Environment
Academic Objective:
Students will use a
checklist to edit and
revise the 3 sentence
components (capital,
spaces, periods) on 2
out of 3 trials.
Lesson Agenda:
1- Get attention
2- Review 3 sentence
components.
3- State instructional
objective.
4- Class Rules
5- I do: Model a think
aloud of how to

prepositions such
as above, in, over.
They do: 6
sentences using
prepositions.
6- Error Correction:
Immediately
correct student
and give the
correct answer.
Then, ask them to
repeat the correct
answer. Model
think-aloud.
6- Review: What a
preposition is.
Evaluation:
Daily Lesson went
very well. Students
have a hard time
coming up with their
own prepositions.
Students were able to
use various
prepositions to
describe the location
of an item on 1 out of
3 trials.

5- Introduce verbs.
I do/we do: list
different verbs and
write them down.
Verb attack (like
ninja attack).
They do: Verb
attack.
7- Error Correction:
Immediately
correct student
and give the
correct answer.
Then, ask them to
repeat the correct
answer. Model
think-aloud.
6- Review: What a
verb is.
Evaluation:
Daily They get what
a verb is. They need
help coming up with
new verbs.
Students were able to
use different verbs to
describe actions on 1
out of 3 trials.

objective.
4- Class Rules
5- View different
examples of
sentences in
books. Ask whats
same/different,
like/dislike.
I do: Model picking
a verb & noun
from each box,
make sentence, &
mark them.
We do: Together
we make
sentences with
noun & verb.
They do: 3
sentences or
creative story with
a noun & verb.
6- Error Correction:
Immediately
correct student
and give the
correct answer.
Then, ask them to
repeat the correct
answer. Model
think-aloud.
7- Review: What a
noun & verb is.
Evaluation:
Daily Students were
able to use different
verbs to describe
actions on 2 out of 3
trials.

I do:
We do:
They do: 3
sentences or list
10 similar verbs
with different
shades of
meaning. Verb
Attack.
6- Error Correction:
Immediately
correct student
and give the
correct answer.
Then, ask them to
repeat the correct
answer. Model
think-aloud.
7- Review: Name
similar verbs.
Evaluation:
Daily Students were
able to use different
verbs to describe
actions on 2 out of 3
trials.

edit/revise.
We do: Use a
checklist to revise.
They do: Use a
checklist to revise
one of their
language works.
6- Error Correction:
Immediately
correct student
and give the
correct answer.
Then, ask them to
repeat the correct
answer. Model
think-aloud.
7- Review: 3
components of a
sentence.
Evaluation:
Daily Students were
able to use a checklist
to edit and revise the
3 sentence
components (capital,
spaces, periods) on 1
out of 3 trials.
Progress Monitoring
TWW: 16
WSC: 7
CWS: 2