This instructional plan summarizes a three-part 45-minute lesson for a 2nd grade class reviewing spelling, a story retell, and vocabulary. The lesson uses direct instruction and includes formative and summative assessments. Students will practice spelling words through a word building activity, complete a narrative graphic organizer as a class to retell a story, and discuss vocabulary definitions through thinking questions. The plan provides accommodations for diverse learners and opportunities for family involvement.

1. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
DIFFERENTIATED INSTRUCTIONAL PLAN
Teacher: Flora Johnson Date: 1/17/2013 Grade: 2 # Students: 26
Subject/Lesson Title Word building activity/ Vocabulary practice Lesson Time: 45 minutes
Instructional Model Direct Instruction (I do, We do, You do) Instructional Level: I– D -M
Instructional Developing Mastery
Curriculum Context/Long Term Goals:
This is a three part lesson that reviews this week’s spelling, Story of The Week, and
vocabulary.
Whole class has been introduced to spelling words with /s/c; /j/g, dge. Students will be
expected to differentiate between spellings and know how to spell these words correctly by
the summative assessment at the end of the week.
They have read “The Big Bushy Mustache” and discussed the story. This lesson will have
the students map the narrative with a graphic organizer.
They have reviewed the vocabulary of the week. This lesson will reinforce those word
meanings.
EALRs/GLEs:
1.1.2 Understand and Apply phonological awareness and phonemic awareness.
2.1.7. Apply comprehension monitoring strategies during, and after reading: summarize
informational/expository text and literary/narrative text
1.3.1. Understand and apply new vocabulary.
Short Term Learning Targets (Cognitive & Behavioral Objectives) for This Lesson:
Spelling: Students will change one-two letters in a given word to spell other spelling words
with /s/c; /j/g, dge sounds/spellings. (pg 259)
Story Retell: Using story retell cards, students will complete a narrative graphic organizer
as a class.
Vocabulary: Students will answer discussion question relating to vocabulary definitions.
Assessment Plan: Spelling
Pre-Assessment:
The pre-assessment was a spelling pre test using white boards as an introductory lesson.
This included explicit phonics instruction.
Formative Assessment:
Formative assessment will take place as teacher observes/ facilitates word building activity.

2. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
Summative Assessment:
Summative assessment will be the Spelling Test on Friday
Assessment Plan: Comprehension
Pre-Assessment:
The Pre Assessment was the Think Critically questions discussed during original reading.
Formative Assessment:
Formative assessment will take place as students respond to Story Retell Card prompts.
Summative Assessment:
Summative assessment will be the Weekly Lesson Test given on Friday.
Assessment Plan: Vocabulary
Pre-Assessment:
Pre-Assessment will be a thumbs up/down review of the vocabulary words.
Formative Assessment:
Formative assessment will take place as students respond to discussion and thinking
questions.
Summative Assessment:
Summative assessment will be the Weekly Lesson Test given on Friday.
Time: INSTRUCTIONAL SEQUENCE part 1
Word Building
2 minutes Opening
Set/Hook:
Today we will do a fun game with /s/c; /j/g, dge words!
Activating Prior Knowledge:
Review that the letters e, i, and y following a c and g, can make the c say /s/
and the g say /j/. Remind students that ge follows a long vowel sound, and
dge follows a short vowel sound.
Communicating & Understanding Learning Targets:
The goal is to use our white boards to manipulate word sounds and spellings
with our spelling words.
Learning Experiences
(Student and teacher actions and interactions during: Instruction, Checking for Understanding, Questioning
Strategies, Guided Practice, Discovery, Transitions and Independent Practice.)

3. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
10
minutes
Teacher Tasks
Direct students to the list of spelling words
on the board. Read them together.
Write the word lodge on the board. As:
Which spelling word can you make by
changing the FIRST letter? (dodge)
Write the word twice on the board. Ask:
Which spelling words can you make by
changing the FIRST TWO letters? (slice,
nice, price).
Write them on the board. Ask Which
spelling word can you make by changing
the FIRST TWO letters? (gem)
Continue:
pity FIRST (city)
hug ADD (huge)
face FIRST (space)
page FIRST (cage)
judge FIRST (fudge)
______________________________
Lesson tiered to students’ instructional
levels:
Level 1 (intensive): Students will be
seated near teacher; teacher repeats
directions and focuses students as
needed.
Level 2 (strategic): Students are
Sitting in close proximity to teacher
Level 3 (benchmark+):
Are expected to know challenge
words.
Student Tasks
Students will read aloud in unison.
Students will write lodge on their boards.
Students will hold up their boards for a
visual check when they have written the
spelling word.
Students will write twice on their boards.
Students will hold up their boards for a
visual check when they have written the
spelling word.
Students will write them on their boards.
Students will hold up their boards for a
visual check when they have written the
spelling word.
Students will continue in this manner
writing and showing the words created.
Transition:
Do a simple thumbs up, thumbs down, thumbs side check with the students.
How did we do today with the activity? Are you feeling more confident? Are

4. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
there any questions?
Ask students to erase their white boards. Remind them that when they are
dismissed they will form a line to return them in an orderly fashion. Students
will be dismissed by rows. They should return to the carpet.
Time: INSTRUCTIONAL SEQUENCE part 2
Story Retell
2 minutes Opening
Set/Hook:
Let’s talk about “The Big Bushy Mustache.”
Activating Prior Knowledge:
What type of story is “The Big Bushy Mustache?” (realistic fiction)
Communicating & Understanding Learning Targets:
We are going to use a story map to talk about the story.
Learning Experiences
(Student and teacher actions and interactions during: Instruction, Checking for Understanding, Questioning
Strategies, Guided Practice, Discovery, Transitions and Independent Practice.)
15
minutes
Teacher Tasks
Teacher will display the story map to
discuss the characters, setting, and plot.
Teacher will use the Story Retell Card
prompts to facilitate remembering of story
details and fill out the story map graphic
organizer together.
Teacher will alternate between calling on
students individually and having them
“turn and share.”
Who are the Characters in this story?
describe them.
(Ricky, Mother, Father, Mrs. Cortez)
Describe the Setting of the story?
(School, home)
Plot:
Beginning:
Why does Mrs. Cortez give Ricky a
mustache in the beginning of the story? (A
Student Tasks
Students are ready to be chosen at
random to contribute.
They listen to speaker.
They converse quietly with each other
during Turn and Share.

5. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
prop for part of a play)
Why does he like it? (it makes him feel
grown up, like his father)
Middle:
Why does Ricky wear the mustache
home? (He wants to look grown up)
In what part of the story does this
happen? (middle)
What happens to the mustache?
(it is lost)
How does Ricky feel about it? (he is sad it
is gone. He feels guilty for taking it.)
End:
What happens at the end of the story?
(Dad has shaven off his mustache and
given it to Ricky)
Why is Ricky so happy?
(His dad loves him. Now he looks like
Dad.)
Transition:
Do a simple thumbs up, thumbs down, thumbs side check with the students.
How did we do today with the activity? Are you feeling more confident? Are
there any questions?
Time: INSTRUCTIONAL SEQUENCE part 3
Robust Vocabulary
2 minutes Opening
Set/Hook:
Now we can do an activity with our vocabulary words
Activating Prior Knowledge:
Briefly review the vocabulary word definitions with a thumbs up / down check.
Communicating & Understanding Learning Targets:
The goal is to help you add these words to your understanding and so you can
do great on your unit test tomorrow.
Learning Experiences
(Student and teacher actions and interactions during: Instruction, Checking for Understanding, Questioning
Strategies, Guided Practice, Discovery, Transitions and Independent Practice.)

6. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
10
minutes
Teacher Tasks
Remind students of the student-friendly
explanations of the vocabulary words
introduced previously in the week.
Discuss each word using the following
prompts:
wilting:
name some reasons why plants might be
wilting.
flitted
Would you be more likely to flit about a
toy store or a doctor’s office? Why?
swirling
Would it be a good idea to swirl hot soup
in a bowl? Why or why not?
trance
If you were telling your friend a story,
would you like for that friend to act like he
or she were in a trance? Why?
route
What would you be doing if you retraced
your route to the classroom?
semblance
Why could a doll be a semblance of a
person?
distraught
Would you be smiling if you were
distraught?
improvise
If you are following very closely the
directions of how to play a game, are you
improvising? Why?
Student Tasks
Students are ready to be chosen at
random to contribute.
They listen to speaker.
They converse quietly with each other
during Turn and Share as they participate
in the discussion.
Closure:
Do a simple thumbs up, thumbs down, thumbs side check with the students.
How did we do today with the activity? Are you feeling more confident? Are
there any questions?

7. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
Management Issues:
Retrieving the white boards could become an issue. Students will be reminded to line up patiently
and then dismissed by rows.
A few students require extra attention to behavior monitoring. Kyle, Stetson, a couple other
squirrelly pairs. Remind them of the expectations chart and personal any personal behavior plans
(earn a star).
Accommodations/Modifications for Diverse Learners (GIFTED/ELL/IEP/504,Etc.)
Accommodations for struggling students or students with IEP’s will be to keep them close to me so
that I can more easily assist when needed. Particularly Kimberly and Summer.
Benchmark Students are expected to also know the challenge spelling words in addition to the
regular words.
Instructional Materials, Resources, and Technology – Learning Environment:
Whiteboards and markers
Storytown Teacher’s Manual
Story retell cards
Students will be at the carpet.
Family Interactions:
Study guide with spelling words and vocabulary is sent home every Monday.
Self-Reflection of Teaching:
Thinking About This Lesson:
Thinking Ahead:
How did we do today in following directions?

8. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
Graphic Organizer
Characters Setting
Beginning
Middle
End