University of Utah Department of Special Education Weekly Instructional Plan

Name: Megan Van Pelt

Monday
Core-standard Goal:
W. 7.10 Write routinely
over extended time
frames (time for
research, reflection,
and revision) and
shorter time frames (a
single sitting or a day
or two) for a range of
discipline-specific
tasks, purposes, and
audiences.
Behavior Objective:
SWBAT use
appropriate language
with their classmates
and teachers. This
includes entering the
classroom without
swearing/vulgar
sexual language on
eight out of ten
consecutive trials.
Academic Objective:
I can identify the
elements of a
paragraph including1
topic sentence, 3
supporting/detail
sentences, and 1
conclusion sentence.
Lesson Agenda:

Content Area: Writing/Reading

Tuesday
Core-standard Goal:
W. 7.10 Write
routinely over
extended time frames
(time for research,
reflection, and
revision) and shorter
time frames (a single
sitting or a day or
two) for a range of
discipline-specific
tasks, purposes, and
audiences.
Behavior Objective:
SWBAT use
appropriate language
with their classmates
and teachers. This
includes entering the
classroom without
swearing/vulgar
sexual language on
eight out of ten
consecutive trials.
Academic Objective:
I can identify the
elements of a
paragraph including1
topic sentence, 3
supporting/detail
sentences, and 1
conclusion sentence.
I can write a

Grade Level: 7th

Wednesday
Core-standard Goal:
W. 7.10 Write routinely
over extended time
frames (time for
research, reflection,
and revision) and
shorter time frames (a
single sitting or a day
or two) for a range of
discipline-specific
tasks, purposes, and
audiences.
Behavior Objective:
SWBAT use
appropriate language
with their classmates
and teachers. This
includes entering the
classroom without
swearing/vulgar
sexual language on
eight out of ten
consecutive trials.
Academic Objective:
I can identify the
elements of a
paragraph including1
topic sentence, 3
supporting/detail
sentences, and 1
conclusion sentence.
I can write a
paragraph containing

Week(s) of:

Thursday
Core-standard Goal:
W. 7.10 Write
routinely over
extended time
frames (time for
research, reflection,
and revision) and
shorter time frames
(a single sitting or a
day or two) for a
range of disciplinespecific tasks,
purposes, and
audiences.
Behavior Objective:
SWBAT use
appropriate
language with their
classmates and
teachers. This
includes entering the
classroom without
swearing/vulgar
sexual language on
eight out of ten
consecutive trials.

Friday
Core-standard Goal:
W. 7.10 Write
routinely over
extended time frames
(time for research,
reflection, and
revision) and shorter
time frames (a single
sitting or a day or
two) for a range of
discipline-specific
tasks, purposes, and
audiences.
Behavior Objective:
SWBAT use
appropriate language
with their classmates
and teachers. This
includes entering the
classroom without
swearing/vulgar
sexual language on
eight out of ten
consecutive trials.

Academic Objective:
I can identify the
Academic Objective: elements of a
I can identify the
paragraph including1
elements of a
topic sentence, 3
paragraph including1 supporting/detail
topic sentence, 3
sentences, and 1
supporting/detail
conclusion sentence.
sentences, and 1
I can write a

Review main ideas/key

points from last
lesson: Students will
highlight and then
correct their grammar,
punctuation, and
spelling errors on
yesterdays in class
writing assignment.
Modeling: I do
yesterdays web map is
used to generate a
new paragraph, main
idea, 3 supporting
sentences, conclusion.
Guided practice: We
dodoes our
paragraph have a
main idea, a
conclusion, enough
detail? Whole class
correction of the
paragraph is followed
by using our first
detail sentence to
generate a ne web
map and new
paragraph (the second
in our finished 5
paragraph essay).
Independent practice:
You dostudents type
out their own
paragraph from the
web map they created
last week. This will
become the first
paragraph in their
essay.
Review main ideas/key

paragraph containing
all three elements of
a paragraph using a
minimum of five
sentences.
Lesson Agenda:
Review main
ideas/key points from
last lesson: Students
will highlight and
then correct their
grammar,
punctuation, and
spelling errors on
yesterdays in class
writing assignment.
Students write their
second paragraph
during starter.
Modeling: I doI read
the first two
paragraphs of my
essay aloud (think
aloud) paying
attention how it
sounds and using
strategies to identify
where I can hear
there are mistakes in
my paragraph (these
are strategically
placed). How do I use
transition words?
Guided practice: We
doadding a third
paragraph to my
essay as a whole
class instructional
task.

all three elements of a

paragraph using a
minimum of five
sentences.

conclusion sentence.
I can write a
paragraph
containing all three
elements of a
Lesson Agenda:
paragraph using a
Review main ideas/key minimum of five
points from last
sentences.
lesson: Students will
highlight and then
Lesson Agenda:
correct their grammar, Review main
punctuation, and
ideas/key points
spelling errors on
from last lesson:
yesterdays in class
Students will
writing assignment.
highlight and then
Modeling: I doThink
correct their
aloud evaluation of
grammar,
the critical elements
punctuation, and
of the first three
spelling errors on
paragraphs and
yesterdays in class
creating a web map
writing assignment.
for the fourth
Modeling: I dothink
paragraph (not
aloud conclusion
enough information in paragraph. Critical
our web map) how do elements of the
we determine we need conclusion, wrapping
more detail/and how
up the main idea.
do we expand on an
Guided practice: We
existing idea?
dowe evaluate the
Guided practice: We
conclusion
doadding the fourth paragraph for key
paragraph to the
elements and make
whole class essay.
corrections. Another
How did we turn each conclusion
detail sentence from
paragraph from a
the first paragraph
different essay is
into a freestanding
evaluated for
paragraph? How did
practice.
we use transition
Independent
words?
practice: You do

paragraph containing
all three elements of
a paragraph using a
minimum of five
sentences. I can write
a 5 paragraph essay
(this will be finished
and evaluated next
week).
Lesson Agenda:
Review main
ideas/key points from
last lesson: Students
will highlight and
then correct their
grammar,
punctuation, and
spelling errors on
yesterdays in class
writing assignment.
Modeling: I dothink
aloud does my
essay make sense
using green/yellow
highlighters each
student has a copy of
my essay and we
highlight different
elements.
Guided practice: We
doexamining the
elements of the
essay. Where can we
improve, revise, edit?
Are the ideas in our
essay clear or vague?
How will our reader
use
inference/prediction

points from todays

lesson: Students are
given OTR to
questions about
todays lesson and
receive immediate
feedback/appropriate
error correction
procedures for their
responses. Students
are provided with a
rubric to evaluate
their paragraph (we
review how to use the
rubric by first
evaluating my
paragraph).
Evaluation:
Daily Checks for
understanding include
OTR during and after
todays lesson, and
during review at the
start of tomorrows
lesson.
Skills to be assessed:
Does the paragraph
contain a minimum of
5 sentences, is the
main idea clear,
grammar,
punctuation, spelling,
capitalization?

Independent practice:
You do Students
read their paragraph
aloud to their group
(class is divided into
two groups). One
student in each group
is scribe as the group
completes the
evaluative rubric.
Another student is
chosen to read the
corrected paragraph
to the class. Each
group lists their
transition words on
the transitions poster.
Review main
ideas/key points from
todays lesson:
Students are given
OTRs to questions
about todays lesson
and receive
immediate
feedback/appropriate
error correction
procedures for their
responses.
Evaluation:
Daily Checks for
understanding
include OTR during
and after todays
lesson, and during
review at the start of
tomorrows lesson.
Skills to be assessed:
Does the first

Independent practice:
You dothink pair
share students work
in pairs, reading and
evaluating their
paragraph (students
choose to read each
others paragraphs
aloud or silently). Pair
share rubric is
followed.
Review main ideas/key
points from todays
lesson: Students are
given OTRs to
questions about
todays lesson and
receive immediate
feedback/appropriate
error correction
procedures for their
responses.
Evaluation:
Daily Checks for
understanding include
OTR during and after
todays lesson, and
during review at the
start of tomorrows
lesson.
Skills to be assessed:
Students will use the
rubric to evaluate
their third paragraph.
Students will identify
their transition words.
Students will read
their third paragraph
to a partner and follow

students write their

fourth paragraph
independently,
following the rubric.
Review main
ideas/key points
from todays lesson:
Students are given
OTRs to questions
about todays lesson
and receive
immediate
feedback/appropriat
e error correction
procedures for their
responses.
Evaluation:
Daily Checks for
understanding
include OTR during
and after todays
lesson, and during
review at the start of
tomorrows lesson.
Skills to be assessed:
The use of transition
words.
Grammar,
punctuation,
spelling,
capitalization.
Does the paragraph
make sense? Does
the paragraph sound
fluent when read
aloud?

as they read our

essay?
Independent practice:
You dostudents
write independently
as I meet with each
student for weekly
feedback on their
progress.
Review main
ideas/key points from
todays lesson:
Students are given
OTRs to questions
about todays lesson
and receive
immediate
feedback/appropriate
error correction
procedures for their
responses.
Evaluation:
Daily Checks for
understanding
include OTR during
and after todays
lesson, and during
review at the start of
tomorrows lesson.
Skills to be assessed:
Transition words.
Overall idea of the
essay. Does it make
sense? Is it clear to
the reader what our
main ideas are in the
first paragraph? Are
these ideas explored

paragraph transition
to the second
paragraph? Students
will use the rubric to
evaluate their first
and second
paragraphs.

the pair share rubric

for evaluative
feedback.

further in the paper in

a logical sequence?
Progress Monitoring
Specific skills/areas to
be assessed:
Frequency of
assessment: 1:1
student/teacher
feedback writing
session occurs once
weekly. All student
writing samples from
the previous week
have feedback, which
is shared during
these sessions.