long range plan educ 450
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EDUC 450: PROFESSIONAL CLINICAL PRACTICE
LONG RANGE PLAN
Candidate: Brittany Benjamin Cooperating Teacher: Ms. Little-Robinson
Grade: 4th
District: OCSD5 School: Brookdale Elementary
Year: 2012-2013Major: Elementary Education Cognate(s): Social Studies
Section I: Student Information (Key Element 1.A)
Describe the student information that you feel will have the most impact on the way you plan and
deliver instruction.
1st
Class
Important Student Information (Key Element 1.A)
Factors(E.g. gender, SES, reading
levels, disabilities, ethnicity,
student interests, and otherrelevant factors, etc.)
Description(of your findings in terms of your students)
Sources/ContextualFactors
(E.g. students,community
resources, internet,records, school
personnel, family,etc.)
Race/Ethnicity Females:21Black:20Asian:1Accommodate differences:Express high expectationsand ask higher-orderquestions that require not only identification andcategorization but also comprehension and
analysis, application to other situations, synthesis,and value judgments
Personal observation
Disabilities No students have been tested for a learningdisability.Accommodate differences: Lowering the readinglevel of assignment, and adapting worksheets, withsimplified vocabulary. These students should beallowed numerous breaks.
School personnel
Student Interest Cheerleading, Dancing, Singing, and talking.
Accommodate differences: Knowing studentsinterests will help me be able to connect theirinterest with the subject matter. So the studentswould be more interested in what Im teaching
Interest inventory
Ability/Developmental LevelsHigh Ability Levels4 students
Medium Ability Levels12 students
The low, middle, and high level students are placedin cooperative learning groups.Accommodate differences: Each group memberwill be given a role. So, the lower achievingstudents will have a chance to make contributions intheir cooperative group.
Teacher
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Low Ability Levels4 students
Accommodate differences: Use a range ofinstructional strategies and learning activities.Offering a variety that provides the students withopportunities to learn in ways that are open to theirown communication styles, cognitive styles, andabilities.
Socioeconomic status 19 Free/reduced lunch
Accommodate differences: Make extra suppliesand materials available
Power school
2nd
class
Important Student Information (Key Element 1.A)
Factors(E.g. gender, SES, reading
levels, disabilities, ethnicity,student interests, and other
relevant factors, etc.)
Description(of your findings in terms of your
students)
Sources/Contextual Factors(E.g. students, community
resources, internet, records, schoolpersonnel, family, etc.)
Race/Ethnicity Males: 20Black :20
Accommodate differencesExpress high expectations and askhigher-order questions that requirenot only identification andcategorization but alsocomprehension and analysis,application to other situations,synthesis, and value judgments
Personal observation
Disabilities IEP:2Accommodate differences:Lowering the reading level ofassignment, and adapting
worksheets, with simplifiedvocabulary. These students shouldbe allowed numerous breaks.
School personnel
Student interest Basketball, Football, and videogames
Accommodate differences:Knowing students interests will helpme be able to connect their interestwith the subject matter. So thestudents would be more interestedin what Im teaching.
Students
Ability/Developmental Levels
High Ability Levels3 students
Medium Ability Levels14 students
Low Ability Levels3 students
The low, middle, and high level
students are placed in cooperativelearning groups.
Accommodate differences: Use arange of instructional strategies andlearning activities. Offering a varietythat provides the students withopportunities to learn in ways thatare open to their owncommunication styles, cognitive
Teacher
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styles, and abilities.
Socio-Economic statusAccommodate differences:Make extra supplies and materialsavailable
School personnel
Reflect on the student Information (Key Element 1.A): Why do you feel that this student
information is of
Primary importance, and (2) how did and will you use this student information to guide the
development of your long and short range plans?
The student information is of primary importance because it is important to know your students
background so that you can best determine their needs as it affects learning in the classroom. Knowing
about the students lives will help prevent conflict amongst classmates, anticipate possible problems or
misconceptions, and it gives me the information I need to shape my instruction around my students,
tailoring my lessons to them so that I keep them engaged and interested in high-energy instruction that
meets their academic needs.
Section II: Long Range Learning and/or Developmental Goals (Key Element 1.B)
Describe the long range learning/developmental goals (standards) that you have established foryour students in each of the four content areas. Make sure that you include goals that address
the cognitive, psychomotor and affective domains and diversity for students.
Subject: Mathematics
Long Range Learning and/or Developmental Goals -- Key Element 1.B
Standard 4-4: The student will demonstrate through the mathematical process an understanding of therelationship between two-and three dimensional shapes, the use of transformations to determine congruency,
and the representation of location and movement within the first quadrant of a coordinate system.
Standard 4-5: The student will demonstrate through the mathematical processes an understanding of elapsedtime; conversions within the US Customary System; and accurate, efficient and generalizable methods ofdetermining area.
Cognitive leaning goal-- A student who learns material at the Knowledge level can recognize and identify it, if itis presented again in essentially the original form in which it was learned.
Psychomotor learning goal--Detects non-verbal communication cues. Students shows desire to learn a newprocess.
Affective learning goal-- Students participates in class discussions. Students accept responsibility for one's
behavior.
Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long
range learning and/or developmental goals you have established, which goals do you believe are
the most important for all students to achieve, and why?
Of the long range learning and/or developmental goals I have established I believe that the psychomotor
goal detects non-verbal communication cues. Students shows desire to learn a new process. I believe
that if the students learn non-verbal cues then valuable instructional time wont be wasted.
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Subject: Science
Long Range Learning and/or Developmental Goals -- Key Element 1.B
4-2: Students will demonstrate an understanding of the characteristics and patterns of behavior that alloworganisms to survive in their own distinct environments. (Life Science)
4-3: The student will demonstrate an understanding of the properties, movements, and locations ofobjects in the solar system. (Earth Science)
4-4: The student will demonstrate an understanding of weather patterns and phenomena.(Earth Science)
4-5: The student will demonstrate an understanding of the properties of light and electricity.(Physical Science)
Cognitive learning goal- Explain in one's own words the steps for performing a complex task.
Psychomotor learning goal - Detects non-verbal communication cues. Recognize one's abilities andlimitations. Shows desire to learn a new process.
Affective learning goal - Students will participate in class discussions. Give presentations and cooperatein group activities. The students will also accept responsibility for their behavior
Subject: English
Long Range Learning and/or Developmental Goals -- Key Element 1.B
4-1 The student will read and comprehend a variety of literary textsIn print and nonpoint formats.
Standard 4-2 The student will read and comprehend a variety of informational texts in print and non-print
formats.4-4 The student will create written work that has a clear focus, sufficient detail, coherent organization,
effective use of voice, and correct use of the conventions of written Standard American English.
4-5 The student will write for a variety of purposes and audiences
Cognitive learning goal - The students will be able to differentiate between a fact and an opinion.
Psychomotor learning goal- The students will show a desire to learn a new process.
Affective learning goal- The students will participate in class discussions. Give presentations andcooperate in group activities. The students will also accept responsibility for their behavior.
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Subject: Social Studies
Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long
range learning and/or developmental goals you have established, which goals do you believe are
the most important for all students to achieve, and why?
Of the long range learning and/or developmental goals I have established I believe the affective learning
goal is the most important for all students to achieve. I believe that once the class has the ability to
participate in class discussions then they would have learned her order thinking.
Section III: Instructional Units (Key Element 1.C)
Subject: Mathematics
Unit Topic or Description -- Key Element 1.CUnit Length
(i.e., approximate number oflessons
Elapsed Time 1 week and 2 days, 7 lessons
Intro to Geometry 3 weeks, 15 lessons
Classifying two-dimensional figures 2 days, 2 lessons
Analyze the relationship between three-dimensional geometric shapes 1 day, 1 lesson
Strategies to determine the area of rectangles and triangles. 4 days, 4 lessons
Represent the two-dimensional shapes trapezoids, rhombuses, and
parallelograms and the three-dimensional shapes cubes, rectangularprisms, and cylinders.
3 days, 3 lessons
Predict the results of multiple transformations of the same type 6 days, 6 lessons
Represent with ordered pairs of whole numbers the location of points inthe first quadrant of a coordinate grid.Illustrate possible paths from one point to another along vertical andhorizontal grid lines in the first quadrant of the coordinate plane. Break
2 days, 2 lessons
Long Range Learning and/or Developmental Goals -- Key Element 1.B
4-3: The student will demonstrate an understanding of the conflict between theAmerican colonies and England.
4-4: The student will demonstrate an understanding of the beginnings of America as a nation and the
establishment of the new government.4-5: The student will demonstrate an understanding of westward expansion of theUnited States and its impact on the institution of slavery.
4-6: The student will demonstrate an understanding of the causes, the course, and the effects of theAmerican Civil War.
Cognitive learning goal - Explain in one's own words the steps for performing a complex task.
Psychomotor learning goal - Detects non-verbal communication cues. Recognize one's abilities andlimitations. Shows desire to learn a new process.
Affective learning goal- Participates in class discussions. Gives a presentation. Questions new ideals,concepts, models, etc. in order to fully understand them. Know the safety rules and practices them.
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Reflect on the instructional units (Key Element 1.C): How did you determine your instructional
sequence and the amount of time to be spent on each unit of instruction?
The unit topics that I selected are based on the 4th grade math pacing guide for Orangeburg
Consolidated School District 5. The amount of time for each unit is based on the number of indicators for
each concept as well as the level of complexity, according to the math support document that is supplied
by the SC State Department of Education. The sequence of the units was based on the district curriculum
guide scope and sequence.
Describe ways in which you will integrate the arts, PE and Music in your unit.
I will integrate the arts into my Geometry unit by having the students create geometric figures with
pretzels and marshmallow. I will be able to integrate music throughout my math unit. The students will
create a rap or a song to remember their multiplication facts. Also, the students can create raps to
remember key vocabulary. I will integrate health in my unit by having the students do a math project
where they have to keep track of their daily servings of food groups. After one week of recording their
results they will create a bar graph of their food intake. I can integrate PE into my unit by playing the
game geo says. To play the game, I will need to show a visual representation of the numerous geometry
terms learned in class. For example, a ray can be demonstrated with one arm out, fingers spread open.
We would use Simon Says principles to show the following: acute angle, right angle, obtuse angle, linesegment, point, ray, rotation, translation, and reflection, parallel, intersecting, and perpendicular lines. I
would play the game until a geometry winner is declared.
Subject: Science
Unit Topic or Description -- Key Element 1.CUnit Length
(i.e., approximate number oflessons
Explain how an organisms patterns of behavior are related to its
environment
4 days, 4 lessons
Explain how organisms cause changes in their environment.4 days, 4 lessons
Intro to the Solar System4 days, 4 lessons
Compare the properties (including the type of surface and atmosphere)and the location of Earth to the Sun, which is a star, and the Moon
5 days, 5 lessons
Explain how the tilt of Earths axis and the revolution around the Sunresults in the seasons of the year. 4 days, 4 lessons
Explain how the rotation of Earth results in day and night. 5 days, 5 lessons
Illustrate the phases of the Moon and the Moons effect on ocean tides. 4 days, 4 lessons
Interpret the change in the length of shadows during the day in relationto the position of the Sun in the sky.
3 days, 3 lessons
Reflect on the instructional units (Key Element 1.C): How did you determine your instructional
sequence and the amount of time to be spent on each unit of instruction?
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The unit topics that I selected are based on the 4th grade science pacing guide for Orangeburg
Consolidated District 5. The amount of time for each unit is based on the number of indicators for each
concept as well as the level of complexity, according to the science support document that is supplied by
the SC State Department of Education. The sequences of the units are based on the district curriculum
guide scope and sequence.
Describe ways in which you will integrate the arts, PE and Music in your unit.I will be able to integrate science and art in my solar system unit. I will be able to integrate the arts by
using marshmallow solar system. The students will color the marshmallows using food dye. Popsicle
sticks can be used to create larger planets and really small marshmallows can be used for smaller planets
like Uranus and Neptune. I can integrate Science and Health by speaking about environmental science
because the class has been working on the unit about Organisms causing changes to their environments.
I can integrate PE into Science by having the students examine the effects of physical activity on their
bodies in physically active physical education lessons. I can integrate Music into science by having the
students memorize a song to help them remember scientific facts and vocabulary.
Section III B: Materials and Resources
Make a list of all of the materials that will be needed to teach the unit. As you plan for the use oftechnology, make sure that list and explain how you will use software, computer programs, Smart
boards, etc., along with power points that you may use.
Teacher Materials Student Materials
PowerPoint- I will use my power points to teachand Illustrate Concepts and Strategies
Paper
Smart board- interactive whiteboard used fordemonstrations, guided practice, and aninteractive tool for students.
Pencil
Paper clips Math journal
Stickers Science journal
Post-It-NotesDry erase board/marker/eraser
Pencil/Pens Reading log
Paper Accelerated Reader Reading Renaissance- This isa computer program. Students take tests on
books theyve read.
Chart paper- To create math and science
anchor charts.
Dry erase board/marker/eraser
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Section IV: Assessment of Student Performance (Key Element 1.D)
Describe (1) the major course assessments (include formative and summative assessments), (2)
the evaluation criteria for this class/subject, and (3) the way(s) in which you will report overall
student progress and achievement. You must present multiple modes of assessments that
address multiple levels of Blooms Taxonomy. Your assessments (or a detailed description, if
authentic) must be attached. On each assessment, indicate the matching learning goal or
standard(s).
Assessments (Indicatewhether formative or
summative)
Evaluative Criteria StudentProgress/Achievement Reporting Method(s)
Matching Standard
Brookdale Benchmark(summative)
The students will beevaluated on
Math-1. Numbers and
Operations2. Algebra
3. Geometry4. Measurement5. Data Analysis
and Probability
Science-1. Scientific
Inquiry2. Plants3. Sun and Moon4. Earth Materials5. Exploring
Motion
Students will take thisBenchmark at threeperiods: August,December, andMarch.Each student has aData Card and their
scores for eachcategory, under eachmonth is recordedand placed in the Dataroom.
MathStandards 4-2, 4-3,4-4,4-5,4-6,
ScienceStandards 4-2,4-3,4-4,4-5
Common Assessments(formative)
The students will beevaluated on multiplechoice math andscience questions
Students are testedtwice a month startingin October until April.Their scores onrecorded on the Datacard and placed in theData room.
MathStandards 4-2, 4-3, 4-4, 4-5, 4-6,
ScienceStandards 4-2,4-3,4-4,4-5
End of StandardTesting(summative)
Every Friday, thestudents will be testedon the standard theyhave been studying forthe previous week ortwo weeks.
The students willreceive their gradeswhen the teachersends home the mid-nine week grades
Math-Standard 4-2, 4-3,
ScienceStandard 4-2,4-3,
Reflect on student performance (Key Element 1.D): (1) How did you determine that your major
assessments are appropriate for evaluating student progress and achievement, and (2) What did
or will you do to help your students and their parents understand (a) the evaluation criteria you
have established for this class/subject as well as (b) the reports regarding the students overall
progress and achievement in the class/subject?
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The major assessments are appropriate for evaluating student progress and achievement because the
students are tested after certain grading periods, the students are assessed based on the South Carolina
standards they were taught. I can help my students and parents understand the evaluation criteria by
sending home a letter explaining the standards that are being tested. I will also send home progress
reports so the parents will know how their children are doing academically.
Section IV B: Assessment of Student Performance Record Keeping (Key Element 1.D)
Describe your system for maintaining records of student progress and achievement for this
subject. Also, discuss your procedures for aggregating and displaying the data. Discuss how
you will use the data to make instructional decisions.
A. System for maintaining records of student progress and achievement:
I maintain my records manually and virtually. I will record student progress and achievement in my grade
book. I will use PowerSchool. PowerSchool is a computer program that grades for current classes, as
well as the assignments that make up those grades. PowerSchool also records the student attendancefor the past two weeks or for the whole quarter; including a legend of attendance codes used by the
school and it has a section for teacher comments and a discipline log.
B. Procedures for aggregating and displaying data:
I will collect and grade assignments. Students work will be displayed inside the class on a bulletin board
and outside the class on a bulletin board.
C. How will you use the data to make instructional decisions?
I will use the data to make instructional decisions. For instance, if I see that my students are consistently
having a difficult time with certain concepts that Ive taught then I will go back and reteach the lesson in a
way that would resonate with my students so they can be successful the next time they take a test on a
concept theyve previously struggled with.
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Section V: Classroom Management (Key Element 1.E)
Describe your expectations for student behaviorduring instruction and during non-instructional
routines. . Write your description as you were explaining these expectations to your students
and their parents. List the rules and consequences, and your procedures for non-instructional
activities.
EXPECTATIONS DURING INSTRUCTION
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
1. Listen and follow directions the first time.
2. Raise your hand and wait for permission to speak.
3. Keep hands, feet and negative comments to yourself.
4. Have your suppliers and be on time.
Sharpening pencils - Students will sharpen pencils before the tardy bell rings or with permission from the teacher.
Taking roll - Students will complete a warm-up activity while roll is taken. Attendance will be recorded on the
computer. Students who enter class 10 minutes after the tardy bell rings without valid written excuse will be
counted absent from that class.
Dismissal - Students will be dismissed from class only with permission from the teacher. Students are to remain in
their seats until they have been dismissed.
Pencil - All work that is to be collected by the teacher must be done in pencil. Ink is not acceptable.
Restroom break- Homeroom students will be taken to the restroom before they change classes. Male students
will be taken to the restroom after lunch. Students will be able to go to the restroom with permission.
Cafeteria -No talking for the first five minutes of lunch. One student is responsible for wiping off the cafeteria
tables so the next class to sit there has a nice clean space
Field TripsStudents must follow instructions and stay with the chaperone at all times.
Emergency Drills- During an intruder alert drill the doors must be locked. The lights will be turned off and the
students will get under their desks.
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RULES
1. Come to class on time
2. Attend to personal needs before coming to class
3. Bring required materials every day unless you are otherwise directed
4. Use polite speech and body language
CONSEQUENCES
1. Verbal warning ( reteach the behavioral expectation)
2. Individual conference with the student (Decrease conduct grade to to S.)
3. Rule reflection corner (student explain in writing the rule) were broken and how they will change
their behavior decrease conduct grade N.
4. Call parents (Decrease conduct grade to U).
Reflect on classroom management (Key Element 1.E): What are the most important
considerations in managing the classroom to maximize instructional time, and why do you believe
them to be important?
The most important considerations in managing the classroom to maximize instructional time
Establishing rule and routines early in the year and implementing them until students habitually
demonstrate the behaviors and routines and hold themselves and their peers accountable is a key to
maximizing instructional time. This also provides a safe and productive learning environment for all
students.
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Section VI: Parent Communications
Describe your procedures forproviding initial information about your goals and expectations for
student learning, plans for instruction and assessment, rules for student behavior to your parents
and overall recommendations forinvolving your parents with learning at home. How do you planto periodically inform your parents about their childs learning and behavioral progress in your
class? Also, discuss you would involve your parents in home-based and school-based activities.
Procedures for providing initial information
Procedures for involving parents with the learning at home
I believe that building trusting relationships with students' parents should be a priority. So, before the first
day of school I will set up a parent teacher conference. At this conference I will provide information on the
expectations, rules, and consequences I have for students. During the conference I will also tell my
parents the goals I have for the school year. Also, Iplan to have followed up meetings throughout the
school year. I will periodically inform my parents about their childs learning and behavioral progress in my
class by giving regular updates on student progress throughout the year. At the beginning of each new
standard I will send home a newsletter which will include information about what the students would belearning throughout the week. Periodically the students will be given a progress report. The progress
report will have the students grades along with a section for the students conduct grade E (Excellent), S
(Satisfactory), U (Unsatisfactory), and N( Needs Improvement) represent students behaviors.
Throughout the school year I will be in communication with parents. I will send home bi weekly newsletters so parents
will be informed about what Im teaching in the classroom. I will encourage parents to work with their children on their
projects and homework. I will consider families lifestyles and cultural backgrounds when I plan home activities and som
activities can be adapted to almost any home situation. For instance, most families watch TV. However, children and
parents usually dont watch the same TV. shows. I can suggest appropriate TV. programs and I could send home
questions for families to discuss. This discussion can be carried over into class.
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Section VII: Reflecting and Revision Procedures
Reflect on your long range plan and determine what might be, or what you think may be strengths
and weakness. Decide what modifications or adaptations might be needed to your plan. Decide
how often you think you might need to reflect on your teaching practices.
A. Strengths:A strength of my long range plan is that I have a specific timeline to follow. Having a specific timeline toteach standards help me stay focused on the main concepts without deviating into unnecessary topics.Another strength of my long range plan is the outline of my major assessments I know when the studentswill be evaluated, so I can create study guides.
B. Weaknesses
I may not be able to effectively teach a standard in the specified amount of time. I may not have enough
time to cover all of the material effectively, especially if I have students who need remediation. I have a
classroom filled with students of different developmental levels. I dont want to rush standards because
they have to be done in a set timeframe. If my students dont understand the concept, and I move on, I
would feel like Im doing them a disservice because I have to move on to a new standard when they dont
understand the previous one.
C. Time line for evaluating long range plan components.
I will evaluate my long range plan components at every interim period. Interim grades are given out at the
half way mark through each nine week period. This is about four weeks into each nine week period. I
chose this point because I am not too far into the nine weeks to not be able to revise and adjust.
D. List modifications and adaptations that you think might be needed to improve the
procedures.
The adaptations that I think might be needed to improve the procedures is summaries of students with
IEPs and chronic behavioral issues should be included in the long range plan. Including those summaries
will help the teacher keep up-to-date on the academic plans intended for that student. Also, knowing the
chronic behavioral issues students may have will help the teacher come up with an intervention plan for
challenging behavior. I will constantly reflect on my strengths and weaknesses so I will improve my
procedures.
E. Plan for reflecting on your teaching practices.
I will make reflecting on my teaching practices a priority because theres always room for improvement.
Im still learning the art of teaching. When Im reflecting I will ask myself questions like what can I do to
make my teaching more fun while adding to my students' learning and enjoyment? Did my students
understand the new standard taught to them?
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