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


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


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


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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Documents

Long Range Plan EDUC 450