Long Range Plan

EDUC 450: PROFESSIONAL CLINICAL PRACTICE
LONG RANGE PLAN
Candidate: Danielle C. Hicks

District: OCSD 5
Major: Elementary Education
Cooperating Teacher: Mrs. Yarbrough

School: Marshall Elementary
Cognate(s): English
Grade: 3 rd Grade G&T

Year: 2015
Section I: Student Information

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.
Important Student Information
Factors
(e.g. gender, SES, reading levels,
disabilities, ethnicity, student
interests, and other relevant
factors, etc.)
Gender
Ethnicity
Disabilities
Socio economic Status
Student interest
Attitude towards Math and Science
Description
(of your findings in terms of your
students)
In Mrs. Yarbroughs homeroom class
there are 23 students14 boys and 9
girls. In her first block class there are
12 girls and 9 boys.
In Mrs. Yarbroughs homeroom class
there are 21 African American
students, 1 Hispanic student and 1
Caucasian student. In her firs block
class there are 19 African American
students in the class, 1 Hispanic
student, and 2 Caucasian students.
Two of the students in the class have
asthma. One of the two students has
a severe case of asthma which
causes her to miss quite a few days
of school.
All of the students receive free
breakfast and free lunch.
All of the students seem to
thoroughly enjoy having fun during
their free time, watching t.v. and
movies and playing a variety of
sports. They all seem to have a
positive attitude towards school and
they all want to succeed in life.
All of the students seemed to enjoy
learning about math and science but
they seemed to learn the best when
the information was presented to
them on the SMART Board or their
Ipads because it presented them
with a more interactive and engaging
approach to learning. They students
also paid more attention to the
lesson when it was taught this way.
Sources/Contextual Factors
(e.g. students, community resources, internet,
records, school personnel, family, etc.)
Observation of students in the class and a brief
conversation with my Mentor Teacher, Mrs.
Yarbrough.
Observation of the students in the class.
I had a conversation with the parent and with my

Mentor Teacher, Mrs. Williams.
Orangeburg Consolidated School District 5 has

agreed to pay for breakfast and lunch for all of the
students in the school district.
This information was found by conducting a student
interest inventory in which the students had to
answer questions about themselves. I also had
conversations with the students about their
interests.
I had several conversations with the students. I also

observed how much better they understood the
lesson when they were able to actively participate
in the lesson when it was presented to them on the
SMART Board.
Reflect on the student Information: 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?
Revised Fall 2013 ACEI/NAEYC 2010 Standards
I feel as though all of the information that I collected is extremely essential and imperative because the
information provides me with an in depth look at the students that I will be teaching for the rest of the semester.
The information provided me with the necessary knowledge about how my students learn best, what interests
them the most, what disabilities might pose a challenge to them and their various backgrounds. The information
that I gathered based on my students home life, demographics, socio-economic status, attitudes about certain
content and disabilities will be helpful when planning activities and lessons for my students.
From the information that I collected from my students gender I realized that, in Mrs. Yarbroughs
homeroom class there are 23 students14 boys and 9 girls. In her first block class there are 12 girls and 9 boys.
This helped me to realize that I need to incorporate material into my lessons that will engage both the girls and
the boys. Additionally, I also realized that I need to try my best to avoid gender biases. I should not expect better
work and participation from a girl than a boy. Also I cannot call on a girl more than a boy to answer questions
just because I think that they have a better understanding of the content than a boy. In Mrs. Yarbroughs
homeroom class there are 21 African American students, 1 Hispanic student and 1 Caucasian student. In her
first block class there are 19 African American students, 1 Hispanic student, and 2 Caucasian students in the
class. From analyzing this information I came to the realization that I have to make sure that I do not judge the
students based on their race. I cannot assume that all of the African American students will be loud and
misbehave and the Caucasian and Hispanic students will be quiet and well behaved. I have to set the same high
expectations for all of my students. From the knowledge that I collected about my students on their socioeconomic status, I was able to get the gist on what type of resources they have readily available at home, and
their mental capabilities. I must take the time to consider what I can do as a teacher to help them be the most
productive learners possible. For example, since my students all receive free lunch I might not be able to assign
projects and homework activities that require extensive research using the internet or computers because a lot of
my students do not have full access to that at home. Additionally, I might not be able to assign projects that
require my students to buy a lot of materials for it because their funds maybe limited. I also need to take into
consideration the amount of homework that I assign and the amount of time it will take to complete. Since my
students come from low-income families, their parents might work at odd hours which leaves them responsible
for helping to take care of their siblings and the completion of household chores (cooking and cleaning etc.). I
need to assign homework that is meaningful and a good review of what is being taught, but I need to make sure
that I take into consideration if a child that comes from a family like the one listed in the example above he/she
might not have the time to complete two hours worth of homework because they have household
responsibilities, to which they have to tend to. It will be more reasonable to assign one hours worth of
homework because, it is not the quantity, but the quality of work that truly matters Since I am in charge of over
twenty students, it is mandatory that I know if any of them have any health disparities or learning disabilities
that they might face so that I can take any precautionary measures necessary to ensure their safety and wellbeing while they are in my class. It is very evident that students learn the best when they feel safe and
comfortable when they come to school.
There are two students in the class that have asthma. One has a more serious case that causes her to
frequently miss school due to excessive doctor appointments and feelings of weakness. It is important that I am
aware of this problem and abreast on how to handle it if an episode occurs while the students are in the
classroom. It is imperative that I take into consideration that not all children have the same asthma symptoms,
and these symptoms can differ from episode to episode among the students. I have to always make sure that I
recognize the signs and symptoms of asthma in my students so that I can help them while they are experiencing
these painful complications. Sometimes the students ask me to go to the nurse to use their inhaler because they
are experiencing some complications I immediately say yes so the uneasiness that they are felling can be
relieved as soon as possible. I will always keep a close eye on these particular students and allow them to get
water or go to the nurse whenever necessary to help them avoid a serious asthma attack. I will also be aware of
asthma triggers such as second hand smoke, the use of feathers and exercise etc. I will make sure that I do not
place them with anyone who smells extremely smoky, I will not include the use of feathers in any of our class
projects, and I will not require any of my students with the condition to participate in any strenuous exercise.
Additionally, if I see that they are over exerting themselves while they are playing, I will tell them to take a
break and they can resume playing once they have gotten time to get a breather or some water.
In order to learn more about the lives of my students, I compiled a student interest inventory. All of the
students were familiar with this because they had completed them before in their other classes. When I first
gave them the interest inventory, they were very excited to complete it because they wanted me to learn all
about them. I saw this as a very important activity for my students to complete because in order to be able to
effectively and efficiently teach my students, first I have to get to know them. If a teacher does not know her
students, she will not be able to reach them. From reading the responses to my interest inventory, I was able to
identify their likes and dislikes, their favorite foods, their favorite colors, their favorite subject and how they
learn best. This information will aid me in the formulation of my lessons because I will be able to incorporate
components into my lesson that will gain my students attention and help them focus on the task at hand.
Without this valuable information being included in the lesson, my students would feel unengaged and bored
because components of the lesson were not included to help gain and ultimately keep their attention on the
lesson. I have come to the realization that if students are engaged in the lesson, they are more likely to learn and
retain the information that they have learned for years to come.
All of the students that are in Mrs. Yarbroughs class have been tested and labeled as being Gifted and
Talented. Throughout the process of getting to know my class, I learned that although some of my students
catch on to the material faster than others, none of them have learning disabilities that will prevent them from
learning and excelling. Although all of the students that are in the class have the potential to be great, not all of
them excel to their fullest capabilities. Since the students are smart, they oftentimes get bored while the teacher
is teaching them, and they begin to daydream or play with objects (pencils and paper clips etc.) found at their
desks. Since they are not paying attention to the lesson when the teacher gives a pop quiz based on the lesson
that she just taught, these students fail the quiz, not because they are not smart, but simply because they were
not paying attention. For these students, I will have to make sure that my lessons are exciting and that the
students are active participants in the lesson so that they will not fall by the wayside due to the fact that they
have a short attention span. My teacher informed me that some of the other students do not do as well in the
class because they do not have a stable support system at home. When the teacher gives homework, several
students will only complete a portion of it while others do not complete any of it. This is detrimental to their
average in the class because the teacher gives them a daily homework grade. These students try their best to do
their homework, but because they lack parental help, support, and supervision, their homework grades suffer. I
realize that the completion of homework is important, that is why in my classroom, I will make sure that I try
my best to contact the parents and guardian of those students and try to relay the importance of homework
completion. If the parents still do not comply, I will ask parental permission to recommend the child for an after
school club or tutoring program that can help the child with their homework. The students that seem to thrive
the most in the class are those that have support from a parent or guardian at home, pay attention in class and
ask questions. I can tell that these students have a support system at home backing them up because their
homework is always completed, their parents are always calling with questions or comments on how they can
better help their child and some of the parents volunteer in the class. This really plays a big role in the
educational advancement of children. Additionally, these students are always paying attention in class, and they
always have their Ipads which they are required to bring to class every day. Since they bring their I pads, they
are able to participate in the interactive activities that the teacher has planned for them, which in turn helps them
learn better because, they get to learn in a fun way. Those students who do not have their I pads are unable to
participate and have to do an alternative assignment using the traditional paper and pencil or they are just
simply unable to participate. As stated earlier all of the students have the brain power to excel but not all of
them perform at the levels for which they are capable of. I also noticed that all of the students seemed to enjoy
learning about math and science but, they seemed to learn the best when the information was presented to them
on the SMART Board or their I pads because it presented them with a more interactive and engaging approach
to learning. They students also paid more attention to the lesson when it was taught this way. I will definitely try
to incorporate some form of technology in my lessons because this really seems to keep the students engaged in
the lesson and excited about learning.
Section II: Long Range Learning and/or Developmental Goals

Describe the long range learning/developmental goals (standards) that you have established for your 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: English Language Arts
Long Range Learning and/or Developmental Goals

RL.3.1: Ask
and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers.
RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the
sequence of events.
RF.4: Read with sufficient accuracy and fluency to support comprehension.
a.
Read grade-level text with purpose and understanding.
S.L. 2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
Reflect on the long range learning and/or developmental goals: 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?
After reviewing the South Carolina Third Grade ELA Standards and the Orangeburg County School District 5
Curriculum Pacing Guide, I carefully chose a few of the standards that are necessary and vital for the students to
gain mastery of before departing from the third grade. It is obvious that the students need to master all of the
ELA standards, but the standards that I selected seem to be the most important for the students to master. I
believe that the most important goals are ask and answer questions to demonstrate understanding of a text and
read grade-level text with purpose and understanding. It is important that students are able to ask and answer
questions to demonstrate the understanding of a text because many students begin to make sense of literature by
asking questions about the text. It is also very noticeable that an appreciation of literature requires the reader to
gain an understanding of printed text by identifying the central meaning and facts of the text. If the reader does
not ask and answer questions to gain information about the text they will more than likely not have a true
appreciation of literature. Also it is important for students to be able to read grade-level text with purpose and
understanding. It is important for students to be able to read on grade level because reading is one of the bases
for success. If a child cannot read then they will ultimately struggle with every subject because reading is an
essential component of all subject matter. Research shows that proficiency in reading by the end of third grade
enables students to shift from learning to read to reading to learn, and to master the more complex subject
matter they encounter in the fourth grade curriculum. Most students who fail to reach this critical milestone fail
in the later grades and often drop out before earning a high school diploma. We do not want our students to drop
out and be unsuccessful simply because they cannot read that is why I think the implementation of this standard
is crucial.
Subject: Mathematics
3. MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve
word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram.
3. MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step
how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in
which each square in the bar graph might represent 5 pets.
3. MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by
making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.
After reviewing the South Carolina Third Grade Math Standards and the Orangeburg County School District 5
Curriculum Pacing Guide, I carefully chose a few of the standards that are necessary and vital for the students to
gain mastery of before departing from the third grade. It is obvious that the students need to master all of the
Math standards, but the two that seem the most important are Tell and write time to the nearest minute and
measure time intervals in minutes. Being able to accurately and appropriately tell time is very important. Students will
need to tell time so that they will know how to be on time to class, work and other necessary appointments. If a student
does not know how to tell time then they will not be able to be productive. It is also important for students to be able draw
picture and bar graphs so that they can have and understanding of what these graphs consists of and how to interpret them.
Subject: Science
3-2 The student will demonstrate an understanding of the structures, characteristics, and
adaptations of organisms that allow them to function and survive within their habitats.
3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow
and are adapted to conditions within their habitats.
3-2 The student will demonstrate an understanding of the structures, characteristics, and
adaptations of organisms that allow them to function and survive within their habitats.
After reviewing the South Carolina Third Grade Science Standards and the Orangeburg County School District
5 Curriculum Pacing Guide, I carefully chose a few of the standards that are necessary and vital for the students
to gain mastery of before departing from the third grade. It is obvious that the students need to master all of the
Science standard, but I chose a few that seem to be the most important: illustrate the life cycles of seed plants
and various animals and summarize how they grow and are adapted to conditions within their habitats and
demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to
function and survive within their habitats. Students need to know the life cycle of seed plant and animals so that
they will have a general understanding about the life cycles of various organisms that dwell and abide in the
world. Without the knowledge of this, they will not thoroughly understand the circle of life. They also need to
know about the structures, characteristics, and adaptations of organisms so that they will understand how they
function and survive.
Subject: Social Studies
Standard 3-1: The student will demonstrate an understanding of places and regions in South Carolina and the role of human systems
in the state
3-1.1:Categorize the six landform regions of South Carolina- the blue Ridge, the Piedmont, the Sand Hills, the Inner Coastal Plain, the
Outer Coastal Plain, and the Costal Zone- according to their climate, physical features and natural resources.
3-1.2 : Describe the location and characteristics of significant features of South Carolina including landforms; river systems such as
the Pee Dee River Basin, the Santee River Basin, the Edisto River Basin and the Savannah River Basin; major cities; and climate
regions
Reflect on the long range learning and/or developmental goals): Of the long range learning and/or developmental goals you
After reviewing the South Carolina Third Grade Social Studies Standards and the Orangeburg County School
District 5 Curriculum Pacing Guide, I carefully chose a few of the standards that are necessary and vital for the
students to gain mastery of before departing from the third grade. It is obvious that the students need to master
all of the Social Studies Standards but the ones that seem the most important: are categorize the six landform
regions of South Carolina and explain interactions between the people and the physical landscape of South
Carolina over time. It is important for students to be able to categorize the six landform region regions of
South Carolina because it is important that they have an in-depth understanding about the State that thy live in.
Section III: Instructional Units

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts
(dance, music, theater, and visual arts), health and physical education in your units.
Subject: English Language Arts
Unit Length
(i.e., approximate number of lessons
Unit Topic or Description

RL.3.1: Ask
and answer questions to demonstrate

understanding of a text, referring explicitly to the text as
the basis for the answers.
1 week
2 weeks
RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings)
and explain how their actions contribute to the sequence of events.
RF.4: Read with sufficient accuracy and fluency to support comprehension.
a.
Read grade-level text with purpose and understanding.
S.L. 2: Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and formats, including visually,
quantitatively, and orally.
1 week
2 weeks
Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on
each unit of instruction?
The instructional sequence for English and Language Arts, which includes, reading, writing, speaking/ listening and language
are all determined by the South Carolina State Standards and the OCSD 5 pacing guide. The South Carolina State Standards
and the OCSD 5 pacing guide are very detailed and helpful for teachers in OCSD 5. All of the units and lessons provided in the
pacing guide are aligned with the curriculum so that they can be completed in the allotted time of the school year. While
referring to the OCSD 5 pacing guide and SC State Standards, I will regulate my instruction and the amount time spent for
every standard. Additionally, I will govern my weekly plans according to how well my students learned and caught on to the
new material that was being related to them. I will always try to keep my students understanding and comprehension in mind
before moving on to the next lesson.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit Topics
1
ARTS
After the students describe
characters in a story (e.g., their traits,
motivations, or feelings) and explain
how their actions contribute to the
sequence of events, they will be
asked to draw the characters on
construction paper and decorate it.
PE
The teacher will have the students
act out as the characters in the
story in that they just read in order
to explain their traits, motivations,
or feelings.
After the students read grade-level

text with purpose and
understanding, they will draw a
picture that showcases the text
that they read.
The students will be shown a an

ELA question on the SMART
BOARD with three answer choices,
students who chose the first
answer can stand on one foot the
student who chooses the second
answer can jump up and down in
HEALTH
The teacher will read the students a
passage about individuals that did
not practice a healthy lifestyle and the
effects of not living a healthy lifestyle. The students will be asked to
describe characters in a story (e.g.,
their traits, motivations, or feelings)
and explain how their actions
contribute to the sequence of events.
The students will read grade-level
text about the risks of smoking
and the affects that it has on your
overall health.
The students will determine the

main ideas and supporting details
of a text read aloud or information
presented in diverse media and
formats, including visually,
Afterwards they will create a
poster that describes the main idea
and supporting details of a text
that they just read and they will be
asked to share it with the class.
The students will trace their hand
and on the hand they will be told to
write five questions that they have
about the text in order to
demonstrate an understanding of a
text, referring explicitly to the text
as the basis for the answers.
place and the student who

chooses the third answer can walk
in place.
The teacher will read a passage
about healthy life styles and the
students will be asked to identify
the main idea. The students can
also present some ideas on how to
exercise daily. The teacher will
guide the discussion into the
importance of walking on the daily
basis. The students will be allowed
to demonstrate what they learned
by walking a few laps around the
gym.
The students will get in groups and
they will create their own story and
they will they act it out for the
class.
The students will read a passage

on the effects of drinking on the
life of an individual. The students
will write a paper and create a
poster of why drinking is bad for
you.
The students will read a passage

on making healthy food choices
and they will be asked to identify
the main idea and supporting
details.
Subject: Mathematics
Unit Topic or Description -- Key Element
Unit Length
3. MD.1. Tell and write time to the nearest minute and

measure time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in
minutes, e.g., by representing the problem on a number
line diagram.
1week
3. MD.3. Draw a scaled picture graph and a scaled bar graph to represent a
data set with several categories. Solve one- and two-step how many more and
how many less problems using information presented in scaled bar graphs.
For example, draw a bar graph in which each square in the bar graph might
represent 5 pets.
3. MD.4 Generate measurement data by measuring lengths using rulers marked
with halves and fourths of an inch. Show the data by making a line plot, where
the horizontal scale is marked off in appropriate units whole numbers, halves,
or quarters.
2weeks
3weeks
The instructional sequences for Math are all determined by the South Carolina State Standards and the OCSD 5 pacing guide.
The South Carolina State Standards and the OCSD 5 pacing guide are very detailed and helpful for teachers in OCSD 5. All of
the units and lessons provided in the pacing guide are aligned with the curriculum so that they can be completed in the
allotted time of the school year. While referring to the OCSD 5 pacing guide and SC State Standards, I will regulate my
instruction and the amount time spent for every standard. Additionally, I will govern my weekly plans according to how well
my students learned and caught on to the new material that was being related to them. I will always try to keep my students
understanding and comprehension in mind before moving on to the next lesson.
Unit Topics
1
ARTS
The students will cut out and
decorate a clock and attach the hour
hands with brass pins so that they
can be manipulated. They will put it in
their notebooks so that they can use
them for practice.
The students will draw a scaled

picture graph and a scaled bar
graph to represent a data set with
several categories
The students will show the data by

drawing a line plot. After they draw
their line plot they can decorate it.
PE
The teacher will display a clock on
the SMART Board and with three
answer choices of what the time
can be the students who chose the
first answer can stand on one foot
the student who chooses the
second answer can jump up and
down in place and the student who
in place.
The teacher will poll the students
on their favorite food in order to
get information from the students
to create the graphs. Those who
like pizza will be told to come
stand in the front of the classroom.
Those who like hamburgers will be
told to go stand in the back of the
classroom and those who like hot
dogs will be told to stand in the
middle of the classroom.
If the students get restless during
the lesson they will be instructed
to get up and do five jumping jacks
and to jump in place for five
minutes( while they are completing
the exercises they should be
counting them aloud).
HEALTH
The teacher will ask the students a
question. John began exercising at
4:30p.m. He exercised for 30 minutes
show me on the clocks in your
notebooks what time he finished
exercising.
The teacher will display

information about various
individuals who exercise. The
students will be asked to create a
bar graph to display what exercise
was the most popular.
The teacher will present

information about how long a
particular group of people
exercised per day. The students
will be asked to graph the times of
the exercises that were completed.
They will then be asked what
exercise time was displayed the
most.
Subject: Science
Unit Length
1 week
3-2 The student will demonstrate an understanding of

the structures, characteristics, and adaptations of
organisms that allow them to function and survive within

their habitats.
2 weeks
3-2.1 Illustrate the life cycles of seed plants and various

animals and summarize how they grow and are adapted
to conditions within their habitats.
3-2 The student will demonstrate an understanding of
the structures, characteristics, and adaptations of
organisms that allow them to function and survive within
their habitats.
3 weeks
The instructional sequences for Science are all determined by the South Carolina State Standards and the OCSD 5 pacing
guide. The South Carolina State Standards and the OCSD 5 pacing guide are very detailed and helpful for teachers in OCSD 5.
All of the units and lessons provided in the pacing guide are aligned with the curriculum so that they can be completed in the
allotted time of the school year. While referring to the OCSD 5 pacing guide and SC State Standards, I will regulate my
instruction and the amount time spent for every standard. Additionally, I will govern my weekly plans according to how well
my students learned and caught on to the new material that was being related to them. I will always try to keep my students
understanding and comprehension in mind before moving on to the next lesson.
Unit Topics
ARTS
The students will create a parts of a
plant booklet that they will decorate
and then place in their notebooks.
The students will complete a cut

and paste activity that will ask
them to cut out the names of the
parts of a flower and paste the
label in the correct area.
The students will draw a plant and
the label the parts and color it.
The students will make their own

flower using a paper plate and pipe
cleaners. After they finish they can
share it with the class.
PE
The teacher will take the students
outside and have them complete a
plant scavenger hunt they will be
given a list with various plants and
they will be asked to find all that
they can in 20 minutes.
The teacher will take the students
outside and they will learn about
plants and the parts of a plant
while walking round and looking at
different examples of plants.
The students will be shown a
picture of a plant on the SMART
BOARD with three answer choices,
in place.
The students will play plant
musical chairs. A rap about plants
will be played using Flocabulary,
when the music stops they have to
HEALTH
The teacher will ask the students
how do plants contribute to the
health of humans?

what does a plant need to be
healthy?

what part of the plant transports
nutrients to the plant?

what does a plant need to survive
and be healthy, how is that
different from what humans need
try and find a seat.
to survive and be healthy?.
Subject: Social Studies
Unit Length
2 weeks
Standard 3-1: The student will demonstrate an understanding of places and
regions in South Carolina and the role of human systems in the state
3-1.1:Categorize the six landform regions of South Carolina- the blue Ridge, the
Piedmont, the Sand Hills, the Inner Coastal Plain, the Outer Coastal Plain, and
the Costal Zone- according to their climate, physical features and natural
resources.
2weeks
2weeks
3-1.2 : Describe the location and characteristics of significant features of South
Carolina including landforms; river systems such as the Pee Dee River Basin,
the Santee River Basin, the Edisto River Basin and the Savannah River Basin;
major cities; and climate regions
The instructional sequences for Social Studies are all determined by the South Carolina State Standards and the OCSD 5
pacing guide. The South Carolina State Standards and the OCSD 5 pacing guide are very detailed and helpful for teachers in
OCSD 5. All of the units and lessons provided in the pacing guide are aligned with the curriculum so that they can be
completed in the allotted time of the school year. While referring to the OCSD 5 pacing guide and SC State Standards, I will
regulate my instruction and the amount time spent for every standard. Additionally, I will govern my weekly plans according
to how well my students learned and caught on to the new material that was being related to them. I will always try to keep my
students understanding and comprehension in mind before moving on to the next lesson.
Unit Topics
1
ARTS
The students will be asked to draw
the blue Ridge, the Piedmont, the
Sand Hills, the Inner Coastal Plain,
the Outer Coastal Plain, and the
Costal Zone and decorate it.
PE
The students will be asked a
question about the blue Ridge, the
Piedmont, the Sand Hills, the Inner
Coastal Plain, the Outer Coastal
Plain, and the Costal Zone. They
will be given three answer choices.
with three answer choices,
HEALTH
The students will be asked what type
of medical problems the people that
lived in the blue Ridge, the Piedmont,
the Sand Hills, the Inner Coastal
Plain, the Outer Coastal Plain, and
the Costal Zone faced.

in place.
The students will be asked a
question about the Pee Dee River
Basin, the Santee River Basin, the
Edisto River Basin and the
Savannah River Basin. They will
be given three answer choices.
with three answer choices,
in place.
The students will be asked to
conduct a skit in which they will
pretend that they are traveling to
some of the regions in S.C.
The students will be allowed to
stand up and walk in place if I see
they are getting restless during the
lesson.

create a poster presentation on
the river systems such as the Pee

Dee River Basin, the Santee River
Basin, the Edisto River Basin and
the Savannah River Basin.
Using Play-Dough the students will

be asked to create the regions in
South Carolina.

create a colorful book about the
regions in South Carolina.

what they think the people in the
Pee Dee River Basin, the Santee
River Basin, the Edisto River Basin
and the Savannah River Basin did
to stay healthy.
The students will be asked how do

they think the people in the
regions in South Carolina
maintained a healthy lifestyle.
The students will be asked what if
they think the people during that
time period lived a healthier
lifestyle than what we do now.
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 of technology, 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
Glue , Pencils, Pens, Stapler, Tape, Dry Erase
Markers, Dry Erase board, Computer, SMART Board
Laptop, Scissors, Sticky notes, Common Core
review books for ELA Math Science and S.S.
Printer, Printer paper, paper clips, Pop sickle sticks,
Power Teacher, agenda and power points.
Student Materials
Glue , Pencils, Pens, Stapler, Tape, Scissors, Sticky notes,
Common Core review worksheets for ELA Math Science and S.S.
and paper, paper clips, glue, markers and crayons.
Section IV: Assessment of Student Performance

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).
English Language Arts
Assessments (Indicate
whether formative or
summative)
Unit 1: Formative
Assessment(Kahoot Quiz)
Evaluative Criteria
Student
Progress/Achievement
Reporting Method(s)
All of the progress that the
students make on the
classroom assessments will
be relayed to them promptly
within a two day time period.
All of the students grades are
recorded in Power School and
the parents can access them
online at any time.
within a two day time
period. All of the students
grades are recorded in
Power School and the
parents can access them
online at any time.
online at any time.
online at any time.
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below
Unit 2: Formative
Assessment(Multiple Choice
Test)
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below
Unit 3: Formative
Assessment (Writing
Assessment)
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below
Unit 4:Sumative
Assessment (Short Answer
Test)
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below
Matching Goal
RL.3.1: Ask and answer

questions to demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
RL.3.3: Describe characters
in a story (e.g., their traits,
motivations, or feelings) and
explain how their actions
contribute to the sequence
of events.
RF.4: Read with sufficient

accuracy and fluency to
support comprehension.
a.
Read grade-level
text with purpose and
understanding.
S.L. 2: Determine the main

ideas and supporting details
of a text read aloud or
information presented in
diverse media and formats,
including visually,
Mathematics
summative)
Unit 1: Formative Assessment
( Kahoot Quiz)
Evaluative Criteria
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below
Student
Reporting Method(s)
Matching Goal
3. MD.1. Tell and write

time to the nearest
minute and measure
time intervals in

online at any time.
minutes. Solve word

problems involving
addition and
subtraction of time
intervals in minutes,
e.g., by representing
the problem on a
number line diagram.
Unit 2: Formative
Assessment (Multiple
Choice)
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below

online at any time.
Unit 3: Formative
Assessment ( Writing
Assessment)
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below

online at any time.
Unit 4: Summative
Assessment(Short Answer
Test)
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below

online at any time.
3. MD.3. Draw a scaled

picture graph and a scaled
bar graph to represent a
data set with several
categories. Solve one- and
two-step how many more
and how many less
problems using information
presented in scaled bar
graphs. For example, draw a
bar graph in which each
square in the bar graph
might represent 5 pets.
3. MD.4 Generate
measurement data by
measuring lengths using
rulers marked with halves
and fourths of an inch.
Show the data by making a
line plot, where the
horizontal scale is marked
off in appropriate units
whole numbers, halves, or
quarters.
3.NF.A.1 Understand a
fraction 1/b as the quantity
formed by 1 part when a
whole is partitioned into b
equal parts; understand a
fraction a/b as the quantity
formed by a parts of size
1/b.
Science
summative)
Unit 1 : Formative
Evaluative Criteria
Student
Reporting Method(s)
Matching Goal
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below

online at any time.
3-2 The student will

demonstrate an
understanding of the
structures,
characteristics, and
adaptations of
organisms that allow
them to function and
survive within their
habitats.
Unit 2:Formative
Assessment (Multiple
Choice)
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below
3-2.1 Illustrate the life cycles

of seed plants and various
animals and summarize how
they grow and are adapted
to conditions within their
habitats.
Unit 3:Formative
Assessment(Writing
Assessment)
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below

online at any time.
online at any time.

online at any time.
3-2.2Explain how physical

and behavioral adaptations
allow organisms to survive
(including hibernation,
defense, locomotion,
movement, food
obtainment, and camouflage
for animals and seed
dispersal, color, and
response to light (for
plants).
Assessment(Kahoot Quiz)
Unit 4: Summative(Short
Answer Test)
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below
3-2 The student will

demonstrate an
understanding of the
structures,
characteristics, and
adaptations of
organisms that allow
them to function and
survive within their
habitats.
Social Studies
summative)
Unit 1: Formative Assessment
Evaluative Criteria
Student
Reporting Method(s)
Matching Goal
(Kahoot Quiz)
Unit 2: Formative
Assessment(Multiple
Choice)`
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below
Unit 3:Formative
Assessment (Writing
Assessment)
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below
Unit 4:Summative
Assessment (Short Answer
Test)
A= 100-93
B= 92-85
C=84-77
D=76-70
F=69 and below

online at any time.
online at any time.
online at any time.
online at any time.
Standard 3-1: The student will

demonstrate an understanding
of places and regions in South
Carolina and the role of
human systems in the state
3-1.1:Categorize the six

landform regions of South
Carolina- the blue Ridge, the
Piedmont, the Sand Hills, the
Inner Coastal Plain, the Outer
Coastal Plain, and the Costal
Zone- according to their
climate, physical features and
natural resources.
3-1.2 : Describe the location
and characteristics of
significant features of South
Carolina including
landforms; river systems
such as the Pee Dee River
Basin, the Santee River
Basin, the Edisto River
Basin and the Savannah
River Basin; major cities;
and climate regions
3-2.3
Describe the initial
contact, cooperation, and
conflict between the Native
Americans and European
settlers in South Carolina.
Reflect on student performance: (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?
I decided that the major assessments for evaluating progress and achievement for my students by making sure that they
aligned with the and the South Carolina curriculum standards and indicators Orangeburg County School District 5 pacing
guide. I made sure that the assessments that I chose were aligned with the information that I was teaching that week lessons
that week. I usually assess the students knowledge on Friday so the students have the whole entire week to prepare
themselves for the test and ask any questions that they might have. The assessments include Kahoot (online quizzes) CPS
quizzes, multiple choice, true false, and matching tests. Before the students begin their assessments, I will go over the
content and ask questions. In order to help the students and their parents comprehend the evaluation criteria for the class, I
will provide them with a rubric that details the requirements for each assessment. The students will be presented with their
graded assessments within two days of taking the test. All of the grades will be sent home with the students weekly for the
parents to review. I will also send progress reports home with the students and the parents will be required to sign and return
them with their child on the next day. The parents also have unlimited access to Power School. On Power School they, can
see all of the grades along with a description of the grades.
Section IV B: Assessment of Student Performance Record Keeping

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: All student assignments are graded the day
that they are completed. After the assignment is graded, I will put the grades in the online grade book (Power
School). Since Power School is online the parents have the opportunity to view their childs grades and see their
progress in the class. Additionally a hard copy of the students grades are kept in the classroom just in case the
parents would like to see exactly what their child missed on the assignment.
B.
Procedures for aggregating and displaying data: I will aggregate the students grades on the same day that they are
completed. I will also make sure that the grades are placed in Power School as soon as possible after aggregating
their scores. The students work is displayed on the classroom bulletin board and on the wall outside of the
classroom. The only work that will be on display is work that is neatly done and of excellent quality. The graded work
that is on display outside the classroom will change monthly but the work on the classroom bulletin board will
change more frequently depending on what we are working on in class.
C.
How will you use the data to make instructional decisions? I will analyze the students performance on the
assignments that they complete, I will reflect on my teaching strategies and based on their scores and their
comprehension of the material I will ponder upon how to make better instructional decisions and improvements so
that all of my students will thrive, learn ,and succeed to the best of their ability. If the students do well I will know that
I do not have to reteach the material but if I notice that they are struggling I will take the time to reteach the material
in a way that they understand better.
Section V: Classroom Management

Describe your expectations for student behavior during 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
During the instructional time the students are expected to be sitting in their
desks quietly and they should be giving the teacher their undivided attention.
They should also have
paper and
twoNON-INSTRUCTIONAL
sharpened pencilsROUTINES
on their desks so that
EXPECTATIONS
DURING
they will not have to keep getting up to get materials during instruction. Since
the students are labeled as being gifted and talented the bar is set high for them
as far as academics and behavior is concerned. Additionally the parents are
encouraged to assist their child with studying, homework and projects etc. in
order to ensure that they do well in the class. The rules, consequences, and
rewards are listed below.
Rules
1.
2.
3.
4.
5.
Be respectful at all times.

Keep your hands and feet to yourself.
Raise your hand before you speak.
Have all required materials.
Turn in all work on time and make sure that you complete it to the best of
your ability.
6. Have a positive attitude at all time.
Consequences
1.
2.
3.
4.
5.
Verbal Warning
Silent Lunch
Note to Parent
Call Home to Parent
Referral
Rewards
1. Praise
2. Treats
3. Positive note/call home
There are several non-instructional routines that the students are expected to
follow while they are in class.
NON-INSTRUCTIONAL
ROUTINES
Sharpening pencils: EXPECTATIONS
The studentsDURING
are allowed
to sharpen two
pencils at the
beginning of the day. They are not
allowed to randomly get up and sharpen their
RULES AND CONSEQUENCES
pencils during the day unless special permission is given to them by the teacher.
If they really need another pencil and do not have
another sharpened one they are allowed to get a pencil out of the pencil basket in the front
of the class after they raise their hand and ask for permission.
Throwing away trash: The students are not allowed to spontaneously get up and throw
trash away, they can throw away their trash if they ask for permission and they are not
interrupting the class in the process of throwing away the trash.
Early Finishers: Those students who finish early are allowed to take out there I pads and
play and educational game . They are also allowed to take out a book and read or complete
an assignment that they did not finish earlier.
Classroom Transitions: The students transition from Math and Science class to go next door
for ELA and Social Studies. The students are expected to quietly gather their materials and
line up in an orderly fashion in order to go to their next class.
Reflect on classroom management: What are the most important considerations in managing the classroom to maximize
instructional time, and why do you believe them to be important? I think the most important considerations in managing the
classroom to maximize instructional time is establishing and maintaining clear expectations and making sure that the
students understand the consequences and abide by them daily. Establishing and maintaining high expectations is a very
important component because in order for classroom time to be maximized the students must know what is expected of them
throughout the duration of them being in the class. If they do not know what is expected of them they will not be able to
complete all of their requirements during their instructional time. The students also need to be aware of the consequences for
bad behavior. If the students do not feel that there are any consequences for bad behavior they will misbehave and this ill
cause the instructional time to be interrupted because the teacher has to stop in the middle of her lesson in order to
reprimand the student that was acting up. The time the teacher takes to correct the students she could be using that time for
instruction.
Section VI: Parent Communications

Describe your procedures for providing 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 for involving your
parents with learning at home. How do you plan to 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
In the beginning if the school year I will provide initial information about my goals
and expectations for student learning, plans for instruction and assessment, and
rules for student behavior by sending a note home to the parents. The letter will
inform the parents with a little bit of information about myself and most
importantly it will provide them with information about the class and what is
I will alsofrom
encourage
the parents
to will
be actively
involved
in their
expected
their child.
The letter
also include
the rules
andchilds
consequences.
academics.
There
will
be
homework
assignments
and
several
outof
The parent and the child will be expected to sign and return theprojects
bottom sent
portion
throughout
the course
of the
year andand
the will
parents
to assist their
the
letter stating
that they
understand
abidewill
bybe
theasked
information
child throughout
this process.
I will
alsothis
stress
the importance
ofstudents
parents when
presented
in the letter.
I will also
review
information
with the
reviewing
the
material
and
homework
to
enforce
what
we
are
learning
in the
they enter the classroom. The parents will also be invited to Open House/PTO.
class.
The parents
will also
beHouse/PTO
encouraged
come
volunteer
the class,
The
parents
who attend
Open
willtobe
ableand
to present
anyinquestions
attend field
PTOstoscience
comments
or trips
concerns
me andfairs,
theyetc.
will also have the chance to voice their
Revisedopinions.
Fall 2013The
ACEI/NAEYC
2010
students will
be Standards
given a weekly behavior sheet in which I will record
their behavior daily. The parents will be asked to Review and sign this sheet daily
Procedures for involving parents with the learning at home

Section VII: Reflecting and Revision Procedures
Parents can demonstrate involvement at home-by reading with their children,

helping them with homework, and discussing school events that occurred
throughout the day. Parents can also address any behavior problems that their
child might be having at school. It is very evident that students that have a parent
that is involved with their learning at home seem to thrive. This is the case
because the material that they learn at school is constantly being enforced at
home. Additionally the student knows that they have a support system at home
that is backing them and want to see them ultimately be successful.
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: The strengths of the long range plan is that I tried my best to make my lessons, interesting, exciting and
engaging for all of my students. I also incorporated the use of technology so that my students will not have to
complete activities using paper and pencil all of the time. I also think that all of my lessons are in-depth and they will
give the students a good understanding of the new content that they will be learning. I will probably have to modify
my lessons and make them shorter due to all of the testing that occurs with my students throughout the school year.
I need to reflect on my teaching practices daily in order to ensure that I teach my lessons to the best of my ability and
to make sure that my students understand all of the components of the lesson.
B.
Weaknesses
A weakness in the long range plan is trying to make sure that I incorporate some form of Health and Physical
Education into the lesson. I will try my absolute best to make sure that I incorporate these componets into the lesson.
Another weakness is trying to stay on the time schedule that is allotted. There is so much information to teach in
such a little amount of time. My students are very bright and seem to catch on at a fast pace. Hopefully they will catch
on to all of the information that is being presented. I will probably have to modify my lessons and make them shorter
due to all of the testing that occurs with my students throughout the school year. I need to reflect on my teaching
practices daily in order to ensure that I teach my lessons to the best of my ability and to make sure that my students
understand all of the components of the lesson.
C. Time line for evaluating long range plan components.
I plan on evaluating my long range plan components every two weeks. As I complete a unit for each subject I will definitely
make sure that I am on track with the unit outline. I will make sure that my students master all of the standards mentioned in
the long range plan before moving on to another component that is outlined. I also plan to stay in constant communication
with my students parents about academics as well as behavior. The parents need to be involved with their childs education
and students need to know that they have a support system at home backing them up.
D.
1.
2.
3.
List modifications and adaptations that you think might be needed to improve the procedures.
I will probably have to seek advice on how to incorporate of Health and Physical Education.
New classroom consequences and rules will probably have to be enforced throughout the year depending on the
students behavior.
Parent communication throughout the year may increase depending on the students academics and behavior.
E.
Plan for reflecting on your teaching practices.
I will make sure that I always take time to reflect on my teaching practices. I will do so by using the reflective lesson plan to
list my strengths and weaknesses. I will be able to review this information and make improvements based upon the
weaknesses that I listed. Additionally I will have weekly conferences with my teacher. While in this conference she will tell me
any strengths, weaknesses, and concerns. I reflect upon this information and make improvements to my teaching based upon
her suggestions.
Long Range Plan Scoring Rubric

Name: _______________________________
_________________________
ACEI/
NAEYC
Component
Major: ______________________
Target (3)
Acceptable (2)
Description of
Students
Describes students in-depth according to

ability, learning styles, ethnic group, gender
and special needs, etc.; suggests several ways
to plan lessons to accommodate differences.
Describes students according to

their differences, but is unclear
about ways to accommodate
differences when planning.
Contextual
Factors
Data is collected from multiple sources,

including IEPs, test scores, school records,
student interest surveys, school personnel,
students, etc. Candidate reflects an
understanding of the importance of
collaborative relationships with families, school
colleagues and agencies in the community.
3.1/3a
Learning and
Developmental
Goals
Includes at least four (4) or more standards

which exhibit evidence of objective taxonomy,
skills, and dispositions that support elementary
students development, learning, and
motivation to learn.
3.2/1c
Learning and
Developmental
Goals
Goals clearly reflect sensitivity to the diversity

of students in their development and learning
styles, as well as race, ethnicity, culture and
exceptional needs.
Data is collected from at least

three types of sources and the
candidate shows some
understanding of the importance
of collaborative relationships with
families, school colleagues and
agencies in the community.
Includes at least three (3)
standards which exhibit
knowledge of objective
taxonomy, skills, and dispositions
relevant and meaningful to
specific age groups.
Goals reflect an understanding of
the diversity of students in their
development and learning styles
and reflect at least two of the
following: race, ethnicity, culture
or exceptional needs.
Units of
Instruction
- English
Language Arts
The content area related to reading, writing,

speaking, viewing, listening, and thinking skills
is comprehensively covered. The timeline of
instructional units reflects knowledge of key
themes, of concepts, and of English language
arts skills. The content is paced so objectives
are covered.
1.0/1a
5.2/2c;
3b
2.1/5a
The content area has 90% of the

key elements covered, reflecting
knowledge of key themes,
concepts and of English language
arts skills. The content is paced
so objectives are covered.
Date:
Unacceptable (1)
Does not include at least five
(5) types of descriptions;
displays minimal
understanding of addressing a
variety of student needs when
planning.
Used primarily secondary
source data (records) to obtain
data. No school or community
data included.
Includes standards, but lacks
appropriate depth of
knowledge of taxonomy, skills,
and dispositions relevant and
meaningful to specific age
groups.
Goals lack sensitivity to the
diversity of students.
The content area is
addressed; however, little
evidence supports the direct
alignment with the knowledge
of key themes, concepts and
of English language arts skills.
The content is not paced so
objectives are covered.
Sco
re
Units of
Instruction
- Science
The content area related to concepts of

physical, life, and earth science is
comprehensively covered. The timeline of
instructional units reflects knowledge of key
themes, concepts and of skills necessary to
plan appropriate science lessons. The content
Is paced so objectives are covered.
The content area has at least

90% of the key elements
covered, reflecting knowledge of
key themes, concepts and of
skills necessary to plan
appropriate science lessons. The
content is paced so objectives
are covered.
The content area is

of key themes, concepts, and
of science skills. The content
is not paced so objectives are
covered.
Units of
Instruction
- Mathematics

number and operations, algebra, geometry,
measurement, and data analysis and
probability is comprehensively covered. The
timeline of instructional units reflect
knowledge of key themes, concepts and of
skills necessary to plan appropriate
mathematics lessons. The content Is paced so

appropriate mathematics
lessons. The content Is paced so
The content area is addressed;

however, little evidence
supports the direct alignment
with the knowledge of key
themes, concepts, and of
mathematics skills. The
content is not paced so
2.4/5a
Units of
Instruction
Social Studies

history, geography, and the social sciences is
comprehensively covered. The timeline of
instructional units reflect knowledge of key
themes, concepts and of skills necessary to
plan appropriate social studies lessons. The
content Is paced so objectives are covered.

appropriate social studies
lessons. The content Is paced so
The content area is

of key themes, concepts, and
of social studies skills. The
content is not paced so
2.5/5a
Instructional
Units
Visual and
Performing Arts
Clear integration of visual and performing arts

(dance, music, theater and the visual arts) is
indicated multiple times throughout the units.
Visual and performing key

elements are integrated at least
twice within each unit outline.
Visual and performing arts key

elements are not included in
each unit.
2.6/5a
Instructional
Units - Health
Clear integration of health is indicated multiple

times throughout the units.
Health key elements are

integrated at least twice within
each unit outline.
Health key elements are not

included in each unit.
2.7/5a
Instructional
Units
Physical
Education
PE is clearly integrated several times in each

of the units.
PE key elements are integrated

at least twice within each unit
outline.
Physical Education key

elements are not included in
each unit.
Materials list is adequate to

support units. List represents
variety. Materials list tends to be
general in nature and does not
focus comprehensively on
student characteristics,
enrichment, enhancement, and
students needs. No evidence of
the use of community resources.
Materials list is inadequate

and tends to represent
traditionally supplied
materials. Materials are
general and do not directly
support or enrich curriculum
units. Student needs and
characteristics do not appear
to drive the choices of
materials and resources. No
community resources are
used.
2.2/5a
2.3/5a
1.0/4c
Instructional
Materials &
Resources
Uses a variety of instructional materials and

resources that directly align and support units;
materials/resources clearly support curriculum
enhancement and successful learning
experiences to support and enrich student
development, characteristics, acquisition of
knowledge, and motivation to learn. Evidence
of the use of community resources is provided.
3.5/4b
4.0/3b
4.0/3b
Instructional
Materials &
Resources
Assessment
Student Records
3.4/1c
Discipline Policy
3.4/1c
Procedures for
NonInstructional
Activities
5.2/2b
Parental
Communications
Technology, to include hardware, software and

assisted support is listed and reflects the use
of such tools to foster inquiry, collaboration
and interaction.
Technology listed includes the

teachers and students uses of
tools to reflect an understanding
of its use as a communication
tool.
Technology listed includes only

the teachers use of
technology for instructional
presentations.
Formative and summative assessments, use

direct and indirect methods, match learning
goals, instructional activities, and represent a
variety of assessment strategies. The
strategies are appropriate for the content to be
covered and the students ability and
developmental levels. Criteria for the
weighting process and evaluating results are
clear, concise and promote intellectual, social,
emotional, and the physical development of
students. Higher level thinking and student
reflection are promoted.
Formative and summative

assessments match learning
goals and the content to be
covered, but the majority are
traditional paper and pencil
types. Criteria for evaluating
results are clear. Assessments
reflect an emphasis on
knowledge and application.
Assessments given do not

match the learning goals, or
no explanations, descriptions,
or assessments are attached.
Procedures for recording, aggregating and

displaying data indicate that records are
organized, well maintained and easy to
interpret; procedures are easy to follow to
plan, to evaluate, strengthen instruction, make
content knowledge decisions, and make
individual progress decisions. Use of data for
differentiated instruction is clear.
Procedures for maintaining

recorded data are clear, with
some strategies for developing,
aggregating and displaying data
for decision making. Some
information is given for using
data to make decisions and to
promote the relationship
between data collection and
reflective decision-making.
Procedures for maintaining

recorded data are somewhat
clear, but little to no plan is
developed for aggregating and
displaying data for decision
making. Plan for using data to
make decisions is unclear. No
relationship between data
collection and reflective
decision-making.
Rules and consequences are age

appropriate, represent support
for a positive learning
environment, and are limited to
5 or less. Instructional
procedures cover most of the
areas that promote minimal loss
of instructional time.
Rules and consequences are

negative in nature and are not
aligned with age appropriate
practices. More than 5 rules
are given. Rules allow for a
loss of instructional time.
Provides adequate directions for

non-instructional activities.
No procedures for noninstructional were given.
Adequate evidence exists that

the candidate plans to establish
an open line of communication
on an initial and periodic basis,
regarding pertinent information
involving students, families, and
the learning community to
enhance learning; sensitivity to
diversity is clear.
Uses minimal, to no attempts

to involve the family in
learning goals at the home or
at school. Fails to provide
specific examples of periodic
communication methods.
Sensitivity to diversity is
unclear.
States explicit expectations of students and

consequences for misbehavior. Rules and
consequences are limited to 5 or less, are age
appropriate, focus on behaviors rather than
students, and support a positive learning
environment. Instructional procedures
represent essential routines for promoting
efficiency and minimal loss of time for
learning.
Offers detailed directions for such activities as
restroom break, emergency drills, school
assemblies, field trips, and other movement in
the classroom and halls.
Clear, consistent evidence exists that the
candidate plans to provide the family
appropriate, culturally sensitive, reader
friendly information concerning goals,
instruction, rules and assessment on an initial
and periodic basis; reflects on decisions and
involves students, families, and the learning
community to enhance learning.
5.2/2b
5.1/4d
Parental
Communications
Reflections
Plans indicate evidence of collaboration with

the learning community to foster and support
communication; a variety of ways to
communicate and ways that families can be
involved at the school and home are given to
promote the growth and well-being of children.
Plans specifically indicate opportunities for
reflecting on teaching practices to improve the
teaching and learning process.
Adequate collaboration regarding

communication with the learning
community is evident.
No procedures for continuous

communication involving the
learning community.
Some evidence of opportunities

to reflect on teaching practices to
improve the teaching and
learning process.
The candidate does not

provide reflections or suggest
recommendations for
improving the process of
teaching and learning.
OVERALL SCORE
Unacceptable/Developing (1)
Candidate demonstrates a limited
amount of the attributes of the
standard. Performance indicates that
few competencies have been
demonstrated.
Acceptable/Meets (2)
Target/Exceeds (3)
Candidate demonstrates most of the

attributes of the standard. Performance
indicates that the competency has been
demonstrated including examples, extension,
or enrichment.
Candidate demonstrates all of the attributes of

the standard. Performance clearly indicates
that the competency has been mastered,
including examples, extension, and
enrichment.

Long Range Plan

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN

Candidate: Danielle C. Hicks

Cooperating Teacher: Mrs. Yarbrough

Grade: 3 rd Grade G&T

Section I: Student Information

Socio economic Status

Attitude towards Math and Science

I had a conversation with the parent and with my

Orangeburg Consolidated School District 5 has

I had several conversations with the students. I also

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section II: Long Range Learning and/or Developmental Goals

Subject: English Language Arts

Long Range Learning and/or Developmental Goals

and answer questions to demonstrate understanding of a text, referring explicitly to

Long Range Learning and/or Developmental Goals

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Subject: Social Studies

Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section III: Instructional Units

Unit Topic or Description

and answer questions to demonstrate

After the students read grade-level

The students will be shown a an

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The students will determine the

place and the student who

The students will read a passage

The students will read a passage

Unit Topic or Description -- Key Element

3. MD.1. Tell and write time to the nearest minute and

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The students will draw a scaled

The students will show the data by

The teacher will display

The teacher will present

Unit Topic or Description

3-2 The student will demonstrate an understanding of

organisms that allow them to function and survive within

3-2.1 Illustrate the life cycles of seed plants and various

The students will complete a cut

The students will make their own

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The teacher will ask the students

The teacher will ask the students

The teacher will ask the students

try and find a seat.

to survive and be healthy?.

Unit Topic or Description

Revised Fall 2013 ACEI/NAEYC 2010 Standards

student who chooses the second

The students will be asked to

the river systems such as the Pee

Using Play-Dough the students will

The students will be asked to

The teacher will ask the students

The students will be asked how do

Section III B: Materials and Resources

Section IV: Assessment of Student Performance