Long Range Plans

Branham Daniels
Internship B - Irmo High School

Introduction

In this document the reader will be introduced and become familiar with students in the
following courses: Advanced Placement Human Geography, Geography Honors, Geography
College Prep, and Advanced Placement World History.
All of the demographic data used in this report (gender, race, & free/reduced lunch) was found
using Power School which is available to all certified staff and certain identifiable support staff
at Irmo High School.
Following the demographic breakdown the document will give a detailed explanation of the
learning and developmental goals for the students. The learning goals are followed by the
instructional units, including a scope and sequence for the school year. This will also include a
link to the standards for each of the courses. The fourth section identifies how students will be
assessed including grading policies. It is noted that the content teachers developed these
policies. In the next section I have laid out my expectations and procedures in order to create a
positive and safe learning environment for my students.
Ultimately this plan allows for flexibility of the instructor to adapt to fit the needs of student
differentiation as well as other possible outside factors that might impact the instruction of the
classroom. This plan also uses the NCSS to ensure the material in the courses are structured in
a disciplined approach to ensure that all students at all levels receive a meaningful learning
experience. Both the thematic and disciplinary standards are addressed throughout the course
of the year.

Table of Contents
Section 1: Demographic breakdowns by classes
Section 2: Learning & Developmental Goals
Section 3: Instructional Units
Section 4: Assessment of Student Performance
Section 5: Classroom Management
Section 6: Additional Teacher Comments

Long Range Plans

Branham Daniels
Internship B - Irmo High School

Section 1: Demographic Information, Breakdown by Block

1A: Advanced Placement Human Geography (9th grade)
This class is a college level geography class. The demographics of the class are shown in the
graphs which provide somewhat of a picture of who the students are in the class. There are
more females than males (15:6, respectively), and this block is predominately white.
When examining the socioeconomic status of this group, it does not reflect the overall school
population as the school population has roughly 60% of the total student population on free or
reduced lunch.
The high achieving ability of this group of students is reflected in their high test scores.
Reading MAP scores for this group of students are all in the sixty first percentile and higher,
with the large majority scoring in the eightieth percentile or higher category. Students in this
class have extremely high lexiles in all areas of reading. This allows for students to reach
extremely high levels (3 & 4) of DOK and allows for students to be able to further explore and
reach new depths within the curriculum. Due to the high reading lexiles and above average
capabilities of the students, the teacher is able to bring in higher level supplemental readings
that go beyond the basic information in the textbook to further supplement the students
learning, and through the use of the supplemental readings (i.e. articles, additional collegelevel textbooks as supplemental resources, etc) the students will be able to expand their level of
growth including vocabulary and close reading skills. Additional strategies include but are not
limited to: jigsaw activities, peer teaching / tutoring, independent writing assignments (at a
higher level of rigor), and additional independent learning strategies including self-guided
notes and creation of study guides. Students are also expected to take college-level tests that
are created from released from the AP College Board. Additional strategies for test preparation
include but not limited to: independent test prep, group test prep (allows for discussion &
feedback from peers), videos, before / after school test prep sessions, etc.
IEP/504: There is only one student who has a 504/IAP that allows for the student to work
independently (if assignment is in a group setting), preferential seating (on outside of rows),
extended time on assignments (up to time and ), redirected directions, and clearly set
boundaries.
*It is interesting to note that throughout the course of the year, this student has done a
remarkable job in adjusting to group work settings, has not needed extended time on any of
assignments, nor has he needed directions repeated.

Long Range Plans

Branham Daniels
Internship B - Irmo High School

White Male
Black Male
Hispanic Female

White Female
Black Female

Free Lunch
Reduced Lunch
Full Pay Lunch

Long Range Plans

Branham Daniels
Internship B - Irmo High School

3A: Geography Honors (9th grade)

This class is an honors geography class. The demographics of the class are shown in the graphs
which provide somewhat of a picture of who the students are in the class. This class is
unusually small (twelve (12) total students), yet it is full of diversity and because of the small
number it allows for additional flexibility to further vary differentiation even more among the
students. There are more females than males (8:4 respectively) and as typically found in most
honor and advanced placement level classes the majority of the population is white.
The high achieving ability of this group of students is reflected in their high test scores.
Reading MAP scores for this group of students are all in the sixty first percentile and higher,
with the large majority scoring in the eightieth percentile or higher category. Students in this
class have extremely high lexiles in all areas of reading. This allows for students to reach
extremely high levels (3 & 4) of DOK and allows for students to be able to further explore and
reach new depths within the curriculum. Students in this classroom are often challenged with
new strategies and activities that are typically reserved for upperclassmen students and/or
Advanced Placement classes.
Students are able to accomplish these new challenges and higher levels of rigor with little to no
additional support. Due to the high reading lexiles and above average capabilities of the
students, the teacher is able to bring in higher level supplemental readings that go beyond the
basic information in the textbook to further supplement the students learning, and through the
use of the supplemental readings (i.e. articles, additional college-level textbooks as
supplemental resources, etc) the students will be able to expand their level of growth including
but not limited to vocabulary and close reading skills. Additional strategies include but are not
limited to: jigsaw activities, peer teaching / tutoring, independent writing assignments (at a
higher level of rigor, including the use of DBQs), and additional independent learning
strategies such as self-guided notes. Students in this class work very well together and have
become a support system for each other.
IEP/504:There are no students in this class with special accommodations.

Long Range Plans

Branham Daniels
Internship B - Irmo High School

White Male
Mixed Female
Hispanic Female

White Female
Black Female

Free Lunch
Reduced Lunch
Full Pay Lunch

Long Range Plans

Branham Daniels
Internship B - Irmo High School

4A: Geography Honors (9th grade)

This class is an honors level geography class. The demographics of the class are shown in the
graphs which provide somewhat of a picture of who the students are in the class. This is an
average size class with twenty-three total students and of those twenty-three, fifteen are
females and eight are males.
Reading MAP scores for this group of students are mostly in the sixty first percentile and
higher, with less than half scoring in the eightieth percentile or higher category, and one falling
in less than twenty-first percentile category. While students in this class have average to high
lexiles in most areas of reading, they need support when it comes to informational text reading
(which is heavily used in a social studies classroom). Students will also receive extra support
in activities including but not limited to: close readings, additional reading strategies,
connections between concepts within the curriculum, and go beyond the curriculum presented.
Students are able to be successful in the classroom and reach all levels of DOK; however,
additional scaffolding and support will be given for students to reach the DOK levels of 3 and
4. This scaffolding / support will be reflected in the types of activities used with the students
including more independent-based assignments that reflect a level higher than their current
level and slowly build (scaffold) additional higher level readings and assignments to build
student growth. Additional strategies / activities will include but not limited to: jigsaw
activities, small group learning facilitated by the teacher, direct instruction on strategies for
improving pre-determined skills, and vocabulary word walls.
IEP/504:
There are no students in this class with special accommodations.

Long Range Plans

Branham Daniels
Internship B - Irmo High School

White Male
Black Male
Asian Male

White Female
Black Female
Mixed Male

Free Lunch
Reduced Lunch
Full Pay Lunch

Long Range Plans

Branham Daniels
Internship B - Irmo High School

5B: Advanced Placement Human Geography (9th grade)

This class is a college level geography class. The demographics of the class are shown in the
graphs, on the next page, which provide somewhat of a picture of who the students are in the
class. This class is an unusually large group, at twenty-eight total students, because of a
scheduling conflict with another class that some of the students needed and the teacher (Mrs.
Henning) also waived some of her honors students up to A.P. and the only option was this
block.
Reading MAP scores for this group of students, with 1 exception, are all in the sixty first
percentile and higher, with the large majority scoring in the eightieth percentile or higher
category.
Students in this class have extremely high lexiles in all areas, for the most part, especially in
reading comprehension. Using the lexile scores as a determinant of my students ability in turn
helps me to adjust my teaching to fit the immediate needs of my students. I am able to switch
from providing mostly direct instruction to providing facilitation with supplemental
material.This allows for students to reach extremely high levels (3 & 4) of DOK and allows for
students to be able to further explore and reach new depths within the curriculum. Due to the
high reading lexiles and above average capabilities of the students, the teacher is able to bring
in higher level supplemental readings that go beyond the basic information in the textbook to
further supplement the students learning, and through the use of the supplemental readings
(i.e. articles, additional college-level textbooks as supplemental resources, etc) the students
will be able to expand their level of growth including vocabulary and close reading skills.
Additional strategies include, but are not limited to: jigsaw activities, peer teaching / tutoring,
independent writing assignments (at a higher level of rigor), and additional independent
learning strategies including self-guided notes and creation of study guides. Students are also
expected to take college-level tests that are created from released questions from the AP
College Board. Additional strategies for test preparation include, but not limited to:
independent test prep, group test prep (allows for discussion & feedback from peers), videos,
before / after school test prep sessions, etc.

IEP/504: There are three students who have 504 plans. Student Zs 504 addresses her severe
asthma as it affects her academics. If she is absent she is allotted one extra day to make up any
assignments, including tests, missed. Student Ms 504 addresses her health as it affects her
academic performance. Student M is was on homebound for part of the first quarter and
majority of the second quarter.

Long Range Plans

Branham Daniels
Internship B - Irmo High School

*Both students work extremely hard to remain caught up with their assignments and are
responsible in making sure they keep in contact with the teacher to keep an open line of
communication.
The third student, student T, has a 504 but it attached to his IHP (Individualized Health Plan)
due to frequent seizures and frequent bathroom breaks. The IHP is relative to his health and there
are no accommodations for the student regarding academics.

White Male
Pacific Islander Female
Asian Female

White Female
Black Female
Mixed Female

Free Lunch
Reduced Lunch
Full Pay Lunch

Long Range Plans

Branham Daniels
Internship B - Irmo High School

7B: Advanced Placement World History (10th grade)

This class is a college level world history class. The demographics of the class are shown in the
graphs, on the next page, which provide somewhat of a picture of who the students are in the
class. Also important to note is the fact that out of the twenty students, eleven were in the
Advanced Placement Human Geography course their freshmen year (with the same teacher
they have now), and the remaining nine were in an honors level Geography course (and of
those eleven, five had the current teacher). Students were able to quickly adapt to the teachers
expectations, since the majority had her last year; therefore, this has allowed for more
flexibility within the classroom. The students are able to try new strategies and activities, and
utilize them in a more efficient manner.
The majority of the reading MAP scores for this group is in the sixty percentile or higher which
means that students are able to read at much higher lexiles and are able to take the information
read and apply it at higher DOK levels (3 & 4).
Students in this class have extremely high lexiles in all areas, for the most part, especially in
reading comprehension. Using the lexile scores as a determinant of my students ability in turn
helps me to adjust my teaching to fit the immediate needs of my students. I am able to switch
from providing mostly direct instruction to providing facilitation with supplemental
material.This allows for students to reach extremely high levels (3 & 4) of DOK and allows for
students to be able to further explore and reach new depths within the curriculum.
Due to the high reading lexiles, above average capabilities of the students, and taking into
consideration the prior background of the majority of the students having experience in an
Advanced Placement course; the teacher is able to bring in higher level supplemental readings
that go beyond the basic information in the textbook to further supplement the students
learning, and through the use of the supplemental readings (i.e. articles, additional collegelevel textbooks as supplemental resources, etc) the students will be able to expand their level of
growth including vocabulary and close reading skills. Additional strategies include but are not
limited to: jigsaw activities, peer teaching / tutoring, independent writing assignments (at a
higher level of rigor), and additional independent learning strategies including self-guided
notes and creation of study guides. Students are also expected to take college-level tests that
are created from released from the AP College Board. Additional strategies for test preparation
include but not limited to: independent test prep, group test prep (allows for discussion and
feedback from peers), videos, before / after school test prep sessions, etc.
IEP/504: There are no students in this class with special accommodations.

Long Range Plans

Branham Daniels
Internship B - Irmo High School

White Male
Black Male
Mixed Male
Asian Male

White Female
Black Female
Mixed Female

Free Lunch
Reduced Lunch
Full Pay Lunch

Long Range Plans

Branham Daniels
Internship B - Irmo High School

8B: Geography College Prep (9th grade)

This class is a college prep level geography class. The demographics of the class are shown in
the graphs which provide somewhat of a picture of who the students are in the class. There are
twenty-four total students in the class. There are eleven females and thirteen males; and of
those eleven are are black, eight are white, two are Hispanic, one is Asian, and one is mixed.
This is diverse group of students not only by race but also by academic ability based on
previous grades and MAP reading scores.
Overall reading MAP scores are average to low, which leaves much differentiation to occur
within the confines of the classroom. Most students fall in the twenty-first to fortieth percentile
as well as the twenty-first and below percentile which means that overall students have low
skills in the areas of reading, especially regarding vocabulary, and literary text (focused on
meaning and context). Due to the low reading lexiles, there will need to be additional support
provided to the students, including but not limited to: vocabulary skills, close readings,
supplemental texts (outside the textbook), and scaffolding. Also important to note are the four
ESOL (English for Speakers of Other Languages) as these students will require additional
support beyond the above mentioned support the entire class will receive including but not
limited to the accommodations mentioned below.
IEP/504:
There are two students who have 504s. Student Bs 504 is attached to his IHP (Individualized
Health Plan) and there are no accommodations regarding academics. Student Ls 504 sets
forth extended time on assignments if absent due to medical condition and is a potential for
homebound candidate. *As of February 16th, Student L has been placed on intermittent
homebound, meaning the student attends school for part of the day.
There is one student, Student A, who has an IEP for extended time on assignments and tests,
preferential seating, and small group testing.
There are four students who are ESOL (English for Speakers of Other Languages). These
students range from pre-functional level to proficient level. Accommodations for these students
range from modified curriculum, copy of notes, modified tests (fewer answers if multiple
choice test), and use of translator.

Long Range Plans

Branham Daniels
Internship B - Irmo High School

White Male
Black Male
Hispanic Male
Mixed Female
Asian Female

White Female
Black Female
Hispanic Female
Asian Male

Free Lunch
Reduced Lunch
Full Pay Lunch

Long Range Plans

Branham Daniels
Internship B - Irmo High School

Section 2: Learning and Developmental Goals

Advanced Placement Human Geography: (1A & 5B)
This course follows the procedures and description set for by the AP College Board which can
be found on the AP Central website.The learning goals for the course are set forth by the AP
College Board. By the end of the course the student will be able to:
1. Interpret maps and analyze geospatial data.
2. Understand associations and networks among phenomena in particular places and explain
their implications.
a. recognize and interpret patterns and networks
b. access the nature and significance of the relationships among phenomena that
occur in the same place
c. analyze the ways cultural values, political policies, and economic forces work
together to create particular landscapes
3. Recognize and interpret the relationships among patterns and processes at different scales
of analysis.
4. Define regions and evaluate regionalization process.
Advanced Placement World History (7B)
This course follows follows the procedures and description set for by the AP College Board
which can be found on the AP Central Website.The learning goals for the course are set forth
by the AP College Board.By the end of the course the student will be able to:
This course will be taught chronologically and will focus on the themes of history as well
as key concepts for each period listed in the Scope and Sequence portion of this
syllabus. The themes are:
Interaction Between Humans and the Environment
Development and Interaction of Cultures
State Building, Expansion and Conflict
Creation, Expansion and Interaction of Economic Systems
Development and Transformation of Social Structures
Overall, the framework gives teachers the flexibility to teach each key concept in a variety of
ways, providing greater options for designing instruction. The AP World History course develops
students capacity and ability to think and reason in a deeper, more systematic way, better
preparing them for subsequent college courses. The skills, course themes, periodization, and key
concepts are explained in detail in the curriculum framework that follows. (AP Central Website)

Long Range Plans

Branham Daniels
Internship B - Irmo High School

Geography, Honors (3A & 4A) and World Geography, College Prep (8B)
The course follows the South Carolina State Adopted Standards as their goals. The standards,
along with additional indicators, can be found on the South Carolina Department of Education
website.
WG - 1: The student will demonstrate an understanding of the physical and human
characteristics of place, including the creation of regions and the ways that culture and
experience influence the perception of place.
WG - 2: The student will demonstrate an understanding of the physical processes that shape the
patterns of Earths surface, including the dynamics of the atmosphere, biosphere, hydrosphere,
and lithosphere.
WG - 3: The student will demonstrate an understanding of the characteristics, distribution, and
migration of human populations on Earths surface.
WG - 4: The student will demonstrate an understanding of the characteristics of culture, the
patterns of culture, and cultural change.
WG - 5: The student will demonstrate an understanding of the role that geography plays in
economic development.
WG - 6: The student will demonstrate an understanding of the processes, patterns, and
functions of human settlement.
WG - 7: The student will demonstrate an understanding of how cooperation and conflict among
people influence the division and control of Earths surface.
WG - 8: The student will demonstrate an understanding of how human actions modify the
physical environment; how physical systems affect human systems; and how resources change
in meaning, use, distribution, and importance.

Long Range Plans

Branham Daniels
Internship B - Irmo High School

Section 3: Instructional Units

Advanced Placement Human Geography: (1A & 5B)
This course follows the procedures and description set for by the AP College Board which can be
found on the AP Central website.
Course Topics

Geography: Its Nature and

Perspectives
Population

Cultural Patterns and Processes

Multiple
Choice
on AP
Exam

Readings

5-10%

Rubenstein, Chapter 1, 14
Kuby, Chapter 1,3
De Blij, Chapter 1,2,3

3 weeks

13-17%

Rubenstein, Chapter 2,3

Kuby, Chapter 4,5
De Blij, Chapter 4,5

5 weeks

13-17%

Rubenstein, Chapter 4,5,6

Kuby, Chapter 2,12
De Blij, Chapter 8,9, 12,13

6 weeks

Semester Review & Exam

Political Organization of Space

Agriculture and Rural Land Use

Industrialization and Economic

Development

Cities and Urban Land Use

1 week

13-17%

13-17%

Rubenstein, Chapter 7,8

Kuby, Chapter 12,13
De Blij, Chapter 14,15,16,17
Rubenstein, Chapter 10,14
(Key Issue 3)
Kuby, Chapter 8
De Blij, Chapter 18, 19, 20

13-17%

Rubenstein, Chap. 9, 11, 14

(Key Issues 1 and 2)
Kuby, Chapter 6,7, 14
De Blij, Chap. 24, 25, 26, 27,
33, 34, 35

13-17%

Rubenstein, Chapter 12,13

Kuby, Chapter 9, 10, 11
De Blij, Chapter 21,22,23,28

Exam Review
AP Exam
Post Exam/Project

Time

4 weeks

4 weeks

4 weeks

3 weeks
3 weeks

Friday, May 13 @ 8am

5B: Tues. May 24 & 1A: Wed.
May 25

Long Range Plans

Branham Daniels
Internship B - Irmo High School

Geography, Honors (3A & 4A) and World Geography, College Prep (8B)
The instructional units and pacing for this course follows the South Carolina State Adopted
Standards; however, The standards, along with additional indicators, can be found on the
South Carolina Department of Education website.
Dates
1st nine weeks

Themes/Concepts
Unit 1: Introduction to Geography
5 Themes of Geography & Map Skills
Unit 2: Physical Geography
Unit 3: Population & Migration

2nd nine weeks

Unit 3: Population & Migration (finish unit)

Unit 4: Culture
Unit 5: Political Geography

3rd nine weeks

Unit 5: Political Geography (finish unit)

Unit 6: Environmental Geography

4th nine weeks

Unit 7: Economic Geography

Unit 8: Industrialization

Long Range Plans

Branham Daniels
Internship B - Irmo High School

Advanced Placement World History (7B)

This instructional units and pacing plan for this course follows follows the procedures and
description set for by the AP College Board which can be found on the AP Central Website.
Dates
1st nine weeks

Themes/Concepts
Period 1: Technological and Environmental Transformations to c. 600 B.C.E.

Period 2: Organization and Reorganization of Human Societies c. 600 B.C.E. to c. 600 C.E.
2nd nine weeks

Period 3: Regional and Transregional Interactions c. 600 C.E. to 1450

3rd nine weeks

Period 4: Global Interactions c. 1450 to c. 1750

Period 5: Industrialization and Global Integration c. 1750 to c. 1900

4th nine weeks

Period 6: Accelerating Global Change and Realignments c. 1900 to the present

Exam Review (2 - 3 weeks)
AP Exam (Thursday, May 12, 2016) @ 8am
Post Exam/Project (Tuesday, May 24, 2016)

Long Range Plans

Branham Daniels
Internship B - Irmo High School

Section 4: Assessment of Student Performance

The information in this section was obtained from the teacher syllabus for each course. It is
important to note that all policies listed below were developed by the content groups in the
Social Studies Department. In addition to the traditional strategies for assessment, this class
will be integrating a great deal of technology throughout the school year. All assignments
explained below will be handed out (to accommodate those students who do not have the
ability to print at home or internet at home), posted to Google Classroom, or both. The
implementation of Google Classroom in the classroom will benefit the students in that it will
give them an idea of what assignments will look like in college.This also supports the use of
the technology in the classroom which is one of the districts initiatives.
Updating Parents and Students of Progress:
Parent Portal: Parents and students have the ability to see the students grades, attendance, and
discipline in Parent Portal which is an online system that is kept up-to-date. Both parents and
students are able to monitor student progress on a daily basis if so desired.
Progress reports: These are available from the teacher upon request and will also be sent at the
time of the interim (4 weeks) as well as at the end of each nine weeks. The nine weeks
progress reports are required to be signed and returned to the teacher to acknowledge that the
parent/guardian has received and reviewed the grades.
Report Cards / Interims: Report cards are distributed to the students at the end of every nine
weeks to take home to their parent/guardian. These are distributed to students during the school
day. The final report card for the year is mailed home.
Emails / Phone Calls: The teacher will be in contact with the parent / guardian throughout the
school year via e-mails (if parent / guardian has one and it is updated in the Power School
system) and / or phone calls (if it is updated in the Power School system). Contact will be
made as deemed necessary by the teacher, including but not limited to: behavior (positive and
negative), academic (positive or negative), and/or any other concerns the teacher or parent /
guardian may have regarding the student.

Long Range Plans

Branham Daniels
Internship B - Irmo High School

Advanced Placement Human Geography: (1A & 5B)

This class has been designed to incorporate a number of pedagogical strategies, including
lectures, class discussions and debates, instructional videos, computer lab and real-life
activities, and field studies. The standard evaluations for each unit include daily homework
assignments, reading quizzes, computer lab activities, map-of-the-week presentations, and a
two-part unit test. A brief description of non-normative student evaluations and activities is
provided in the section below.
Throughout the year, special emphasis will be placed on critical reading within the content area
and development of writing skills appropriate for an Advanced Placement-level class. In part,
this will be accomplished through providing students with access to a number of pertinent
journal articles, primary sources, and textbook selections. Also, students will be asked to
complete a significant number of writing assignments, including analytical essays and freeresponse questions designed to prepare students for that portion of the Advanced Placement
exam. In that vein, each unit test will also contain an AP exam-like multiple choice section and
a free-response section.
Homework: Homework will be assigned daily and there will be both long-term and short-term
assignments throughout the year. Homework will NOT be accepted late and is due at the
beginning of each block, unless otherwise specified by the teacher. It is essential that students
read all assigned readings and complete all other work in a timely manner in order to prepare
them for assessments throughout the year.
Grade weights: Grades for this course will be figured using a points system. Each assignment
will be assigned a total number of points depending on the difficulty and nature of the
assignment. The students grade will be figured by adding up the total number of points earned
by the student for that grading period, dividing by the total number of points possible and then
multiplying by a hundred to get a percentage. For example, if an assignment is worth a total of
10 points, and a student only earns 7, they will receive a 7/10. You divide 7 by 10, and then
multiply by 100, giving the student a 70 on that assignment.
Extra Credit opportunities will be available as deemed appropriate by teacher.

Long Range Plans

Branham Daniels
Internship B - Irmo High School

Geography, Honors (3A & 4A) and World Geography, College Prep (8B)
This class has been designed to incorporate a number of pedagogical strategies, including
lectures, class discussions and debates, instructional videos, computer lab and real-life
activities, and field studies. The standard evaluations for each unit include daily homework
assignments, reading quizzes, computer lab activities, map-of-the-week presentations, and a
two-part unit test. A brief description of non-normative student evaluations and activities is
provided in the section below.
Throughout the year, special emphasis will be placed on critical reading within the content area
and development of writing skills appropriate for an Honor-level class. In part, this will be
accomplished through providing students with access to a number of pertinent journal articles,
primary sources, and textbook selections. Also, students will be asked to complete a
significant number of writing assignments, including analytical essays and DBQs (documentbased questions).
Assessment in Honors Geography will be based on the student's ability to complete rigorous
and complex thinking. Students are expected to analyze sources independently and in-depth,
to evaluate and justify responses, and to create solutions for geographic issues.
Homework: Homework will be assigned daily and there will be both long-term and short-term
assignments throughout the year. Homework will NOT be accepted late and is due at the
beginning of each block, unless otherwise specified by the teacher. It is essential that students
read all assigned readings and complete all other work in a timely manner in order to prepare
them for assessments throughout the year.
Late Work Policy: ALL major assignments will NOT be accepted late. Assignments are due
at the beginning of class by the tardy bell. If the assignment is not turned into the appropriate
place by tardy bell it is considered late & there will be a point penalty per day. After the 3rd
day work will NOT be accepted, unless prior arrangements had been made with the teacher.
Grade weights: Grades for this course will be figured using a points system. Each
assignment will be assigned a total number of points depending on the difficulty and nature of
the assignment. The students grade will be figured by adding up the total number of points
earned by the student for that grading period, dividing by the total number of points possible
and then multiplying by a hundred to get a percentage. For example, if an assignment is worth

Long Range Plans

Branham Daniels
Internship B - Irmo High School

a total of 10 points, and a student only earns 7, they will receive a 7/10. You divide 7 by 10,
and then multiply by 100, giving the student a 70 on that assignment.
Extra Credit opportunities will be available as deemed appropriate by teacher.
Advanced Placement World History (7B)
This class has been designed to incorporate a number of pedagogical strategies, including lectures, class
discussions and debates, instructional videos, computer lab and real-life activities, and field studies.
The standard evaluations for each unit include daily homework assignments, reading quizzes, and a
two-part unit test.
Homework:
Homework will be assigned daily and there will be both long-term and short-term assignments
throughout the year. Homework will NOT be accepted late and is due at the beginning of each block,
unless otherwise specified by the teacher. It is essential that students read all assigned readings and
complete all other work in a timely manner in order to prepare them for assessments throughout the
year.
Grade weights
60% - tests
30% - classwork and quizzes
10% - homework
Extra Credit opportunities will be available as deemed appropriate by teacher.

Long Range Plans

Branham Daniels
Internship B - Irmo High School

Section 5: Classroom Management Plan/ Expectations

My class is a student-centered classroom full of hands on activity and creativity. In order to
operate in this manner, students will need to adhere to certain guidelines and classroom
procedures. This class will be flexible with the lives of the students inside and outside of the
classroom. This means that, of course, there are circumstances that arise and can get students out
of their everyday routine. However, for the most part, this is our daily game-plan :
Beginning of class Class will begin when the tardy bell rings. Students should enter the
classroom with ID displayed so that the teacher can see it. Students should get into their seats
promptly and check the board for bell-work. Students should also have a device ready in order
to access any handouts/classwork that may be posted to Google Classroom. The Bell-work /
Daily Agenda / Google Classroom Assignments
will be displayed for the students at the beginning of each class as to point the students in the
right direction for the days classroom activities and/or assignments.
Turning in assignments All assignments will be posted on Google Classroom with the due
date and time posted as well. Some assignments will need to be turned in via Google
Classroom while others may be turned in as hard-copies (typed or written). Due dates and times
are to be followed. ( Late Work will only be accepted if a student was absent and missed class
upon the date that an assignment was given or explained. ). DESIGNATED Hard Copy
TURN IN AREA: TRAY ON TOP OF WHITE BOOKCASE BY THE SMART BOARD
To be recognized during class Although classroom participation and on-topic discussion is
appreciated, disruptive conversation and behavior will not be tolerated within this classroom.
We are all young adults and are all learning. Disruptive conversation and behavior will only
hinder the classrooms ability to learn and grow. Whenever a student would like to add to any
discussion or lecture, the student must raise their hand (or request hacky sack) in order to speak
up. This will help maintain a healthy learning environment. If the classroom is working silently
and a student has a question, he/she may approach the teacher and ask any question privately so
as to not interrupt the quiet learning environment.
Bathroom/water breaks Bathroom policy in this classroom will be the same as the college
classroom. If a student must use the restroom, he/she will simply sign out and leave the
classroom to go to the restroom. The sign-out sheet has a place for the students name and
time of departure from the classroom. Please keep in mind that the restroom is just down the
hall from the classroom and there is no need for excessive time missed in the classroom. In
the event that a student has become a habitual restroom break person in the classroom, the
rules below will not pertain to them and they will be on Restroom Break Probation meaning
that they are only permitted to use the restroom during the first 2 minutes of class. Hall Pass
procedures are to be examined below:

Long Range Plans

Branham Daniels
Internship B - Irmo High School

o Hall Pass Procedure:

Student will quietly get up and sign out on the clipboard on the door and obtain the hall
pass hanging on the door.
Student will have no longer than 5 minutes to use the restroom.
Student will have 30 seconds to get water.
Upon re-entering the classroom student will sign in on the clipboard by putting
the time they returned to the classroom AND return the pass to the hook on the
door.
End of class The tardy bell was designed for student use; the end-of-class bell was not. It
does not represent the final word on when class is over. Students will remain in the class,
on-task, until being dismissed by the teacher.
CONSEQUENCES:
In this class, punishment for misbehavior will be deemed a last resort action by the teacher.
The teacher will set explicit rules and regulations for classroom behavior ahead of time and make
every attempt to resolve any issues without jumping to a punishment situation. Punishment
mostly takes away from the learning process that the classroom is designed around. The teacher
will work to build individual relationships with the students in order to avoid any situation that
will disrupt the learning environment of the classroom for each student.
Initial misbehavior will result in the student being approached individually by the teacher to
remind him/her of classroom expectations.
Additional misbehavior follow the initial occurrence will result in the student being asked to 1)
step outside the class and have a talk with the teacher, or 2) stay after class to briefly
conference with the teacher so that any underlying issues can be addressed and worked out.
Failure to correct the misbehavior will result in one (or more depending upon the number of
times the behavior has occurred) of the actions listed below (whichever is deemed appropriate
by the teacher):
1. Student-teacher conference and parent notification/contact.
2. Discipline referral to appropriate administrator (minor or major referral depending
upon behavior) and parent notification/contact.
** Any instance of severe disruption of class or misbehavior will result in the students
immediate disciplinary referral to the appropriate administrator.