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EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN TEMPLATE

Candidate: Whitley Hurd Grade: 5th District: Orangeburg Consolidated District 5 Year: 2013 Major: Elementary Education

Cooperating Teacher: Mrs. Brown School: Whittaker Elementary Cognate(s): Mathematics

Section I: Student Information (Key Element 1.A)


Describe the student information that you feel will have the most impact on the way you plan and deliver instruction. Important Student Information (Key Element 1.A) Factors (e.g. gender, SES, reading Description Sources/Contextual Factors levels, disabilities, ethnicity, (of your findings in terms of (e.g. students, community student interests, and other your students) resources, internet, records, relevant factors, etc.) school personnel, family, etc.) Gender: Male: 319 This information was gathered Female: 320 from the school secretary, Mrs. Guinyard. African American: Ethnicity: 299 males; 301 females Caucasian: 6 males; 9 females Asian: 1 male; 1 female Hispanic: 10 males; 9 females Reading Level: Average student reads between a second grade level and a fourth grade level. There are only ten students reading on a fifth grade level. There are only 3 students in the th 5 grade that are ELL. They are all Hispanic. Two speak fluent English and the other student speaks little English. This information was gathered from the STAR report. The Star report gives the reading level of every child in the class, along with the books they have read. I gathered this information from my Cooperating teacher, Mrs. Brown. My speech needs to be clear and understanding so they can grasp the concept of the lesson. I gathered this information from a Class Survey. This information will allow me to set the community and family environment that they are missing at their homes.

English Language Learners (ELL):

Family Background:

Most of the students come from a single parent household and have more than one brother/sister.

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Resource:

There are a total of three students that receive academic assistance from resource personnel.

This information was gathered from Mrs. Charley, the resource personnel at Whittaker Elementary. I will meet with her biweekly to discuss ways in which I can assist these students with different needs.

Reflect on the student Information (Key Element 1.A): Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long and short range plans?

In order to effectively teach my students, I feel that it is my duty to know as much about them as I possibly can. This information enables me to gain insight into my students lives. The gender section is important because I must make sure to structure my lessons so that the boys and the girls will be engaged in the learning. Majority of the students are not reading their levels. Lack of knowledge in reading will only prohibit learning to take place in the other content areas as well. I will use this information to guide the development of my plans for them by instilling the values and importance of education so that they have the opportunity to have a better life. By planning units of instruction that are relevant to my students, they become involved in the learning and take ownership of it. It will also motivate them to want to learn more.

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Section II: Long Range Learning and/or Developmental Goals (Key Element 1.B)
Describe the long range learning/developmental goals (standards) that you have established 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 -- Key Element 1.B The student will read and comprehend a variety of literary texts in print and nonprint formats. The student will read and comprehend a variety of informational texts in print and nonprint formats. The student will use word analysis and vocabulary strategies to read fluently. The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English The student will write for a variety of purposes and audiences. The student will access and use information from a variety of sources.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

I believe that all these learning goals are important for students to learn because reading and writing are essential to life. Everyone should know how to read a variety of texts and be able to comprehend the content. You wont survive in life if you cant read or write. Writing is another form of communication that you have among others. You also need evidence of your writing.

Subject: Mathematics

Long Range Learning and/or Developmental Goals -- Key Element 1.B The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation. The student will demonstrate through the mathematical processes an understanding of the place value system; the division of whole numbers; the addition and subtraction of decimals; the relationships among whole numbers, fractions, and decimals; and accurate, efficient, and generalizable methods of adding and subtracting fractions. The student will demonstrate through the mathematical processes an understanding of the use of patterns, relations, functions, models, structures, and algebraic symbols to represent quantitative relationships and will analyze change in various contexts.

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The student will demonstrate through the mathematical processes an understanding of congruency, spatial relationships, and relationships among the properties of quadrilaterals. The student will demonstrate through the mathematical processes an understanding of the units and systems of measurement and the application of tools and formulas to determine measurements. The student will demonstrate through the mathematical processes an understanding of investigation design, the effect of data-collection methods on a data set, the interpretation and application of the measures of central tendency, and the application of basic concepts of probability.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

It is important that all students achieve the goal of demonstrating through the mathematical processes an understanding of the units and systems of measurement and the application of tools and formulas to determine measurements. Students will be using measurements throughout their adult life, with every job or career that you choose. You will always have something to measure. Everyone needs food to survive. Well, if you dont know how to measure the ingredients to make the food, then your food wont turn out that good.

Subject: Science

Long Range Learning and/or Developmental Goals -- Key Element 1.B The student will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems. (Life Science) The student will demonstrate an understanding of features, processes, and changes in Earths land and oceans. (Earth Science) The student will demonstrate an understanding of properties of matter. (Physical Science) The student will demonstrate an understanding of the nature of force and motion. (Physical Science)

Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

Its important for the students to achieve the goal of demonstrating and understanding of the nature of force and motion. Its important because force and motion are taking place all around us. You should be informed of everything in your surroundings and you should know the forces and motion going on around you.

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Subject: Social Studies

Long Range Learning and/or Developmental Goals -- Key Element 1.B The student will demonstrate an understanding of Reconstruction and its impact on the United States. The student will demonstrate an understanding of the continued westward expansion of the United States. The student will demonstrate an understanding of major domestic and foreign developments that contributed to the United States becoming a world power. The student will demonstrate an understanding of American economic challenges in the 1920s and 1930s and world conflict in the 1940s. The student will demonstrate an understanding of the social, economic and political events that influenced the United States during the Cold War era. The student will demonstrate an understanding of the political, social, economic, and environmental challenges faced by the United States during the period from the collapse of the Soviet Union to the present.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

History is very important in America. I believe that all students should be able to demonstrate an understanding of major domestic and foreign developments that contributed to the United States becoming a world power. The content itself is very interesting and everyone should know their countries background.

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Section III: Instructional Units (Key Element 1.C)


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 1 Week

Unit Topic or Description -- Key Element 1.C 5-5.1 Create informational pieces (for example, book reviews and newsletter articles) that use language appropriate for the specific audience. 5-5.2 Create narratives that have a fully developed plot and a consistent point of view. 5-5.3 Create written descriptions using precise language and vivid details. 5-5.4 Create written pieces (for example, picture books, comic books, and graphic novels) to entertain a specific audience. 5-6.1 Clarify and refine a research topic. 5-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information. 5-6.3 Select information appropriate for the research topic. 5-6.4 Paraphrase research information accurately and meaningfully. 5-6.5 Create a list of sources that contains information (including author, title, and full publication details) necessary to properly credit and document the work of others. 5-6.6 Use the Internet as a source of information. 5-6.7 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. 5-6.8 Use appropriate organizational strategies to prepare written works and oral and visual presentations. 5-6.9 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.

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Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

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I determined my instructional sequence by elaborating on the content that has not been covered by teacher thus far. Each unit will be a week to make sure that the students understand what is being taught to them and it will give me time to reflect on the positive and the negative aspects of my lesson.
Describe ways in which you will integrate the arts, PE and Music in your unit?

I will integrate the arts, PE, and music into all of my units. Art will be done by all students as another way of completing work. They can draw pictures for their visual presentations and create picture books as an assessment. PE will be integrated by allowing the students to stretch at the beginning of the lesson. Educational music will be played during some lessons for inspiration. Some students need that inspiration to complete their work and some students work better with music.

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: Mathematics Unit Length (i.e., approximate number of lessons

Unit Topic or Description -- Key Element 1.C 5-5.3 Use equivalencies to convert units of measure within the metric system: converting length in millimeters, centimeters, meters, and kilometers; converting liquid volume in milliliters, centiliters, liters, and kiloliters; and converting mass in milligrams, centigrams, grams, and kilograms. . 5-5.4 Apply formulas to determine the perimeters and areas of triangles, rectangles, and parallelograms. 5-5.5 Apply strategies and formulas to determine the volume of rectangular prisms. 5-5.6 Apply procedures to determine the amount of elapsed time in hours, minutes, and seconds within a 24-hour period. 5-5.7 Understand the relationship between the Celsius and Fahrenheit temperature scales. 5-5.8 Recall equivalencies associated with length, liquid volume, and mass. 5-6.1 Design a mathematical investigation to address a question. 5-6.2 Analyze how data-collection methods affect the nature of the data set. 5-6.3 Apply procedures to calculate the measures of central tendency (mean, median, and mode).

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5-6.4 Interpret the meaning and application of the measures of central tendency. 5-6.5 Represent the probability of a single-stage event in words and fractions. 5-6.6 Conclude why the sum of the probabilities of the outcomes of an experiment must equal 1.

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Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

I determined the instructional sequence based on the information that has not been taught for the school year. All of these indicators need to be covered by the end of the school year. Some of the units will be cut shorter based on the ability of my class.

Describe ways in which you will integrate the arts, PE and Music in your unit.

Arts will be integrated by drawing shapes and illustrating different experiments to help the students understand the outcome of something. Some of my instructional strategies with integrate PE, which will be conducted outside the classroom. Music will be played inside to stimulate the students mind. The students will also have to create a song, poem, or rap about a unit covered.

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: Science Unit Length (i.e., approximate number of lessons 1 Week

Unit Topic or Description -- Key Element 1.C 5-5.1 Illustrate the affects of force (including magnetism, gravity, and friction) on motion.

5-5.2 Summarize the motion of an object in terms of position, direction, and speed. 5-5.3 Explain how unbalanced forces affect the rate and direction of motion in objects. 5-5.4 Explain ways to change the effect that friction has on the motion of objects (including changing the texture of the surfaces, changing the amount of surface area involved, and adding lubrication). 5-5.5 Use a graph to illustrate the motion of an object. 5-5.6 Explain how a change of force or a change in mass affects the motion of an object.

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Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

I determined my instructional sequence and the amount of time spent on each unit by communication with the science teacher at Whittaker Elementary school. These units have not been covered yet. I determined the time based on the amount of time left for the school year. Once they have completed all the units, they will review all the units for the grade level.
Describe ways in which you will integrate the arts, PE and Music in your unit.

PE will be integrated into all of my units because the content is motion and force. The best way the students can understand the content is by allowing they to move around and explaining the unit. Students learn better when you can relate the topic to them personally. Art will be used to illustrate the motion of an object. Music will be played in the background to stimulate their mind.

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: Social Studies Unit Length (i.e., approximate number of lessons

Unit Topic or Description -- Key Element 1.C 5-4.2 Summarize the causes of the Great Depression, including overproduction and declining purchasing power, the bursting of the stock market bubble in 1929, and the resulting unemployment, failed economic institutions; and the effects of the Dust Bowl. 5-4.3 Explain the American governments response to the Great Depression in the New Deal policies of President Franklin Roosevelt, including the Civilian Conservation Corps, the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Act. 5-4.5 Analyze the role of key figures during World War II, including Winston Churchill, Franklin D. Roosevelt, Joseph Stalin, Benito Mussolini, and Adolph Hitler. 5-4.7 Summarize the social and political impact of World War II on the American home front and the world, including opportunities for women and African Americans in the work place, the internment of the Japanese Americans, and the changes in national boundaries and governments. 5-5.1 Explain the causes and the course of the Cold War between the Union of Soviet Socialist Republics (USSR) and the United States, including McCarthyism, the spread of communism, the Korean Conflict, Sputnik, the Berlin Wall, the Cuban Missile Crisis, and the Vietnam War.

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5-5.2 Summarize the social, cultural, and economic developments that took place in the United States during the Cold War, including consumerism, mass media, the growth of suburbs, expanding educational opportunities, new technologies, the expanding job market and service industries, and changing opportunities for women in the workforce. 5-5.3 Explain the advancement of the modern Civil Rights Movement; including the desegregation of the armed forces, Brown v. Board of Education, the roles of Rosa Parks, Martin Luther King Jr., Malcolm X, the Civil Rights acts, and the Voting Rights Act.

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5-6.1 Summarize the changes in world politics that followed the collapse of the Soviet Union and the end of Soviet domination of eastern Europe. 5-6.3 Explain the impact of the September 11, 2001, terrorist attacks on the United States, including the wars in Iraq and Afghanistan and the home-front responses to terrorism. 5-6.5 Identify examples of cultural exchanges, including those in food, fashion, and entertainment, that illustrate the growing global interdependence between the United States and other countries.

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Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

There is a lot of information that the students must know in each unit. The amount of time to be spent on each unit is based off my observations the first ten days of Student Teaching. It takes most students a week to fully understand the content. The instructional sequence is based on the SC Standards.
Describe ways in which you will integrate the arts, PE and Music in your unit.

Arts will be integrating by the students illustrating their understanding of the content. For example, the students just learned about the Great Depression and the Stock Market Crash. The assessment was for student to illustrate their understanding of the Great Depression and some reasons for the Great Depression. PE will be integrated by allowing the students to participate in the PE that took place during that time. Music will be played in the class based on the time line. For instance, when they learn about the 1800s, they will listen to Jazz music because thats when Jazz was founded.

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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 PowerPoint- Will b e used to present information about the content to the students. Smart Board- Another way of interpreting technology into my lesson. This will be another way of presenting content to the students. PACT and PASS Answer book- Guide needed to make sure that the answers are accurate. Radio- To intergrate art in music into the social studies class. Computer- Technology used in the classroom for classwork or independent work. Lessons plans and activities for an example. Pens- for professionalism.

Student Materials Paper/Notebook/Binder- For students to complete work and take notes during and after class. Pencil-for writing and it allows students to do trial and error. SC PASS Coach Book- Help students with assessments and information on the PASS test. SC PASS Coach Practice Test Workbook- will allow students to complete assessments similar to the PASS questions. Crayons/Markers- Used for creativity and/or group work. SC PACT Book- will allow the students different assessments similar to the PACT test.

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Section IV: Assessment of Student Performance (Key Element 1.D)


Describe (1) the major course assessments ( include formative and summative assessments), (2) the evaluation criteria for this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present multiple modes of assessments that address multiple levels of Blooms Taxonomy. Your assessments ( or a detailed description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).

Assessments (Indicate whether formative or summative) Homework/ClassworkFormative

Evaluative Criteria

Completion

Student Progress/Achievement Reporting Method(s) Grade Book/ PowerTeacher

Matching Standard

Based on the standard thats being covered. Based on the standard thats being covered. Based on the standard thats being covered.

Quizzes-Formative

Accuracy Accuracy/Rubric

Grade Book/ PowerTeacher Grade Book/ PowerTeacher

Tests-Summative

Reflect on student performance (Key Element 1.D): (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for this class/subject as well as (b) the reports regarding the students overall progress and achievement in the class/subject?

As a grade level, all three teachers have come together to decide on the most effective method for evaluating student performance. I believe that homework is a reinforcement of what has been taught throughout the day, and therefore, in order for students to fully understand the lesson, they must practice applying their knowledge at home. Therefore, homework is graded on the basis of whether or not it was attempted and completed. Quizzes reflect the teaching of a standard or unit. It is based on what he or she has learned. Lastly, tests show what a student has learned over the course of the unit. These major assessments display the knowledge of each student. Their performances on these assessments are a direct indication of their knowledge. I will help my students and parents understand by placing the grading score in the classroom. The students will also receive one to keep at their home. A progress report will be sent home every Friday and must be returned on Monday, signed by a parent/guardian.

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Section IV B: Assessment of Student Performance Record Keeping(Key Element 1.D)


Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your procedures for aggregating and displaying the data. Discuss how you will use the data to make instructional decisions.

A.

System for maintaining records of student progress and achievement:

I will use the PowerTeacher Gradebook, which is an electronic gradebook. It is fast and convenient because it calculates the average grade, along with the mean, median, and mode for the entire class. This information is beneficial because it allows you to see if majority of the students in the classroom actually learned the content. I will also be using the ELAN Class Record book to keep record of the students progress.

B.

Procedures for aggregating and displaying data:

I believe that students learn better from one another and their work will motivate someone else. Because of my belief, the students work will be displayed around the classroom. I want students to be motivated to make better grades so their work can be shown one day. Every child should want to be on Ms. Hurds Wall of Fame! I will not put failing grades on display but I will meet with the children and guide them on the right path to success with the content.

C.

How will you use the data to make instructional decisions?

Grades are very important for planning instruction. If students arent learning, then Im not fulfilling my duties as an educator. All students are different and its important that I use more than one assessment in my class. If all the students pass the assessment and are finishing extra early, then maybe I need to speed up my lesson and move to something different. If my students fail an assessment, I need to a different instructional plan. The previous plan didnt work, so I need to plan again and maybe slow down the paste of the classroom.

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Section V: Classroom Management (Key Element 1.E)


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

The students are expected to: 1. 2. 3. 4. 5. Listen and follow directions the first time. Raise your hand and wait for permission to speak. Keep hands, feet, objects, and negative comments to yourself. Have your supplies and be on time. Complete and submit all assignments on time with excellence.

All students are also expected to participate in all class activities and complete all assignments.

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

Early Morning Routine: Students arriving at school before 7:40 AM enter the school building in the back and go directly to the cafeteria. Students are dismissed from the cafeteria to their classrooms at 7:40AM. Students, who arrive at 8:00AM, will be counted tardy and must check in at the office. Morning Classroom Routine: Students enter the classroom at 7:45 AM and read their AR books until activity period at 8:15 AM. The students can also use this time to sharpen pencils and get water. Restroom Procedures: The students are allowed to go to the restroom at the beginning of class and between changing classes. Once the lesson start, the students are not to leave the room, unless an emergency. The students are permitted to go to the restroom on an as needed basis and in case of an emergency. In this case, the student will give me a signal and I will allow them to exit the room. Tornado Procedure: The students will proceed to our designated area in the building. Students sit on their knees, lower their heads, and place their hands over their heads. They sit in this position silently until the teacher gives them other instruction. Fire Drill Procedure: The students line up quickly and quietly at the door. We walk in a straight, silent line to our designated area. Hallway Procedure: 14 destination. There should also Revised Fall 2012in The students are to walk in a single file line to their be no talking the hallways.

RULES AND CONSEQUENCES

Classroom Rules: 1. Listen and follow directions the first time. 2. Raise your hand and wait for permission to speak. 3. Keep hands, feet, objects, and negative comments to yourself. 4. Have your supplies and be on time. 5. Complete and submit all assignments on time with excellence.

Classroom Consequences: 1st offense- Verbal warning 2nd offense- Student/Teacher Conference 3rd offense- Rule Reflection Corner 4th offense- Parental Contact

Classroom Awards and Incentives: 1. Verbal Praise 2. Cheers and Chants 3. Positive Notes to Parents 4. Lunch with Friends 5. Lunch with Principle 6. Sock Hop (as scheduled)

7. Stickers and Stamps 8. Homework Pass 9. Healthy Snacks 10. Fun Fridays 11. Computer Time 12. R.O.A.R Bucks

Reflect on classroom management (Key Element 1.E): What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important?

The most important consideration in managing the classroom to maximize instructional time is following the rules and regulations of your classroom at all time. It is also very important that you keep your students engaged in the learning process the entire day. When students get bored or dont have any work to complete, distractions will begin to occur.

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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 Newsletter:


A weekly newsletter is sent home to inform parents of events in the classroom as well as the school. It reminds parents of approaching events and gives them notice of upcoming projects that may require their assistance. This newsletter also has the homework for the week.

Parent Letter:
A parent letter will be sent home the first day of school which states my philosophy of education, my goals, and expectations for the students.

Phone Calls and Notes:


Parents are welcome to send notes to the teacher and request a phone call. This way, parents and teachers can communicate continuously and remain updated on their childs progress.

Report Cards:
At the end of each nine weeks, students grades are averaged and then sent home in the form of report cards.

Procedures for involving parents with the learning at home


The students will be given a homework folder, which they are to complete at home. The students are to ask their parents for guidance or have the parent email the teacher for guidance. Some of the homework will consist of more than one person, so the parents will need to assist in their childs learning.

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Section VII: Reflecting and Revision Procedures


Reflect on your long range plan and determine what might be, or what you think may be strengths and weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often you think you might need to reflect on your teaching practices.

A.

Strengths:

My classroom management skills would be my strength. I strongly believe that my students will work hard and stay on task if I am prepared for them everyday. Students tend to misbehave when they dont have work to keep them occupied or if the teacher isnt paying attention. I plan to set my priorities with them at the beginning so they will know that Ms. Hurd means business when you walk through her door.
B. Weaknesses:

My weakness would consist of integrating other subject areas into my daily lesson. I want to be flexible with my teaching method and integrate all subject areas to help students get a better understanding of it all, instead of separating them. Students shouldnt always expect to do only math in math class, but maybe some science as well to go along with the lesson.

C.

Time line for evaluating long range plan components.

I would reflect on my long range lesson plan throughout the year and make changes as needed. I would observe it, atleast once a month, to make sure that Im on task with my l lessons. You dont want to rush the students but you have to cover all the standards and indicators.

D.

List modifications and adaptations that you think might be needed to improve the procedures.

I may need to modify the time limit on my units to improve my instruction.

E.

Plan for reflecting on your teaching practices.

I will reflect on my teaching practices after every assessment. This will be a continuous method for the entire year. No need to move on to the next unit if majority of the students didnt understand the content.

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