EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN

Candidate: Brittany Benjamin th Grade: 4 District: OCSD5 Year: 2012-2013 Major: Elementary Education

Cooperating Teacher: Ms. Little-Robinson School: Brookdale Elementary Cognate(s): Social Studies

Section I: Student Information (Key Element 1.A) Describe the student information that you feel will have the most impact on the way you plan and deliver instruction. st 1 Class Important Student Information (Key Element 1.A) Factors (E.g. gender, SES, reading levels, disabilities, ethnicity, student interests, and other relevant factors, etc.) Description (of your findings in terms of your students) Sources/Contextual Factors (E.g. students, community resources, internet, records, school personnel, family, etc.) Personal observation

Race/Ethnicity

Females:21 Black:20 Asian:1 Accommodate differences: Express high expectations and ask higher-order questions that require not only identification and categorization but also comprehension and analysis, application to other situations, synthesis, and value judgments

Disabilities

No students have been tested for a learning disability. Accommodate differences: Lowering the reading level of assignment, and adapting worksheets, with simplified vocabulary. These students should be allowed numerous breaks. Cheerleading, Dancing, Singing, and talking. Accommodate differences: Knowing students interests will help me be able to connect their interest with the subject matter. So the students would be more interested in what Im teaching The low, middle, and high level students are placed in cooperative learning groups. Accommodate differences: Each group member will be given a role. So, the lower achieving students will have a chance to make contributions in their cooperative group.

School personnel

Student Interest

Interest inventory

Ability/Developmental Levels High Ability Levels 4 students Medium Ability Levels 12 students

Teacher

Revised Fall 2012

Low Ability Levels 4 students

Accommodate differences: Use a range of instructional strategies and learning activities. Offering a variety that provides the students with opportunities to learn in ways that are open to their own communication styles, cognitive styles, and abilities. 19 Free/reduced lunch Accommodate differences: Make extra supplies and materials available 2 class
nd

Socioeconomic status

Power school

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 your (E.g. students, community student interests, and other students) resources, internet, records, school relevant factors, etc.) personnel, family, etc.) Race/Ethnicity Males: 20 Personal observation Black :20 Accommodate differences Express high expectations and ask higher-order questions that require not only identification and categorization but also comprehension and analysis, application to other situations, synthesis, and value judgments IEP:2 Accommodate differences: Lowering the reading level of assignment, and adapting worksheets, with simplified vocabulary. These students should be allowed numerous breaks. Basketball, Football, and video games Accommodate differences: Knowing students interests will help me be able to connect their interest with the subject matter. So the students would be more interested in what Im teaching. The low, middle, and high level students are placed in cooperative learning groups. Accommodate differences: Use a range of instructional strategies and learning activities. Offering a variety that provides the students with opportunities to learn in ways that are open to their own communication styles, cognitive

Disabilities

School personnel

Student interest

Students

Ability/Developmental Levels High Ability Levels 3 students Medium Ability Levels 14 students Low Ability Levels 3 students

Teacher

Revised Fall 2012

styles, and abilities. Socio-Economic status School personnel Accommodate differences: Make extra supplies and materials available Reflect on the student Information (Key Element 1.A): Why do you feel that this student information is of Primary importance, and (2) how did and will you use this student information to guide the development of your long and short range plans? The student information is of primary importance because it is important to know your students background so that you can best determine their needs as it affects learning in the classroom. Knowing about the students lives will help prevent conflict amongst classmates, anticipate possible problems or misconceptions, and it gives me the information I need to shape my instruction around my students, tailoring my lessons to them so that I keep them engaged and interested in high-energy instruction that meets their academic needs.

Section II: Long Range Learning and/or Developmental Goals (Key Element 1.B) Describe the long range learning/developmental goals (standards) that you have established 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: Mathematics

Long Range Learning and/or Developmental Goals -- Key Element 1.B

Standard 4-4: The student will demonstrate through the mathematical process an understanding of the relationship between two-and three dimensional shapes, the use of transformations to determine congruency, and the representation of location and movement within the first quadrant of a coordinate system. Standard 4-5: The student will demonstrate through the mathematical processes an understanding of elapsed time; conversions within the US Customary System; and accurate, efficient and generalizable methods of determining area. Cognitive leaning goal-- A student who learns material at the Knowledge level can recognize and identify it, if it is presented again in essentially the original form in which it was learned. Psychomotor learning goal--Detects non-verbal communication cues. Students shows desire to learn a new process. Affective learning goal-- Students participates in class discussions. Students accept responsibility for one's behavior. Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why? Of the long range learning and/or developmental goals I have established I believe that the psychomotor goal detects non-verbal communication cues. Students shows desire to learn a new process. I believe that if the students learn non-verbal cues then valuable instructional time wont be wasted.

Revised Fall 2012

Subject: Science

Long Range Learning and/or Developmental Goals -- Key Element 1.B 4-2: Students will demonstrate an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments. (Life Science) 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science) 4-4: The student will demonstrate an understanding of weather patterns and phenomena. (Earth Science) 4-5: The student will demonstrate an understanding of the properties of light and electricity. (Physical Science) Cognitive learning goal- Explain in one's own words the steps for performing a complex task. Psychomotor learning goal - Detects non-verbal communication cues. Recognize one's abilities and limitations. Shows desire to learn a new process. Affective learning goal - Students will participate in class discussions. Give presentations and cooperate in group activities. The students will also accept responsibility for their behavior

Subject: English

Long Range Learning and/or Developmental Goals -- Key Element 1.B 4-1 The student will read and comprehend a variety of literary texts In print and nonpoint formats. Standard 4-2 The student will read and comprehend a variety of informational texts in print and non-print formats. 4-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English. 4-5 The student will write for a variety of purposes and audiences Cognitive learning goal - The students will be able to differentiate between a fact and an opinion. Psychomotor learning goal- The students will show a desire to learn a new process. Affective learning goal- The students will participate in class discussions. Give presentations and cooperate in group activities. The students will also accept responsibility for their behavior.

Revised Fall 2012

Subject: Social Studies

Long Range Learning and/or Developmental Goals -- Key Element 1.B 4-3: The student will demonstrate an understanding of the conflict between the American colonies and England. 4-4: The student will demonstrate an understanding of the beginnings of America as a nation and the establishment of the new government. 4-5: The student will demonstrate an understanding of westward expansion of the United States and its impact on the institution of slavery. 4-6: The student will demonstrate an understanding of the causes, the course, and the effects of the American Civil War. Cognitive learning goal - Explain in one's own words the steps for performing a complex task. Psychomotor learning goal - Detects non-verbal communication cues. Recognize one's abilities and limitations. Shows desire to learn a new process. Affective learning goal- Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why? Of the long range learning and/or developmental goals I have established I believe the affective learning goal is the most important for all students to achieve. I believe that once the class has the ability to participate in class discussions then they would have learned her order thinking. Section III: Instructional Units (Key Element 1.C) Subject: Mathematics Unit Length (i.e., approximate number of lessons 1 week and 2 days, 7 lessons 3 weeks, 15 lessons 2 days, 2 lessons 1 day, 1 lesson 4 days, 4 lessons 3 days, 3 lessons

Unit Topic or Description -- Key Element 1.C Elapsed Time Intro to Geometry Classifying two-dimensional figures Analyze the relationship between three-dimensional geometric shapes Strategies to determine the area of rectangles and triangles. Represent the two-dimensional shapes trapezoids, rhombuses, and parallelograms and the three-dimensional shapes cubes, rectangular prisms, and cylinders. Predict the results of multiple transformations of the same type Represent with ordered pairs of whole numbers the location of points in the first quadrant of a coordinate grid. Illustrate possible paths from one point to another along vertical and horizontal grid lines in the first quadrant of the coordinate plane. Break

6 days, 6 lessons 2 days, 2 lessons

Revised Fall 2012

Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? The unit topics that I selected are based on the 4th grade math pacing guide for Orangeburg Consolidated School District 5. The amount of time for each unit is based on the number of indicators for each concept as well as the level of complexity, according to the math support document that is supplied by the SC State Department of Education. The sequence of the units was based on the district curriculum guide scope and sequence. Describe ways in which you will integrate the arts, PE and Music in your unit. I will integrate the arts into my Geometry unit by having the students create geometric figures with pretzels and marshmallow. I will be able to integrate music throughout my math unit. The students will create a rap or a song to remember their multiplication facts. Also, the students can create raps to remember key vocabulary. I will integrate health in my unit by having the students do a math project where they have to keep track of their daily servings of food groups. After one week of recording their results they will create a bar graph of their food intake. I can integrate PE into my unit by playing the game geo says. To play the game, I will need to show a visual representation of the numerous geometry terms learned in class. For example, a ray can be demonstrated with one arm out, fingers spread open. We would use Simon Says principles to show the following: acute angle, right angle, obtuse angle, line segment, point, ray, rotation, translation, and reflection, parallel, intersecting, and perpendicular lines. I would play the game until a geometry winner is declared.

Subject: Science Unit Length (i.e., approximate number of lessons 4 days, 4 lessons 4 days, 4 lessons Explain how organisms cause changes in their environment. 4 days, 4 lessons Intro to the Solar System Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon 5 days, 5 lessons

Unit Topic or Description -- Key Element 1.C

Explain how an organisms patterns of behavior are related to its environment

Explain how the tilt of Earths axis and the revolution around the Sun results in the seasons of the year. Explain how the rotation of Earth results in day and night.

4 days, 4 lessons

5 days, 5 lessons Illustrate the phases of the Moon and the Moons effect on ocean tides. Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky. 4 days, 4 lessons

3 days, 3 lessons Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

Revised Fall 2012

The unit topics that I selected are based on the 4th grade science pacing guide for Orangeburg Consolidated District 5. The amount of time for each unit is based on the number of indicators for each concept as well as the level of complexity, according to the science support document that is supplied by the SC State Department of Education. The sequences of the units are based on the district curriculum guide scope and sequence.

Describe ways in which you will integrate the arts, PE and Music in your unit. I will be able to integrate science and art in my solar system unit. I will be able to integrate the arts by using marshmallow solar system. The students will color the marshmallows using food dye. Popsicle sticks can be used to create larger planets and really small marshmallows can be used for smaller planets like Uranus and Neptune. I can integrate Science and Health by speaking about environmental science because the class has been working on the unit about Organisms causing changes to their environments. I can integrate PE into Science by having the students examine the effects of physical activity on their bodies in physically active physical education lessons. I can integrate Music into science by having the students memorize a song to help them remember scientific facts and vocabulary. Section III B: Materials and Resources Make a list of all of the materials that will be needed to teach the unit. As you plan for the use 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- I will use my power points to teach and Illustrate Concepts and Strategies Smart board- interactive whiteboard used for demonstrations, guided practice, and an interactive tool for students. Paper clips Paper

Student Materials

Pencil

Math journal

Stickers

Science journal

Post-It-Notes Dry erase board/marker/eraser Pencil/Pens Paper Reading log Accelerated Reader Reading Renaissance- This is a computer program. Students take tests on books theyve read.

Chart paper- To create math and science anchor charts. Dry erase board/marker/eraser

Revised Fall 2012

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) Brookdale Benchmark (summative)

Evaluative Criteria

The students will be evaluated on Math1. Numbers and Operations 2. Algebra 3. Geometry 4. Measurement 5. Data Analysis and Probability

Student Progress/Achievemen t Reporting Method(s) Students will take this Benchmark at three periods: August, December, and March. Each student has a Data Card and their scores for each category, under each month is recorded and placed in the Data room.

Matching Standard

Math Standards 4-2, 4-3, 4-4, 4-5, 46,

Science Standards 4-2,4-3,4-4,4-5

Common Assessments (formative)

Science1. Scientific Inquiry 2. Plants 3. Sun and Moon 4. Earth Materials 5. Exploring Motion The students will be evaluated on multiple choice math and science questions

End of Standard Testing (summative)

Every Friday, the students will be tested on the standard they have been studying for the previous week or two weeks.

Students are tested twice a month starting in October until April. Their scores on recorded on the Data card and placed in the Data room. The students will receive their grades when the teacher sends home the midnine week grades

Math Standards 4-2, 4-3, 4-4, 4-5, 46, Science Standards 4-2,4-3,4-4,4-5 MathStandard 4-2, 4-3, Science Standard 4-2,4-3,

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

Revised Fall 2012

The major assessments are appropriate for evaluating student progress and achievement because the students are tested after certain grading periods, the students are assessed based on the South Carolina standards they were taught. I can help my students and parents understand the evaluation criteria by sending home a letter explaining the standards that are being tested. I will also send home progress reports so the parents will know how their children are doing academically.

Section IV B: Assessment of Student Performance Record Keeping (Key Element 1.D) Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your procedures for aggregating and displaying the data. Discuss how you will use the data to make instructional decisions.

A.

System for maintaining records of student progress and achievement:

I maintain my records manually and virtually. I will record student progress and achievement in my grade book. I will use PowerSchool. PowerSchool is a computer program that grades for current classes, as well as the assignments that make up those grades. PowerSchool also records the student attendance for the past two weeks or for the whole quarter; including a legend of attendance codes used by the school and it has a section for teacher comments and a discipline log.

B.

Procedures for aggregating and displaying data:

I will collect and grade assignments. Students work will be displayed inside the class on a bulletin board and outside the class on a bulletin board.

C. How will you use the data to make instructional decisions? I will use the data to make instructional decisions. For instance, if I see that my students are consistently having a difficult time with certain concepts that Ive taught then I will go back and reteach the lesson in a way that would resonate with my students so they can be successful the next time they take a test on a concept theyve previously struggled with.

Revised Fall 2012

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

1. 2. 3. 4.

Listen and follow directions the first time. Raise your hand and wait for permission to speak. Keep hands, feet and negative comments to yourself. Have your suppliers and be on time.

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

Sharpening pencils - Students will sharpen pencils before the tardy bell rings or with permission from the teacher.
Taking roll - Students will complete a warm-up activity while roll is taken. Attendance will be recorded on the computer. Students who enter class 10 minutes after the tardy bell rings without valid written excuse will be counted absent from that class. Dismissal - Students will be dismissed from class only with permission from the teacher. Students are to remain in their seats until they have been dismissed. Pencil - All work that is to be collected by the teacher must be done in pencil. Ink is not acceptable. Restroom break- Homeroom students will be taken to the restroom before they change classes. Male students will be taken to the restroom after lunch. Students will be able to go to the restroom with permission. Cafeteria -No talking for the first five minutes of lunch. One student is responsible for wiping off the cafeteria tables so the next class to sit there has a nice clean space Field Trips Students must follow instructions and stay with the chaperone at all times. Emergency Drills- During an intruder alert drill the doors must be locked. The lights will be turned off and the students will get under their desks.

10

Revised Fall 2012

RULES 1. Come to class on time 2. Attend to personal needs before coming to class 3. Bring required materials every day unless you are otherwise directed 4. Use polite speech and body language

CONSEQUENCES

1. Verbal warning ( reteach the behavioral expectation) 2. Individual conference with the student (Decrease conduct grade to to S.) 3. Rule reflection corner (student explain in writing the rule) were broken and how they will change their behavior decrease conduct grade N. 4. Call parents (Decrease conduct grade to U).

Reflect on classroom management (Key Element 1.E): What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important? The most important considerations in managing the classroom to maximize instructional time Establishing rule and routines early in the year and implementing them until students habitually demonstrate the behaviors and routines and hold themselves and their peers accountable is a key to maximizing instructional time. This also provides a safe and productive learning environment for all students.

11

Revised Fall 2012

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

I believe that building trusting relationships with students' parents should be a priority. So, before the first day of school I will set up a parent teacher conference. At this conference I will provide information on the expectations, rules, and consequences I have for students. During the conference I will also tell my parents the goals I have for the school year. Also, I plan to have followed up meetings throughout the school year. I will periodically inform my parents about their childs learning and behavioral progress in my class by giving regular updates on student progress throughout the year. At the beginning of each new standard I will send home a newsletter which will include information about what the students would be learning throughout the week. Periodically the students will be given a progress report. The progress report will have the students grades along with a section for the students conduct grade E (Excellent), S (Satisfactory), U (Unsatisfactory), and N( Needs Improvement) represent students behaviors.

Procedures for involving parents with the learning at home

Throughout the school year I will be in communication with parents. I will send home bi weekly newsletters so parents will be informed about what Im teaching in the classroom. I will encourage parents to work with their children on their projects and homework. I will consider families lifestyles and cultural backgrounds when I plan home activities and some activities can be adapted to almost any home situation. For instance, most families watch TV. However, children and parents usually dont watch the same TV. shows. I can suggest appropriate TV. programs and I could send home questions for families to discuss. This discussion can be carried over into class.

12

Revised Fall 2012

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

A. Strengths: A strength of my long range plan is that I have a specific timeline to follow. Having a specific timeline to teach standards help me stay focused on the main concepts without deviating into unnecessary topics. Another strength of my long range plan is the outline of my major assessments I know when the students will be evaluated, so I can create study guides. B. Weaknesses I may not be able to effectively teach a standard in the specified amount of time. I may not have enough time to cover all of the material effectively, especially if I have students who need remediation. I have a classroom filled with students of different developmental levels. I dont want to rush standards because they have to be done in a set timeframe. If my students dont understand the concept, and I move on, I would feel like Im doing them a disservice because I have to move on to a new standard when they dont understand the previous one. C. Time line for evaluating long range plan components. I will evaluate my long range plan components at every interim period. Interim grades are given out at the half way mark through each nine week period. This is about four weeks into each nine week period. I chose this point because I am not too far into the nine weeks to not be able to revise and adjust. D. List modifications and adaptations that you think might be needed to improve the procedures. The adaptations that I think might be needed to improve the procedures is summaries of students with IEPs and chronic behavioral issues should be included in the long range plan. Including those summaries will help the teacher keep up-to-date on the academic plans intended for that student. Also, knowing the chronic behavioral issues students may have will help the teacher come up with an intervention plan for challenging behavior. I will constantly reflect on my strengths and weaknesses so I will improve my procedures. E. Plan for reflecting on your teaching practices. I will make reflecting on my teaching practices a priority because theres always room for improvement. Im still learning the art of teaching. When Im reflecting I will ask myself questio ns like what can I do to make my teaching more fun while adding to my students' learning and enjoyment? Did my students understand the new standard taught to them?

13

Revised Fall 2012

14

Revised Fall 2012