EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN TEMPLATE

Candidate: Nakita Manigault Cooperating Teacher: Ms. G. Kennedy District: OCSD 5 School: Whittaker Elementary School Year: 2013 Major: Elementary Education Cognate(s): N/A Section I: Student Information (Key Element 1.A)

Grade: 4th

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 levels, disabilities, ethnicity, student interests, and other relevant factors, etc.) Gender Description (of your findings in terms of your students) Female: 41 Male: 45 African American: 41 Female; 42 Male Hispanic: 2 Male, 0 Female Caucasian: 1 Male, 0 Female Free Lunch: 73 Reduced Lunch: 7 Regular Lunch: 6 4A Perkins: 3.3 4B Robinson: 3.6 4C Kennedy: 3.1 4D Catlin: 3.6 4th grade reading levels range from PP 7.3. There are 4 students who are Resource students. One is only speech therapy and 3 are speech and learning resource students. There are 2 students who are English Language Learners. Sources/Contextual Factors (E.g. students, community resources, internet, records, school personnel, family, etc.) This information was gathered by observing each class. I also gathered rosters for each class, to ensure I had an accurate count of the number of students in the 4th grade.

Ethnicity

SES

Reading Level (Based on Class Average)

Resource

This information was gathered from Ms. Dixon in the cafeteria. Ms. Kennedy also provided data as well. This information was gathered from each 4th grade homeroom teacher. From the Star reading program that shows individual and whole class scores and averages as well as the ZPD for each student. Ms. Kennedy also provided information about I gathered this information from Ms. Kennedy and Ms. Charley the Resource teacher. This information was gathered from Ms. Kennedy and the school ESOL Teacher.

English Language Learners

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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 that I have obtained from Ms. Georgetta Kennedy and other reliable sources, is pertinent to my long and short range planning. The students are diverse academically, racially and economically. The information gathered will help me better plan lessons and goals based on my students abilities. Reading levels and academic resource needs will heavily alter how I teach these students. While compiling both my long and short range plans, I will refer back to the information Ive gathered on all students but especially those who have lower reading levels, and those who need in depth instruction. This information will also help me increase my instructional time by meeting each students needs and effectively teaching content. 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 non-print 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? - Each of the goals aforementioned is equally important. Students should learn and develop proper reading, comprehension and writing skills. However, the ultimate goal is for students to perform well on all necessary assessments such as PASS, District tests (benchmarks and Mini Bites), as well as criterion referenced tests (within the classroom). The standards that have been outlined by both the state and the district are necessary skills students need to learn prior to being promoted to the fifth grade. Learning these skills will help students prove that they have absorbed what was taught throughout the year and have successfully learned the necessary skills to succeed in the real world.

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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 decimal notation as an extension of the place-value system; the relationship between fractions and decimals; the multiplication of whole numbers; and accurate, efficient, and generalizable methods of dividing whole numbers, adding decimals, and subtracting decimals. The student will demonstrate through the mathematical processes an understanding of numeric and nonnumeric patterns, the representation of simple mathematical relationships, and the application of procedures to find the value of an unknown. The student will demonstrate through the mathematical processes 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. The student will demonstrate through the mathematical processes an understanding of elapsed time; conversions within the U.S. Customary System; and accurate, efficient, and generalizable methods of determining area. The student will demonstrate through the mathematical processes an understanding of the impact of data-collection methods, the appropriate graph for categorical or numerical data, and the analysis of possible outcomes for a simple event.
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? - Each of the goals aforementioned is equally important. Students should learn and develop grade level mathematical computation skills. However, the ultimate goal is for students to perform well on all necessary assessments such as PASS, District tests (benchmarks and Mini Bites), as well as criterion referenced tests (within the classroom). The standards that have been outlined by both the state and the district are necessary skills students need to learn prior to being promoted to the fifth grade. Learning these skills will help students prove that they have absorbed what was taught throughout the year and have successfully learned the necessary skills to succeed in the real world.

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Subject: Science

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

The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. The student will demonstrate an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments. (Life Science) The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science) The student will demonstrate an understanding of weather patterns and phenomena. (Earth Science) The student will demonstrate an understanding of the properties of light and electricity. (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? - Each of the goals aforementioned is equally important. Students should learn and develop proper scientific inquiry skills as well as proper knowledge about life, earth and physical science. However, the ultimate goal is for students to perform well on all necessary assessments such as PASS, District tests (benchmarks and Mini Bites), as well as criterion referenced tests (within the classroom). The standards that have been outlined by both the state and the district are necessary skills students need to learn prior to being promoted to the fifth grade. Learning these skills will help students prove that they have absorbed what was taught throughout the year and have successfully learned the necessary skills to succeed in the real world. Subject: Social Studies

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

The student will demonstrate an understanding of political, economic, and geographic reasons for the exploration of the New World. The student will demonstrate an understanding of how the settlement of North America was influenced by the interactions of Native Americans, Europeans, and Africans. The student will demonstrate an understanding of the conflict between the American colonies and England. The student will demonstrate an understanding of the beginnings of America as a nation and the establishment of the new government. The student will demonstrate an understanding of westward expansion of the United States and its impact on the institution of slavery. The student will demonstrate an understanding of the causes, the course, and the effects of the American Civil War.

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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? - Each of the goals aforementioned is equally important. Students should learn and develop proper knowledge of American History. However, the ultimate goal is for students to perform well on all necessary assessments such as PASS, District tests (benchmarks and Mini Bites), as well as criterion referenced tests (within the classroom). The standards that have been outlined by both the state and the district are necessary skills students need to learn prior to being promoted to the fifth grade. Learning about American History will help students prove that they have absorbed what was taught throughout the year and have successfully learned the necessary skills to succeed in the real world. Learning about history will also help students become effective citizens and good Samaritans of their community. 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 4-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information. 4-2.7 Use functional text features (including tables of contents, glossaries, and indexes) as sources of information. 4-4.4 Use grammatical conventions of written Standard American English, including subject-verb agreement; past, present, and future verb tenses; conjunctions. 4-1.6 Analyze the effect of the authors craft (for example, word choice and sentence structure) on the meaning of a given literary text. 4-5.3 Create written descriptions using language that appeals to the readers senses. 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 4-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition). 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 4-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition). 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.

1 week

4 days

1 week

4 weeks

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Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? -The instructional sequence was set forth by the OCSD 5 pacing guide and South Carolina State Standards. The districts pacing guide sets the recommended pace or amount of time spent teaching each standard. The sequence of the standards is pertinent because it allows students adequate time to learn each standard effectively to master skills necessary for the PASS exam. Ms. Kennedy has set her own pace for the students, teaching multiple standards over a couple of weeks. Each standard is taught, however, she constantly spirals content sporadically going back to standards previously learned as they relate to the lesson of the day. I plan to follow her pace to ensure that the students consistently learn and review pertinent skills prior to taking the PASS exam. Describe ways in which you will integrate the arts, PE and Music in your unit? - I will incorporate activities that require students to be creative. The arts and music integration will come into play during assessments giving students presentations that require them to draw, paint or create a collage, or create a song based on the lesson or standard being taught. I will also create lessons that allow students to be up and moving while learning. 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 Topic or Description -- Key Element 1.C 4-5.8 Recall equivalencies associated with liquid volume, time, weight, and length: 8 liquid ounces = 1 cup, 2 cups = 1 pint, 2 pints = 1 quart, 4 quarts = 1 gallon; 365 days = 1 year, 52 weeks = 1 year; 16 ounces = 1 pound, 2,000 pounds = 1 ton; and 5,280 feet = 1 mile. 4-5.3 Use equivalencies to convert units of measure within the U.S. Customary System: converting length in inches, feet, yards, and miles; converting weight in ounces, pounds, and tons; converting liquid volume in cups, pints, quarts, and gallons; and converting time in years, months, weeks, days, hours, minutes, and seconds. 4-5.7 Use Celsius and Fahrenheit thermometers to determine temperature changes during time intervals. 4-5.6 Apply strategies and procedures to determine the amount of elapsed time in hours and minutes within a 12-hour period, either a.m. or p.m. 4-4.6 Represent points, lines, line segments, rays, angles, and polygons. 4-5.2 Compare angle measures with referent angles of 45 degrees, 90 degrees, and 180 degrees to estimate angle measures. 4-4.1 Analyze the quadrilaterals squares, rectangles, trapezoids, rhombuses, and parallelograms according to their properties. 4-5.4 Analyze the perimeter of a polygon. 4-4.2 Analyze the relationship between three-dimensional geometric shapes in the form of cubes, rectangular prisms, and cylinders and their two-dimensional nets. 4-5.5 Generate strategies to determine the area of rectangles and triangles. 4-4.4 Represent the two-dimensional shapes trapezoids, rhombuses, and parallelograms and the three-dimensional shapes cubes, rectangular prisms, and cylinders. 4-4.3 Predict the results of multiple transformations of the same type translation, reflection, or rotationon a two-dimensional geometric shape. 4-4.5 Use transformation(s) to prove congruency. Unit Length (i.e., approximate number of lessons 1 week

3 days 1 week

3 days 3 days 3 days 2 days 3 days

4 days 3 days

4 days

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4-4.7 Represent with ordered pairs of whole numbers the location of points in the first quadrant of a coordinate grid. 4-4.8 Illustrate possible paths from one point to another along vertical and horizontal grid lines in the first quadrant of the coordinate plane.

2 days

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 instructional sequence was set forth by the OCSD 5 pacing guide and South Carolina State Standards. The districts pacing guide sets the recommended pace or amount of time spent teaching each standard. The sequence of the standards is pertinent because it allows students adequate time to learn each standard effectively to master skills necessary for the PASS exam. Each standard is taught within the necessary amount of time, increasing or decreasing the amount of time spent, if needed. Previously learned standards are spiraled into current standards to keep students abreast of the information they may have forgotten in preparation for the PASS exam. Describe ways in which you will integrate the arts, PE and Music in your unit. - I will incorporate activities that require students to be creative. The arts and music integration will come into play during assessments giving students presentations that require them to draw, paint or create a collage, or create a song based on the lesson or standard being taught. I will also create lessons that allow students to be up and moving while learning. 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 4-2.5 Explain how an organisms patterns of behavior are related to its environment (including the kinds and the number of other organisms present, the availability of food and other resources, and the physical characteristics of the environment). 4-2.6 Explain how organisms cause changes in their environment. 4-3.1 Recall that Earth is one of many planets in the solar system that orbit the Sun. 4-3.2 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. 4-3.3 Explain how the Sun affects Earth. 4-3.4 Explain how the tilt of Earths axis and the revolution around the Sun results in the seasons of the year. 4-3. Explain how the rotation of Earth results in day and night. 4-3.6 Illustrate the phases of the Moon and the Moons effect on ocean tides. 4-3.7 Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky. 4-3.8 Recognize the purpose of telescopes.

1 week 4 days 1 week

1 week 1 week 1 week 4 days

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

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-The instructional sequence was set forth by the OCSD 5 pacing guide and South Carolina State Standards. The districts pacing guide sets the recommended pace or amount of time spent teaching each standard. The sequence of the standards is pertinent because it allows students adequate time to learn each standard effectively to master skills necessary for the PASS exam. Each standard is taught within the necessary amount of time, increasing or decreasing the amount of time spent, if needed. Previously learned standards are spiraled into current standards to keep students abreast of the information they may have forgotten in preparation for the PASS exam. Describe ways in which you will integrate the arts, PE and Music in your unit. - I will incorporate activities that require students to be creative. The arts and music integration will come into play during assessments giving students presentations that require them to draw, paint or create a collage, or create a song based on the lesson or standard being taught. I will also create lessons that allow students to be up and moving while learning. 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 1 week

Unit Topic or Description -- Key Element 1.C 4-5.4: Summarize how territorial expansion, related land policies, and specific legislation that affected Native Americans, including the Northwest Ordinance of 1787 and the Indian Removal Act. 4-5.5: Explain how the Missouri Compromise, the fugitive slave laws, the annexations of Texas, the Compromise of 1850, the KansasNebraska Act, and the Dred Scott decision affected the institution of slavery in the United States and its territories. 4-6.1: Explain the significant economic and geographic differences between the North and South. 4-6.2: Explain the contributions of abolitionists to the mounting tensions between the North and South over slavery, including William Lloyd Garrison, Sojourner Truth, Fredrick Douglas, Harriet Tubman, Harriet Beecher Stowe, and John Brown. 4-6.3: Explain the specific events and issues that led to the Civil War, including sectionalism, slavery in the territories, states rights, the presidential election of 1860, and secession. 4-6.4: Summarize the significant battles, strategies, and turning points of the Civil War, including the battles of Fort Sumter and Gettysburg, the Emancipation Proclamation, the role of African Americans in the war, the surrender at Appomattox, and the assassination of President Lincoln. 4-6.5: Explain the social, economic, and political effects of the Civil War on the United States.

1 week

1 week 1 week

1 week

1 week

1 week

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 instructional sequence was set forth by the OCSD 5 pacing guide and South Carolina State Standards. The districts pacing guide sets the recommended pace or amount of time spent teaching each standard. The sequence of the standards is pertinent because it allows students adequate time to learn each standard effectively to master skills necessary for the PASS exam. Each standard is taught within the necessary amount of time, increasing or decreasing the amount of time spent, if needed. Previously learned standards are spiraled into current standards to keep students abreast of the information they may have forgotten in preparation for the PASS exam.

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Describe ways in which you will integrate the arts, PE and Music in your unit. - I will incorporate activities that require students to be creative. The arts and music integration will come into play during assessments giving students presentations that require them to draw, paint or create a collage, or create a song based on the lesson or standard being taught. I will also create lessons that allow students to be up and moving while learning. 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 you list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.

Teacher Materials Smart Board- used to allow students to be interactive during the lesson. Prezi.com- Prezi.com is a modern day version of Microsoft PowerPoint. It works similar to PowerPoint, but is a lot easier to use. Prezi will be used to present information to students during the lesson. Power Point- also a technology used to present information during lessons.

Student Materials Pencils Paper

Study Island- Study island is a database that allows teachers to compile tests, homework, practice sheets, etc. for students based on the standard that is being taught. Students can also access study island to practice skills. Student Response System or CPS- CPS is used primarily in collaboration with Study island. This is when formative assessments will take place. The practice the students complete can be graded and I can use the information to assess student comprehension. Lumens Lamp- The lumens lamp helps to display tools used during lesson on the whiteboard. This enables the entire class to see the material being used during the lesson. South Carolina PACT Coach practice books- (Social Studies, Math, English Language Arts, Science) This book will provide most of the information needed to provide notes for students in all content areas. Teachers Edition of content Basal Readers Manipulatives Students will use manipulatives as supplements to compute answers for simple mathematical equations. (counting blocks, hundreds blocks, individual clocks for telling time, etc.)

Access to Study Island for studying at home. (Not mandatory but highly recommended; students are provided paper copies of notes for studying. Study Island is for additional practice) Folders for each content area- will be used to hold notes, practice sheets and homework.

Basal Reader (Textbook) - Will be used during lessons to complete guided practice.

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

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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) Benchmark testing (Summative) Evaluative Criteria Student Progress /Achievement Reporting Method(s) These scores are reported to schools and students are told their overall score and how they scored compared to 4th graders within the district. Students receive individual scores. Teachers are told how their students performed individually as well as how they performed compared to schools in the district as well as across South Carolina and other states. Tests will be graded and reported immediately. Students will score their own tests (swapping papers to make sure answers arent changed while scoring is occurring). This will also allow time for students to see correct answers and get explanations as to why the answers are incorrect. Scores will be entered in the Power Teacher database. This system tracks students progress, and it also gives students their overall average. Students will be able to show what they have learned over the span of the semester. Matching Standard

OCSD 5 distributes Benchmark exams to determine how students within the district are performing.

All standards taught during the school year.

PASS (Summative)

The state distributes the PASS exam to students at the end of the school year to assess what they have learned throughout the year.

All standards taught during the school year.

Unit tests (done on Friday) (Summative) 35% of overall grade

These tests will be compiled from various sources. Most of the questions on these assessments will come from Study Island because the site has the most reliable information that is closely related to the standards that will be taught during my lessons.

Standards taught during the week.

Major Project (Summative) 45% of overall grade

This will be focused on students writing a piece of work. It will be an interdisciplinary project, incorporating both music and art.

Primary Standards: 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.

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Daily Questions (Formative) 20% of overall grade

During lessons students will be asked numerous questions that will determine their levels of comprehension and how much I need to alter how and what I am teaching. These questions will range from low to high on Blooms Taxonomy.

Students will receive immediate feedback during the lesson. The answers to their questions will be based on what is being taught at that current moment, so an immediate answer is necessary. Students achievement will be monitored by whether or not they are correctly able to answer the question.

Standard being taught during that lesson.

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? 1. The major assessment that I have planned for students is appropriate for evaluating student progress because it allows students to intertwine every standard they have learned throughout the year. Instead of planning a major multiple choice or PASS like test, I wanted to give students the opportunity to be expressive when showing me what they have learned. I know that my students are very expressive and I believe that this will give them the prime chance to show their best work. 2. Both students and parents know that my lessons are collaborative with Ms. Kennedys lesson plans. I will send information home with students in reference to the major project students will work on delineating the requirements for the project as well as how much of their final grade the project is worth. Students will take home folders twice a month with paperwork to show parents their progress in the classroom. Students will have to show parents this folder and parents have to sign acknowledging the fact that they have reviewed the contents of the folder and their students progress. On the other hand, if there is a student who has been consistently failing tests, they must take the test home to have it signed immediately. 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: - Students grades will be recorded in the Power Teacher. Power Teacher will help me to keep track of student achievement over time as well as their overall grade. B. Procedures for aggregating and displaying data: - Within the classroom, there is a chart that profiles homeroom achievement on a specific standard. Each class has a star labeled with their overall average. I will continue this procedure showing which class as a whole masters the standards I teach with at least an 80% or above. C. How will you use the data to make instructional decisions? - The data gathered from the scores will help me determine whether I need to re-teach the standard to the entire class or to specific individuals. The specific students who score 80% or less will forfeit their recess/activity time to receive additional support. If more than half of the class fails to show mastery of the standards taught, I will first revamp my lesson and re-teach it to the students in a more precise way. Section V: Classroom Management (Key Element 1.E)

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Describe your expectations for student behavior during instruction and during non-instructional routines. Write your description as you were explaining these expectations to your students and their parents. List the rules and consequences, and your procedures for non-instructional activities. EXPECTATIONS DURING INSTRUCTION

During Instruction: Students are to sit up in their desks. No slouching, gazing, daydreaming or leaning. Follow along if a teacher is reading or read alone. Focus. Raise your hands. Check your work.

If students complete assignments early: Read an A.R. book and take a test.
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

There is a system in place for non-instructional routines. One thing must be done at a time to create less organized chaos within the classroom. Pencil Sharpening- Students are allowed to sharpen pencils at the beginning of the class period. They are called by row, and in most instances students line up, according to their row, and they quickly sharpen pencils. In other instances, the first person in the row sharpens each persons pencil. Bathroom Use: Students are allowed to use the bathroom during homeroom. They are only allowed to go to the restroom during instructional time if it is an emergency. Students are occasionally allowed to go to the restroom during transition times. Entering/Exiting Class: Students should enter the classroom quietly with only one pencil. Once they enter the classroom, they should put their heads down on their desk to wait for further instructions. Students exit the classroom by being called by rows. The rows are labeled according to the week, and they are called by the day that it is (if today is Monday, Mondays row will go first anytime they are called to line up). Hallway Conduct: While students are in the hallway they are to remain quiet and stay in a line according to their row (If today is Monday, students who sit in Mondays row should line up first). During transitions, they are to grab their book bags, and move them to the wall parallel to their classroom. Book bags are lined up neatly with straps tucked under, and they wait either with their shoulders on the wall facing forward or they are to step-out which means stand in the 3rd block away from the wall and wait to be called into the classroom. Retrieving items from book bags: If a student needs to retrieve something from their book bag after the start of the period, they must first ask, and once they receive permission they must go and come back quickly. If all Students are expected to fulfill all classroom expectations. should strive to fulfill classroom students, for example, need to gather their homework afterStudents they class has began, they are all called by their row, expectations by monitoring their own behaviors. Listed below are the Classroom expectations. and must go quickly so that other students can retrieve their homework as well.

1.

Classroom Expectations: Listen and follow directions the first time

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2. 3. 4. 5.

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.

For students who fail/refuse to monitor their behavior, there is a list of consequences: Consequences 1. 2. 3. 4. Verbal Warning Student/Teacher Conference Rule Reflection Corner Parental Contact

For students who successfully monitor their own behavior there are Rewards and Incentives. The rewards and incentives are as follows: 1. Verbal Praise from Teacher 2. Cheers and Chants 3. Positive notes to parents 4. Lunch with Friends 5. Lunch with the Principal 6. Sock Hop (as scheduled) 7. Stickers and Stamps 8. Homework Pass 9. Healthy snacks 10. Fun Fridays 11. Computer Time 12. ROAR 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? - Every classroom needs structure. Chaos diminishes instructional time because you spend valuable time diffusing the problem. If students are told exactly what is expected of them at the beginning of the period, they are aware from the very beginning of what they should be doing. If everyone is on the same page, the lesson can go very smoothly and things can be accomplished.

Section VI: Parent Communications

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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 how you would involve your parents in home-based and school-based activities. Procedures for providing initial information

A letter was sent home to parents to inform them of my intent during the time I will student teach. I explained to parents that my lessons will be collaborative and content will not differ. Parents know that the same behaviors are expected during my time in their childs classroom, and the same consequences will apply for students who fail to follow rules and adhere to expectations. Twice a month, parents receive folders that document students progress in the classroom. Parents have to review the work within the folder, and sign to acknowledge receipt of the folder. Parents signature states they are aware of their students academic progress and standing at this point of the school year. There are also comment slots for both teacher and parent comments.
Procedures for involving parents with the learning at home

In my initial parent letter, Parents were welcomed into the classroom via school visits and phone calls. Students have access to Study Island for additional work to practice with at home. Parents are encouraged to help their children while they are doing additional practice work. Parents also receive weekly newsletters with the standards of the week listed, and practice questions for each content area. Parents are always encouraged to assist students with homework. As I begin teaching more I will provide parents with direct instructions on how to assist students with their homework, and especially their major project. If parents facilitate the learning that takes place in the classroom at home as well, there can be much more achievement and retention of material taught.

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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: - This plan allows for students to master standards over a given period of time. It also allows them different outlets to express what they have learned. Weaknesses - The only weakness I can see is the amount of time spent on each standard. Although each standard has approximately one week set aside to be taught, there may be instances where events happening in the school prevent certain lessons from happening, or students may not grasp the standard in the given amount of time. If this is the case, I will have to readjust my plan to accommodate the extension of the standard.

B.

C. Time line for evaluating long range plan components. - By March, I would have been teaching for about one month. By that time, I should be able to see what is working and what will not work in my long range plan. At this time, I will be able to modify my long range plan to fit the amount of time I have left with the students. D. List modifications and adaptations that you think might be needed to improve the procedures. - Modifications will vary depending on my student s weekly and monthly achievement status. After reviewing my students progress I will then modify, if necessary, my plan to fit the needs of the students. E. Plan for reflecting on your teaching practices F. - Reflection will take place after each lesson. Being that I am teaching 4 different classes, I have time in between each period to determine what worked and what did not. After my reflection I can modify what was done to better affect each coming class. - I will also do weekly reflections to review what was done during the week that may or may not work the following week.

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Revised Fall 2012