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LONG-RANGE PLAN
Clinical Practice Intern
Angelica Swinhart
Major
School
Middle Grades:
ELA and Social Studies
General instructions to interns: Each long-range plan (LRP) should include all subjects/courses you will
teach.
Section I: Student Information (Key element 1.A)
Class Period:
Student Information:
Gender: 17 Males, 10 Females listed on Attendance Report
Ethnicity: 21 Caucasian Students, 6 African American Students
Gifted/Talented Classes: 8 Gifted and Talented (G/T) as identified by administration.
Period 1
Period 2
Period 4
COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE
Section II: Learning and Developmental Goals (Key elements 1.B. and 1.D)
Goal
Standard 7-4: The student will demonstrate an understanding
of the causes and effects of world conflicts in the first half of
the twentieth century.
Evaluation Methods
(e.g., portfolios, benchmark tests, projects)
Homework/Current Events, classwork,
projects, quizzes/notebooks, tests
COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE
Goal
COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE
Section III: Instructional Units and Assessments (Key elements 1.C and 1.D)
Correlated Standards/
Expectations
Length
(i.e., number
of days)
Assessment(s)
(e.g., projects, quizzes,
chapter/unit tests, homework
assignments. Include
weightings, if appropriate)
Imperialism
7-3.6, 7-3.7,
4 Weeks
January
~ 16 lessons
- Homework/Current Events
- Classwork
- Quizzes/ Notebooks
- Projects
- Test
World Wars
6 Weeks,
Feb- March
~28 lessons
- Homework/Current Events
- Classwork
- Quizzes/ Notebooks
- Projects
- Test
3 Weeks
March-April
~25 lessons
- Homework/Current Events
- Classwork
- Quizzes/ Notebooks
- Projects
- Test
3 Weeks
April-May
~15 lessons
- Homework/Current Events
- Classwork
- Quizzes/ Notebooks
- Projects
- Test
7-4.5, 7-4.6
Cold War
7-5.5, 7-5.6
Twentieth Century
Homework, which includes a weekly current event, is evaluated based on students completion,
participation, and accuracy. Homework will be assigned at the beginning of each week, in which it is
the expectation that students will record their homework in their agenda books. Homework is weighted
as 10% of students grade, on a 100% scale. Record of homework grades will be kept in a grade book,
as well as electronically on Power School. Grades will be updated on Power School at minimum, every
two weeks.
Classwork is evaluated based on completion and accuracy, and accounts for 20% of students overall
grade. Record of classwork grades will be kept in a grade book, as well as electronically on Power
School. Grades will be updated on Power School at minimum, every two weeks.
Quizzes/Notebooks are evaluated based on accuracy, and will serve as 20% of the students grade.
Record of quiz/notebook grades will be kept in a grade book, as well as electronically on Power School.
Projects are evaluated according to specific rubrics that serve to outline expectations and guidelines
for student work. Projects account for 25% of each students overall grade, in which grades are to be
kept in a grade book, as well as electronically on Power School.
Tests are evaluated based on accuracy, and will serve as 25% of the students grade. Record of tests
grades will be kept in a grade book, as well as electronically updated on Power School.
COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE
Major assessments are based on test questions from the students PASS and PASS workbook combined
with worksheets and notes that the students have worked on in class. I also follow that coherent curriculum
guide to ensure that the students are being tested on what the state considers to be the most important part of
the standard.
Mrs. Petersen communicates with parents daily through the schools eChalk page. In addition, she
communicate with parents through a parent letter at the beginning of the year, Open house/PTA meetings,
newsletters, phone calls, conferences, email correspondences, progress reports, report cards, notes, and
signing the students agenda books. I send home a grade sheet every three weeks. If students fail a test then
they are required to obtain a parents signature. The students also have the opportunity to redo a test to earn
back half of their points. As a student teacher in her classroom, I will take on the responsibility of the eChalk
page, writing a parent letter to introduce myself and my role in the classroom, participate in conferences,
update progress reports, report cards, and signing students agenda books.
i.
RAMS matrix:
b. a.
RESPONSIBILITY
i. i.
Bring required materials
ii. ii.
Arrive promptly
iii.
iii.
Follow directions
c. b.
ATTITUDE
i. i.
Be actively engaged
ii. ii.
Wait your turn
iii.
iii.
Sit in your seat properly
d. c.
MANNERS
i. i.
Show mutual respect
ii. ii.
Use inside voices
iii.
iii.
Keep hands, feet, and objects to yourself
e. d.
SUCCESS
i. i.
Lead by example
ii. ii.
Exhibit self worth
iii.
iii.
Complete assignments
B)
a.
b.
c.
d.
e.
COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE
their bell work question and answering it in their journals. All papers are returned during journal
time. Students must bring their own pencil sharpener with them and if they need a tissue the
students are to raise their hands before they stand up to get a Kleenex. During DEAR time the
students are required to read a book and if they do not have one the student may choose one off
of my bookshelf. During homeroom the roll is taken and the students should not leave the
classroom until after the announcements. If as student is absent then they need to check the
class folders for missing worksheets or check my eChalk page for more information.
Yes
Yes
Yes
Yes
Classroom rules and expectations are developed collaboratively with the students.
Classroom rules and expectations are presented on the first day of class.
Classroom rules and expectations are sent home (e.g., via parent letter, newsletter). Attach a copy
Classroom rules and expectations are posted in the room.
Students keep a copy of the rules and expectations in notebooks.
Other:
Describe the consequences for appropriate behavior, misbehavior, and disruptive behavior.
The RAMS expectations are enforced school-wide and the students are very familiar with the rules
and expectations. At the beginning of the year the students signed a class contract saying that they
understand the rules, which is helpful for me to show the student if there is a problem. I believe that
reviewing the rules and expectations before an activity helps minimize confusion and behavior issues.
Monitoring the students agendas is a great tool for keeping non-instructional activities to a minimum.
Consequences: The consequence system of Mrs. Petersens classroom follows Ft. Johnson guidelines.
The procedure is as follows: verbal warning, recess detention, then the student is sent to BIC. Consistent
offenders may be redirected to another teachers classroom instead of the BIC room. Serious offenses
will result in an office referral.
COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE