Educ 450 Long Range Plan

EDUC 450: PROFESSIONAL CLINICAL PRACTICE
LONG RANGE PLAN
Candidate: Colavito McKie

District: Richland School District One
Major: Elementary Education
Cooperating Teacher:
School:
Cognate(s): English
Yvette Collins-Haili
William S. Sandel Elementary School
Grade: 5
Year: 2014-2015
Section I: Student Information

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.
Important Student Information
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)
Sources/Contextual Factors
(e.g. students, community resources, internet,
records, school personnel, family, etc.)
Male: 13
Female: 12
This information was gathered from the classroom

roster and classroom observation.
SES:
Free Lunch: 23
Reduced Lunch: 2
# Single-Parent Families: 13
# Nuclear Families: 11
# Households led by Grandparents: 1
Reading Levels:
According to the STAR Reading

Assessment instrument used by
Richland County School District One,
students in our class read on the
following reading levels:
The lunch information was compiled with the help

of the cafeteria staff (specifically, the cafeteria
manager) and Mrs. Haili (my cooperating
teacher). The family information was collected
from the student Interest Inventory as well as
individual conferences with students.
This information was gathered from the districts
adopted reading assessment instrument, STAR.
Students are assessed individually using a series
of texts and corresponding comprehension
questions. In some cases, students were required
to retake the assessment as a means of proving
accuracy of the assessment as related to student
reading levels.
st
1 Grade: 2 (Ranging from 1.4-1.9)

nd
rd
th
th
th
6 Grade: 1 (6.1)
According to the STAR Math
Assessment instrument used by
Richland County School District One,
students in our class scored on the
following math levels as of 10/3/2014):
st
1 Grade: 1 (1.5)
nd
2 Grade: 1 (2.5)
rd
th
th
th
6 Grade: 1 (6.6)
th
8 Grade: 1 (8+)
Disabilities:
Although there are no students in our

classroom who suffer from physical
disabilities, we do have two students who
receive accommodations through
instruction, as specified by their IEP.
One of the two students with a specified
IEP receives support for instruction. The
second student of the two receives
support due to behavior. Please note
Revised Fall 2013 ACEI/NAEYC 2010 Standards
Resources:
STAR Reading Assessment
STAR Math Assessment (10/3/2014)
MAP Test
MAP Conferences (Student-TeacherAdministrator)
Accelerated Reading Tests (AR)
Initial Grade Level Reading Conference

(Assesses student reading and
comprehension level, through the use of
grade level five sight words/ words to
know).
STAR Speaking and Language Skills

Assessment (10/9/2014)
This information was gathered from the following

resources:
Mrs. Haili (Cooperating teacher)

Mrs. Huffman (Resource teacher)
Mrs. Harmon (ESOL teacher)
Ms. Burkins (ESOL assistant)
Cafeteria staff (cashier)
Mr. Brown (Guidance Counselor)
that although student number two has an

IEP for behavior, this student is in AAP
(Academic Advance Placement) for
English/Language Arts.
Student Interests:
In addition to two students who receive

accommodations as specified by their
IEP, we have two Thai students who are
fluent speakers of their native language,
Thai. These two students receive
support from both the schools ESOL
teacher and teaching assistant daily.
After issuing a teacher-created Interest
Inventory, I learned a significant amount
of information about my students. From
the Interest Inventory, I was able to
conclude the following about students:
1. Students favor the following
colors: blue, red, pink, orange,
purple, neon green, black, and
gold;
2. Students like to eat and favor
the following foods: chicken
wings (specifically, hot wings) ,
cheeseburgers, rice and gravy,
Alfredo, pizza, salad, macaroni
and cheese, collard greens,
shrimp, chicken tenders,
broccoli with cheese, fish
(Tilapia), spaghetti, fruit, and
vegetables;
3. Students enjoy playing the
following sports: basketball,
football, soccer, gymnastics,
track and field, and dodge ball
(hobby listed as a sport);
4. Students enjoy the following
subjects: science, math, writing
(ELA), and reading;
5. Some of their favorite things to
do consist of: teaching (roleplaying), play with animals,
work (housework and
schoolwork), sleep, play
football, play, do gymnastics,
run, exercise, eat, talk, dance,
play basketball, play
videogames, play with family
members, draw, play soccer,
and play outdoors;
animals: fish, dogs, tigers, cats,
rabbits, zebras, cheetahs,
horses, panthers, and snakes;
types of music: Rap/ Hip Hop
(#1 favorite), Gospel, R&B, Pop,
and Country;
8. Students enjoy reading: Judy
Moody, comics, Junie B. Jones,
Captain Underpants, Sponge
Bob, The Skin Im In, Amelia,
Diary of A Wimpy Kid (series),
The Watsons Go to
Birmingham, Bone, Sports
Illustrated magazines, and
Fancy Nancy;
9. Students enjoys watching the
following on television: the Food
Mrs. Jefferson (Math Interventionist)

Mrs. Marriot-Riley (Math Interventionist)
Mrs. Haney (Curriculum Resource
Teacher)
Ms. Brooks (Principal)
Mr. Myers (Assistant Principal)
Ms. Williams (Reading Coach)
This information was gathered from studentteacher conversations, the Interest Inventory, and
from an ice breaker game. In an attempt to reach
all of my students, I believe the Student Interest
Information is of importance, as it will assist in
guiding my methods of instruction to meet the
needs of all of my learners. From the information,
I found that students enjoy music, sports,
plays/movies, and art. From the same
information, I also found that students enjoy
eating, cooking, and helping out. This information
is proven to be vital as I plan my lessons around
specific things they enjoy as well as exposing
them to new things, too. For instance, in science
and social studies, some of my lessons can
include students creating music to as a means of
remembering select pertinent information as well
as providing students will various hands-on
activities such as investigations, experiments,
plays/re-enactments, and implementing the use of
technology (i.e. Edmodo, Kik, Facebook, and
Twitter). Knowing that a wide range of my
students enjoy physical activities and sports, I can
arrange to move some of our classroom lessons
outdoors, to include sport activities and physical
fitness activities in lessons, that might otherwise
be labeled as boring.
Ethnicity:
Network channel, Dragon Ball

Absalon, Liv & Maddie, Fairly
Odd Parents, KPBS, Sam &
Cat, Girl Meets World, the
Disney channel, Teen Titans,
Go!, Bring It!, Brain Games,
Adventure Time, Rugrats,
Sponge Bob, BET, Cartoon
Network, Raising Asia, Jessie,
Austin & Ally, and Friends;
10. At school, students enjoy the
following: reading, learning,
playing outside, working, doing
math, science, interacting with
teachers, learn new things, and
related arts.
African American: 22
Caucasian: 0
Latin American/ Black: 1
Thai: 2
This information was gathered from classroom

observation. Mrs. Haili also provided me with
additional information as it related to the ethnicity
make-up in our classroom and in the school.
Reflect on the student Information: 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 my opinion, an effective educator is not effective until he or she conducts their own research on
the students in which they are charged with the responsibility of teaching. The information gathered
will assist me as the teacher in meeting the needs of all learners. Pertinent information such as
student socio-economic status, acquired reading level, ethnic origin(s), likes and dislikes, and
preferences as far as learning (individualized, small group setting, and/or whole group setting) are all
found to be key to student success. Given this information, as the teacher, I have the ability to plan
my instructional delivery around areas that best suit the needs of all of my students, without leaving
anyone out. Knowing what students like and dislike assists in connecting the content in which I
plan to teacher to students prior knowledge or experiences. With the information provided, it is fact
that my students enjoy music, art, and participating in physical movement activities. Given the known
facts, I can plan effective lessons that are both stimulating and rigorous (based on the level of each
child), but fun too. My data suggests that my students are highly capable of socially working together
to complete tasks as well as handling individualized instruction, too. As suggested by the information
gathered, my plan is to effectively use the data to implement successful opportunities for my students
through the use of my short range and long range planning process as it relates meeting their needs
as well as make any necessary accommodations related towards instructional delivery.
Section II: Long Range Learning and/or Developmental Goals
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

The student will be able to:
RL.5.1:
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
RL.5.2:
Determine a theme of a story, drama, or poem from details in the text, including how
RL.5.3:
RL.5.4:
RL.5.5:
RL.5.10:
RI.5.1:
RI.5.2:
RI.5.3:
RI.5.4:
RL.5.8:
RL.5.10:
RF.5.3:
RF.5.4:
W.5.2:
W.5.3:
W.5.4:
W.5.5:
W.5.6:
W.5.7:
characters in a story or drama respond to challenges or how the speaker in the

poem reflects upon a topic; summarize the text.
Compare and contrast two or more characters, settings, events in a story or drama,
drawing on specific details in the text.
Determine the meaning of words and phrases as they used in a text, including
figurative languages such as metaphors and similes.
Explain how a series of chapters, scenes, or stanzas fit together to provide the
overall structure of a particular story, drama, or poem.
By the end of the year, read and comprehend literature, including stories, dramas,
and poetry, at the high of grades 4-5 text complexity band independently and
proficiently.
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
Determine two or more main ideas of a text and explain how they are supported by
key details; summarize the text.
Explain relationships or interactions between two or more individuals, events, ideas,
or concepts in a historical, scientific, or technical text based on specific information
in the text.
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic area or subject area.
Explain how an author uses reasons and evidence to support particular points in a
text, identifying which reasons and evidence support which point(s).
By the end of the year, read and comprehend informational texts.
Know and apply grade-level phonics and word analysis skills in decoding words.
a) Use a combined knowledge of all letter sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.
Read with sufficient accuracy and fluency to support comprehension.
a) Read grade-level text with a purpose and understanding.
b) Read grade-level prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings.
c) Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Write informative/ explanatory texts to examine a topic and convey ideas and
information clearly.
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. --clear coherent grade level
expectations.
With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or typing a new approach. --editing by peers and adults.
With some guidance and support from adults, use technology, including the internet
to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of two
pages in a single sitting.
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic. Research topics, using
various sources.
W.5.8:
W.5.9:
W.5.10:
SL.5.1:
SL.5.2:
SL.5.3:
SL.5.5:
SL.5.6:
L.5.1a-e:
L.5.2:
L.5.3:
L.5.4:
Recall relevant information from experiences or gather relevant information from

print and digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources.
Draw evidence from literary or informational texts to support analysis, reflections,
and research.
a) Apply grade 5 Reading standards to literature (e.g., Compare and contrast
two or more characters, settings, or events in a story or a drama, drawing on
specific details in the text [e.g., how characters interact]).
b) Apply grade 5 Reading standards to informational texts (e.g., Explain how an
author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point[s]).
Write routinely over extended time frames and shorter time frames for a range of
discipline-specific tasks, purposes, and audiences.
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 5 topics and texts, building on
others ideas and expressing their own clearly.
a) Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
b) Follow agreed-upon rules for discussions and carry out assigned roles.
c) Pose and respond to specific questions by making comments that contribute
to the discussion and elaborate on the remarks of others.
d) Review the key ideas expressed and draw conclusions in light of information
and knowledge gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and
formats including visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by
reasons and evidence.
Include multimedia components and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation.
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a) Explain the function of conjunctions, prepositions, and interjections in general
and their function in particular sentences.
b) Form and use the perfect (e.g., I had walked; I will have walked) verb
tenses.
c) Use verb tense to convey various times, sequences, states, and conditions.
d) Recognize and correct inappropriate shifts in verb tense.
e) Use correlative conjunctions (e.g., either/or, neither/nor).
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling.
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
a) Expand, combine, and reduce sentences for meaning, reader/listener interest
style.
b) Compare and contrast the varieties of English (e.g., dialects, registers) used
in stories, dramas, or poem.
Determine or clarify the meaning of unknown and multiple meaning words and
L.5.5:
L.5.6:
phrases based on grade 5 reading and content, choosing flexibly from a range of
strategies.
a) Use context (e.g., cause-effect relationships and comparisons in text as a
clue to the meaning of a word or phrase.
b) Use common, grade appropriate Greek and Latin roots as a clue to the
meaning of a word (e.g., photograph, photosynthesis).
c) Consult reference material (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation and determine or clarify the precise
meaning of key words and phrases.
Determine understanding of figurative language, word relationships, and nuances in
word meanings.
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases including those that signal contrast, addition, and other
logical relationships.
Reflect on the long range learning and/or developmental goals: 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?
While reflecting upon the long range learning goals set forth for my students, without a doubt in my
mind, I believe students will master each goal. Like other skills of mastery, English/Language Arts is
a subject that will require students to engage in intellectual dialogue, during the learning process.
Like all other subject areas, students will be required to set achievable goals with myself in an effort
to master the necessary skill sets as related to English/Language Arts. Each of the above goals
provide students with an everlasting impact on their speaking and comprehension skills as readers
and writers. Therefore, all of the goals are necessary. The overall goal set forth by myself in
English/Language Arts is for students to continue to develop their skills as readers and writers, by
developing foundational skills needed to communicate effectively in society. Even though I believe all
of the E/LA goals are necessary, developing students understanding of text(s), demonstrating
command of the English language (use of conventions, words, definitions, critical and analytical
thinking skill sets, etc.), and being exposed to various types of texts (genres) are important. I
consider my ESOL students to be an important part of our learning environment. As a form of
differentiating instruction to meet their needs and as a outcome of their learning, in English/Language
Arts my overall goal is to provide them with constant motivation and encouragement.
Subject: Mathematics
The student will be able to:
5.NBT.1:
Recognize that in a multi-digit number, a digit in one place represents 10 times as
much as it represents in the place to its right and1/10 of what it represents in the
place to its left.
5.NBT.2:
Explain patterns in the number of zeros of the product when multiplying a number
by powers of 10, and explain patterns in the placement of the decimal point when a
decimal is multiplied or divided by a power of 10. Use whole-number exponents to
denote powers of 10.
5.NBT.3:
Read, write, and compare decimals to thousandths.
a) Read and write decimals to thousandths using base ten numerals, number
names, and expanded form.
5.NBT.4:
5.NBT.5:
5.NBT.6:
5.NBT.7:
b) Compare two decimals to thousandths based on meanings of the digits in

each place, using >, =, and < symbols to record the results of comparisons.
Use place value understanding to round decimals to any place.
Fluently multiply multi-digit whole numbers using the standard algorithm.
Find whole-number quotients of whole numbers with up to four-digit dividends and
two-digit divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division. Illustrate
and explain the calculation by using equations, rectangular arrays, and/or area
models.
Add, subtract, multiply, and divide decimals to hundredths, using concrete models
or drawings and strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction; relate the strategy to a written
method and explain the reasoning used.
When students are exposed to math using a holistic approach, students develop into skilled
mathematicians who understand the how and why in a given math situation or scenario. As the
teacher, my goal in math is to implement a math-friendly approach to students and to provide
students with alternative methods to solve math situations and algorithms. Reflecting on my
childhood, teachers in my past exposed my peers and I to math, while also providing us with one
conventional way to solve a given problem or situation. Implementing the fairly new Common Core
State Standards, as a teacher, I can provide my students with various methods of arriving at possible
solutions to problems or situations that are meaningful and share use in the real world. Some
specific strategies as outlined in this text from the grade 5 standards in math indicate a number of
attainable goals can be set and reached. Goals outlined as: representing multi-digit numbers and
how to add, subtract, multiply, and divide decimals, while using math models are important.
Subject: Science
5.S.1:
5.S.1A.1:
5.S.1A.2:
5.S.1A.3:
5.S.1A.4:
The student will use the science and engineering practices, including the processes
and skills of scientific inquiry, to develop understandings of science content.
Ask questions used to (1) generate hypotheses for scientific investigations or (2)
refine models, explanations, or designs.
Develop, use, and refine models to (1) understand or represent phenomena,
processes, and relationships, (2) test devices or solutions, or (3) communicate
ideas to others.
Plan and conduct controlled scientific investigations to answer questions, test
hypotheses and predictions, and develop explanations: (1) formulate scientific
questions and testable hypotheses, (2) identify materials, procedures, and
variables, (3) select and use appropriate tools or instruments to collect qualitative
and quantitative data, and (4) record and represent data in an appropriate form. Use
appropriate safety procedures.
Analyze and interpret data from informational texts, observations, measurements, or
investigations using a range of methods (such as tabulation or graphing) to (1)
5.S.1A.5:
5.S.1A.6:
5.S.1A.7:
5.S.1A.8:
5.S.1B.1:
5.P.2:
5.P.2A.1:
5.P.2B.1:
5.P.2B.2:
5.P.2B.3:
5.P.2B.4:
5.P.2B.5:
5.P.2B.6:
5.E.3:
5.E.3A1:
5.E.3A.2:
reveal patterns and construct meaning or (2) support hypotheses, explanations,

claims, or designs.
Use mathematical and computational thinking to (1) express quantitative
observations using appropriate metric units, (2) collect and analyze data, or (3)
understand patterns, trends and relationships between variables.
Construct explanations of phenomena using (1) scientific evidence and models,
(2) conclusions from scientific investigations, (3) predictions based on observations
and measurements, or (4) data communicated in graphs, tables, or diagrams.
Construct scientific arguments to support claims, explanations, or designs using
evidence from observations, data, or informational texts.
Obtain and evaluate informational texts, observations, data collected, or discussions
to (1) generate and answer questions, (2) understand phenomena, (3) develop
models, or (4) support hypotheses, explanations, claims, or designs. Communicate
observations and explanations using the conventions and expectations of oral and
written language.
Construct devices or design solutions to solve specific problems or needs: (1) ask
questions to identify problems or needs, (2) ask questions about the criteria and
constraints of the devices or solutions, (3) generate and communicate ideas for
possible devices or solutions, (4) build and test devices or solutions, (5) determine if
the devices or solutions solved the problem and refine the design if needed, and (6)
communicate the results.
The student will demonstrate an understanding of the physical properties of matter
and mixtures.
Analyze and interpret data from observations and measurements of the physical
properties of matter (including volume, shape, movement, and spacing of particles)
to explain why matter can be classified as a solid, liquid or gas.
Obtain and communicate information to describe what happens to the properties of
substances when two or more substances are mixed together.
Analyze and interpret data to support claims that when two substances are mixed
the total amount (mass) of the substances does not change.
Develop models using observations to describe mixtures, including solutions, based
on their characteristics
Construct explanations for how the amount of solute and the solvent determine the
concentration of a solution.
Conduct controlled scientific investigations to test how different variables (including
temperature change, particle size, and stirring) affect the rate of dissolving.
Design and test the appropriate method(s) (such as filtration, sifting, attraction to
magnets, evaporation, chromatography, or floatation) for separating various
mixtures.
The student will demonstrate an understanding of how natural processes and
human activities affect the features of Earths landforms and oceans.
Construct explanations of how different landforms and surface features result from
the location and movement of water on Earths surface through watersheds
(drainage basins) and rivers.
Develop and use models to describe and compare the characteristics and locations
of the landforms on continents with those on the ocean floor (including the
continental shelf and slope, the mid-ocean ridge, the rift zone, the trench, and the
abyssal plain).
5.E.3B.1:
5.E.3B.2:
5.E.3B.3:
5.E.3B.4:
5.L.4:
5.L.4A.1:
5.L.4A.2:
5.L.4B.1:
5.L.4B.2:
5.L.4B.3:
5.L.4B.4:
5.P.5:
5.P.5A.1:
5.P.5A.2:
5.P.5A.3:
5.P.5A.4:
5.P.5A.5:
Analyze and interpret data to describe and predict how natural processes (such as
weathering, erosion, deposition, earthquakes, tsunamis, hurricanes, or storms)
affect Earths surface.
Develop and use models to explain the effect of the movement of ocean water
(including waves, currents, and tides) on the ocean shore zone (including beaches,
barrier islands, estuaries, and inlets).
Construct scientific arguments to support claims that human activities (such as
conservation efforts or pollution) affect the land and oceans of Earth.
Define problems caused by natural processes or human activities and test possible
solutions to reduce the impact on landforms and the ocean shore zone.
The student will demonstrate an understanding of relationships among biotic and
abiotic factors within terrestrial and aquatic ecosystems.
Analyze and interpret data to summarize the abiotic factors (including quantity of
light and water, range of temperature, salinity, and soil composition) of different
terrestrial ecosystems and aquatic ecosystems.
Obtain and communicate information to describe and compare the biotic factors
(including individual organisms, populations, and communities) of different terrestrial
and aquatic ecosystems.
Analyze and interpret data to explain how organisms obtain their energy and
classify an organisms as producers, consumers (including herbivore, carnivore, and
omnivore), or decomposers (such as fungi and bacteria).
Develop and use models of food chains and food webs to describe the flow of
energy in an ecosystem.
Construct explanations for how organisms interact with each other in an ecosystem
(including predators and prey, and parasites and hosts).
Construct scientific arguments to explain how limiting factors (including food, water,
space, and shelter) or a newly introduced organism can affect an ecosystem.
The student will demonstrate an understanding of the factors that affect the motion
of an object.
Use mathematical and computational thinking to describe and predict the motion of
an object (including position, direction, and speed).
Develop and use models to explain how the amount or type of force (contact or
noncontact) affects the motion of an object.
Plan and conduct controlled scientific investigations to test the effects of balanced
and unbalanced forces on the rate and direction of motion of objects.
Analyze and interpret data to describe how a change of force, a change in mass, or
friction affects the motion of an object.
Design and test possible devices or solutions that reduce the effects of friction on
the motion of an object.
Science is proven to be effective in todays ever changing society. When presenting students with
science content, based on South Carolinas Fifth Grade Standards, experiences and learning should
be both connected and evident. Given the goals for science for this school term, I plan to make goal
pertinent in its own way. Of the fifth grade goals provided on my long range plan, I find lessons
related to inquiry to be the most important for students to achieve. When students are provided with
unforgettable hands-on and minds-on experiences filled with rigor and relevance, students tend to
grasp the concept and apply the concept(s) to real world applications. Students who are constantly
given the opportunity to do, have a better chance of being successful in science. Throughout all of
my science lessons, this year I plan to implement instruction in a manner that will challenge students
to think like scientists through exploratory activities/investigations. Another fifth grade goal I find
essential, consists of all of the standards related to students designing and demonstrating. The
design and demonstration facet assist in guiding instruction in a manner that is conducive to the
way students in my classroom learn. With limited support, students should independently be able to
carry-out scientific investigations, with little to no teacher assistance.
Subject: Social Studies
Standard 5-1:
5-1.1:
5-1.2:
5-1.3:
5-1.4:
The student will demonstrate an understanding of the Reconstruction and its

impact on the United States.
Summarize the aims and course of Reconstruction, including the effects of
Abraham Lincolns assassination, Southern resistance to the rights of freedmen,
and the agenda of the Radical Republicans.
Explain the effects of Reconstruction, including new rights under the thirteenth,
fourteenth, and fifteenth amendments; the actions of the Freedmens Bureau; and
the move from a plantation system to sharecropping.
Explain the purpose and motivations of subversive groups during Reconstruction
and their rise to power after the withdrawal of federal troops from the South.
Compare the political, economic, and social effects of Reconstruction on different
populations in the South and in other regions of the United States.
Standard 5-2:
5-2.1:
5-2.2::
5-2.3::
5-2.4:
The student will demonstrate an understanding of the continued westward

expansion of the United States.
Analyze the geographic and economic factors that influenced westward expansion
and the ways that these factors affected travel and settlement, including physical
features of the land; the climate and natural resources; and land ownership and
other economic opportunities.
Summarize how technologies (such as railroads, the steel plow and barbed wire),
federal policies (such as subsidies for the railroads and the Homestead Act), and
access to natural resources affected the development of the West.
Identify examples of conflict and cooperation between occupational and ethnic
groups in the West, including miners, farmers, ranchers, cowboys, Mexican and
African Americans, and European and Asian immigrants.
Explain the social and economic effects of westward expansion on Native
Americans; including opposing views on land ownership, Native American
displacement, the impact of the railroad on the culture of the Plains Indians, armed
conflict, and changes in federal policy.
Standard 5-3:
5-3.1:
The student will demonstrate an understanding of major domestic and foreign

developments that contributed to the United States becoming a world power.
Explain how the Industrial Revolution was furthered by new inventions and
5-3.2:
5-3.3:
5-3.4:
5-3.5:
5-3.6:
technologies, including new methods of mass production and transportation and the
invention of the light bulb, the telegraph, and the telephone.
Explain the practice of discrimination and the passage of discriminatory laws in the
United States and their impact on the rights of African Americans, including the Jim
Crow laws and the ruling in Plessy v. Ferguson.
Summarize the significance of large-scale immigration to America, including the
countries from which the people came, the opportunities and resistance they faced
when they arrived, and the cultural and economic contributions they made to the
United States.
Summarize the impact of industrialization, urbanization, and the rise of big
business, including the development of monopolies; long hours, low wages, and
unsafe working conditions on men, women, and children laborers; and resulting
reform movements.
Summarize the reasons for the United States control of new territories as a result of
the Spanish American War and the building of the Panama Canal, including the
need for raw materials and new markets and competition with other world powers.
Summarize the factors that led to the involvement of the United States in World War
I and the role of the United States in fighting the war.
Standard 5-4:
5-4.1:
5-4.2:
5-4.3:
5-4.4:
5-4.5:
5-4.6
5-4.7:
The student will demonstrate an understanding of American economic

challenges in the 1920s and 1930s and world conflict in the 1940s.
Summarize daily life in the postWorld War I period of the 1920s, including
improvements in the standard of living, transportation, and entertainment; the
impact of the Nineteenth Amendment, the Great Migration, the Harlem
Renaissance, and Prohibition; and racial and ethnic conflict.
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.
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.
Explain the principal events related to the involvement of the United States in World
War II, including campaigns in North Africa and the Mediterranean; major battles of
the European theater such as the Battle of Britain, the invasion of the Soviet Union,
and the Normandy invasion; and events in the Pacific theater such as Pearl Harbor,
the strategy of island-hopping, and the bombing of Hiroshima and Nagasaki.
Analyze the role of key figures during World War II, including Winston Churchill,
Franklin D. Roosevelt, Joseph Stalin, Benito Mussolini, and Adolph Hitler.
Summarize key developments in technology, aviation, weaponry, and
communication and their effects on World War II and the United States economy.
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.
Standard 5-5:
5-5.1:
The student will demonstrate an understanding of the social, economic and

political events that influenced the United States during the Cold War era.
Explain the causes and the course of the Cold War between the Union of Soviet
5-5.2:
5-5.3:
5-5.4:
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.
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.
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.
Explain the international political alliances that impacted the United States in the
latter part of the twentieth century, including the United Nations, the North Atlantic
Treaty Organization (NATO), and the Organization of Petroleum Exporting
Countries (OPEC).
Standard 5-6:
5-6.1:
5-6.2:
5-6.3:
5-6.4:
5-6.5:
5-6.6:
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.
Summarize the changes in world politics that followed the collapse of the Soviet
Union and the end of Soviet domination of eastern Europe.
Identify places in the world where the United States is involved in humanitarian and
economic efforts, including the Middle East, the Balkans, Central America, Africa,
and Asia.
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.
Explain how technological innovations have changed daily life in the United States,
including the changes brought about by computers, satellites, and mass
communication systems.
Identify examples of cultural exchanges, including those in food, fashion, and
entertainment that illustrates the growing global interdependence between the
United States and other countries.
Identify issues related to the use of natural resources by the United States,
including recycling, climate change, environmental hazards, and depletion that
requires our reliance on foreign resources.
Reflect on the long range learning and/or developmental goals): Of the long range learning and/or developmental goals you
In my opinion, learning the history of the United States of America is vital to the continued success of
all U.S. citizens. When students develop background knowledge on some of the major moments in
U.S. history, then they lessen their chances of becoming ignorant of whats around them. Just
because history itself does not change, students have the opportunity to acknowledge the past, work
in the present (also known as the now), and establish grounds for the future. Fifth grade social
studies content is based upon the United States: 1865 to Present. Of the developmental goals
outline this year for fifth grade, I would say that standard 5-6 is of most relevant. Standard 5-6
identifies areas that some would consider to be fresh history. Given the indicators in standard 5-6,
students have the opportunity to explore details of major events of the past as well as compare the
same events to present day America. Evidence of students reading texts (local, state, and national
newspapers, magazines, etc.) help students establish a connection to whats taking place in history
today. From this point specifically, connections are made and the content becomes relevant as
students build onto their prior knowledge as it relates to history.
Section III: Instructional Units
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 Topic or Description

RL.5.1:
Quote accurately from a text when explaining
what the text says explicitly and when drawing inferences
from the text.
Unit Length
(i.e., approximate number of
lessons
3 Weeks
RL.5.2:
Determine a theme of a story, drama, or poem
from details in the text, including how characters in a story
or drama respond to challenges or how the speaker in the
poem reflects upon a topic; summarize the text.
2 Weeks
RL.5.3:
Compare and contrast two or more
characters, settings, events in a story or drama, drawing on
specific details in the text.
2 Weeks
RL.5.4:
Determine the meaning of words and phrases
as they used in a text, including figurative languages such
as metaphors and similes.
3 Weeks
RL.5.5:
Explain how a series of chapters, scenes, or
stanzas fit together to provide the overall structure of a
particular story, drama, or poem.
2 Weeks
RL.5.10:
By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at the high
of grades 4-5 text complexity band independently and
proficiently.
3-4 Weeks
RI.5.1: Quote accurately from a text when explaining what

the text says explicitly and when drawing inferences from
the text.
2 Weeks
RI.5.2: Determine two or more main ideas of a text and

explain how they are supported by key details; summarize
the text.
3 Weeks
RI.5.3: Explain relationships or interactions between two or

more individuals, events, ideas, or concepts in a historical,
3 Weeks
scientific, or technical text based on specific information in

the text.
RI.5.4: Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a
grade 5 topic area or subject area.
1-2 Weeks
RL.5.8:
Explain how an author uses reasons and
evidence to support particular points in a text, identifying
which reasons and evidence support which point(s).
2 Weeks
RL.5.10:
By the end of the year, read and comprehend
informational texts.
3 Weeks
W.5.2: Write informative/ explanatory texts to examine a

topic and convey ideas and information clearly.
4 Weeks
W.5.3: Write narratives to develop real or imagined

experiences or events using effective technique, wellchosen details, and well-structured event sequences.
3 Weeks
W.5.4: Produce clear and coherent writing in which the

development and organization are appropriate to task,
purpose, and audience. --clear coherent grade level
expectations.
4 Weeks
W.5.5: With guidance and support from peers and adults,

develop and strengthen writing as needed by planning,
revising, editing, rewriting, or typing a new approach. --editing by peers and adults.
4-5 Weeks
W.5.6: With some guidance and support from adults, use

technology, including the internet to produce and publish
writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to
type a minimum of two pages in a single sitting.
5 Weeks
W.5.7: Conduct short research projects that use several

sources to build knowledge through investigation of different
aspects of a topic. Research topics, using various
sources.
3 Weeks
W.5.8: Recall relevant information from experiences or

gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished
work, and provide a list of sources.
3 Weeks
W.5.9: Draw evidence from literary or informational texts to

support analysis, reflections, and research.
a)
Apply grade 5 Reading standards to literature (e.g.,
Compare and contrast two or more characters, settings, or
4 Weeks
events in a story or a drama, drawing on specific details in

the text [e.g., how characters interact]).
b)
Apply grade 5 Reading standards to informational
texts (e.g., Explain how an author uses reasons and
evidence to support particular points in a text, identifying
which reasons and evidence support which point[s]).
W.5.10:
Write routinely over extended time frames and
shorter time frames for a range of discipline-specific tasks,
purposes, and audiences.
2-3 Weeks
SL.5.1:
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on
others ideas and expressing their own clearly.
a)
Come to discussions prepared, having read or
studied required material; explicitly draw on that preparation
and other information known about the topic to explore
ideas under discussion.
b)
Follow agreed-upon rules for discussions and carry
out assigned roles.
c)
Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate
on the remarks of others.
d)
Review the key ideas expressed and draw
conclusions in light of information and knowledge gained
from the discussions.
4 Weeks
SL.5.2:
Summarize a written text read aloud or
information presented in diverse media and formats
including visually, quantitatively, and orally.
3 Weeks
SL.5.3:
Summarize the points a speaker makes and
explain how each claim is supported by reasons and
evidence.
2 Weeks
SL.5.5:
Include multimedia components and visual
displays in presentations when appropriate to enhance the
development of main ideas or themes.
2 Weeks
SL.5.6:
Adapt speech to a variety of contexts and
tasks, using formal English when appropriate to task and
situation.
1 Week
L.5.1a-e:
Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a)
Explain the function of conjunctions, prepositions,
and interjections in general and their function in particular
sentences.
b)
Form and use the perfect (e.g., I had walked; I will
2 Weeks
have walked) verb tenses.

c)
Use verb tense to convey various times, sequences,
states, and conditions.
d)
Recognize and correct inappropriate shifts in verb
tense.
e)
Use correlative conjunctions (e.g., either/or,
neither/nor).
L.5.2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling.
5-6 Weeks
L.5.3: Use knowledge of language and its conventions

when writing, speaking, reading, or listening.
a)
Expand, combine, and reduce sentences for
meaning, reader/listener interest style.
b)
Compare and contrast the varieties of English (e.g.,
dialects, registers) used in stories, dramas, or poem.
3 Weeks
L.5.4: Determine or clarify the meaning of unknown and

multiple meaning words and phrases based on grade 5
reading and content, choosing flexibly from a range of
strategies.
a)
Use context (e.g., cause-effect relationships and
comparisons in text as a clue to the meaning of a word or
phrase.
b)
Use common, grade appropriate Greek and Latin
roots as a clue to the meaning of a word (e.g., photograph,
photosynthesis).
c)
Consult reference material (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning
of key words and phrases.
4 Weeks
L.5.5: Determine understanding of figurative language,

word relationships, and nuances in word meanings.
3 Weeks
L.5.6: Acquire and use accurately grade-appropriate

general academic and domain-specific words and phrases
including those that signal contrast, addition, and other
logical relationships.
3 Weeks
Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on
each unit of instruction?
Based on instructional sequence as set by Richland School District One and South Carolina
Department of Education (as a resource), my lessons are aligned to follow Richland School District
Ones Instructional Pacing Guide. Both, the South Carolina State Standards for Education and
Common Core State Standards are connected and serve as an instructional tool to teachers. The
districts Instructional Pacing Guide informs teachers of just what to teach and how much time
teachers should spend on any given lesson, in addition to the provided support documents as a
resource guide. As a method of reaching all students, throughout each lesson, I would have to
monitor and adjust my teaching style to include methods of differentiated instruction.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Unit
Topics
1
ARTS
As a form of creative arts,
students can generate
various forms of poems
such as Haikus, Limericks,
Cinquains, Free Verse,
Odes, Autobiographical, and
Acrostic to demonstrate
what they may know about
a select topic.
PE
As a form of physical
education in English/
Language Arts, students
can participate in a Parts of
Speech relay race/ search
around the school. During
the search, students will
identify various forms of
text, with improper use of
grammar. Students will
then, correct the text by
correctly placing the right
components of grammar
into the text. Students will
need a clip
Create plays that retell
During an outdoor
events in a story. Stories
scavenger hunt, in groups of
can be comprised of various four, students will race to
genres, of fictional, nonfind comprehension
fictional, realistic fictional,
questions located around
mythical, folklore, scientific
the playground and outdoor
fiction, and historical fiction
rear sector of the school to
backgrounds.
answer.
While practicing public
Given a list of vocabulary
speaking skills, have
words from a select text,
students develop arguments students will identify the
that support or dispute an
syllables in each word by
authors point of view or
participating in jumping
claim within a text.
jacks, sit-ups, and pushStudents should be creative ups.
and find innovative ways to
support their argument.
Have students create a
drama that re-enacts a
chosen student-created
story. Students should
include characters, a
setting, theme, a plot, and
action throughout the
drama.
Create an art mural that
focuses on encouraging
others to develop literacy
HEALTH
Discuss healthy options as
related to topics covered in
the text featured in the
reading lesson for the week.
Ask questions that enable
students to develop healthy
decision making skills.
Create writing narratives

and expository texts based
on informing people of
health risks/concerns or by
simply writing a story
featuring characters who
overcome health obstacles.
Establish a Health and

Service Run for the
community to participate in
by creating documents for
members of our community
to read, with a finished
product of rallying
throughout the community
to promote healthy
lifestyles.
While participating in a class Come up with interesting
You Got Served dance-off, topics to facilitate a grade
students will engage in a
level forum or debate on
friendly debate about events healthy eating and healthy
in a select text. Students
living.
will have to provide textual
evidence from a text to
substantiate their answer(s).
Provide students with clues Develop a health
with responses labeled
information video segment,
around the school, with
by informing people about
skills. Students can then

post expository writing
samples throughout the
mural to encourage people
to read and develop their
writing skills.
regards to developing
inference skills and using
context clues. Have
students solve the cases
around the school in groups
of four, in an attempt to
solve the mystery. Each
mystery will include a bonus
activity, where students will
have to travel in a specific
manner to reach the next
clue to solve the mystery.
the effects of exercising and

demonstrating the right
amount daily exercise.
Subject: Mathematics
Unit Topic or Description -- Key Element

5.NBT.1:
Recognize that in a multi-digit number, a digit
in one place represents 10 times as much as it represents
in the place to its right and1/10 of what it represents in the
place to its left.
Unit Length
lessons
2 Weeks (ongoing)
5.NBT.2:
Explain patterns in the number of zeros of the
product when multiplying a number by powers of 10, and
explain patterns in the placement of the decimal point when
a decimal is multiplied or divided by a power of 10. Use
whole-number exponents to denote powers of 10.
3 Weeks (ongoing)
5.NBT.3:
Read, write, and compare decimals to
thousandths.
a)
Read and write decimals to thousandths using base
ten numerals, number names, and expanded form.
b)
Compare two decimals to thousandths based on
meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons.
3 Weeks (ongoing)
5.NBT.4:
Use place value understanding to round
decimals to any place.
2 Weeks (ongoing)
5.NBT.5:
Fluently multiply multi-digit whole numbers
using the standard algorithm.
5.NBT.6:
Find whole-number quotients of whole
numbers with up to four-digit dividends and two-digit
divisors, using strategies based on place value, the
properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the
1-2 Weeks (ongoing)

2 Weeks (ongoing)
calculation by using equations, rectangular arrays, and/or

area models.
5.NBT.7:
Add, subtract, multiply, and divide decimals to
hundredths, using concrete models or drawings and
strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the
reasoning used.
2 Weeks (ongoing, if necessary)
Unit
Topics
1
ARTS
PE
In the area of drama,

students can come up with
various ways to
demonstrate they
understand the
mathematical practices.
Divide students into groups
of four and issue each
group a strategy to
demonstrate understanding.
As a form of physical
education, students can
create physical games and
activities that include the
use of the eight
mathematical practices.
Grouped in groups of four,
students will rotate to each
game, with a focus on
developing their skills as
mathematicians.
As a way to improve
multiplication skills amongst
the class, engage students
in a Multiplication Basketball
Game, where students are
given multiplication facts,
while playing basketball.
This is a drill activity that
focuses on learning basic
multiplication facts, while
incorporating basketball
fundamentals such as
Have students explore

various mathematical
situations, by physically
acting-out each situation,
to develop understanding.
HEALTH
In health, students can use
data to determine health
problems and solutions in
given situations.
After researching health

topics such as smoking,
drugs, self-esteem, bullying,
peer pressure, friendship,
internet safety, and hygiene,
students can create posters
that focus on the statistics of
each topic area.
As a form of art, students

can illustrate various ways
to solve given problems.
As a form of expression,
students can create rap
lyrics that focus on
encouraging and informing
others how to solve math
problems. Afterwards, have
students perform their
songs to the class, with
students objectively
responding to whats said in
each performance.
dribbling, partner passing,

Zig-Zag dribbling, lay-ups,
and speed dribbling.
Engage students in a Math
in Motion activity that
focuses on developing place
value and decimal skills.
Scattered across the field,
basketball court, or in the
classroom, call a specific
digit, based on its place
value and have students to
run towards the teacher with
the answer. An alternative
activity could include,
challenging students to read
given numbers that include
decimals.
Using a basketball, soccer
ball, or volleyball,
encourage students to make
Human-sized Numbers. In
this activity, students will
use their creativity to form
large numbers with
decimals. The groups not
actively participating at the
time will identify the
numbers by reading the
whole number, all place
values, and by writing both
the expanded and word
form.
Study and discuss the Food

Pyramid. Afterwards,
compare the foods on the
Food Pyramid to the
everyday foods you
consume, daily. Keep a
journal to include the
number of calories and fats
you consume on a daily
basis, based on the foods
youre eating at school and
at home. Compare a
weeks worth of information
on Friday.
Given national statistics that
focus on health issues in the
United States of America
(large numbers), students
will dissect each number
reading, writing, and
comparing each statistic.
Subject: Science

5.S.1: The student will use the science and engineering
practices, including the processes and skills of scientific
inquiry, to develop understandings of science content.
5.S.1A.1:
Ask questions used to (1) generate
hypotheses for scientific investigations or (2) refine models,
explanations, or designs.
5.S.1A.2:
Develop, use, and refine models to (1)
Unit Length
lessons
3-4 Weeks
1-3 Days
understand or represent phenomena, processes, and

relationships, (2) test devices or solutions, or (3)
communicate ideas to others.
5.S.1A.3:
Plan and conduct controlled scientific
investigations to answer questions, test hypotheses and
predictions, and develop explanations: (1) formulate
scientific questions and testable hypotheses, (2) identify
materials, procedures, and variables, (3) select and use
appropriate tools or instruments to collect qualitative and
quantitative data, and (4) record and represent data in an
appropriate form. Use appropriate safety procedures.
5.S.1A.4:
Analyze and interpret data from informational
texts, observations, measurements, or
investigations using a range of methods (such as tabulation
or graphing) to (1) reveal patterns and construct meaning or
(2) support hypotheses, explanations, claims, or designs.
5.S.1A.5:
Use mathematical and computational thinking
to (1) express quantitative observations using appropriate
metric units, (2) collect and analyze data, or (3) understand
patterns, trends and relationships between variables.
5.S.1A.6:
Construct explanations of phenomena using
(1) scientific evidence and models,
(2) conclusions from scientific investigations, (3) predictions
based on observations and measurements, or (4) data
communicated in graphs, tables, or diagrams.
5.S.1A.7:
Construct scientific arguments to support
claims, explanations, or designs using
evidence from observations, data, or informational texts.
5.S.1A.8:
Obtain and evaluate informational texts,
observations, data collected, or discussions to (1) generate
and answer questions, (2) understand phenomena, (3)
develop models, or (4) support hypotheses, explanations,
claims, or designs. Communicate observations and
explanations using the conventions and expectations of oral
and written language.
5.S.1B.1:
Construct devices or design solutions to solve
specific problems or needs: (1) ask
questions to identify problems or needs, (2) ask questions
about the criteria and
constraints of the devices or solutions, (3) generate and
communicate ideas for possible devices or solutions, (4)
build and test devices or solutions, (5) determine if the
devices or solutions solved the problem and refine the
design if needed, and (6) communicate the results.
2-3 Days
5-10 Days
2 Days
3 Days
4 Days
4 Days
3-5 Days
2 days
5.P.2: The student will demonstrate an understanding of the

physical properties of matter and mixtures.
5.P.2A.1:
Analyze and interpret data from observations
and measurements of the physical
properties of matter (including volume, shape, movement,
and spacing of particles) to explain why matter can be
classified as a solid, liquid or gas.
2-3 Weeks
3-4 Days
2-3 Days
5.P.2B.1:
Obtain and communicate information to
describe what happens to the properties of
substances when two or more substances are mixed
together.
2-3 Days
5.P.2B.2:
Analyze and interpret data to support claims
that when two substances are mixed the total amount
(mass) of the substances does not change.
3-4 Days
5.P.2B.3:
Develop models using observations to
describe mixtures, including solutions, based on their
characteristics
5.P.2B.4:
Construct explanations for how the amount of
solute and the solvent determine the
concentration of a solution.
3 Days
5.P.2B.5:
Conduct controlled scientific investigations to
test how different variables (including
temperature change, particle size, and stirring) affect the
rate of dissolving.
5 Days
2 Days
5.P.2B.6:
Design and test the appropriate method(s)
(such as filtration, sifting, attraction to
magnets, evaporation, chromatography, or floatation) for
separating various mixtures.
5.E.3: The student will demonstrate an understanding of
how natural processes and human activities affect the
features of Earths landforms and oceans.
2 Weeks
3 Days
5.E.3A1:
Construct explanations of how different
landforms and surface features result from the location and
movement of water on Earths surface through watersheds
(drainage basins) and rivers.
5.E.3A.2:
Develop and use models to describe and
compare the characteristics and locations of the landforms
on continents with those on the ocean floor (including the
continental shelf and slope, the mid-ocean ridge, the rift
zone, the trench, and the abyssal plain).
4 Days
5.E.3B.1:
Analyze and interpret data to describe and
predict how natural processes (such as
weathering, erosion, deposition, earthquakes, tsunamis,
hurricanes, or storms) affect Earths surface.
2 Days
5.E.3B.2:
Develop and use models to explain the effect
of the movement of ocean water (including waves, currents,
and tides) on the ocean shore zone (including beaches,
barrier islands, estuaries, and inlets).
3 Days
5.E.3B.3:
Construct scientific arguments to support
claims that human activities (such as
conservation efforts or pollution) affect the land and oceans
of Earth.
3 Days
5.E.3B.4:
Define problems caused by natural processes
or human activities and test possible
solutions to reduce the impact on landforms and the ocean
shore zone.
1-2 Days
5.L.4: The student will demonstrate an understanding of

relationships among biotic and abiotic factors within
terrestrial and aquatic ecosystems.
1-2 Weeks
5.L.4A.1:
Analyze and interpret data to summarize the
abiotic factors (including quantity of light and water, range
of temperature, salinity, and soil composition) of different
terrestrial ecosystems and aquatic ecosystems.
2-3 Days
5.L.4A.2:
Obtain and communicate information to
describe and compare the biotic factors
(including individual organisms, populations, and
communities) of different terrestrial
2-3 Days
5.L.4B.1:
Analyze and interpret data to explain how
organisms obtain their energy and classify an organisms as
producers, consumers (including herbivore, carnivore, and
omnivore), or decomposers (such as fungi and bacteria).
3 Days
5.L.4B.2:
Develop and use models of food chains and
food webs to describe the flow of energy in an ecosystem.
2 Days
5.L.4B.3:
Construct explanations for how organisms
interact with each other in an ecosystem
(including predators and prey, and parasites and hosts).
5.L.4B.4:
Construct scientific arguments to explain how
limiting factors (including food, water,
space, and shelter) or a newly introduced organism can
2-3 Days
4 Days
affect an ecosystem.
5.P.5: The student will demonstrate an understanding of the
factors that affect the motion of an object.
2 Weeks
5.P.5A.1:
Use mathematical and computational thinking
to describe and predict the motion of an object (including
position, direction, and speed).
2-4 Days
5.P.5A.2:
Develop and use models to explain how the
amount or type of force (contact or noncontact) affects the
motion of an object.
3-4 Days
5.P.5A.3:
Plan and conduct controlled scientific
investigations to test the effects of balanced and
unbalanced forces on the rate and direction of motion of
objects.
1-2 Days
5.P.5A.4:
Analyze and interpret data to describe how a
change of force, a change in mass, or
friction affects the motion of an object.
2-3 Days
5.P.5A.5:
Design and test possible devices or solutions
that reduce the effects of friction on the motion of an object.
1-2 Days
Unit
Topics
1
ARTS
Using visual arts, students
can illustrate phases of
science investigations.
PE
HEALTH
Students can participate in a

Science Run activity
focusing on the importance
of science. During this
activity, students will be
allotted so much time to
inform the public (school
family) of why science is
necessary.
Have students design a

Health and Science Fair,
and invite the public and
school community into the
school to witness what
students are learning about
how health and science go
hand in hand.
Using three-dimensional art,

students can design
scientific instruments and
tell what each instrument is
used for during the scientific
process.
While studying the unit on

landforms in science, have
students demonstrate
various ways to move when
interacting with various
landforms. Example:
Mountains: Students would
practice climbing skills.
Engage students in biology

and matter and mixtures, by
exploring health and safety
during outdoor science
experiments. They key
focus of this activity should
be to demonstrate to
students both the harmful
and healthful factors that
contribute towards our
environment.
Students can create science Using scientific inquiry skills, With students, create a
posters, illustrating what
combine an obstacle course mural that focuses on the
they know about forces and with a nature scavenger
Urban, Suburban, and Rural
motions. Prior to students
hunt and group students
communities. While
designing posters, provide
into groups of four to look
students are designing the
students with KNEX and/or
for forms of biotic and
mural, discuss health
LEGO materials to create
abiotic factors. This is a fast concerns (harmful fumes,
planes, cars, and boats that paced activity that will
chemical ingestion, etc.)
demonstrate force and
require students to compete and healthy practices
motion.
with each other, in a friendly (nutrition, fitness, etc.) with
manner.
students. Have students
illustrate the vehicles that
drive both the positives and
negatives of the three
environments.
Students can put on a
Arrange the schools
After investigative research
drama series or play,
courtyard into stations
on The Impact of Walking,
illustrating the significant
labeled with components of have students discuss the
factors associated with
the scientific process. Given pros and cons of walking in
landforms.
directions and activities that a debate. Begin to include
demonstrate understanding topics relative to Force and
of specified scientific
Motion as a form of travel
material, have students to
and have students discuss
complete a fitness activity
the positive and negative
while at each station before impact on travel as relative
transitioning from one
to cars, trains, taxi cabs,
station to another.
and buses as compared to
other alternatives of getting
around.
Subject: Social Studies

Standard 5-1:
The student will demonstrate an
understanding of the Reconstruction and its impact on the
Unit Length
lessons
2 Weeks
United States.
5-1.1: Summarize the aims and course of Reconstruction,
including the effects of Abraham Lincolns assassination,
Southern resistance to the rights of freedmen, and the
agenda of the Radical Republicans.
5-1.2: Explain the effects of Reconstruction, including new
rights under the thirteenth,
fourteenth, and fifteenth amendments; the actions of the
Freedmens Bureau; and the move from a plantation system
to sharecropping.
5-1.3: Explain the purpose and motivations of subversive
groups during Reconstruction and their rise to power after
the withdrawal of federal troops from the South.
5-1.4: Compare the political, economic, and social effects
of Reconstruction on different
populations in the South and in other regions of the United
States.
Standard 5-2:
understanding of the continued westward
expansion of the United States.
2 Weeks
5-2.1: Analyze the geographic and economic factors that

influenced westward expansion and the ways that these
factors affected travel and settlement, including physical
features of the land; the climate and natural resources; and
land ownership and other economic opportunities.
5-2.2:: Summarize how technologies (such as railroads, the
steel plow and barbed wire), federal policies (such as
subsidies for the railroads and the Homestead Act), and
access to natural resources affected the development of the
West.
5-2.3:: Identify examples of conflict and cooperation
between occupational and ethnic groups in the West,
including miners, farmers, ranchers, cowboys, Mexican and
African Americans, and European and Asian immigrants.
5-2.4: Explain the social and economic effects of westward
expansion on Native Americans; including opposing views
on land ownership, Native American displacement, the
impact of the railroad on the culture of the Plains Indians,
armed conflict, and changes in federal policy.
Standard 5-3:
understanding of major domestic and foreign
2-3 Weeks
developments that contributed to the United States

becoming a world power.
5-3.1: Explain how the Industrial Revolution was furthered
by new inventions and
technologies, including new methods of mass production
and transportation and the
invention of the light bulb, the telegraph, and the telephone.
5-3.2: Explain the practice of discrimination and the
passage of discriminatory laws in the
United States and their impact on the rights of African
Americans, including the Jim
Crow laws and the ruling in Plessy v. Ferguson.
5-3.3: Summarize the significance of large-scale
immigration to America, including the
countries from which the people came, the opportunities
and resistance they faced when they arrived, and the
cultural and economic contributions they made to the United
States.
5-3.4: Summarize the impact of industrialization,
urbanization, and the rise of big business, including the
development of monopolies; long hours, low wages, and
unsafe working conditions on men, women, and children
laborers; and resulting reform movements.
5-3.5: Summarize the reasons for the United States control
of new territories as a result of the Spanish American War
and the building of the Panama Canal, including the need
for raw materials and new markets and competition with
other world powers.
5-3.6: Summarize the factors that led to the involvement of
the United States in World War I and the role of the United
States in fighting the war.
Standard 5-4:
understanding of American economic
challenges in the 1920s and 1930s and world conflict in the
1940s.
5-4.1: Summarize daily life in the postWorld War I period
of the 1920s, including
improvements in the standard of living, transportation, and
entertainment; the impact of the Nineteenth Amendment,
the Great Migration, the Harlem Renaissance, and
Prohibition; and racial and ethnic conflict.
5-4.2: Summarize the causes of the Great Depression,
2 Weeks
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.
5-4.4: Explain the principal events related to the
involvement of the United States in World War II, including
campaigns in North Africa and the Mediterranean; major
battles of the European theater such as the Battle of Britain,
the invasion of the Soviet Union, and the Normandy
invasion; and events in the Pacific theater such as Pearl
Harbor, the strategy of island-hopping, and the bombing of
Hiroshima and Nagasaki.
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.
5-4.6 Summarize key developments in technology,
aviation, weaponry, and communication and their effects on
World War II and the United States economy.
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.
Standard 5-5:
understanding of the social, economic and
political events that influenced the United States during the
Cold War era.
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.
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,
2-3 Weeks
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.
5-5.4: Explain the international political alliances that
impacted the United States in the latter part of the twentieth
century, including the United Nations, the North Atlantic
Treaty Organization (NATO), and the Organization of
Petroleum Exporting Countries (OPEC).
Standard 5-6:
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.
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.
5-6.2: Identify places in the world where the United States
is involved in humanitarian and
economic efforts, including the Middle East, the Balkans,
Central America, Africa, and Asia.
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.
5-6.4: Explain how technological innovations have changed
daily life in the United States,
including the changes brought about by computers,
satellites, and mass communication systems.
5-6.5: Identify examples of cultural exchanges, including
those in food, fashion, and
entertainment that illustrates the growing global
interdependence between the United States and other
countries.
5-6.6: Identify issues related to the use of natural resources
by the United States, including recycling, climate change,
environmental hazards, and depletion that requires our
reliance on foreign resources.
1-2 Weeks
Unit
Topics
1
ARTS
PE
As a form of integrating the

arts with social studies,
have fun with theatre.
Students can put together
plays that re-enact events in
history (mainly relevant to
grade five topics). Plays
suitable for our class, based
on content include: the
Reconstruction; Abraham
Lincolns assassination;
Southern resistance to the
rights of freedmen; the
agenda of the Radical
Republicans; the Effects of
Reconstruction (to include
new rights under the 13th,
14th, and 15th amendments);
the actions of the
Freedmens Bureau; the
move from a plantation
system to sharecropping;
and the purpose and
motivations of subversive
groups during
Reconstruction and their
rise to power.
Have students re-enact the

Trail of Tears migration, by
including important facts on
this specific time in history.
Have students come up with
different historical items that
the Native Americans would
have had during their
relocation.
Have students discuss the

health implications relative
to slavery in the South,
during and after
Reconstruction, and
traveling out west, during
the Westward Expansion.
One topic of discussion
could focus on the American
Indians and the health
Include the following facts to problems faced by the
present to your audience:
American Indians, while
traveling from their
1. The forced relocation of
homeland to reservations as
American Indians began with the
they were forcefully
Indian Removal Act of 1830.
relocated to by the white
2. In 1838, the Cherokee Indians men.
became the fifth major tribe to
experience forced relocation
to Indian Territory. The Cherokee
Nation moved from its ancestral
homeland in parts of North
Carolina,
Tennessee, Georgia, and
Alabama to land set aside for
them in what is now the state of
Oklahoma.
3. More than 15,000 Cherokee
Indians were removed by the U.S.
Army.
4. The Choctaw, Chickasaw,
Creek, and Seminole tribes were
the other tribes that were forced
to relocate.
HEALTH
Over 100,000 Native Americans

from the five tribes were forced to
move.
5. These people were held in
concentration-like camps through
the summer, then they were then
forced to travel over 1,000 miles,
under very hard conditions to
Indian Territory.
6. Along the trail, nearly 4,000
Cherokee died of starvation,
exposure, or disease.
7. The Cherokees came to call
this forced move "Nunahi-DunaDlo-Hilu-I" or "Trail Where They
Cried".
8. The result of the U.S.
Government's American Indian
Removal Policy devastated
American Indian cultures.
The Native Americans had been a
strong and vibrant part of North
American history, but what the
government did to these people is
difficult to understand and accept.
9. In 1987, Congress passed
Public Law 100-192, designating
two of the routes taken by the
Cherokee people in their removal
as a National Historic Trail within
the National Trails System.
Today, it is best known as "The
Trail of Tears".
10. The forced removal of the
Indians remains a black mark on
American history, and reminds
those who desire freedom, that all
people deserve a life of liberty
regardless of race, religion, or
ethnicity.
As a form of artistic
expression, students can
create scenes that depict
historical events relevant to
the topic being studied.
Such topics could include:
the Trail of Tears; the
Westward Expansion; the
Battle of Little Big Horn; and
the Reconstruction.
Produce a community reenactment of the Trail of

Tears at school by making
a Native Americans: We
Celebrate You wall that
commemorates that
contributions and struggles
of Native Americans, both
past and present. One
spotlight re-enactment,
could include a mock trial
walk, symbolizing the travel
of the American Indians
Discuss the health

conditions endured by the
Native Americans during the
Trail of Tears. Have
students create anchor
charts to illustrate the issues
taking place during that
specific time period.
during the Trail of Tears,

along with other historical
events, focusing on Native
Americans in grade five
social studies units.
In music, students can listen Outside, have students
to various types of music
assemble into various
and watch documentaries
groups, traveling out west
that relate to stories retold
during the Westward
of the west. Afterwards,
Expansion. In rotation
have students put on a
stations, provide students
theatrical performance that
with physical experiences
retell sequential events
portrayed in history, relative
taking place during travel
to travel and obstacles
out west, in the form of a
going out west. As land
musical.
obstacles presented a
problem for individuals
traveling out west, have
students pretend to rock
climb, run from wild
animals, escape the wintry
weather (to include rain,
sleet, snow, etc.), gallop,
and pull-a-band-wagon.
In art, students can create
In an effort to expose
Native American hides,
students to other cultures,
moccasins, clay crafts, war
be active, and after
attire clothing, and Teeresearching Native
pees.
American games, engage
students in some of the
activities researched.
Activities could include: Bull
Roarer; Corn Cob Game;
Foot Toss Ball; Lacrosse
(Ojibwa); Snow Snake
Game (Iroquois); Stick Dice;
Bear Race; the Moccasin
Game; and Buffalo Wheel.
As a way to gain the full

Native American/ American
Indian experience, have
students create Native
American foods such as
Fried Bread (Funnel Cake
Dough). Afterwards,
discuss the ingredients used
to create the famous dish.
Discuss the health

conditions minors/
immigrants faced while
traveling out west and
building the
Transcontinental Railroad.
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
SMART Board
Approved classroom use of the following
websites: Edmodo, Twitter, KiK,
Student Materials
Bulletin Board Paper (assorted colors)
BINGO Game Board/ Pieces
JEOPARDY Game (Teacher-made/ Computer-
Facebook, Dictionary.com, Pinterest,

Flickr, and electronic resources such as
Discus, Scholastic, Study Island, Success
Maker, and Edutopia.
Power Teacher
Daily Agenda (outlining all events for the
day)
Basal Reader Series (Teacher Edition)

ELA: Treasures
Science: South Carolina Science
Math: Math Expressions
Social Studies: Growth of a Nation
U.S. Map
Math Manipulatives (Base Ten Blocks,
Fraction Towers, etc.)
generated)
Flashcards
Index Cards
Basal Reading Series (Student Edition)
ELA: Treasures
Science: South Carolina Science
Math: Math Expressions workbook
Social Studies: Growth of a Nation
Pencils/ Colored Pencils
Pens
Markers
Crayons
Scissors
Glue
CAF Monday snacks (provided by the teacher to
include: muffins, Danishes, donuts, juice, crackers,
etc.)
Construction paper/ Post-It Notes
FOSS Kits with Materials (Lesson

Resource Book, supplies, equipment, etc.)
Writing Materials (Dry Erase Markers,
Computer Access
Permanent Markers, and
Chart paper (anchor charts)
Reference Materials (i.e. dictionaries, thesaurus, etc.)
Educational Websites (recommended by
Composition Notebooks (subject specified)
the South Carolina Department of
Clip Boards
Education)
Empowering Writers Teacher Rubric and
Social Studies re-enactment materials (blankets,
Scoring Criteria
horses, wagons, steel plow, barbed wire, cowboy
EZ Grader
hats, mining equipment, trains, etc.)
The books provided by the Richland County Public Library below will be used as resources for
both the teacher and students, in the area(s) of social studies and English/ language arts:
The Making of America: Westward Expansion
Author: Dale Anderson
Wagon Train: A Family Goes West in 1865
Author: Courtni C. Wright
Illustrator: Gershom Griffith
Bad News for Outlaws: The Remarkable Like of Bass Reeves, Deputy U.S. Marshal
Author: Vaunda Micheaux Nelson
Illustrator: R. Gregory Christi
Coolies
Author: Yin (no last name listed on text!) Illustrator: Chris Soentpiet
Black Women of the Old West
Author: William Loren Katz
Into the West: From Reconstruction to the Final Days of the American Frontier
Author: James M. McPherson
Westward Expansion: An Interactive History Adventure
Author: Allison Lassieur
Wild West
Author: Stuart Murray
WESTWARD HO! An Activity Guide to the Wild West
Author: Laura Carlson
Section IV: Assessment of Student Performance
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).
English Language Arts
Assessments
(Indicate
whether
formative or
summative)
Writing
Formative
Assessments
Constant
Teacher
Observation
Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart
Open Discussion
Entrance/ Exit
Slips
Learning
Response Logs
Peer/ Self
Assessments
Four Corners
Make a
Sentence
Debate Circles
Inside-Outside
Circle
Thumbs Up-SideDown
Colored Cups
Fist to Five
Four Corners
Think-Pair-Share
White-Boards/
Chin-it
Appointment
Clock
Summative
Assessments
Evaluative Criteria
Questions = 5 bonus points
Student
Progress/Achievement
Reporting Method(s)
All progress on
the assessments
will be reported
to students
immediately
(within 2 days).
Progress will be
reported to
parents on the biweekly progress
reports and
quarterly report
card.
Weekly Quiz (End of Unit

Test) based on schools
grading chart: A=93-100
B=85-92; C=77-84;
D=76-70; F =69-Below
Project Scoring Rubric
Maximum Points 100
Writing Samples
Narrative
Expository
Persuasive
Sample Writing Topics
Narrative Topics:
My Markers a
Superhero or My
Marker
Going Out West
Expository Topics:
How to Become a
Successful Fifth
Grader
Fall
How to Stay Bully
Free
SC State Fair
Adventures
Magicians/ Magic
Persuasive Topics:
My Favorite Book is
the Best, Because
Sandel Elementary
Power Teacher
Grade Book
Individual
Student-Teacher
Conference
(weekly)
Matching Goals/
Standards
W.5.2: Write
informative/
explanatory texts
to examine a topic
and convey ideas
and information
clearly.
W.5.3: Write
narratives to
develop real or
imagined
experiences or
events using
effective
technique, wellchosen details,
and wellstructured event
sequences.
W.5.4: Produce
clear and coherent
writing in which
the development
and organization
are appropriate to
task, purpose, and
audience. --clear
coherent grade
level expectations.
W.5.5: With
guidance and
support from peers
and adults,
develop and
strengthen writing
as needed by
Weekly Quiz
Unit Assessment
Collaborative
Project
Writing Sample
School is Better than

any School in South
Carolina
planning, revising,
editing, rewriting,
or typing a new
approach. --editing by peers
and adults.
W.5.6: With some
guidance and
support from
adults, use
technology,
including the
internet to produce
and publish writing
as well as to
interact and
collaborate with
others;
demonstrate
sufficient
command of
keyboarding skills
to type a minimum
of two pages in a
single sitting.
W.5.7: Conduct
short research
projects that use
several sources to
build knowledge
through
investigation of
different aspects
of a topic.
Research topics,
using various
sources.
W.5.8: Recall
relevant
information from
experiences or
gather relevant
information from
print and digital
sources;
summarize or
paraphrase
information in
notes and finished
work, and provide

a list of sources.
W.5.9: Draw
evidence from
literary or
informational texts
to support
analysis,
reflections, and
research.
a)
Apply grade
5 Reading
standards to
literature (e.g.,
Compare and
contrast two or
more characters,
settings, or events
in a story or a
drama, drawing on
specific details in
the text [e.g., how
characters
interact]).
b)
Apply grade
5 Reading
standards to
informational texts
(e.g., Explain how
an author uses
reasons and
evidence to
support particular
points in a text,
identifying which
reasons and
evidence support
which point[s]).
Reading
Formative
All progress on
the assessments
W.5.10:
Write
routinely over
extended time
frames and shorter
time frames for a
range of disciplinespecific tasks,
purposes, and
audiences.
RL.5.1:
Quote
accurately from a
Assessments
Constant
Teacher
Observation
Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart
Open Discussion
Entrance/ Exit
Slips
Learning
Response Logs
Peer/ Self
Assessments
Four Corners
Make a
Sentence
Debate Circles
Inside-Outside
Circle
Thumbs Up-SideDown
Colored Cups
Fist to Five
Four Corners
Think-Pair-Share
White-Boards/
Chin-it
Appointment
Clock
Summative
Assessments
Weekly Quiz
Unit Assessment
Collaborative
Project
Writing Sample

grading chart: A=93-100
B=85-92; C=77-84;
D=76-70; F =69-Below
Maximum Points 100
Unit Reading Assessments

(Grades based on number of
questions missed, when
referencing the EZ Grader.)
Assessments with 25
Questions
1:96 7:72 13:48 19:24
2:92 8:68 14:44 20:20
3:88 9:64 15:40 21:16
4:84 10:60 16:36 22:12
5:80 11:56 17:32 23:8
6:76 12:52 18:28 24:4
25:0
Assessments with 30
Questions
1:97 8:73 16:47 24:20
2:93 9:70 17:43 25:17
3:90 10:67 18:40 26:13
4:87 11:63 19:37 27:10
5:83 12:60 20:33 28:7
6:80 13:57 21:30 29:3
7:77 14:53 22:27 30:0
15:50
23:23
will be reported
to students
immediately
(within 2 days).
Progress will be
reported to
parents on the biweekly progress
reports and
quarterly report
card.
Power Teacher
Grade Book
Individual
Student-Teacher
Conference
(weekly)
text when
explaining what
the text says
explicitly and when
drawing inferences
from the text.
RL.5.2:
Determine a
theme of a story,
drama, or poem
from details in the
text, including how
characters in a
story or drama
respond to
challenges or how
the speaker in the
poem reflects
upon a topic;
summarize the
text.
RL.5.3:
Compare
and contrast two
or more
characters,
settings, events in
a story or drama,
drawing on
specific details in
the text.
RL.5.4:
Determine
the meaning of
words and phrases
as they used in a
text, including
figurative
languages such as
metaphors and
similes.
RL.5.5:
Explain how
a series of
chapters, scenes,
or stanzas fit
together to provide
the overall
structure of a
particular story,
drama, or poem.
RL.5.10:
By the
end of the year,
read and
comprehend
literature,
including stories,
dramas, and
poetry, at the high
of grades 4-5 text
complexity band
independently and
proficiently.
RI.5.1:
Quote
accurately from a
text when
explaining what
the text says
explicitly and when
drawing inferences
from the text.
RI.5.2:
Determine
two or more main
ideas of a text and
explain how they
are supported by
key details;
summarize the
text.
RI.5.3:
Explain
relationships or
interactions
between two or
more individuals,
events, ideas, or
concepts in a
historical,
scientific, or
technical text
based on specific
information in the
text.
RI.5.4:
Determine
the meaning of
general academic
and domainspecific words and
phrases in a text
relevant to a grade
5 topic area or
subject area.
RL.5.8:
Explain how
an author uses
reasons and
evidence to
support particular
points in a text,
identifying which
reasons and
evidence support
which point(s).
RL.5.10:
By the
end of the year,
read and
comprehend
informational
texts.
RF.5.3:
Know
and apply gradelevel phonics and
word analysis
skills in decoding
words.
a)
Use a
combined
knowledge of all
letter sound
correspondences,
syllabication
patterns, and
morphology (e.g.,
roots and affixes)
to read accurately
unfamiliar
multisyllabic
words in context
and out of context.
RF.5.4:
Read
with sufficient
accuracy and
fluency to support
comprehension.
a)
Read gradelevel text with a
purpose and
understanding.
b)
Read gradelevel prose and
poetry orally with
accuracy,
appropriate rate,
and expression on
successive
readings.
c)
Use context
to confirm or selfcorrect word
recognition and
understanding,
rereading as
necessary.
Speaking/
Language
Formative
Assessments
Constant
Teacher
Observation
Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart
Open Discussion
Entrance/ Exit
Slips
Learning
Response Logs
Peer/ Self
Assessments
Four Corners
Make a
Sentence
Debate Circles
Inside-Outside
Circle
Thumbs Up-SideDown

grading chart:
A=93-100
B=85-92;
C=77-84;
D=76-70;
F =69-Below

Maximum Points 100
Diction Drills
Scoring Rubric 1-10 (10
being the highest score.)
10: All standards regarding

speaking skills met.
8: Proficient in speaking
abilities.
6: Improving public
speaking skills.
4: Little effort put forth.
SL.5.1:
Engage
effectively in a
range of
collaborative
discussions (oneon-one, in groups,
and teacher-led)
Progress will be
with diverse
reported to
parents on the bi- partners on grade
5 topics and texts,
weekly progress
building on others
reports and
ideas and
quarterly report
expressing their
card.
own clearly.
a)
Come to
Power Teacher
discussions
prepared, having
Grade Book
read or studied
required material;
Individual
Student-Teacher explicitly draw on
that preparation
Conference
and other
(weekly)
information known
about the topic to
explore ideas
under discussion.
b)
Follow
agreed-upon rules
All progress on
the assessments
will be reported
to students
immediately
(within 2 days).
Colored Cups
Fist to Five
Four Corners
Think-Pair-Share
White-Boards/
Chin-it
Appointment
Clock
2: Very little effort put

forth.
0: No effort put forth.
Summative
Assessments
Weekly Quiz
Unit Assessment
Collaborative
Project
for discussions
and carry out
assigned roles.
c)
Pose and
respond to specific
questions by
making comments
that contribute to
the discussion and
elaborate on the
remarks of others.
d)
Review the
key ideas
expressed and
draw conclusions
in light of
information and
knowledge gained
from the
discussions.
SL.5.2:
Summarize a
written text read
aloud or
information
presented in
diverse media and
formats including
visually,
quantitatively, and
orally.
SL.5.3:
Summarize
the points a
speaker makes
and explain how
each claim is
supported by
reasons and
evidence.
SL.5.5:
Include
multimedia
components and
visual displays in
presentations
when appropriate
to enhance the
development of
main ideas or
themes.
SL.5.6:
Adapt
speech to a variety
of contexts and
tasks, using formal
English when
appropriate to task
and situation.
L.5.1a-e:
Demonstrate
command of the
conventions of
standard English
grammar and
usage when
writing or
speaking.
a)
Explain the
function of
conjunctions,
prepositions, and
interjections in
general and their
function in
particular
sentences.
b)
Form and
use the perfect
(e.g., I had walked;
I will have walked)
verb tenses.
c)
Use verb
tense to convey
various times,
sequences, states,
and conditions.
d)
Recognize
and correct
inappropriate
shifts in verb
tense.
e)
Use
correlative
conjunctions (e.g.,
either/or,
neither/nor).
L.5.2: Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling.
L.5.3: Use
knowledge of
language and its
conventions when
writing, speaking,
reading, or
listening.
a)
Expand,
combine, and
reduce sentences
for meaning,
reader/listener
interest style.
b)
Compare
and contrast the
varieties of English
(e.g., dialects,
registers) used in
stories, dramas, or
poem.
L.5.4: Determine or
clarify the meaning
of unknown and
multiple meaning
words and phrases
based on grade 5
reading and
content, choosing
flexibly from a
range of
strategies.
a)
Use context
(e.g., cause-effect
relationships and
comparisons in
text as a clue to
the meaning of a
word or phrase.
b)
Use
common, grade
appropriate Greek
and Latin roots as
a clue to the
meaning of a word
(e.g., photograph,
photosynthesis).
c)
Consult
reference material
(e.g., dictionaries,
glossaries,
thesauruses), both
print and digital, to
find the
pronunciation and
determine or
clarify the precise
meaning of key
words and
phrases.
L.5.5: Determine
understanding of
figurative
language, word
relationships, and
nuances in word
meanings.
L.5.6: Acquire and
use accurately
grade-appropriate
general academic
and domainspecific words and
phrases including
those that signal
contrast, addition,
and other logical
relationships.
Mathematics
Assessments (Indicate
whether formative or
summative)
Speaking/
Language
Formative
Assessments
Constant Teacher
Observation
Student
Participation/
Interaction
Evaluative Criteria
Student
Reporting Method(s)
All progress on
the
assessments
will be reported
to students
immediately
(within 2 days).
Progress will

grading chart:
A=93-100
B=85-92;
C=77-84;
Matching Goal
5.NBT.1:
Recognize
that in a multidigit number, a
digit in one place
represents 10
times as much as
it represents in
the place to its
Questioning
D=76-70;
Discussion
F =69-Below
K-W-L Chart
Sequence Chart
Open Discussion
Maximum Points 100
Entrance/ Exit Slips
Learning Response
Logs
Unit Math Assessments
Peer/ Self
Assessments
Four Corners
Make a Sentence
Debate Circles
Assessments with 25
Inside-Outside Circle
Questions
Thumbs Up-Side1:96 7:72 13:48 19:24
Down
2:92 8:68 14:44 20:20
Colored Cups
3:88 9:64 15:40 21:16
Fist to Five
4:84 10:60 16:36 22:12
Four Corners
5:80 11:56 17:32 23:8
Think-Pair-Share
6:76 12:52 18:28 24:4
White-Boards/
25:0
Chin-it
Appointment Clock
Assessments with 30
Questions
Summative
1:97 8:73 16:47 24:20
Assessments
2:93 9:70 17:43 25:17
Weekly Quiz
3:90 10:67 18:40 26:13
Unit Assessment
4:87 11:63 19:37 27:10
Collaborative Project
5:83 12:60 20:33 28:7
6:80 13:57 21:30 29:3
7:77 14:53 22:27 30:0
15:50
23:23
be reported to
parents on the
bi-weekly
progress
reports and
quarterly report
card.
Power Teacher
Grade Book
Individual
StudentTeacher
Conference
(weekly)
right and1/10 of
what it represents
in the place to its
left.
5.NBT.2:
Explain
patterns in the
number of zeros
of the product
when multiplying
a number by
powers of 10, and
explain patterns
in the placement
of the decimal
point when a
decimal is
multiplied or
divided by a
power of 10. Use
whole-number
exponents to
denote powers of
10.
5.NBT.3:
Read, write,
and compare
decimals to
thousandths.
a)
Read and
write decimals to
thousandths
using base ten
numerals,
number names,
and expanded
form.
b)
Compare
two decimals to
thousandths
based on
meanings of the
digits in each
place, using >, =,
and < symbols to
record the results
of comparisons.
5.NBT.4:
Use
place value
understanding to
round decimals to
any place.
5.NBT.5:
Fluently
multiply multidigit whole
numbers using
the standard
algorithm.
5.NBT.6:
Find
whole-number
quotients of
whole numbers
with up to fourdigit dividends
and two-digit
divisors, using
strategies based
on place value,
the properties of
operations,
and/or the
relationship
between
multiplication and
division.
Illustrate and
explain the
calculation by
using equations,
rectangular
arrays, and/or
area models.
5.NBT.7:
Add,
subtract, multiply,
and divide
decimals to
hundredths,
using concrete
models or
drawings and
strategies based
on place value,
properties of
operations,
and/or the
relationship
between addition
and subtraction;
relate the strategy
to a written
method and
explain the
reasoning used.
Science
summative)
Science
Formative
Assessments
Constant Teacher
Observation
Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart
Open Discussion
Learning Response
Logs
Peer/ Self
Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside
Circle
Thumbs Up-SideDown
Colored Cups
Fist to Five
Four Corners
Think-Pair-Share
White-Boards/ Chinit
Appointment Clock
Summative
Assessments
Weekly Quiz
Unit Assessment
Collaborative
Project (i.e. science
experiments and
Evaluative Criteria
Student
Reporting Method(s)
Weekly Quiz
(End of Unit Test) based
on schools grading chart:
A=93-100
B=85-92;
C=77-84;
D=76-70;
F =69-Below

Maximum Points 100
Unit Science Assessments

Assessments with 25
Questions
1:96 7:72 13:48 19:24
2:92 8:68 14:44 20:20
3:88 9:64 15:40 21:16
4:84 10:60 16:36 22:12
5:80 11:56 17:32 23:8
6:76 12:52 18:28 24:4
25:0
Assessments with 30
Questions
1:97 8:73 16:47 24:20
2:93 9:70 17:43 25:17
3:90 10:67 18:40 26:13
4:87 11:63 19:37 27:10
5:83 12:60 20:33 28:7
6:80 13:57 21:30 29:3
All progress on
the
assessments
will be
reported to
students
immediately
(within 2 days).
Progress will
be reported to
parents on the
bi-weekly
progress
reports and
quarterly
report card.
Power
Teacher
Grade Book
Individual
StudentTeacher
Conference
(weekly)
Matching Goal
5.S.1: The student will

use the science and
engineering practices,
including the processes
and skills of scientific
inquiry, to develop
understandings of
science content.
5.S.1A.1:
Ask
questions used to (1)
generate hypotheses for
scientific investigations
or (2) refine models,
explanations, or designs.
5.S.1A.2:
Develop, use,
and refine models to (1)
understand or represent
phenomena, processes,
and relationships, (2)
test devices or solutions,
or (3) communicate ideas
to others.
5.S.1A.3:
Plan
and conduct controlled
to answer questions, test
hypotheses and
predictions, and develop
explanations: (1)
formulate scientific
questions and testable
hypotheses, (2) identify
materials, procedures,
and variables, (3) select
and use appropriate
tools or instruments to
collect qualitative and
quantitative data, and (4)
record and represent
data in an appropriate
form. Use appropriate
safety procedures.
5.S.1A.4:
Analyze
and interpret data from
informational texts,
observations,
measurements, or
investigations using a
investigations)
7:77 14:53 22:27 30:0

15:50
23:23
range of methods (such

as tabulation or
graphing) to (1) reveal
patterns and construct
meaning or (2) support
hypotheses,
explanations, claims, or
designs.
5.S.1A.5:
Use
mathematical and
computational thinking
to (1) express
quantitative
observations using
appropriate metric units,
(2) collect and analyze
data, or (3) understand
patterns, trends and
relationships between
variables.
5.S.1A.6:
Construct
explanations of
phenomena using (1)
scientific evidence and
models,
(2) conclusions from
scientific investigations,
(3) predictions based on
observations and
measurements, or (4)
data communicated in
graphs, tables, or
diagrams.
5.S.1A.7:
Construct
scientific arguments to
support claims,
explanations, or designs
using
evidence from
observations, data, or
informational texts.
5.S.1A.8:
Obtain
and evaluate
informational texts,
observations, data
collected, or discussions
to (1) generate and
answer questions, (2)
understand phenomena,
(3) develop models, or
(4) support hypotheses,
explanations, claims, or
designs. Communicate
observations and
explanations using the
conventions and
expectations of oral and
written language.
5.S.1B.1:
Construct
devices or design
solutions to solve
specific problems or
needs: (1) ask
questions to identify
problems or needs, (2)
ask questions about the
criteria and
constraints of the
devices or solutions, (3)
generate and
communicate ideas for
possible devices or
solutions, (4) build and
test devices or solutions,
(5) determine if the
devices or solutions
solved the problem and
refine the design if
needed, and (6)
communicate the results.
5.P.2: The student will
demonstrate an
understanding of the
physical properties of
matter and mixtures.
5.P.2A.1:
Analyze
and interpret data from
observations and
measurements of the
physical
properties of matter
(including volume,
shape, movement, and
spacing of particles) to
explain why matter can
be classified as a solid,
liquid or gas.
5.P.2B.1:
Obtain
and communicate
information to describe
what happens to the
properties of
substances when two or
more substances are
mixed together.
5.P.2B.2:
Analyze
and interpret data to
support claims that when
two substances are
mixed the total amount
(mass) of the substances
does not change.
5.P.2B.3:
Develop
models using
observations to describe
mixtures, including
solutions, based on their
characteristics
5.P.2B.4:
Construct
explanations for how the
amount of solute and the
solvent determine the
concentration of a
solution.
5.P.2B.5:
Conduct
controlled scientific
investigations to test
how different variables
(including
temperature change,
particle size, and
stirring) affect the rate of
dissolving.
5.P.2B.6:
Design
and test the appropriate
method(s) (such as
filtration, sifting,
attraction to
magnets, evaporation,
chromatography, or
floatation) for separating
various mixtures.
Science
Formative
Assessments
Constant Teacher
Observation
Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart
Open Discussion
Weekly Quiz
A=93-100
B=85-92;
C=77-84;
D=76-70;
F =69-Below
All progress on
the
assessments
will be
reported to
students
immediately
(within 2 days).
Progress will
be reported to
parents on the
bi-weekly
5.E.3: The student will

demonstrate an
understanding of how
natural processes and
human activities affect
the features of Earths
landforms and oceans.
5.E.3A1: Construct
explanations of how
different landforms and
surface features result
from the location and
movement of water on
Earths surface through
watersheds (drainage
basins) and rivers.
Entrance/ Exit Slips Maximum Points 100

Learning Response
Logs
Peer/ Self
Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside
Assessments with 25
Circle
Questions
Thumbs Up-Side1:96 7:72 13:48 19:24
Down
2:92 8:68 14:44 20:20
Colored Cups
3:88 9:64 15:40 21:16
Fist to Five
4:84 10:60 16:36 22:12
Four Corners
5:80 11:56 17:32 23:8
Think-Pair-Share
6:76 12:52 18:28 24:4
White-Boards/ Chin25:0
it
Appointment Clock
Assessments with 30
Questions
Summative
1:97 8:73 16:47 24:20
Assessments
2:93 9:70 17:43 25:17
Weekly Quiz
3:90 10:67 18:40 26:13
Unit Assessment
4:87 11:63 19:37 27:10
Collaborative
5:83 12:60 20:33 28:7
6:80 13:57 21:30 29:3
experiments and
7:77 14:53 22:27 30:0
investigations)
15:50
23:23
progress
reports and
quarterly
report card.
Power
Teacher
Grade Book
Individual
StudentTeacher
Conference
(weekly)
5.E.3A.2:
Develop
and use models to
describe and compare
the characteristics and
locations of the
landforms on continents
with those on the ocean
floor (including the
continental shelf and
slope, the mid-ocean
ridge, the rift zone, the
trench, and the abyssal
plain).
5.E.3B.1:
Analyze
describe and predict how
natural processes (such
as
weathering, erosion,
deposition, earthquakes,
tsunamis, hurricanes, or
storms) affect Earths
surface.
5.E.3B.2:
Develop
and use models to
explain the effect of the
movement of ocean
water (including waves,
currents, and tides) on
the ocean shore zone
(including beaches,
barrier islands,
estuaries, and inlets).
5.E.3B.3:
Construct
support claims that
human activities (such
as
conservation efforts or
pollution) affect the land
and oceans of Earth.
5.E.3B.4:
Define
problems caused by
natural processes or
human activities and test
possible
solutions to reduce the
impact on landforms and
the ocean shore zone.
Science
Formative
Assessments
Constant Teacher
Observation
Student
Participation/
Interaction
Questioning
Discussion
Weekly Quiz
A=93-100
B=85-92;
C=77-84;
D=76-70;
All progress on
the
assessments
will be
reported to
students
immediately
(within 2 days).
Progress will
5.L.4: The student will

demonstrate an
understanding of
relationships among
biotic and abiotic factors
within terrestrial and
aquatic ecosystems.
5.L.4A.1:
Analyze
summarize the abiotic
factors (including
quantity of light and
water, range of
K-W-L Chart
F =69-Below
Sequence Chart
Open Discussion
Learning Response
Logs
Peer/ Self
Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside
Assessments with 25
Circle
Questions
Thumbs Up-Side1:96 7:72 13:48 19:24
Down
2:92 8:68 14:44 20:20
Colored Cups
3:88 9:64 15:40 21:16
Fist to Five
4:84 10:60 16:36 22:12
Four Corners
5:80 11:56 17:32 23:8
Think-Pair-Share
6:76 12:52 18:28 24:4
it
Appointment Clock
Assessments with 30
Questions
Summative
1:97 8:73 16:47 24:20
Assessments
2:93 9:70 17:43 25:17
Weekly Quiz
3:90 10:67 18:40 26:13
Unit Assessment
4:87 11:63 19:37 27:10
Collaborative
5:83 12:60 20:33 28:7
6:80 13:57 21:30 29:3
experiments and
7:77 14:53 22:27 30:0
investigations)
15:50
23:23
be reported to
parents on the
bi-weekly
progress
reports and
quarterly
report card.
Power
Teacher
Grade Book
Individual
StudentTeacher
Conference
(weekly)
temperature, salinity,
and soil composition) of
different terrestrial
ecosystems and aquatic
ecosystems.
5.L.4A.2:
Obtain
and communicate
information to describe
and compare the biotic
factors
(including individual
organisms, populations,
and communities) of
different terrestrial
5.L.4B.1:
Analyze
explain how organisms
obtain their energy and
classify an organisms as
producers, consumers
(including herbivore,
carnivore, and
omnivore), or
decomposers (such as
fungi and bacteria).
5.L.4B.2:
Develop
and use models of food
chains and food webs to
describe the flow of
energy in an ecosystem.
5.L.4B.3:
Construct
explanations for how
organisms interact with
each other in an
ecosystem
(including predators and
prey, and parasites and
hosts).
5.L.4B.4:
Construct
explain how limiting
factors (including food,
water,
space, and shelter) or a
newly introduced
organism can affect an
ecosystem.
Science
Formative
Assessments
Constant Teacher
Observation
Student
Participation/
Interaction
Questioning
Discussion

Weekly Quiz
A=93-100
B=85-92;
C=77-84;
D=76-70;
All progress on
the
assessments
will be
reported to
students
immediately
(within 2 days).
5.P.5: The student will

demonstrate an
factors that affect the
5.P.5A.1:
Use
mathematical and
computational thinking
to describe and predict
the motion of an object
(including position,
direction, and speed).
K-W-L Chart
F =69-Below
Sequence Chart
Open Discussion
Learning Response
Logs
Peer/ Self
Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside
Assessments with 25
Circle
Questions
Thumbs Up-Side1:96 7:72 13:48 19:24
Down
2:92 8:68 14:44 20:20
Colored Cups
3:88 9:64 15:40 21:16
Fist to Five
4:84 10:60 16:36 22:12
Four Corners
5:80 11:56 17:32 23:8
Think-Pair-Share
6:76 12:52 18:28 24:4
it
Appointment Clock
Assessments with 30
Questions
Summative
1:97 8:73 16:47 24:20
Assessments
2:93 9:70 17:43 25:17
Weekly Quiz
3:90 10:67 18:40 26:13
Unit Assessment
4:87 11:63 19:37 27:10
Collaborative
5:83 12:60 20:33 28:7
6:80 13:57 21:30 29:3
experiments and
7:77 14:53 22:27 30:0
investigations)
15:50
23:23
Progress will
be reported to
parents on the
bi-weekly
progress
reports and
quarterly
report card.
Power
Teacher
Grade Book
Individual
StudentTeacher
Conference
(weekly)
5.P.5A.2:
Develop
and use models to
explain how the amount
or type of force (contact
or noncontact) affects
the motion of an object.
5.P.5A.3:
Plan
and conduct controlled
to test the effects of
balanced and
unbalanced forces on
the rate and direction of
motion of objects.
5.P.5A.4:
Analyze
describe how a change
of force, a change in
mass, or
friction affects the
5.P.5A.5:
Design
and test possible
devices or solutions that
reduce the effects of
friction on the motion of
an object.
Social Studies
summative)
Evaluative Criteria
Student
Reporting Method(s)
Matching Goal
Formative
Assessments
Constant Teacher
Observation
Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart
Open Discussion
Learning Response
Logs
Peer/ Self
Assessments
Four Corners
Make a Sentence
Debate Circles
Thumbs Up-SideDown
Colored Cups
Fist to Five
Four Corners
Think-Pair-Share
Appointment Clock
Summative
Assessments
Weekly Quiz
Unit Assessment
Formative
Assessments
Constant Teacher
Observation
Student
Participation/
Interaction
Questioning
Discussion
Weekly Quiz
A=93-100
B=85-92;
C=77-84;
D=76-70;
F =69-Below

Maximum Points 100
Unit Social Studies

Assessments
Assessments with 25
Questions
1:96 7:72 13:48 19:24
2:92 8:68 14:44 20:20
3:88 9:64 15:40 21:16
4:84 10:60 16:36 22:12
5:80 11:56 17:32 23:8
6:76 12:52 18:28 24:4
25:0
Assessments with 30
Questions
1:97 8:73 16:47 24:20
2:93 9:70 17:43 25:17
3:90 10:67 18:40 26:13
4:87 11:63 19:37 27:10
5:83 12:60 20:33 28:7
6:80 13:57 21:30 29:3
7:77 14:53 22:27 30:0
15:50
23:23
Progress will
be reported to
parents on the
bi-weekly
progress
reports and
quarterly report
card.
Power Teacher
Grade Book
Individual
StudentTeacher
Conference
(weekly)
Standard 5-1:
The
student will
demonstrate an
Reconstruction and its
impact on the United
States.
5-1.1: Summarize the
aims and course of
Reconstruction,
including the effects of
Abraham Lincolns
assassination,
Southern resistance to
the rights of freedmen,
and the agenda of the
Radical Republicans.
5-1.2: Explain the
effects of
Reconstruction,
including new rights
under the thirteenth,
fourteenth, and fifteenth
amendments; the
actions of the
Freedmens Bureau;
and the move from a
plantation system to
sharecropping.
5-1.3: Explain the
purpose and
motivations of
subversive groups
during Reconstruction
and their rise to power
after the withdrawal of
federal troops from the
South.
5-1.4: Compare the
political, economic, and
social effects of
Reconstruction on
different
populations in the
South and in other
regions of the United
States.
Weekly Quiz
A=93-100
B=85-92;
C=77-84;
All progress on
the
assessments
will be reported
to students
immediately
(within 2 days).
All progress on
the
assessments
will be reported
to students
immediately
(within 2 days).
Progress will
Standard 5-2:
The student will
demonstrate an
continued westward
expansion of the United
States.
5-2.1: Analyze the
geographic and
economic factors that
influenced westward
K-W-L Chart
D=76-70;
Sequence Chart
F =69-Below
Open Discussion
Entrance/ Exit Slips Project Scoring Rubric
Learning Response Maximum Points 100
Logs
Peer/ Self
Assessments
Unit Social Studies
Four Corners
Assessments
Make a Sentence
Debate Circles
Inside-Outside Circle referencing the EZ Grader.)
Thumbs Up-SideDown
Assessments with 25
Colored Cups
Questions
Fist to Five
1:96 7:72 13:48 19:24
Four Corners
2:92 8:68 14:44 20:20
Think-Pair-Share
3:88 9:64 15:40 21:16
White-Boards/ Chin4:84 10:60 16:36 22:12
it
5:80 11:56 17:32 23:8
Appointment Clock
6:76 12:52 18:28 24:4
25:0
Summative
Assessments
Assessments with 30
Weekly Quiz
Questions
Unit Assessment
1:97 8:73 16:47 24:20
2:93 9:70 17:43 25:17
3:90 10:67 18:40 26:13
4:87 11:63 19:37 27:10
5:83 12:60 20:33 28:7
6:80 13:57 21:30 29:3
7:77 14:53 22:27 30:0
15:50
23:23
Formative
Assessments
Constant Teacher
Observation
Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart
Open Discussion
be reported to
parents on the
bi-weekly
progress
reports and
quarterly report
card.
expansion and the ways

that these factors
affected travel and
settlement, including
physical features of the
land; the climate and
natural resources; and
land ownership and
other economic
opportunities.
Power Teacher
Grade Book
Individual
StudentTeacher
Conference
(weekly)
5-2.2:: Summarize
how technologies (such
as railroads, the steel
plow and barbed wire),
federal policies (such
as subsidies for the
railroads and the
Homestead Act), and
access to natural
resources affected the
development of the
West.
5-2.3:: Identify
examples of conflict
and cooperation
between occupational
and ethnic groups in
the West, including
miners, farmers,
ranchers, cowboys,
Mexican and African
Americans, and
European and Asian
immigrants.
5-2.4: Explain the
social and economic
effects of westward
expansion on Native
Americans; including
opposing views on land
ownership, Native
American displacement,
the impact of the
railroad on the culture
of the Plains Indians,
armed conflict, and
changes in federal
policy.
All progress on
the
assessments
will be reported
to students
immediately
(within 2 days).
Standard 5-3:
The student will
demonstrate an
understanding of major
domestic and foreign
developments that
contributed to the
United States becoming
a world power.
Progress will
be reported to
parents on the
bi-weekly
5-3.1: Explain how

the Industrial
Revolution was
furthered by new
inventions and
technologies, including
new methods of mass
Weekly Quiz
A=93-100
B=85-92;
C=77-84;
D=76-70;
F =69-Below
Learning Response Maximum Points 100

Logs
Peer/ Self
Assessments
Unit Social Studies
Four Corners
Assessments
Make a Sentence
Debate Circles
Inside-Outside Circle referencing the EZ Grader.)
Thumbs Up-SideDown
Assessments with 25
Colored Cups
Questions
Fist to Five
1:96 7:72 13:48 19:24
Four Corners
2:92 8:68 14:44 20:20
Think-Pair-Share
3:88 9:64 15:40 21:16
White-Boards/ Chin4:84 10:60 16:36 22:12
it
5:80 11:56 17:32 23:8
Appointment Clock
6:76 12:52 18:28 24:4
25:0
Summative
Assessments
Assessments with 30
Weekly Quiz
Questions
Unit Assessment
1:97 8:73 16:47 24:20
2:93 9:70 17:43 25:17
3:90 10:67 18:40 26:13
4:87 11:63 19:37 27:10
5:83 12:60 20:33 28:7
6:80 13:57 21:30 29:3
7:77 14:53 22:27 30:0
15:50
23:23
progress
reports and
quarterly report
card.
Power Teacher
Grade Book
Individual
StudentTeacher
Conference
(weekly)
production and
transportation and the
invention of the light
bulb, the telegraph, and
the telephone.
5-3.2: Explain the
practice of
discrimination and the
passage of
discriminatory laws in
the
United States and their
impact on the rights of
African Americans,
including the Jim
Crow laws and the
ruling in Plessy v.
Ferguson.
significance of largescale immigration to
America, including the
countries from which
the people came, the
opportunities and
resistance they faced
when they arrived, and
the cultural and
economic contributions
they made to the United
States.
impact of
industrialization,
urbanization, and the
rise of big business,
including the
development of
monopolies; long
hours, low wages, and
unsafe working
conditions on men,
women, and children
laborers; and resulting
reform movements.
reasons for the United
States control of new
territories as a result of
the Spanish American
War and the building of
the Panama Canal,
including the need for
raw materials and new
markets and
competition with other
world powers.
factors that led to the
involvement of the
United States in World
War I and the role of the
United States in fighting
the war.
Formative
Assessments
Constant Teacher
Observation
Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart
Open Discussion
Learning Response
Logs
Peer/ Self
Assessments
Four Corners
Make a Sentence
Debate Circles
Thumbs Up-SideDown
Colored Cups
Fist to Five
Four Corners
Think-Pair-Share
Appointment Clock
Summative
Assessments
Weekly Quiz
Unit Assessment
Weekly Quiz
A=93-100
B=85-92;
C=77-84;
D=76-70;
F =69-Below
Progress will
be reported to
parents on the
bi-weekly
progress
reports and
quarterly report
card.
Power Teacher
Grade Book
Individual
StudentTeacher
Conference
(weekly)

Maximum Points 100
Unit Social Studies

Assessments
Assessments with 25
Questions
1:96 7:72 13:48 19:24
2:92 8:68 14:44 20:20
3:88 9:64 15:40 21:16
4:84 10:60 16:36 22:12
5:80 11:56 17:32 23:8
6:76 12:52 18:28 24:4
25:0
Assessments with 30
Questions
1:97 8:73 16:47 24:20
2:93 9:70 17:43 25:17
3:90 10:67 18:40 26:13
4:87 11:63 19:37 27:10
5:83 12:60 20:33 28:7
6:80 13:57 21:30 29:3
7:77 14:53 22:27 30:0
15:50
23:23
All progress on
the
assessments
will be reported
to students
immediately
(within 2 days).
Standard 5-4:
The
student will
demonstrate an
understanding of
American economic
challenges in the 1920s
and 1930s and world
conflict in the 1940s.
5-4.1: Summarize
daily life in the post
World War I period of
the 1920s, including
improvements in the
standard of living,
transportation, and
entertainment; the
impact of the
Nineteenth Amendment,
the Great Migration, the
Harlem Renaissance,
and Prohibition; and
racial and ethnic
conflict.
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.
5-4.4: Explain the
principal events related
to the involvement of
the United States in
World War II, including
campaigns in North
Africa and the
Mediterranean; major
battles of the European
theater such as the
Battle of Britain, the
invasion of the Soviet
Union, and the
Normandy invasion;
and events in the
Pacific theater such as
Pearl Harbor, the
strategy of islandhopping, and the
bombing of Hiroshima
and Nagasaki.
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.
5-4.6
Summarize key
developments in
technology, aviation,
weaponry, and
communication and
their effects on World
War II and the United
States economy.
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.
Formative
Assessments
Constant Teacher
Observation
Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart
Open Discussion
Learning Response
Logs
Peer/ Self
Assessments
Four Corners
Make a Sentence
All progress on
the
assessments
will be reported
to students
immediately
(within 2 days).
Progress will
be reported to
parents on the
bi-weekly
progress
reports and
quarterly report
card.
Power Teacher
Weekly Quiz
A=93-100
B=85-92;
C=77-84;
D=76-70;
F =69-Below
Maximum Points 100
Unit Social Studies

Assessments
Standard 5-5:
The student will
demonstrate an
social, economic and
political events that
influenced the United
States during the Cold
War era.
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.
Debate Circles
Thumbs Up-SideDown
Colored Cups
Fist to Five
Four Corners
Think-Pair-Share
Appointment Clock
Summative
Assessments
Weekly Quiz
Unit Assessment

Grade Book
Individual
StudentTeacher
Conference
(weekly)
Assessments with 25
Questions
1:96 7:72 13:48 19:24
2:92 8:68 14:44 20:20
3:88 9:64 15:40 21:16
4:84 10:60 16:36 22:12
5:80 11:56 17:32 23:8
6:76 12:52 18:28 24:4
25:0
Assessments with 30
Questions
1:97 8:73 16:47 24:20
2:93 9:70 17:43 25:17
3:90 10:67 18:40 26:13
4:87 11:63 19:37 27:10
5:83 12:60 20:33 28:7
6:80 13:57 21:30 29:3
7:77 14:53 22:27 30:0
15:50
23:23

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.
5-5.4: Explain the
international political
alliances that impacted
the United States in the
latter part of the
twentieth century,
including the United
Nations, the North
Atlantic Treaty
Organization (NATO),
and the Organization of
Petroleum Exporting
Countries (OPEC).
Formative
Assessments
Constant Teacher
Observation
Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart
Open Discussion
Learning Response
Logs
Peer/ Self
All progress on
the
assessments
will be reported
to students
immediately
(within 2 days).
Progress will
be reported to
parents on the
bi-weekly
progress
reports and
quarterly report
Weekly Quiz
A=93-100
B=85-92;
C=77-84;
D=76-70;
F =69-Below
Maximum Points 100
Standard 5-6:
The student will
demonstrate an
political, social,
economic, and
environmental
challenges faced by the
United States during
the period from the
collapse of the Soviet
Union to the present.
changes in world
politics that followed
the collapse of the
Soviet Union and the
end of Soviet
domination of eastern
Europe.
Assessments
Four Corners
Make a Sentence
Debate Circles
Thumbs Up-SideDown
Colored Cups
Fist to Five
Four Corners
Think-Pair-Share
Appointment Clock
Summative
Assessments
Weekly Quiz
Unit Assessment
Unit Social Studies

Assessments
Assessments with 25
Questions
1:96 7:72 13:48 19:24
2:92 8:68 14:44 20:20
3:88 9:64 15:40 21:16
4:84 10:60 16:36 22:12
5:80 11:56 17:32 23:8
6:76 12:52 18:28 24:4
25:0
Assessments with 30
Questions
1:97 8:73 16:47 24:20
2:93 9:70 17:43 25:17
3:90 10:67 18:40 26:13
4:87 11:63 19:37 27:10
5:83 12:60 20:33 28:7
6:80 13:57 21:30 29:3
7:77 14:53 22:27 30:0
15:50
23:23
card.
Power Teacher
Grade Book
Individual
StudentTeacher
Conference
(weekly)
5-6.2: Identify places

in the world where the
United States is
involved in
humanitarian and
economic efforts,
including the Middle
East, the Balkans,
Central America, Africa,
and Asia.
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.
5-6.4: Explain how
technological
innovations have
changed daily life in the
United States,
including the changes
brought about by
computers, satellites,
and mass
communication
systems.
5-6.5: Identify
examples of cultural
exchanges, including
those in food, fashion,
and
entertainment that
illustrates the growing
global interdependence
between the United
States and other
countries.
5-6.6: Identify issues
related to the use of
natural resources by
the United States,
including recycling,
climate change,
environmental hazards,
and depletion that
requires our reliance on
foreign resources.
Reflect on student performance: (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?
In determining which major assessments would be used appropriately to evaluate student

performance and achievement, I had to determine the best method of learning and assessment for
each individual student. Through observation and student participation, I learned that students learn
visually, kinesthetically, musically, and interpersonally. Given this information, I deem it as unfair,
when students needs are not met. Throughout English/language arts and social studies, most my
assessment instruments dealt with visuals, student interaction and participation, music, and linguistic
skills. In the areas of math and science, most my assessments (both formative and summative) dealt
with kinesthetic and visual learning opportunities. As a method for helping parents understand the
level of expectations I have for individual students as well as the evaluation criteria, my plans consist
of offering extended academic assistance/ parent/student tutorial sessions during after-school hours
(for both students and parents); engaging students in intervention strategies; and monitoring skill sets
and learning objectives. In reporting student achievement/ progress to parents, administrators, and
students regarding overall achievement and progress, I plan to incorporate an effective process of
communication, accompanied by setting an Anythings Achievable, supportive environment.
Establishing clear and concise measures of communication, expectations, and short-term and longterm goals are key to success. Newsletters, parent-teacher conferences (at school, at home, or
parents on the run), and academic tutorials built in to reach students and their communities are also
key to student success. Parents will receive access to Parent Portal to access their childs grades.
Section IV B: Assessment of Student Performance Record Keeping
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:

All activities completed by students will not be categorized as a graded assignment. As a form of maintaining record of
student progress, I will record a number of both formative and summative assessments to include homework, classwork, and
special projects, weekly. Richland School District One requires teachers to enter at least five to ten grades in Power Teacher,
per every marking period. Parents have ongoing access to students grades through Parent Portal, a program that records
student progress and grade monitoring. Once assignments are graded, each assignment will manually be recorded via Power
Teacher and by grade book.
B.
Procedures for aggregating and displaying data:

Data will be compiled, from the use of programs such as the STAR (Reading and Math) Assessment; Power Teacher; MAP;
Success Maker program; CRP (after-school program); and Accelerated Read. An aggregated average for student grades will
be provided to parents/guardians at the end of every marking period/quarter. Student work will be displayed throughout the
physical classroom environment as well as the hallway (without displaying their earned grade) for specific projects and/or
activities. Data will be used to assist in monitoring the ongoing achievement of students.
C.
How will you use the data to make instructional decisions?

Data will be used to make instructional decisions based on students mastering a given concept, throughout instruction. Both
formative and summative assessments will be used in conjunction with a teacher-made assessment reflection. The
assessment reflection will inform me of any areas I may need to go back and reteach.
Section V: Classroom Management
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
Student Rights:
Your Rights
You have the right to be educated.
You have the right to be valued.
You have the right to feel safe.
Together Lets
Respect ourselves and others.
Come to class prepared to learn.
Follow all school rules.
Manage our behavior.
Consequences for Mismanagement
The Look
Verbal Warning
Parent Contact
Referral to the Principal
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
Classroom
Unpack (Take out necessary materials for the day, i.e. notebooks, textbooks, writing utensils,
etc.)
Sharpen pencils.
Conduct morning meeting (featuring news and views, commentary, etc.)
Document homework assignments and/or projects.
Hallways
Respect the space of others by standing on the arrows in the hallway.
Close any gaps, while in line.
Travel through the hallways quickly and quietly.
Preparing for Lunch/ Cafeteria
Make lunch selection in the morning prior to class instruction.
Individuals with lunch boxes/bags, gather materials and head to the front of the line.
Designated individuals receiving a salad should report to the front of the line, too.
The first 10 minutes of lunch are reserved for just eating. The last 5 minutes are reserved for
socializing. Afterwards, students will dump trays and form a line by the door, leading to the
playground.
Outdoors
Gather all recess supplies/equipment.
Line is escorted outdoors by teacher and students are dismissed to play for 15 minutes based
on whether or not they owe time.
After recess, students are to line up on the arrows in the hallway, leading up ramp to the
classroom.
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

RULES AND CONSEQUENCES
Classroom Rules for Conduct
I.
V.
Listen when others are speaking.

II.
Follow directions.
III.
Keep hands, feet, and objects to yourself.
IV.
Work quietly and do not disturb others.
Show respect for school and others personal property.
Consequences
Verbal Warning
Loss of Privilege
Parent/ Guardian Phone Call
Parent/Guardian Conference
Discipline Notice
Reflect on classroom management: What are the most important considerations in managing the classroom to maximize
instructional time, and why do you believe them to be important?
In an effort to maximize classroom instruction and effective classroom management, I believe it

essential for me to make sure students know my expectations (for learning, instruction, noninstruction, and behavior). It is fair to say that if I spend a great deal of time informing students
(verbally and non-verbally) of what I expect of them, then in turn they will demonstrate the expected
procedures and/or goals. As the teacher, it is important for me to interact with my students from a
positive standpoint, where positive relationships are built at the beginning of the school year.
Developing these positive relationships lead to 100% student participation, based on a level of mutual
trust and respect amongst the classroom environment.
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
At the start of the school year, my aim is to provide students with an overview of my goals,
expectations, and management style as it pertains to the overall structure of the classroom
environment. During this time, students will become aware of my high, yet achievable standards of
expectations for their learning; plans for instruction and assessment practices and procedures;
behavior (acceptable and unacceptable); parental support (at home and at school); and will be
provided with an example of how our class will operate on typical school days as it relates to setting
the foundation for instruction, emergency occurrences, and technology/ media routines and
procedures. Families will be provided with a welcome packet to include: a welcome letter, student
emergency information/profile form, class and homework procedures, sample newsletter, related
arts schedule and school event schedule (club meeting days, tutoring, special programs, etc.), and
field trip information. Additional pertinent information such as district paperwork will be sent home,
too.
Procedures for involving parents with the learning at home

Section VII: Reflecting and Revision Procedures
In an effort to involve parents in the learning process at home as well as include them in out learning
community, by making them feel as though theyre an important component of the learning process, I
plan to conduct parent-teacher-student tutorials twice a week; invite parents to participate in
projects at home and at school; invite parents to participate in o-sight and off-sight field trips; and
take an active role in their childs academics, by closely communicating with me, regularly. At the
beginning of the school year, I plan to inform families of my goals and expectations for student
success, my plans for implementing effective, differentiated instruction to meet the needs of all
learners, and of rules, procedures, and consequences. I will inform families that they can keep up
with their childs grades, via Parent Portal. I will also inform parents that theyre always welcome to
visit the classroom, during non-instructional hours after school to view their childs portfolio. Using
district-issued progress reports and report cards, parents will be able to view their childs quarterly
grades as well as provide feedback regarding each individual grade. In supporting the child, if parents
and the teacher deem its necessary for a child to receive additional assistance in content areas, then
the child will receive additional support (intervention, teacher support, etc.), rather than busy work
or dido worksheets.
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:
Strengths relative to my long range plan are centered on my ability to forecast content information
In the areas of English/Language Arts, science, math, and social studies and to provide students
with an opportunity to be successful in their area of expertise. Using the data from assessments
part of each unit, will assist me in providing successful opportunities for all learners.
B.
Weaknesses
As with my short range plans (lesson plans), I believe one of my main weaknesses as it pertains
to my long range plan is centered on time. Having the time to actually complete each unit,
thoroughly could present a problem, when students are faced with challenges or obstacles.
C.
Time line for evaluating long range plan components.
While creating an ideal time for evaluating components of my long range plan, I plan to make
necessary accommodations as it relates to student achievement monthly, sometimes weekly.
If all students prove to be successful within the given time frame of a unit, then instruction will
continue. If students experience more challenges than expected, then instruction will have to
be monitored and adjusted for both the students who experience challenges and the students
who understand the material.
D.
List modifications and adaptations that you think might be needed to improve the procedures.
I.
II.
III.
E.
Instruction;
Adjustments in time; and
Assessment Practices.
Plan for reflecting on your teaching practices.
Reflect upon daily instructional practices, monitor student achievement, and motivate students
to be the best they can be.
Long Range Plan Scoring Rubric

Name: _______________________________ Major: ______________________ Date: _________________________
ACEI/
NAEYC
1.0/1a
5.2/2c;3b
3.1/3a
3.2/1c
2.1/5a
2.2/5a
Component
Target (3)
Acceptable (2)
Unacceptable (1)
Description of Students
Describes students in-depth according to ability, learning

styles, ethnic group, gender and special needs, etc.;
suggests several ways to plan lessons to accommodate
differences.
Describes students according to their

differences, but is unclear about ways to
accommodate differences when
planning.
Does not include at least five (5) types

of descriptions; displays minimal
understanding of addressing a variety
of student needs when planning.
Contextual Factors
Data is collected from multiple sources, including IEPs,

test scores, school records, student interest surveys,
school personnel, students, etc. Candidate reflects an
understanding of the importance of collaborative
relationships with families, school colleagues and agencies
in the community.
Data is collected from at least three types

of sources and the candidate shows some
understanding of the importance of
collaborative relationships with families,
school colleagues and agencies in the
community.
Used primarily secondary source data

(records) to obtain data. No school or
community data included.
Learning and
Developmental Goals
Includes at least four (4) or more standards which exhibit

evidence of objective taxonomy, skills, and dispositions
that support elementary students development, learning,
and motivation to learn.
Includes at least three (3) standards

which exhibit knowledge of objective
taxonomy, skills, and dispositions
relevant and meaningful to specific age
groups.
Includes standards, but lacks

appropriate depth of knowledge of
taxonomy, skills, and dispositions
relevant and meaningful to specific
age groups.
Learning and
Developmental Goals
Goals clearly reflect sensitivity to the diversity of students

in their development and learning styles, as well as race,
ethnicity, culture and exceptional needs.
Goals reflect an understanding of the

diversity of students in their
development and learning styles and
reflect at least two of the following: race,
ethnicity, culture or exceptional needs.
Goals lack sensitivity to the diversity

of students.
Units of Instruction
- English Language Arts
The content area related to reading, writing, speaking,

viewing, listening, and thinking skills is comprehensively
covered. The timeline of instructional units reflects
knowledge of key themes, of concepts, and of English
language arts skills. The content is paced so objectives are
covered.
The content area has 90% of the key

elements covered, reflecting knowledge
of key themes, concepts and of English
language arts skills. The content is paced
so objectives are covered.
The content area is addressed;

however, little evidence supports the
direct alignment with the knowledge
of key themes, concepts and of
English language arts skills. The
content is not paced so objectives are
covered.
- Science
The content area related to concepts of physical, life, and

earth science is comprehensively covered. The timeline of
instructional units reflects knowledge of key themes,
concepts and of skills necessary to plan appropriate
science lessons. The content Is paced so objectives are
covered.
The content area has at least 90% of the

key elements covered, reflecting
knowledge of key themes, concepts and
of skills necessary to plan appropriate
science lessons. The content is paced so
objectives are covered.

of key themes, concepts, and of
science skills. The content is not
paced so objectives are covered.
Score
- Mathematics
The content area related to concepts of number and

operations, algebra, geometry, measurement, and data
analysis and probability is comprehensively covered. The
timeline of instructional units reflect knowledge of key
themes, concepts and of skills necessary to plan
appropriate mathematics lessons. The content Is paced
so objectives are covered.

mathematics lessons. The content Is

of key themes, concepts, and of
mathematics skills. The content is not
2.4/5a
Social Studies
The content area related to concepts of history,

geography, and the social sciences is comprehensively
covered. The timeline of instructional units reflect
knowledge of key themes, concepts and of skills necessary
to plan appropriate social studies lessons. The content Is

social studies lessons. The content Is

of key themes, concepts, and of social
studies skills. The content is not
2.5/5a
Instructional Units
Visual and
Performing Arts
Clear integration of visual and performing arts (dance,

music, theater and the visual arts) is indicated multiple
times throughout the units.
Visual and performing key elements are

integrated at least twice within each unit
outline.
Visual and performing arts key

elements are not included in each
unit.
2.6/5a
Instructional Units Health
Clear integration of health is indicated multiple times

throughout the units.
Health key elements are integrated at

least twice within each unit outline.
Health key elements are not included

in each unit.
2.7/5a
Instructional Units
Physical Education
PE is clearly integrated several times in each of the units.
PE key elements are integrated at least

twice within each unit outline.
Physical Education key elements are

not included in each unit.
1.0/4c
Instructional Materials
& Resources
Uses a variety of instructional materials and resources

that directly align and support units; materials/resources
clearly support curriculum enhancement and successful
learning experiences to support and enrich student
development, characteristics, acquisition of knowledge,
and motivation to learn. Evidence of the use of
community resources is provided.
Materials list is adequate to support

units. List represents variety. Materials
list tends to be general in nature and
does not focus comprehensively on
student characteristics, enrichment,
enhancement, and students needs. No
evidence of the use of community
resources.
Materials list is inadequate and tends

to represent traditionally supplied
materials. Materials are general and
do not directly support or enrich
curriculum units. Student needs and
characteristics do not appear to drive
the choices of materials and
resources. No community resources
are used.
3.5/4b
Instructional Materials
& Resources
Technology, to include hardware, software and assisted

support is listed and reflects the use of such tools to foster
inquiry, collaboration and interaction.
Technology listed includes the teachers

and students uses of tools to reflect an
understanding of its use as a
communication tool.
Technology listed includes only the

teachers use of technology for
instructional presentations.
Formative and summative assessments, use direct and

indirect methods, match learning goals, instructional
activities, and represent a variety of assessment
strategies. The strategies are appropriate for the content
to be covered and the students ability and developmental
levels. Criteria for the weighting process and evaluating
results are clear, concise and promote intellectual, social,
emotional, and the physical development of students.
Higher level thinking and student reflection are promoted.
Formative and summative assessments

match learning goals and the content to
be covered, but the majority are
traditional paper and pencil types.
Criteria for evaluating results are clear.
Assessments reflect an emphasis on
knowledge and application.
Assessments given do not match the

learning goals, or no explanations,
descriptions, or assessments are
attached.
2.3/5a
4.0/3b
Assessment
Student Records
Procedures for recording, aggregating and displaying data

indicate that records are organized, well maintained and
easy to interpret; procedures are easy to follow to plan, to
evaluate, strengthen instruction, make content
knowledge decisions, and make individual progress
decisions. Use of data for differentiated instruction is
clear.
Procedures for maintaining recorded

data are clear, with some strategies for
developing, aggregating and displaying
data for decision making. Some
information is given for using data to
make decisions and to promote the
relationship between data collection and
reflective decision-making.
Procedures for maintaining recorded

data are somewhat clear, but little to
no plan is developed for aggregating
and displaying data for decision
making. Plan for using data to make
decisions is unclear. No relationship
between data collection and
reflective decision-making.
3.4/1c
Discipline Policy
States explicit expectations of students and consequences

for misbehavior. Rules and consequences are limited to 5
or less, are age appropriate, focus on behaviors rather
than students, and support a positive learning
environment. Instructional procedures represent
essential routines for promoting efficiency and minimal
loss of time for learning.
Rules and consequences are age

appropriate, represent support for a
positive learning environment, and are
limited to 5 or less. Instructional
procedures cover most of the areas that
promote minimal loss of instructional
time.
Rules and consequences are negative

in nature and are not aligned with age
appropriate practices. More than 5
rules are given. Rules allow for a loss
of instructional time.
3.4/1c
Procedures for NonInstructional Activities
Offers detailed directions for such activities as restroom

break, emergency drills, school assemblies, field trips, and
other movement in the classroom and halls.
Provides adequate directions for noninstructional activities.
No procedures for non-instructional

were given.
Parental
Communications
Clear, consistent evidence exists that the candidate plans

to provide the family appropriate, culturally sensitive,
reader friendly information concerning goals, instruction,
rules and assessment on an initial and periodic basis;
reflects on decisions and involves students, families, and
the learning community to enhance learning.
Adequate evidence exists that the

candidate plans to establish an open line
of communication on an initial and
periodic basis, regarding pertinent
information involving students, families,
and the learning community to enhance
learning; sensitivity to diversity is clear.
Uses minimal, to no attempts to

involve the family in learning goals at
the home or at school. Fails to
provide specific examples of periodic
communication methods. Sensitivity
to diversity is unclear.
Parental
Communications
Plans indicate evidence of collaboration with the learning

community to foster and support communication; a
variety of ways to communicate and ways that families
can be involved at the school and home are given to
promote the growth and well-being of children.
Adequate collaboration regarding

communication with the learning
community is evident.
No procedures for continuous

communication involving the learning
community.
Plans specifically indicate opportunities for reflecting on

teaching practices to improve the teaching and learning
process.
Some evidence of opportunities to reflect

on teaching practices to improve the
teaching and learning process.
The candidate does not provide

reflections or suggest
recommendations for improving the
process of teaching and learning.
4.0/3b
5.2/2b
5.2/2b
5.1/4d
Reflections
OVERALL SCORE
Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the
attributes of the standard. Performance indicates
that few competencies have been demonstrated.
Acceptable/Meets (2)
Candidate demonstrates most of the attributes of the
standard. Performance indicates that the competency
has been demonstrated including examples, extension,
or enrichment.
Target/Exceeds (3)
Candidate demonstrates all of the attributes of the
standard. Performance clearly indicates that the
competency has been mastered, including examples,
extension, and enrichment.

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Educ 450 Long Range Plan

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN

Candidate: Colavito McKie

Section I: Student Information

This information was gathered from the classroom

According to the STAR Reading

The lunch information was compiled with the help

1 Grade: 2 (Ranging from 1.4-1.9)

Although there are no students in our

Revised Fall 2013 ACEI/NAEYC 2010 Standards

STAR Reading Assessment

STAR Math Assessment (10/3/2014)

MAP Conferences (Student-TeacherAdministrator)

Accelerated Reading Tests (AR)

Initial Grade Level Reading Conference

STAR Speaking and Language Skills

This information was gathered from the following

Mrs. Haili (Cooperating teacher)

that although student number two has an

In addition to two students who receive

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Mrs. Jefferson (Math Interventionist)

Network channel, Dragon Ball

This information was gathered from classroom

Subject: English Language Arts

Long Range Learning and/or Developmental Goals

characters in a story or drama respond to challenges or how the speaker in the

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Recall relevant information from experiences or gather relevant information from

Revised Fall 2013 ACEI/NAEYC 2010 Standards

b) Compare two decimals to thousandths based on meanings of the digits in

Revised Fall 2013 ACEI/NAEYC 2010 Standards

reveal patterns and construct meaning or (2) support hypotheses, explanations,

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The student will demonstrate an understanding of the Reconstruction and its

The student will demonstrate an understanding of the continued westward

The student will demonstrate an understanding of major domestic and foreign

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The student will demonstrate an understanding of American economic

The student will demonstrate an understanding of the social, economic and

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The student will demonstrate an understanding of the political, social, economic,

Unit Topic or Description

RI.5.1: Quote accurately from a text when explaining what

RI.5.2: Determine two or more main ideas of a text and

RI.5.3: Explain relationships or interactions between two or

Revised Fall 2013 ACEI/NAEYC 2010 Standards

scientific, or technical text based on specific information in

W.5.2: Write informative/ explanatory texts to examine a

W.5.3: Write narratives to develop real or imagined

W.5.4: Produce clear and coherent writing in which the

W.5.5: With guidance and support from peers and adults,

W.5.6: With some guidance and support from adults, use

W.5.7: Conduct short research projects that use several

W.5.8: Recall relevant information from experiences or

W.5.9: Draw evidence from literary or informational texts to

Revised Fall 2013 ACEI/NAEYC 2010 Standards

events in a story or a drama, drawing on specific details in

Revised Fall 2013 ACEI/NAEYC 2010 Standards

have walked) verb tenses.

L.5.3: Use knowledge of language and its conventions

L.5.4: Determine or clarify the meaning of unknown and

L.5.5: Determine understanding of figurative language,