Running head: LONG TERM PLAN

Long Term Plan

Shani Neal

Johns Hopkins University, School of Education

John Hopkins University School of Education

Long-Term Plan Template 1
Running head: LONG TERM PLAN

Instructional Planning: Long-Term Plan Template

Name: _Shani Neal_______________________________________________________________

To ensure your Long-Term Plan achieves its purpose, you should be able to articulate the answers to the following
key reflections.

1. Student Achievement Can you briefly describe how this plan leads your students to the achievement of
the big goal?
2. Organization/Sequence of Units Can you explain how the learning goals within each unit logically fit
together? Can you explain how the sequence of units or topics helps build student learning?
3. Timing Does the timing of your units (each unit and the course as a whole) take into account your school
calendar?

COURSE OVERVIEW & TIMING

This section is designed to help you see the flow of your units/topics across the entire school year.
Unit Unit Length

Unit 1: Unit 0 2 weeks

Unit 2: Unit 1 6 weeks

Unit 3: Unit 2 6 weeks

Unit 4: Unit 3 6 weeks

Unit 5: Unit 4 6 weeks

Unit 6: Unit 5 6 weeks

Unit 7: Unit 6 6 weeks

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional days/weeks to the number of
days/weeks you have accounted for in your Long-Term Plan.

Course Length

Total number of instructional weeks/days in school year: 185 days

Total number of instructional weeks/days for all units included in Long-Term Plan: 38 weeks

*Note: Be sure to account for all instructional days in the school year, including those after end-of-year testing (if any).

John Hopkins University School of Education

Long-Term Plan Template 2
Running head: LONG TERM PLAN

UNIT 0: Unit 0 Smart Start UNIT 0 LENGTH: 2 Weeks

UNIT 0 LEARNING GOALS

Smart start (no lessons this week, allows time for routines)
SW learn expectations
Review Material
Practice routines

Spiraling Introductory Unit so there are no spiral lessons

Remedial (R)
Enrichment (E) N/A
(to be completed after receiving
diagnostic assessment results)

Unit 1: How can learning help us grow? UNIT 1 LENGTH: 6 Weeks

UNIT 1 LEARNING GOALS

L.3.4a Context clues/ multiple meaning words i.e. Use sentence-level context as a
clue to the meaning of a word or phrase.
RL.3.3 Character, Setting, Plot
L.3.5a Short vowels
RI.3.2 Main Idea and key details

Expectations
Spiraling
RL.3.3

Remedial (R)
Enrichment (E) L.3.5a complex texts (E)
(to be completed after receiving L.3.4a context clues (R)
diagnostic assessment results)

UNIT 2 UNIT 2 LENGTH: 6 Weeks

UNIT 2 LEARNING GOALS

RL.3.6 Distinguish their own point of view from that of the author of a
text.
L.3.5a Distinguish the literal and nonliteral meanings of words and phrases
in context (e.g., take steps).
RL.3.2 Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain how it
is conveyed through key details in the text.
L.3.4a Use sentence-level context as a clue to the meaning of a word
or phrase.
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of
events.

John Hopkins University School of Education

Long-Term Plan Template 3
Running head: LONG TERM PLAN
RL.3.3 character
Spiraling
RL.3.2 theme

Vocabulary-Phonics: decoding (R)

Remedial (R)
Enrichment (E)
(to be completed after receiving
diagnostic assessment results)
Comprehension (R)
Complex texts (E)
Strategy instruction (E)
Vocabulary/ Word learning strategies (E)

UNIT 3 UNIT 3 LENGTH: 6 Weeks

UNIT 3 LEARNING GOALS

L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in
context (e.g., take steps).
RL.3.6 Distinguish their own point of view from that of the author of a text.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain how it
is conveyed through key details in the text.
L.3.4a Use sentence-level context as a clue to the meaning of a word
or phrase.
RL.3.3 Describe charactersin a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of
events.
RI.3.2 Main Idea and key details
Spiraling RL.3.6 Distinguish their own point of view from that of the author of a
text.
Vocabulary-Phonics: decoding (R)
Remedial (R) Comprehension (R)
Enrichment (E) Complex texts (E)
(to be completed after receiving
diagnostic assessment results) Strategy instruction (E)
Vocabulary/ Word learning strategies (E)

UNIT 4 UNIT 4 LENGTH: 6 Weeks

UNIT 4 LEARNING GOALS

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Long-Term Plan Template 4
Running head: LONG TERM PLAN
RL.3.4 Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain how it
is conveyed through key details in the text.
L.3.4a Usesentence-level context as a clue to the meaning of a word
or phrase.
RL.3.6 Distinguish their
own point of view from that of the author of a text.
L.3.4c Use a known root word as a clue to the meaning of an unknown
word with the same root (e.g., company, companion).

L.3.5a
Spiraling
RL.2

Remedial (R) Vocabulary-Phonics: decoding (R)

Enrichment (E) Comprehension (R)
(to be completed after receiving Complex texts (E)
diagnostic assessment results) Strategy instruction (E)
Vocabulary/ Word learning strategies (E)

UNIT 5 UNIT 5 LENGTH: 6 Weeks

UNIT 5 LEARNING GOALS

L.3.4a Usesentence-level context as a clue to the meaning of a word

or phrase.
L.3.4b Determine the meaning of the new word formed when a known
affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
RI.3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence).
RI.3.3 Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text, using
language that pertains to time, sequence, and cause/effect.
RI.3.6
RL.3.2 Recount stories, including fables, folktales,
and myths from diverse
cultures; determine the central message, lesson, or moral and explain how it
is conveyed through key details in the text.

Spiraling RL.3.4

Vocabulary-Phonics: decoding (R)

Remedial (R)
Enrichment (E)
(to be completed after receiving
diagnostic assessment results)
Comprehension (R)
Complex texts (E)
Strategy instruction (E)
Vocabulary/ Word learning strategies (E)

John Hopkins University School of Education

Long-Term Plan Template 5
Running head: LONG TERM PLAN

UNIT 6 UNIT 7 LENGTH: 6 Weeks

UNIT 6 LEARNING GOALS

RI.3.8 Describe the logical connection between particular sentences and

paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence).
L.3.4a Usesentence-level context as a clue to the meaning of a word
or phrase.
RI.3.2 Determine the main idea of a text; recount the key details and
explain how they support the main idea.
RL.3.6 Distinguish their own point of view from that of the author of a text.
L.3.5a Distinguish the literal and nonliteral meanings of words and phrases
in context (e.g., take steps).
RL.3.2 Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain how it
is conveyed through key details in the text.

Spiraling
L.3.4b
RI.2

Vocabulary-Phonics: decoding (R)

Remedial (R)
Enrichment (E)
(to be completed after receiving
diagnostic assessment results)
Comprehension (R)
Complex texts (E)
Strategy instruction (E)
Vocabulary/ Word learning strategies (E)

John Hopkins University School of Education

Long-Term Plan Template 6
Running head: LONG TERM PLAN

References
Better Lesson (2016) State Standards;3rd Grade ELA. Retrieved from

http://betterlesson.com/common_core

Curriculum Associates (2016) I-Ready. Retrieved from www.i-ready.com

McGraw-Hill Education (2016) Reading Wonders 3rd Grade, Connect Ed. Retrieved from

https://connected.mcgraw-hill.com/connected/

Teach For America. (2011). Instructional planning & delivery. Retrieved from

http://www.teachingasleadership.org/sites/default/files/Related-Readings/IPD_2011.pdf

John Hopkins University School of Education

Long-Term Plan Template 7