Instructional Planning: Long-Term Plan Template

See last page of content for reflection questions.

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: Part 1: Cultural identity Part 2: Multiculturalism 5 weeks / 25 days

Unit 2: Part 1: Cultural discrimination Part 2: Cultural misunderstanding 4 weeks / 20 days

Unit 3: Part 1: Punishment Part 2: Civil disobedience 4 weeks / 20 days

Unit 4: Part 1: Gender equality Part 2: Personal research 5 weeks / 25 days

Unit 5: (Class novel starts) Chapter 1: Childhood Chapter 2: Adolescence 5 weeks / 25 days

Unit 6: Chapter 3: Adulthood Chapter 4: Prison 5 weeks / 25 days

(End of class novel) Part 1: Rhetoric and fallacies in arguments Part 2:

Unit 7: 4 weeks / 20 days
Bias in argument

Part 1: Arguing for solutions Part 2: Environmental awareness and

Unit 8: 4 weeks / 20 days
presentation

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
40 weeks / 200
Total number of instructional weeks/days in school year:
days
Total number of instructional weeks/days for all units included in Long-Term 30 weeks / 150
Plan: days
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Long-Term Plan Template 1
UNIT 1: Part 1: Cultural identity Part 2: Multiculturalism UNIT 1 LENGTH: 25 Days/ 5 Weeks

UNIT 1 LEARNING GOALS

Standard 1: Inference [RL/RI.9-10.1]

Standard 1: Inference
1: Far to Go I can draw conclusions based on details from the text.
I can draw accurate conclusions based on details from the
text.
2: Near I can cite the details from the text that I based my conclusion
Mastery on.
I can state that the details from the text connect to my
conclusion.
I can explain how and why the details from the text prove my
3: Mastery
conclusion.
I can draw conclusions that rely on an entire text or multiple
texts.
4: Advanced
Unit Standards I can explain text to world connection that support my
(Aligned Common conclusions.
Core Standards
listed) Standard 2: Informational Paragraph ([W.9-10.2])

Standard 2: Informational Paragraph

I can write a topic sentence that answers the prompt.
1: Far to Go
I can write a conclusion sentence that restates the answer to the prompt
I can answer all parts of the prompt.
2: Near Mastery I can use evidence to support my ideas.
I can organize my big ideas in a logical way.
I can clearly explain how my evidence supports my ideas.
3: Mastery
I can use appropriate, varied transitions.
4: Advanced I can develop my ideas beyond a basic understanding by explaining text-to-text, text-to-world, metaphors, similes, etc.

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Long-Term Plan Template 2
 Standard3: In Text Citation [W.9-10.8b]

Standard3: In Text Citation

1: Far to Go I can use relevant quotes from sources to support ideas.
2: Near Mastery I can write the author and page number in parentheses at the end of the sentence.
3: Mastery I can introduce my quote using the source-verb introduction.
4: Advanced I can use a variety of source-verb introductions.

Standard 4: Complete Sentence ([L.9-10.1)

Standard 4: Complete Sentence

1: Far to Go I can write a response with a subject (noun) and a verb that agree in every sentence.
2: Near Mastery I can complete all my thoughts by avoiding sentence fragments.
3: Mastery I can end sentences at the appropriate place to avoid run ons.
4: Advanced I can use varied sentence structure.

During the very few days of flex time, I will revisit and reinforce both informative paragraph and argumentative paragraphs. These two
standards are behemoths for students, and rightfully so. An effective writer does not simply master these two skills, but repeatedly returns
Spiraling to them in order to pick up on the small nuanced concepts and idiosyncrasies that were glanced over during the first crash course. As
stated above, these flex days are rare, but I am already creating innovative and engaging activities that can be used to reintroduce these
heavy standards to students in an engaging and effective way.
Remedial (R) Strongly structured graphic organizers necessary for majority of students as they do not understand the necessary fluidity of writing.
Enrichment (E) Reading comprehension and information retention
(to be completed Text connections
after receiving Identification of symbols, metaphors and similes.
diagnostic Complete, complex sentences
assessment results) In-text citation and quote integration

UNIT 2: Part 1: Cultural discrimination Part 2: Cultural

UNIT 2 LENGTH: 20 Days/ 4 Weeks
misunderstanding

UNIT 2 LEARNING GOALS

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Long-Term Plan Template 3
 Standard 5: Introduction Paragraph (W.2a)

Standard 5: Introduction Paragraph

1: Basic I can write a topic sentence that includes a response to the prompt.
I can write a thesis that answers the prompt and includes a preview of my
2:
big ideas.
Approachin
I can use formal language, such as third person, limited contractions and
g
slang.
I can write topic sentences that uses complex syntax or structure and
3: responds to the prompt.
Proficient I can give context that sets the stage for my writing.
I can use a hook to grab my audiences attention.
I can captivate the audience with an effective hook, and clearly connect to
4:
the topic.
Advanced

Unit Standards Standard 6: Informational essays (W.2a-c)

(Aligned Common
Core Standards Standard 6: Support and develop ideas
listed) I can write about multiple ideas related to the topic.
1: Basic
I can write a topic sentence for each paragraph.
I can use evidence to support my ideas.
2:
I can clearly address all parts of the prompt.
Approachin
I can organize my big ideas in a logical way to support my response to the
g
prompt.
I can clearly explain how my evidence supports my ideas .
3:
II can provide some context about my evidence.
Proficient
I can use appropriate, varied transitions.
I can make strong connections by explaining text-to-text, text-to-world,
4:
metaphors, similes, etc.
Advanced
I can deeply analyze my ideas and draw conclusions.

Standard 7: Conclusion Paragraph (W.2f)

Standard 7: Conclusion Paragraph

1: Basic I can write a conclusion sentence that restates the topic.

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Long-Term Plan Template 4

Remedial (R)
Enrichment (E)
(to be completed after
receiving diagnostic
assessment results)
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Long-Term Plan Template 5
2: I can review my big ideas.
Approachin I can use formal language, such as third person, limited contractions and
g slang.
I can write a conclusion sentence that uses complex syntax or structure
3:
and responds to the prompt.
Proficient
I can connect all of my big ideas into a final thought or call to action.
4: I can write a captivating call to action or lasting impression.
Advanced
Standard 8: Citation work cited(W.8b)
Standard 8: Cite Evidence (works-cited)
I can use quotes from sources to support ideas.
1: Basic I can write the author and page number in parentheses at the end
of the sentence.
2: I can introduce my quote using the source-verb introduction.
Approachin I can cite all sources from my research in a Works Cited page.
g
I can use a variety of source-verb introductions.
3:
I can correctly cite all sources in the Works Cited page using
Proficient
MLA format.
4: I can integrate my quote into a complex sentence.
Advanced
Strongly structured graphic organizers necessary for majority of students as they do not
understand the necessary fluidity of writing.
Reading comprehension and information retention
Text connections
Identification of symbols, metaphors and similes.
Complete, complex sentences
In-text citation and quote integration
 UNIT 3: Part 1: Punishment Part 2: Civil disobedience UNIT 3 LENGTH: 20 Days/ 4 Weeks

UNIT 3 LEARNING GOALS

Standard 1: Inference (RL/RI.1)

Standard 1: Inference (I can make an accurate inference based details.)

1: Far to go I can draw conclusions based on details from the text.
I can draw accurate conclusions based on details from the
text.
2: Near I can cite the details from the text that I based my
mastery conclusion on.
I can state that the details from the text connect to my
conclusion.
I can explain how and why the details from the text prove
3: Mastery
my conclusion.
I can draw conclusions that rely on an entire text or
Unit Standards
multiple texts.
(Aligned Common 4: Advanced
I can explain text to world connection that support my
Core Standards
conclusions.
listed)

Standard 2: Argumentative paragraph (W.1a-e)

Standard 2: Argumentative Paragraph (I can write a well organized argumentative

paragraph)
I can write a topic sentence that clearly states my position on the issue.
1: Far to go
I can write a conclusion sentence that restates my position on the issue.
I can develop reason(s) that support my position on the issue
I can write a counterclaim that anticipates opposing ideas.
2: Near
I can use evidence to support the reasons for my claims and
Mastery
counterclaims.
3: Mastery I can provide context about my evidence.

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Long-Term Plan Template 6
 I can clearly explain how my evidence supports my claims and
counterclaims.
I can provide an effectively rebuttal that refutes (disprove) anticipated
counterclaims.
4: I can fully consider the strengths and weaknesses of both sides of the issue
Advanced in order to prove my claim.

Standard 3: Citation Works cited (W.8b)

Standard 3: Cite Evidence with works-cited (I can cite all evidence in my essay and
works cited.)
I can use quotes from sources to support ideas.
1: Far to go I can write the author and page number in parentheses at the end
of the sentence.
2: Near I can introduce my quote using the source-verb introduction.
Mastery I can cite all sources from my research in a Works Cited page.
I can use a variety of source-verb introductions.
3: Mastery I can correctly cite all sources in the Works Cited page using
MLA format.
4: Advanced I can integrate my quote into a complex sentence.

Standard 4: Subject-Verb Agreement (L.1)

Subject-Verb Agreement: I can complete a writing assignment that includes appropri

subject-verb agreement.
1 far to go I can write a response with a subject (noun) and a verb in every sentence.
2 near I can write a response in which all regular verbs agree with the subject.
mastery
3 I can write a response in which all irregular verbs agree with the subject.
Proficient
4 I can write with subject verb agreement when using complex sentence
advanced structure or high-level academic vocabulary.

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Long-Term Plan Template 7
 Both remediation and enrichment are unfortunately not strictly scheduled in the
Remedial (R)
long-term plan. The closest thing to it is spiraling, which can be referenced in unit
Enrichment (E)
one. However, each diagnostic test will reveal pieces of information that can prove
(to be completed after
useful to informing the previously solidified instruction curriculum. Such a diagnostic
receiving diagnostic
is administered in the form of a five-paragraph written essay that attempts to assess
assessment results)
all eight standards in the following units.

UNIT 4: Part 1: Gender equality Part 2: Personal research UNIT 4 LENGTH: 25 Days/ 5 Weeks

UNIT 4 LEARNING GOALS

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Long-Term Plan Template 8
 Standard 5: Argumentative essay (W.1a-f)

Standard 5: Argumentative Essay (I can write a well organized argumentative essay.)

I can write a thesis that clearly states my position on the issue and
1: far to go preview my reasons.
I can write an accurate counterclaim that anticipates opposing arguments.
I can write an introduction that gives background on the topic.
2: Near I can develop reasons that support my position on the issue
Mastery I can use evidence to support the reasons for the claims and
counterclaims.
I can clearly explain how the evidence supports the claims and
counterclaims.
I can provide an effective rebuttal to refute (disprove) anticipated
counterclaims.
3: Mastery I can write a conclusion that reviews the main ideas and restates the
thesis.
Unit Standards
In my conclusion I can synthesize (connect) the evidence and include
(Aligned Common
important lasting thoughts.
Core Standards
listed)
Standard 6: Citation research (W.8b)

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Long-Term Plan Template
Standard 6: Cite Evidence during research (I can cite all evidence in my essay and ann
bibliography.)
I can use information from sources to support arguments.
1: Far to go I can quote a source and provide the author and page number or website
title in parentheses at the end of the sentence.
I can cite all sources from my research in a Works Cited page using MLA
2: Near format.
mastery I can quote a source in MLA structure using the source-verb introduction
9 and when needed, ellipses and brackets.
I can use a variety of sources-verb introductions.
3: Mastery
I can summarize sources in an annotated bibliography.
 4: I can integrate the quote into a complex sentence.
Advanced

Standard 7: Research (W.8a)

Standard 7: Conduct Research ( I can identify trustworthy sources and use them to su
my argument.)
1: Far to I can identify relevant sources that connects to my argument.
go I can identify credible sources that connects to my argument.
I can research multiple perspectives related to my argument.
2: Near
I can use cited conclusions from experts to support my claims,
mastery
counterclaims and rebuttal.
I can draw conclusions based on facts from my research to support my
3: Mastery
claims, counterclaims and rebuttal.
4: I can analyze how the bias of my sources affects their credibility by
Advanced constructing a rebuttal that explains the weaknesses in their argument.
Standard 8: Presentation (SL.4

Standard 8: Presentation (I can present information logically and clearly.)

I can face the audience and present information.
1: Far to go
I can stand and present professionally.
I can present information clearly at an appropriate speed and
2: Near volume.
mastery I can present information visually using a digital presentation
format.
I can present information logically so that the audience can
follow my reasoning.
I can make eye contact with people in different parts of the
3: Mastery
room.
I can present information in a clearly formatted digital
presentation.
I can vary my volume and tone appropriately.
4: Advanced I can use gestures and movement to enhance my presentation.

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Long-Term Plan Template 10
 I can use rhetorical strategies to leave an impression on my
audience.

Both remediation and enrichment are unfortunately not strictly scheduled in the
Remedial (R)
long-term plan. The closest thing to it is spiraling, which can be referenced in unit one.
Enrichment (E)
However, each diagnostic test will reveal pieces of information that can prove useful to
(to be completed after
informing the previously solidified instruction curriculum. Such a diagnostic is
receiving diagnostic
administered in the form of a five-paragraph written essay that attempts to assess all
assessment results)
eight standards in the following units.

UNIT 5: (Class novel starts) Chapter 1: Childhood Chapter 2:

UNIT 5 LENGTH: 25 Days/ 5 Weeks
Adolescence

UNIT 5 LEARNING GOALS

Standard 1: Inference (RL.1)

Standard 1: Inference:
1: Far to go I can draw conclusions based on details from the text.
I can draw accurate conclusions based on details from the
text.
2: Near I can cite the details from the text that I based my
Unit Standards mastery conclusion on.
(Aligned Common I can state that the details from the text connect to my
Core Standards conclusion.
listed) I can explain how and why the details from the text prove
3: Mastery
my conclusion.
I can draw conclusions that rely on an entire text or
multiple texts.
4: Advanced
I can explain text to world connection that support my
conclusions.

Standard 2: Characterization (RL.3)

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Long-Term Plan Template 11
 Standard 2: Characterization: I can interpret a character's personality based on
details from the text.
1: Far to go I can identify how a character changes.
I can identify the influences that cause a character to
2: Near
change.
Mastery
I can use evidence to show the characters change.
I can explain how and why these influences change the
3: Mastery
character.
4: Advanced I can make a prediction based on this character analysis.

Standard 3: Informational Writing (W.2a-f)+Citation (W.8b)

Standard 3: Informational Writing + citation (I can write a well organized information

essay with citation and works cited.)
I can write a thesis that answers the prompt and includes a preview of my
big ideas.
1: Far to go I can use evidence to support my ideas.
I can write the author and page number in parentheses at the end of the
sentence.
I can write an introduction that gives background on the topic.
I can organize my big ideas in a logical way to support my response to
2: Near
the prompt.
mastery
I can clearly address all parts of the prompt.
I can cite all sources from my research in a Works Cited page.
I can clearly explain how my evidence supports my thesis.
I can write in formal third-person language, minimizing I statements or
references to me.
I can introduce my quote using the source-verb introduction
3: Mastery
I can write a conclusion that reviews the main ideas and restates the
thesis.
In my conclusion I can synthesize (connect) the evidence and include
important lasting thoughts.

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Long-Term Plan Template 12
 I can engage the audience with an effective hook and leave them with
4: Advanced motivating call to action.
I can deeply analyze my ideas and draw conclusions.

Standard 4: Verb Tense (L.1)

Standard 4: Verb Tense (I can write a response with appropriate verb tense throughou
1 far to go I can keep all regular verbs in the appropriate tense.
2 near I can keep all irregular verbs in the appropriate tense.
mastery
3 mastery I can use the literary present when appropriate.
4 I can write keep all verbs in the appropriate tense when using complex
advanced sentence structure or high level academic vocabulary.

Both remediation and enrichment are unfortunately not strictly scheduled in the
Remedial (R)
long-term plan. The closest thing to it is spiraling, which can be referenced in unit one.
Enrichment (E)
However, each diagnostic test will reveal pieces of information that can prove useful to
(to be completed after
informing the previously solidified instruction curriculum. Such a diagnostic is
receiving diagnostic
administered in the form of a five-paragraph written essay that attempts to assess all
assessment results)
eight standards in the following units.

UNIT 6: Chapter 3: Adulthood Chapter 4: Prison UNIT 6 LENGTH: 25 Days/ 5 Weeks

UNIT 6 LEARNING GOALS

Standard 5: Symbolism (RL.1 + RL.2 + RL.4)
Unit Standards
(Aligned Common
Standard 5: Symbolism (I can correctly interpret the meaning of symbols in
Core Standards
literature. )
listed)
I can identify objects or ideas that have a deeper meaning in the
1: Far to go
text.

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Long-Term Plan Template 13
 2: Near I can correctly explain the deeper meaning of these objects and
Mastery ideas.
I can identify events or details from the text that support my
explanation.
3: Mastery
I can explain how these events or details support my
explanation of the symbol.
I can explain how this symbol supports the meaning of the
4: Advanced
work.

Standard 6: Theme (RL.2)

Standard 6: Theme
1: Far to go I can correctly identify a theme from the text.
2: Near I can identify events or details connected to the theme.
mastery
I can explain how these events or details support the theme.
3: Mastery
I can explain how theme is developed throughout the text.
I can explain text to world or text to text connections that support my
4: Advanced
conclusions about theme.

Standard 3 (Revisit from Unit 1): Informational Writing (W.2a-f)+Citation (W.8b)

Standard 3: Informational Writing + work cited (I can write a well organized inform
essay with citation and works cited.)
I can write a thesis that answers the prompt and includes a preview of my
big ideas.
1: Far to go I can use evidence to support my ideas.
I can write the author and page number in parentheses at the end of the
sentence.
I can write an introduction that gives background on the topic.
2: Near I can organize my big ideas in a logical way to support my response to
mastery the prompt.

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Long-Term Plan Template 14
 I can clearly address all parts of the prompt.
I can cite all sources from my research in a Works Cited page.
I can clearly explain how my evidence supports my thesis.
I can write in formal third-person language, minimizing I statements or
references to me.
I can introduce my quote using the source-verb introduction
3: Mastery
I can write a conclusion that reviews the main ideas and restates the
thesis.
In my conclusion I can synthesize (connect) the evidence and include
important lasting thoughts.
I can engage the audience with an effective hook and leave them with
4: Advanced motivating call to action.
I can deeply analyze my ideas and draw conclusions.

Standard 8: Discussion (SL.1)

Standard 8: Discussion (I can participate in a text based discussion with my peers.)

I can come to discussions prepared to share my view on a topic.
1: Far to go
I can actively listen to my classmates.
2: Near I can summarize points of an agreement and disagreement.
mastery
I can justify my views with sufficient evidence
3: Mastery
I can pose questions to my classmates that invoke higher level thinking
4: I can address other peoples views respectfully and make connections
Advanced when posed with new ideas and evidence.

Both remediation and enrichment are unfortunately not strictly scheduled in the
Remedial (R)
long-term plan. The closest thing to it is spiraling, which can be referenced in unit
Enrichment (E)
one. However, each diagnostic test will reveal pieces of information that can prove
(to be completed after
useful to informing the previously solidified instruction curriculum. Such a diagnostic
receiving diagnostic
is administered in the form of a five-paragraph written essay that attempts to assess
assessment results)
all eight standards in the following units.

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Long-Term Plan Template 15
 UNIT 7: (End of class novel) Part 1: Rhetoric and fallacies in
UNIT 7 LENGTH: 20 Days/ 4 Weeks
arguments Part 2: Bias in argument

UNIT 7 LEARNING GOALS

Standard 1: Rhetoric (RI.6)

Standard 1: Rhetoric (I can determine rhetorical strategies used by a source and exp
how they persuade the audience.)
I can correctly identify the specific type of rhetorical appeal (ethos,
1: Far to go
pathos, or logos).
2: Near I can cite specific example of ethos, pathos, or logos.
mastery
3: Mastery I can explain how the rhetorical appeals persuade the audience.
Unit Standards
I can explain how the sources use of ethos, pathos or logos strengthens
(Aligned Common 4: Advanced
their argument.
Core Standards
listed)
Standard 2: Fallacies in arguments (RI.8)

Standard 2: Fallacies (I can determine if reasoning is false and

explain why.)
1: Far to go I can correctly identify false reasoning.
I can correctly identify the specific type of
2: Near
fallacy.
Mastery
I can cite specific example of the fallacy.

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Long-Term Plan Template 16
 3: Mastery I can explain why the reasoning is false.
I can explain how this fallacy weakens their
4: Advanced
overall argument.

Standard 3: Bias in arguments (RI.7)

Standard 3: Bias (I can determine whether the reasoning and perspectives of

stakeholders biased.)
1: Far to go I can identify multiple stakeholders involved in a conflict.
2: Near I can identify all major stakeholders involved in a conflict.
Mastery I can summarize stakeholders position on the topic.
I can explain how a stakeholders values and perspectives
3: Mastery
make them biased.
I can explain how the stakeholders bias weakens their
4: Advanced argument.
I can identify secondary stakeholders involved in a conflict.

Standard 4: Complex sentences (L.1)

Standard 4: Complex Sentences

I can write a response with a subject (noun) and a verb that agree in
1 far to go
every sentence.
2 near I can complete all my thoughts by avoiding sentence fragments.
mastery I can end sentences at the appropriate place to avoid run ons.
I can use commas or conjunctions to develop complex sentences.
3 mastery
I can use varied sentence structure.
I can use high level academic vocabulary when writing complex
4 advanced
sentences.

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Long-Term Plan Template 17
 Both remediation and enrichment are unfortunately not strictly scheduled in the
Remedial (R)
long-term plan. The closest thing to it is spiraling, which can be referenced in unit
Enrichment (E)
one. However, each diagnostic test will reveal pieces of information that can prove
(to be completed after
useful to informing the previously solidified instruction curriculum. Such a
receiving diagnostic
diagnostic is administered in the form of a five-paragraph written essay that attempts
assessment results)
to assess all eight standards in the following units.

UNIT 8: Part 1: Arguing for solutions Part 2: Environmental

UNIT 8 LENGTH: 20 Days/ 4 Weeks
awareness and presentation

UNIT 8 LEARNING GOALS

Standard 5: Argumentative Writing (W.1a-f)

Standard 5: Argumentative Essay (I can write a well organized argumentative essay in

which I prove my claims and refute counterclaims using evidence.)
I can write a thesis that clearly states my position on the issue and
preview my reasons.
1: Far to go
I can write an accurate counterclaim that anticipates opposing
arguments.
I can write an introduction that gives background on the topic.
Unit Standards 2: Near I can develop reasons that support my position on the issue
(Aligned Common mastery I can use evidence to support the reasons for the claims and
Core Standards counterclaims.
listed) I can clearly explain how the evidence supports the claims and
counterclaims.
I can provide an effective rebuttal to refute (disprove) anticipated
counterclaims.
3: Mastery I can write a conclusion that reviews the main ideas and restates the
thesis.
In my conclusion I can synthesize (connect) the evidence and include
important lasting thoughts.
I can engage the audience with an effective hook and leave them with
4: Advanced motivating call to action.

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Long-Term Plan Template 18
 I can effectively refute multiple counterclaims to further support the
claim.
I can persuade the reader, using rhetorical appeals.

Standard 6: Citation research (W.8b)

Standard 6 Cite Evidence: I can cite evidence from sources using MLA format to create
annotated bibliography.
I can use information from sources to support arguments.
1: Far to go I can quote a source and provide the author and page number or website
title in parentheses at the end of the sentence.
I can cite all sources from my research in a Works Cited page using MLA
2: Near format.
Mastery I can quote a source in MLA structure using the source-verb introduction
and when needed, ellipses and brackets.
I can use a variety of sources-verb introductions.
3: Mastery
I can summarize sources in an annotated bibliography.
I can provide some background on the source when introducing the quote.
4:
Advanced I can integrate the quote into a complex sentence.

Standard 7: Research (W.7, W.8a)

Standard 7: Conduct Research (I can identify trustworthy and untrustworthy sources a

use it to support my argument.)
1: Far to I can identify relevant sources that connect to my argument.
go I can identify credible sources that connect to my argument.
I can research multiple perspectives related to my argument.
2: Near
I can use cited conclusions from experts to support my claims,
Mastery
counterclaims and rebuttal.
I can draw conclusions based on facts from my research to support my
3: Mastery
claims, counterclaims and rebuttal.
4: I can analyze how the bias of my sources affects their credibility by
Advanced constructing a rebuttal that explains the weaknesses in their argument.
Standard 8: Presentation (SL.4

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Long-Term Plan Template 19
 Standard 8: Presentation (I can present information logically and clearly.)
I can face the audience and present information.
1: Far to go
I can stand and present professionally.
I can present information clearly at an appropriate speed and
2: Near volume.
Mastery I can present information visually using a digital presentation
format.
I can present information logically so that the audience can
follow my reasoning.
I can make eye contact with people in different parts of the
3: Mastery
room.
I can present information in a clearly formatted digital
presentation.
I can vary my volume and tone appropriately.
I can use gestures and movement to enhance my presentation.
4: Advanced
I can use rhetorical strategies to leave an impression on my
audience.

Both remediation and enrichment are unfortunately not strictly scheduled in the long-term
Remedial (R)
plan. The closest thing to it is spiraling, which can be referenced in unit one. However, each
Enrichment (E)
diagnostic test will reveal pieces of information that can prove useful to informing the
(to be completed after
previously solidified instruction curriculum. Such a diagnostic is administered in the form
receiving diagnostic
of a five-paragraph written essay that attempts to assess all eight standards in the following
assessment results)
units.

1. Student Achievement Can you briefly describe how this plan leads your students to the achievement of the big goal?

Big Goals The How

85% of students will be able to synthesize their
reading of the Tattoo and connect a piece of the
story to their own lives.
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Long-Term Plan Template
This will be measured by writing an essay that
demonstrates Mastery or Exceeds Mastery in Common
Core Standard [RL.9-10.2] and [W.9-10.2] , which
highlights their textual application in thinking and
writing.
20
75% of students will be able to support and develop This will be evaluated through a Mastery or Exceeds
their ideas with evidence when writing paragraphs Mastery rating among the Informational Writing and
and essays across genres. Argumentative Writing standard rubrics included with
each Summative Assessment.

90% of students will build a self-driven work ethic
that pushes them to catch up on missed work and
even ask about how they can work ahead.
This will be measured by qualitative data documentation
(writing down each instance that a student takes the
initiative to work ahead or catch up on missing work),
and quantitative data in the form of surveys administered
to students as bell work or exit tickets. These surveys
will inquire as to the personal perspective of how each
student views their own work ethic, and how they take
the necessary steps to advocate for themselves.

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?

Each term, which consists of two units each, has a sociological theme as well as a didactic skill set. For example, term one highlights the
sociological theme of culture, and the effects it has on individuals, while simultaneously addressing the students skill of informational writing.
Constructing a cohesive five-paragraph informational essay necessitates the foundational understanding of the additional common core standards and
original standards of which the unit consists. Term two (unit three and four) ask students to contemplate the concept of justice, while inviting them to
master the skill of five-paragraph argumentative essay writing. Term three addresses how fiction can be used to make a statement about a contemporary,
surrounding culture while also asking students to bolster their reading and synthesizing skills by interacting with the class novel then creating a piece of
writing that demonstrates their personal and professional investment in the piece of literature. Term four takes a much more global perspective with the
analysis of environmental issues and the students are required to construct an argumentative essay that then will be presented in a concise, professional
manner. Each learning goal is captured in the I can statements contained within each practical unit rubric. These are the learning goals from which I
am drawing all of the above didactic and sociological parallels.

3. Timing Does the timing of your units (each unit and the course as a whole) take into account your school calendar?

Yes. Each unit has been constructed collaboratively with other teachers and administration to ensure the full utilization of available instructional time
while not overlapping mandated testing or holidays. The units that were allotted shorter coverage were painstakingly selected due to their ability to be
covered in an abbreviated time frame.

John Hopkins University School of Education

Long-Term Plan Template 21