Instructional Planning: Long-Term Plan

Name: Naomi Tsegaye

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:% We%are%Readers%&%Writers!%% 11 weeks

Unit%2:% Reading%&%Researching%Like%a%Historian% 11 weeks

Unit%3:% Reading%Like%a%Writer%% 10 weeks

Unit%4:% Reading%and%Researching%Like%a%Scientist%% 29 days

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructi nal 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:%%% 36 weeks
Total%number%of%instructional%weeks/days%for%all%units%included%in%LongETerm%Plan:%%% 36 weeks

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

UNIT 1: We are Readers & Writers!

1A: Building a Community of Readers and Writers
1B: Lessons from Our Diverse Roots
Anchor Text: Where the Mountain Meets the Moon by Grace Lin
Supplemental Texts:
UNIT 1 LENGTH: 11 Weeks
% The Boy Who Harnessed the Wind by William Kamkwamba and Bryan
Mealer
% Brown Honey in Broomwheat Tea by Joyce Carol Thomas
% Guys Write for Guys Read: Boys Favorite Authors Write about Being Boys!
By John Scieszka

UNIT 1 LEARNING GOALS

John Hopkins University School of Education

Long-Term Plan Template 1
 STANDARD: Key Ideas and Detail (CCSS RL4.1, RL4.2)
Learning Goals:
% Students will be able to explain what the text says using details and examples.
% Students will be able to draw conclusions/make inferences about a text using details and
examples from the text.
% Students will be ale to define a theme.
% Students will be able to determine the theme of a text from details that retells the theme.
% Students will be able to summarize what the text says. Comment [Office1]: In this unit, I had trouble getting
students to summarize clearly what happened in the different
STANDARD: Range of Reading and Level of Text Complexity (CCSS RL4.10) texts we were reading. This is where TFAs suggestion of
Learning Goals: implementing a rubric became helpful (TFA 27). Although it
Common%Core%State% % Students will be able to explain portions of a text that they understand and portions of is not extensive, I graded students on a scale of 1-5 where
Standards% a text that are hard for them to understand. they would need to include the key ideas of the text,
% Students will be able to list questions and ask for help to understand portions of a text (characters, setting, events etc.).
that are difficult for them.
% Students will be able to determine reading strategies (e.g., ask questions, make
connections, take notes, make inferences, visualize, re-read) that will help them
comprehend difficult text.
STANDARD: Phonics and Word Recognition (CCSS RF4.3)
Learning Goals:
% Students will be able to read multi-syllable words.
% Students will be able to determine the structure of words by finding compound words,
roots, prefixes, suffixes and syllables.

% Ask students to summarize what the text says.

Spiraling%%
% Ask students to determine the theme of a text from details that retells the theme.

Remedial%(R)% % Students will be able to write a topic sentence. (R)

Enrichment%(E)%% % Students will be able to plan a paragraph. (R)
(to be completed after receiving % Students will be able to write a complete paragraph. (R)
diagnostic assessment results)

UNIT 2: Reading & Researching Like a Historian

UNIT 2 LENGTH: 11 Weeks
Lessons From Those Who Came Before Us
Anchor Texts:
% The Birchbark House by: Louise Erdrich
% A History of Us: Volume 1 by: Joy Hakim
Supplemental Texts:
% Traditions of the Crow People
% Igloos and Inuit Life
% Tales of American Indians
% Between the Earth and Sky: Legends of Native American Sacred Places
% The Girl Who Loved While Horses
% Eastern Woodlands Indians
% If You Lived with the Iroquois
% American Indian Stories and Legends

UNIT 2 LEARNING GOALS

John Hopkins University School of Education

Long-Term Plan Template 2
 STANDARD: Integration of Knowledge and Ideas (CCSS RI4.7)
Learning Goals:
% Students will be able to identify and read charts, graphs, diagrams, time lines, animations,
or web pages to learn about a topic.
% Students will be able to explain how charts, graphs, diagrams, time lines, animations, or
web pages are helpful in learning about a topic.
STANDARD: Range of Reading and Level of Text Complexity (RL4.10)
Learning Goals:
% Students will be able to locate portions of a text that they understand versus portions
that they dont understand.
% Students will be able to use reading and note-taking strategies that will help them
locate portions of a text that are difficult for them. Comment [Office2]: As mentioned in the TFA
Common%Core%State%
% Students will be able to write down questions they have about a text and ask for help Instructional Planning and Delivery article, I plan to compare
Standards%
in order to understand portions of a text that are too difficult for them. my students note taking to those of which are considered
STANDARD: Fluency (CCSS RF4.4) exemplar or meeting high standards (TFA 25). 4th grade is
Learning Goals: essential in learning to master note taking skills because my
% Students will be able to read grade level or independent text aloud with fluency and kids will be entering middle school next year where they will
understanding. be expected to take notes without organizers provided by the
% Students will be able to read stories aloud clearly and at a steady pace when asked to instructor.
do so in class.
Comment [Office3]: This learning goal is exactly what
% Students will be able to read prose and poems aloud clearly and at a steady pace when
our classroom understands is needed to achieve our overall
asked to do so in class.
big goal. As a class, we are reaching to jump two reading
% Students will be able to correct mistakes they make or reread for clarification when levels no matter where students are. The TFA article
they read silently or aloud. explains how important it is to tailor our learning goals to
our overarching classroom goals for the year, (TFA 41).
% Ask students to explain how they drew conclusions and made inferences from a text. Key
Ideas and Details (CCSS RL4.1, RL4.2)
Spiraling%%
% Ask students to summarize the text they are reading. Key Ideas and Detail (CCSS RL4.1,
RL4.2)

Remedial%(R)% % Students will be able to use the vocabulary they are learning in word generation in their
Enrichment%(E)%% written work. (R)
(to be completed after receiving
diagnostic assessment results) % Students will be able to determine reading strategies on their own. (R)

UNIT 3: Reading Like a Writer

UNIT 3 LENGTH: 10 Weeks
Anchor Text:
Bud, Not Buddy by Christopher Paul Curtis
DAulaires Book of Greek Myths by Edgar d Aulaire

UNIT 3 LEARNING GOALS

John Hopkins University School of Education

Long-Term Plan Template 3
 STANDARD: Integration of Knowledge and Ideas (CCSS RI4.7)
Learning Goals:
% Students will be able to watch and hear a performance of a story or drama Ive read and
make connections to the text.
% Students will be able to recognize moments in a performance of a story or drama they have
read where specific details from the text are presented.
STANDARD: Text Types and Purposes (CCSS W4.1)
Learning Goals:
% Students will be able to write informational/explanatory texts that examine a topic and
convey information clearly.
% Students will be able to introduce a topic clearly and group related information in
paragraphs and sections.
Common%Core%State%
% Students will be able to incorporate formatting graphics, and multimedia into their
Standards%
written pieces if necessary.
% Students will be able to develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
STANDARD: Production and Distribution of Writing (W4.4, W4.5)
Learning Goals:
% Students will be able to understand their task, purpose, and audience when they write.
% Students will be able to develop and organize their writing in a way that makes sense
for their audience and purpose. Comment [Office4]: This goal is a direct product of
% Students will be able to understand writing as a process of planning, revising, and what I understood about McTighes emphasis on establishing
editing. clear goals and having an effective assessment of these
% Students will be able to develop and strengthen their writing by planning, revising and goals (McTighe). It is not enough to teach our students to
editing. write, but if their audience cannot understand the main idea
% Ask students to explain portions of a text that they understand and portions of a text that or are confused by their organization, themes and/or
are hard for them to understand. mechanics then I have failed them. When writing this goal, I
% Ask students to determine the structure of words by finding compound words, roots, kept in mind how I would assess students in being able to
Spiraling%% develop and organize their writing so that it can stand alone
prefixes, suffixes and syllables.
% Ask students to correct mistakes they make or reread for clarification when they read and is understandable to others.
silently or aloud.
% Students will be able to explain what the text says using details and examples from the text.
Remedial%(R)% (E)
Enrichment%(E)%% % Students will be able to draw conclusions/make inferences about a text using details and
(to be completed after receiving
diagnostic assessment results)
examples from the text. (E)
% Students will be able to summarize what the text says. (R)

UNIT 4: Reading and Researching Like a Scientist

UNIT 4 LENGTH: 29 Days/Weeks
Anchor Text:
% Toys! Amazing Stories by Don L. Wulffson
% The New Way Things Work by David Macaulay and Neil Ardley

UNIT 4 LEARNING GOALS

John Hopkins University School of Education

Long-Term Plan Template 4
 STANDARD: Key Ideas and Details (RI3)
Learning Goals:
% Students will be able to apply content knowledge to determine relationships in an
informational text.
% Students will be able to use text-relevant information and language to explain connections
between and/or among events, ideas or concepts, and steps in a text. Comment [Office5]: Thinking about what McTighe has
% Students will be able to apply academic specific vocabulary to discuss and/or write about to say about engaging activities aligning with the curriculum
Common%Core%State% types of relationships. and standards, I thought about how to do so with this
Standards% STANDARD: Craft and Structure (RI5) learning goal. I think to a recent lesson I taught about why it
Learning Goals: is important to learn history and how my students
% Students will be able to differentiate between a firsthand and a secondhand account immediately made a connection from the text with what
and a primary and a secondary source of information. happened on 9/11. I came to the realization that McTighe is
% Students will be able to apply knowledge of standard English when writing about or right in saying that we can have engaging activities as long
discussing informational texts. as they align to the standard and curriculum. However, we
% Students will be able to draw conclusions about why the information or details about tend to forget that students can make it engaging for
an event or topic differ from one text to another. themselves as well.

% Ask students to locate portions of a text that they understand versus portions that they dont
understand.
Spiraling%%
% Ask students to use reading and note-taking strategies that will help them locate portions of
a text that are difficult for them.
Remedial%(R)%
Enrichment%(E)%% % Students will be able to develop and organize their writing in a way that makes sense for
(to be completed after receiving their audience and purpose. (R)
diagnostic assessment results)

John Hopkins University School of Education

Long-Term Plan Template 5
References:

Baltimore City Schools. 2016 Grade four ELA: Aligned Curriculum. Retrieved from
https://www.bcpss.org

Laureate Education, Inc. (Executive Producer). (2012). Misconceptions about the teachers job.
Baltimore, MD: Jay McTighe.

Standards for Reading Informational Text - Maryland. (n.d.). Retrieved November 8, 2016, from
http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Reading_Informational_Text_gr3-
5.pdf

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 6