EDUC 461: TWS #2

Long Range Plan

Jankouskas

Description of Students
There are twenty-three students in this fourth grade class. The ages range from nine to ten. The
class contains ten males and thirteen females. There are five African-American students, one Portuguese
student, three Hispanic students, and fourteen Caucasian students. There are three ESOL support
students, but the Portuguese student speaks fluent English and Portuguese. None of the five AfricanAmerican students are below grade level in any subject. Only one student receives resource for one and a
half hours per day. He is tier II in reading and writing. There is one African American student who
unless medicated is very disruptive. His scores are usually As, but if not medicated he will not work.
Only the one Caucasian student is in resource. The class contains three GATAS or gifted and talented
students. All GATAS students from this class are Caucasian, One male and two females. There are a
couple students who might test for the GATAS program soon, but no additions as of yet.
The students reading levels are mainly on par with their grade level. There are four students
below grade level that are often found avoiding reading when we independently read. Two of these
students are female and two are male. The par for grade four reading level is forty or between Q and S.
There are four students above reading level all at a 44. The majority of the class is Tier IA just because
Ms. Carver thinks that all students need the small group instruction (guided reading groups). In math
there is only one student below grade level based on MAP scores, however, many students struggle inclass with new math concepts.
Many of the students in the class have not traveled far away from their homes. Many have not
left South Carolina. One student has been as far away as Portugal. Therefore the culture for travel is not
that prominent. The students all love football, even the female students. There is a big rivalry between
Clemson University and the University of South Carolina. One student does prefer Georgia University.
Most of the students favorite activities are gym or art, which will be fun integrating movements/games
and drawing. Ms. Carver already has a list of songs for many topics covered throughout the year. The
students really seem to enjoy singing them before a lesson.
Assessment
I will use two main types of assessments; informal and formative. Informal assessments will
consist of teacher observation, homework, notes, and miscellaneous class activities. Progress will be
formally monitored through graded assessments, projects, and tests. Grades are recorded by subject in the
teacher grade book and are averaged for each nine week interim.
Grading Scale
A

100-93

Each subject is weighted as follows:

92-85

Math: 70% tests and 30% quizzes and morning math.

84-77

ELA: 70% tests and 30% quizzes, reading log, and morning work.

76-70

Social Studies: 70% tests/projects and 30% quizzes.

69 and below

Science: 70% tests/projects and 30% quizzes.

EDUC 461: TWS #2

Long Range Plan

Jankouskas

Discipline Plan
In addition to our school-wide behavior matrix, we as a class developed our own rules on the first
day of school. We sat on the carpet in the back of the room and had a class meeting to develop our
classroom procedures. They are as follows:
1.
2.
3.
4.
5.
6.

We will raise our hand before we walk or talk.

We will keep our hands and feet to ourselves.
We will sit criss-cross during our meeting times.
We will encourage one another.
We will keep our areas and classroom clean.
We will keep our promises.

All students pledged to abide by these rules by signing the classroom procedures list as a contract.
These rules and signatures are displayed in the classroom. On the second day of school we met in a class
meeting to discuss consequences of breaking procedures. The consequences are as follows:
1.
2.
3.
4.
5.
6.

People may not want to play with you.

Walk the fence at recess.
Extra work.
Assigned lunch seat.
Silent lunch.
Reflection period.

Students are given a Minor Infraction Form if they have been warned and have not heeded the
warning. If the student continues to receive Minor Infraction Forms, they will eventually get a Major
Infraction Form. In extreme instances the teacher will go directly to the Major Infraction Form. If any
Infraction form is written, then the students parent must sign it and return it to school.
In addition to the class rules and consequences, a number of procedures were introduced and
reviewed through a PowerPoint on the second day of school. Some procedures were created by me
(restroom, pencil sharpening, morning work, dismissal). Common area procedures are created by the
principal.
If students are noticed doing something positive for themselves or another student/teacher then
they can be awarded with Starbucks. These are tallied each week by a student helper, and given
rewards at different increments throughout the school year.

School-wide Rewards
Other than Starbuck rewards students are able to participate in our nine week celebrations.
Students must have zero write-ups in the nine week period in question to participate.

EDUC 461: TWS #2

Long Range Plan

Jankouskas

Social Studies Unit First Nine Weeks

First
Nine
Weeks

Standards
4-1.1: Summarize the spread of the Native American populations through the Land Bridge
Theory.
4-1.2: Compare the everyday life, physical environment, and culture of the major Native
American groupings; including, the Eastern Woodlands, the Southwest, the Great Basin, and
the Pacific Northwest.
4-1.3: Explain the political, economical, and technological factors that led to the exploration of
the New World by Spain, Portugal, France, the Netherlands, and England; including, the
competition between nations, the expansion of international trade, and the technological
advances in shipbuilding and navigation.
4-1.4: Summarize the accomplishments of the Vikings and the Portuguese, Spanish English,
and French Explorers; including, Leif Eriksson, Columbus, Hernando de Soto, Magellan,
Henry Hudson, John Cabot, and La Salle.
4-2.1: Summarize the cause and effect relationship of the Columbian Exchange.
4-2.2: Compare the various European settlements in North America in terms of economic
activities, religious emphasis, government, and lifestyles.
4-2.3: Explain the impact of the triangular trade, indentured servitude, and the enslaved and
free Africans on the developing culture and economy of North America.
4-2.4: Summarize the relationship among the Native Americans, Europeans, and Africans,
including the French and Indian War, the slave revolts, and the conduct of trade.

Lesson Objectives:
4-1.1: How did our European and Asian ancestors migrate to the Americas through the Bering Strait?
4-1.2: How did Native Americans differ from region to region?
4-1.3: What political, economic, and technological factors led to Spain, Portugal, France, and England
exploring the New World?
4-1.4: What were the major accomplishments of the Vikings, Portuguese, French, English, and Spanish?
4-2.1: What was the Columbian Exchange?
4-2.2: How did the European settlements in the Americas differ (religion, economics, government, and
culture)?
4-2.3: What was the triangular trade route?
4-2.4: What was the relationship between the Native Americans, Europeans, and Africans like?
Pre-assessment: Students complete a KWL chart on how the thirteen original colonies were founded and
developed; including, what countries played a part in this development.
During-assessment: Informal for the most part; including, student homework, teacher observation, and
notes. Formal assessments will also be utilized; such as, quizzes and projects.

EDUC 461: TWS #2

Long Range Plan

Jankouskas

Post-assessment: Students will fill out the L section in their KWL charts as an informal assessment and
their chapter test will be the formative assessment.
Comparison to Curriculum
This unit is the foundation of our social studies curriculum. Fourth grade social studies cover the
beginning of the United States of America up until 1865. This includes how the Americas were migrated
to, explored, and colonized. The first unit is the basis and starting point for the United States.

Accommodation Plan
Five students receive preferential seating. These are our ESOL and Tier II students. They are
seated in the front three desk clusters, near the Smart board for easy teacher assistance. These students
receive all notes and review sheets printed out with the answers, as well as a blank copy to complete by
themselves. Other accommodations will come up as the year progresses. These will be handled on a
case-by-case basis in conjunction with the parents and, if applicable, the resource and/or guidance
counselor.
GATAS students are accommodated throughout the year with early finisher assignments and
brain stretch work to ensure that they are being challenged at their performance level. GATAS students
also receive all completed notes and assignment work they missed during the GATAS pull-out time every
Friday for 4th grade.
ESOL students will get oral administrated tests on all content areas, the exception being reading.
These accommodations are given throughout the school year and on PASS testing in May.

Parental Communication
Parents sign their childs agenda each night, and it is then checked the following morning. This
serves as a daily form of parental communication, making sure everyone is on the same page regarding
the curriculum. Each week a folder is sent home with all of the graded work the students completed
running Wednesday to Wednesday. The papers in these folders are stapled together and are to also be
signed by parents or guardians. Within the folder our weekly newsletter is provided for the upcoming
week. This informs the parents of our objectives for the following week and any special
events/reminders. Parent-teacher conferences are held in October and throughout the school year as
needed. As a failsafe we also use remind 101 (app) to remind parents of last minute dates or important
information.