Long Term Planning ps3 Example

Classroom and Curriculum Planning
Education 4500
Professional Semester III Internship
Michael Page
Long Term Planning:

 Language Arts
o Writer’s Workshop
o Word Work/Daily 5
 Social Studies
 Math
 Physical Education
 Health
 Enrichment
 Computers
Language Arts
January February March April May June
LA Writer’s New Years Procedural and Story Planning and Writing Expert Poetry
Workshop Resolution/ Toy Information Informational
Themed Writing Writing Writing
LA Word Work/ Daily 5 Centers, Word Work, Word Sorts
Daily Five
 Writer’s Workshop: 4 periods/week

 Word Work/Daily 5: 4 periods/week
 Every second Wednesday there is a morning assembly during the first period. This will interfere with my Word Work period
scheduled for then.
Writer’s Workshop
New Years Resolution/ Toy Themed Writing
Outcomes Instructional Approaches Resources/Activities Assessments
General Outcome 1  Collaborative Resources: Formative:
Students will listen, speak,
read, write, view and Conversations Sunglasses tracers Observation (F)
represent to explore
thoughts, ideas, feelings  Exit slips Youtube, Toy Story Movie Clip: Think pair share (F)
and experiences. https://www.youtube.com/watch?v=9LQLVskGK7c
General Outcome 3  Reactionary 4 corner voting (F)
Students will listen, speak, Toy Unit booklets
read, write, view and Writing Exit slips (F)
represent to manage ideas 50 Instructional Routines to Develop Content
and information.  Prompted Writing Literacy: Fisher et al. Summative:
General Outcome 4
Students will listen, speak, Making Classroom Assessment Work: Anne Davies. New Years resolution
read, write, view and sunglasses (summative
represent to enhance the Teacher Made Assessments: Christopher Gareis and group mark)
clarity and artistry of Leslie Grant.
communication.
General Outcome 5 Language Arts: Content and Teaching Strategies: Completion of Toy Unit
Students will listen, speak, Tompkins, Bright and Winsor Booklets: summative
read, write, view and  Reactionary writing
represent to respect, Activities:  Letter writing (from
support and collaborate multiple
with others.  Creation of Sunglasses Craft perspectives)
 Goal setting/resolution brainstorming  Venn diagram style
1.1 Discover and explore  Group work comparison
Express ideas and  Partner comparison writing Identifying key features of
develop understanding  Reactionary writing toys
 connect prior  Letter writing
knowledge and  Writing prompts
personal
experiences with
new ideas and
information in
oral, print and
other media texts
 explore ideas and
feelings by asking
questions, talking
to others and
referring to oral,
print and other
media texts
3.4 Share and review
Share ideas and
information
 organize and share
ideas and
information on
topics to engage
familiar audiences
4.1 Enhance and
Improve
Enhance Legibility
 space words and
sentences
consistently on a
line and page
4.3 Present and share
Use effective oral and
visual communication
 speak or present
oral readings with
fluency, rhythm,
pace, and with
appropriate
intonation to
emphasize key
ideas
5.2 Work within a group
Cooperate with others
 work
cooperatively with
others in small
groups on
structured tasks
Procedural and Information Writing

General Outcome 1  Raft writing Possible Activities: Possible Procedural Writing Formative:
Students will listen, speak, Topics
 Popcorn review
read, write, view and  Recipes: creation of a class cookbook  Observation
 Opinionare
represent to explore  Directions from one place to another: cross  Exit slips
 Response Writing
thoughts, ideas, feelings curricular opportunities  Kwls
 Writing frames and  Proof reading and editing samples
and experiences.  Class discussion
templates
 A How to unit based upon procedural  Short writing
General Outcome 4  Collaborative writing samples
Students will listen, speak, Conversations
read, write, view and Summative:
represent to enhance the
clarity and artistry of  Sizeable piece of
communication. informational
writing
 Critical analysis of
informational
writing
Story Planning and Writing

General Outcome 3  Popcorn reviews Possible Activities: Formative:
Students will listen, speak,  Reaction and Analysis of sample short Observation
read, write, view and  Collaborative stories. Class votes
represent to manage ideas conversations  Review of example stories Think pair share
and information.  Create criteria for excellent storytelling as a Class discussions
 Text impressions Short writing samples
class
General Outcome 4  Text structures  Story writing in a seasonal genre or one that
Students will listen, speak, is relevant to the student’s lives and Summative:
read, write, view and determined by them. Story
represent to enhance the  Storytelling writing/planning/editing
clarity and artistry of  Revising and editing of stories skills
communication.  Presentation of stories in alternate forms
such as videos.
Word Work/ Daily 5
Daily 5 Centers, Word Work, Word Sorts
Outcomes Instructional Resources/ Activities Assessments
Approaches
General Outcome 1  Word Work Resources: Formative:
Students will listen, speak,  Word Sorts 50 Instructional Routines to Develop Content  Observation
read, write, view and Literacy: Fisher et al. throughout (F)
 Word Wall
represent to explore  Exit slips (F)
 Word Scavenger
thoughts, ideas, feelings and Making Classroom Assessment Work: Anne  Whiteboards (F)
experiences. Hunts Davies.  Fist to Five (F)
General Outcome 4  Daily 5  Word Sorts (F)
Students will listen, speak,  Vocabulary Cards Teacher Made Assessments: Christopher Gareis
read, write, view and and Leslie Grant. Summative:
represent to enhance the  Vocabulary Self-  Blind Sort (S)
clarity and artistry of Awareness Language Arts: Content and Teaching Strategies:  Making words
communication. Tompkins, Bright and Winsor worksheets (S)
General Outcome 5  Spelling test (S)
Students will listen, speak, SmartNote 16
read, write, view and
represent to respect, support Student whiteboards
and collaborate with others.
Word lists for word sorts
1.2 Clarify and extend
Combine ideas Student personal dictionaries
 Experiment with
arranging and Making Words Worksheets
recording ideas and
information in a Activities:
variety of ways  Word work
4.2 Attend to conventions  Word sorts
Attend to spelling  Daily 5 centers
 Use phonic  Spelling tests
knowledge and skills
and visual memory,
systematically, to
spell phonically
regular, three-
syllable words in
own writing
 Identify
generalizations that
assist with the
spelling of
unfamiliar words,
including irregular
plurals in own
writing
Iidentify frequently
misspelled words, and
develop strategies for
learning to spell them
correctly in own writing
4.3 Present and share
Enhance presentation
 Use print and
nonprint aids to
illustrate ideas and
information in oral,
print and other media
texts
5.1 Respect others and
strengthen community
Celebrate accomplishments
and events
 Use appropriate
language to
acknowledge and
celebrate individual
and class
accomplishments
Use language to show
respect
 Demonstrate respect
for the ideas,
abilities and
language use of
others
5.2 Work within a group
Cooperate with others
 Work cooperatively
with others in small
groups on structured
tasks
Social Studies
Social Unit 5: Unit 6 Unit 7 Unit 8 Unit 9 Review/ Celebration Global Citizenship
Studies Celebration Services Govern Natural Goods Cumulative
s and People ments Resour and Activity
Traditions Need ces/ Services
Climate
 5 periods/week
o 1 double block on Thursdays
Each of these units are a part of the larger overlapping lapbook unit. Each unit will contribute to the creation of student lapbooks that
feature all of the knowledge that they have gained about India, Ukraine, Tunisia and Peru in each of the Unit topics.
Social Studies
Celebrations and Traditions
GLO 3.1 Communities in  Continuing review and Resources: Formative:
the World practice  Observation throughout
Students will demonstrate an  Practice games for Making Classroom Assessment (F)
understanding and appreciation memorization Work: Anne Davies.  Exit slips (F)
of how geographic, social,  Relation of current events  Whiteboards (F)
cultural and linguistic factors  Creation of lapbooks to Teacher Made Assessments:
affect quality of life in Christopher Gareis and Leslie  Fist to Five (F)
summarize what has been
communities in India, Tunisia, learned Grant.  Concept sorts (F)
Ukraine and Peru.
SLO 3.1.1 Connecting With the World: Summative:
Appreciate similarities and Pearson Education Canada, Grade  Sales Pitch (S)
differences among people and 3 Social textbook.  Lapbooks (S)
communities:
• Demonstrate an awareness of CBC News for current events:
and interest in the beliefs,
traditions and customs of Microsoft PowerPoint
groups and communities other
than their own (CC) SmartNote 16
SLO 3.1.2 Activities:
Examine the social, cultural  Lapbook Creation
and linguistic characteristics  Concept sorts
that affect quality of life in  Current events(daily)
communities in other parts of  Story response
the world by exploring and  Watch Informational
reflecting upon the following videos
questions for inquiry:  Engage with informational
• What are the traditions, text
celebrations, stories and
practices in the communities
that connect the people to the
past and to each other (e.g.,
language spoken, traditions,
customs)? (CC, GC, TCC)
• How is identity reflected in
traditions, celebrations, stories
and customs in the
communities? (CC, I, TCC)
Services People Need
GLO 3.1 Communities in  Continuing review and Resources:
the World practice  Observation throughout
SLO 3.1.1  Practice games for Making Classroom Assessment (F)
SLO 3.1.2 memorization Work: Anne Davies.
 Exit slips (F)
 Relation of current events
 Four corner voting (F)
 Creation of lapbooks to Teacher Made Assessments:
summarize what has been Christopher Gareis and Leslie  Think pair share (F)
learned Grant.  Concept sorts (F)
Summative:
Connecting With the World: Lapbooks (S)
Pearson Education Canada, Grade
3 Social textbook.
CBC News for current events:
Microsoft PowerPoint
SmartNote 16
Activities:
 Lapbook Creation
 Concept sorts
 Current events(daily)
 Story response
 Watch Informational
videos
Engage with informational text
Governments
GLO 3.1 Communities in  Continuing review and Resources:  Observation throughout
the World practice (F)
SLO 3.1.1  Practice games for Making Classroom Assessment  Class discussion (F)
 Whiteboards (F)
 Relation of current events
 Fist to Five (F)
 Creation of lapbooks to Teacher Made Assessments:
summarize what has been Christopher Gareis and Leslie  Individual
learned Grant. conversations(F)
 Concept sorts (F)
Connecting With the World:
Pearson Education Canada, Grade Summative:
3 Social textbook. Lapbooks (S)
CBC News for current events:
SmartNote 16
Possible Activities:

Informational
powerpoint slides
 Class discussion
 Debate
 Jigsaw activity
 KWL charts
 RAFT Writing
 Informational text
 Informational Videos
 Lapbook Addition
Natural Resources/ Climate
Outcomes Instructional Approaches Resources/ Activities Assessments
SLO 3.1.1  Practice games for Making Classroom Assessment  Exit slips (F)
 Whiteboards (F)
Examine the geographic  Relation of current events
characteristics that shape  Creation of lapbooks to Teacher Made Assessments:
communities in other parts of summarize what has been Christopher Gareis and Leslie  Concept sorts (F)
the world by exploring and learned Grant.
reflecting upon the following Summative:
questions for inquiry: Connecting With the World:  Comparative weather
• In what ways do the people in Pearson Education Canada, Grade chart (S)
the communities depend on, 3 Social textbook.  Lapbooks (S)
adapt to and change the
environment in which they live CBC News for current events:
and work? (ER, LPP)
• In what ways do the Microsoft PowerPoint
communities show concern for
their natural environment? (GC, SmartNote 16
LPP)
Possible Activities:
• How does the physical 
Daily recording of
geography influence the human temperature in
activities in the communities Lethbridge vs Kyiv
(e.g., availability of water, Ukraine, Lima Peru,
climate)? (CC, LPP)
Tunis Tunisia and
Mumbai India.
 Informational
powerpoint slides
 Class discussion
 Debate
 Jigsaw activity
 KWL charts
 RAFT Writing
 Informational text
 Informational Videos
 Lapbook Addition
Goods and Services
SLO 3.1.1  Practice games for Making Classroom Assessment  Exit slips (F)
 Whiteboards (F)
Examine economic factors that  Relation of current events
shape communities in other  Creation of lapbooks to Teacher Made Assessments:
parts of the world by exploring summarize what has been Christopher Gareis and Leslie  Concept sorts (F)
and reflecting upon the learned Grant.
following questions for inquiry: Summative:
• What are the main goods and Connecting With the World: Lapbooks (S)
services produced by the Pearson Education Canada, Grade
communities studied (i.e., 3 Social textbook.
agricultural activities,
manufacturing activities)? (ER, CBC News for current events:
GC)
• What goods and services do
the communities import from SmartNote 16
and export to other parts of the
world? (ER, GC) Activities:
• What are the main forms of  Lapbook Creation
technologies, transportation and  Concept sorts
communication in the  Current events(daily)
communities? (ER, GC)
 Story response
 Watch Informational
videos
 Engage with informational
text
Review/ Cumulative Activity

GLO 3.1 Communities in  Student Driven inquiry Student inquiry project Summative assessment of
the World based project student inquiry project
SLOs 3.1.1, 3.1.2, 3.1.3, 3.1.4
Math
Math Problem Solving Review
Math Journaling
 2 periods/week; 1 problem solving, 1 math journal
o Thursday and Friday
Math
Problem Solving
NUMBER  Use of Problem solving  Alberta Program of  Weekly Problem
General Outcome: Develop ladders Studies Solving Ladder
number sense.  White board practice  Learn Alberta assessment (F/S)
Specific Outcomes during whole class  Math Ladders problem  Observation (F)
5. Illustrate, concretely and instruction  Individual
solving activities
pictorially, the meaning of  Practice games for
memorization  Copyright © Bringing conversations(F)
place value for numerals to
Learning Alive!, 2010.  Student white boards
1000. [C, CN, R, V] (F)
Lenée Fyfe and Darcie
6. Describe and apply mental  Exit slips (F)
Thomas. Lethbridge,
mathematics strategies for
Alberta All rights
adding two 2-digit numerals.
[C, CN, ME, PS, R, V]
reserved. Made in
7. Describe and apply mental Canada
mathematics strategies for
subtracting two 2-digit
numerals. [C, CN, ME, PS, R, V]
Math Profile: Journaling
NUMBER  Constant feedback pushing  Alberta Program of
General Outcome: Develop for student growth and Studies  Weekly Math journal
number sense. development  Learn Alberta assessment (F/S)
Specific Outcomes  Communication; both  Copyright © Bringing  Observation (F)
9. Demonstrate an written and oral with
Learning Alive!, 2010.  Think pair share (F)
understanding of addition and students
 Use of student reflection
Lenée Fyfe and Darcie  Quick quizzes (F)
subtraction of numbers with
answers to 1000 (limited to 1-,  Inclusion of student choice Thomas. Lethbridge,
2- and 3-digit numerals),  Encouragement of goal Alberta All rights
concretely, pictorially and setting behaviour reserved. Made in
symbolically, by: • using Canada
personal strategies for adding
and subtracting with and
without the support of
manipulatives • creating and
solving problems in context
that involve addition and
subtraction of numbers. [C,
CN, ME, PS, R, V]
Physical Education
PE Get Basketb Basketball/ Co-op Mission Possible Dance Badminton Kickball, Softball,
to all Games (Gymnastics) Soccer
Kno
w
you
gam
es
 3 periods/week: Monday, Tuesday, Thursday

 Week 1 will consist of get to know you/community building games to build rapport with students. The basketball unit will
commence in week 2 (January 16th).
PE
Basketball
Outcomes Instructional Resources/Activities Assessments
Approaches
GENERAL Resources:  Observation
OUTCOME A  Direct  Fist to Five
Students will Instruction  Alberta Program of Studies  Thumbs Up,
acquire skills  PSI:  http://www.basketballforcoaches.com/basketball- Thumbs Down
through a variety of Personalized drills-and-games-for-kids/  Group
developmentally system for  Learn Alberta conversation
appropriate instruction  Summative Skills
movement  Sports Activities: Tests
activities; dance, Education  Line dribbling o Dribbling
games, types of
 Tactical Games  Dribble elimination o Passing
gymnastics,
 Cooperative  Sharks and minnows Shooting: Includes
individual activities
and activities in an
Learning  Partner passing jumpshots and layups
alternative  Stationary keep away
environment; e.g.,  Skills tests
aquatics and  Line shooting
outdoor pursuits.  Free throw stations
Specific Outcomes:  Red light green light
A3–5: Demonstrate  Layups R+L
ways to receive,
 Give and gos
retain and send an
 3on3
object, using a
variety of body
parts and
implements; and,
perform
manipulative skills
individually and
with others while
using a variety of
pathways
A3–10: Perform and
play lead-up games
and demonstrate
elements of space
awareness, effort
and relationship
A3–11:
Demonstrate the
ability to work
together with a
teammate/team to
achieve a common
activity goal while
playing and learning
the basic strategies
of lead-up games
Basketball/ Co-op Games
Approaches
 Direct Resources:  Observation
Instruction  Fist to Five
 PSI:  Alberta Program of Studies  Thumbs Up,
Personalized  Learn Alberta Thumbs Down
system for  Group
instruction Possible Activities: conversation
 Sports  3on3 basketball  Summative Skills
Education  Swamp ball Tests
 Tactical Games  Various warm up games
 Cooperative  Badminton
Learning  Indoor soccer
 Floor hockey
 Pickleball
Mission Possible
Approaches
 Sports  Gymnastics basics  Summative Skills
Education  Tumbling Tests
 Tactical Games  Rolling
 Cooperative  Falling
Learning  Skipping rope
 Balance based activities
 Obstacle course
Dance
Approaches
 Sports  Dancing through the decades  Summative Skills
Education  Dance Dance Revolution Tests
 Tactical Games  Dance/Pilates/kickboxing instructional tapes
 Group dances
 Cooperative  Individual dances
Learning  Freestyle moves
Health
Health Superflex (5
Tuesday Sessions)
Nutritional Choices Wellness Choices
Habit 3 Habit 4 Habit 5 Habit 6 Habit 7
 2 periods/week, Monday and Tuesday

 Superflex will take place during 5 Tuesday sessions: January 3rd, 10th, 17th,24th and 31st. It will be led by a guest speaker.
 Nutritional Choices based Health sessions on Tuesday will commence following Superflex.
Health
Superflex
N/A N/A Review of Superflex Characters:  Observation
 Volcano mouth  Discussion
 Worry Harry
 Tattle tongue
 Superflex
 Destroyer of Fun
Nutritional Choices
 Student led initiatives Resources:  Observation
 Guided reading  Class discussion
Students will make responsible  Class discussion and  Alberta Program of  Poster creation(S)
and informed choices to debate Studies  Goal setting(f/S)
maintain health and to  Relation of material to  Canada’s food guide
promote safety for self and student lives
others. Activities:
 Study Canada’s food
W–3.5 apply guidelines from
guide
Canada’s Food Guide to
Healthy Eating to individual  Create food guide poster
nutritional circumstances; e.g.,  Assess own nutritional
active children eat/drink more habits
 Create goals for
nutritional habits
Wellness Choices
 Student led initiatives Resources:  Observation
Students will make responsible  Guided reading  Alberta Program of  Class discussion
and informed choices to  Class discussion and Studies  Exit slips
maintain health and to  Participaction.com
debate  Goal setting (F/S)
promote safety for self and  Body Break
 Relation of material to  Body Break video(s):
others.
student lives (F/S)
Activities
W–3.1 analyze the factors
 Goal setting for personal
that affect choices for
wellness
physical activity; e.g., the
 Create a body break
impact of technology/media
video as groups or a
class
Habit 3
Relationship Choices:  Student led initiatives The Leader in Me – level 3 Formative:
Students will develop  Guided reading activity guide, Franklin Covey  Observation
effective interpersonal skills  Class discussion and Education  Class discussions
that demonstrate debate  Exit slips
responsibility, respect and  Relation of material to The 7 Habits of Happy Kids –  KWLs
caring in order to establish student lives Sean Covey  Think pair share
and maintain healthy  Practice problem sheets
interactions. YouTube – Bucket Filler, Habit  4 corner vote
 Understanding and Songs
Expressing Feelings Summative:
 Interactions Theleaderinme.org  Habit 3 worksheet
 Group Roles and
 Mindmaps
Processes Activities:
 Habit 3 pledge
 Informational
Life Learning Choices: videos/text
Students will use resources  Class brainstorm
effectively to manage and  Class roleplay
explore life roles and career  Mindmapping
opportunities and challenge.  Habit 3 class initiative
 Learning Strategies
 Life Roles and
Career Development
 Volunteerism
Habit 4
interactions. YouTube – Bucket Filler, Habit
 4 corner vote
 Interactions Theleaderinme.org  Habit 4 worksheets
 Group Roles and  Habit 4 pledge
 Informational
explore life roles and career  Habit 4 class initiative
opportunities and challenge.
 Life Roles and
Career Development
 Volunteerism
Habit 5
 4 corner vote
 Interactions Theleaderinme.org
 Habit 5 worksheets
 Group Roles and
 Habit 5 pledge
 Informational
 Life Roles and
Career Development
 Volunteerism
Habit 6
 4 corner vote
 Interactions Theleaderinme.org
 Habit 6 worksheets
 Group Roles and
 Habit 6 pledge
 Informational
 Life Roles and
Career Development
 Volunteerism
Enrichment
Enrichment Arts/ Crafts (team taught with Enrichment Enrichment
teacher mentor) Round 3 Round 4
 1 double block period every Friday

 Enrichment block takes another group of students besides my own and serves to engage them in an activity that is good for
their physical and mental wellness.
Enrichment
Arts/Crafts led by TM
N/A Team teaching  Water colour paint of No assessment required
Modeling various colour
Allow for student freedom  Paintbrushes
 Thick art paper/canvas
Activities:
 Seasonally based arts and
crafts projects
Enrichment Round 3
TBD TBD No assessment required
N/A
Enrichment Round 4
N/A TBD TBD No assessment required

Long Term Planning ps3 Example

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Long Term Planning ps3 Example

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Classroom and Curriculum Planning

Long Term Planning:

 Writer’s Workshop: 4 periods/week

Procedural and Information Writing

Story Planning and Writing

CBC News for current events:

Review/ Cumulative Activity

 3 periods/week: Monday, Tuesday, Thursday

 2 periods/week, Monday and Tuesday

 1 double block period every Friday

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