Beruflich Dokumente
Kultur Dokumente
Student Achievement – Can you briefly describe how this plan leads your students to the achievement
of the big goal?
Without a plan, there is no guidance to get my scholars where they need to be in order to
achieve the 20% growth goal they created and the ultimate goal of being college and career
ready. “The long term plan helps prioritize the actions that lead to the achievement of the
ultimate goal” (Teach for America, 2011). The long-term plan maps out how scholars
should be using their reasoning skills and logic to understand and find multiple solutions
to real world situations. It helps them develop the cognitive strategies they need use in
college and careers. The long term planning also breakdowns exactly when and how the
skills should start to develop in each unit. The long term plan scaffolds the skill of finding
solutions to identifying the a problem, exploring multiple solutions to problems, and
justifying the solutions. Interpreting solutions and the information they have in order to
find and justify a solution is a cognitive strategy needed for success in college and careers
(Conley, 2011). Justifying a solution builds on the communication and accuracy needed to
explain why a solution works in a math problem and in the real world.
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?
a. The learning goals are connected to each other, which doesn’t allow teaching in
isolation. In the article, “Building on the Common the Core”, David Conley talks
about how the brain makes connections and isolated information is hard to retain
(2011). The knowledge and skills needed in one unit is needed to develop the skills
and knowledge in another unit and standard’s goals build on each other. For
example, in Unit 1, scholars are suppose to know how to use a coordinate
grid/graph to verify and interpret transformations and analyze the properties of
transformations. Using a graph to analyze functions, linear equations, and linear
functions will be used in Unit 3 and 5. Also, justifying and proving your answer will
be developed in Unit 2 and 3 and will need to be transferred into Unit 5. The
sequence of the units maps out the skills of reasoning and justifying solutions and
the progress of that development.
Timing – Does the timing of your units (each unit and the course as a whole) take into account your
school calendar?
No, even though there are 180 instructional days and 171 days given to the units, the
timing of the units does not take into account school events and county wide events that
affect the instructional days. My department and I, however, have mapped out when we
are teaching each unit to make up for the days that have not been accounted for.
Total number of instructional weeks/days for all units included in Long-Term Plan: 171 days
*Note: Be sure to account for all instructional days in the school year, including those after end-of-year testing (if any).
Remedial (R) SWBAT will explain the difference between the x and y coordinate (R)
Enrichment (E) SWBAT will be able to plot ordered pairs in a coordinate grid (R)
(to be completed after SWBAT will understand the direction of which the coordinate grid lays out the four
receiving diagnostic quadrants and how many degrees make up the coordinate grid. (E)
assessment results)
Remedial (R) SWBAT will explain and use PEMDAS to solve equations (E)
Enrichment (E) SWBAT will identify the rules of multiplying, dividing, subtracting, and adding
(to be completed after negative and positive integers. R
receiving diagnostic
assessment results) SWBAT will explain and use inverse operations to solve equations (E)
Remedial (R)
Enrichment (E)
(to be completed after SWBAT will describe what an expression is.
receiving diagnostic
assessment results)
Remedial (R)
Enrichment (E)
(to be completed after Understand how to use the number line to find numbers (R)
receiving diagnostic
assessment results)
Remedial (R)
Enrichment (E)
(to be completed after Describe what is slope and y intercept
receiving diagnostic
assessment results)