Jodi Thompson

PSIII Teacher Intern

January-April 2021
Frank J. Mitchell Elementary
Grade 4
Long Range Plan

Long Range Plan 2021

Student Demographics

My grade 4 class at Frank J. Mitchell Elementary has 23 students; 11 girls and 12 boys.
The students are 9 years old, turning 10 within the next year. Many of the students come from
low-income families; I have one student who has a very low level of reading, one with
Tourette’s and ADHD as well as one student with Autism Spectrum Disorder.

Overview

My time at Frank J Mitchell Elementary will be spent in a grade 4 classroom where the
students participate in Mathematics, Language Arts and Silent Reading each day. Throughout
the week the students also participate in Physical Education, Spelling, Computers, Library, Fine
Arts, Classroom Champions and alternating Science and Social Studies Units. As a math major at
University, I will teach Math 4 for the duration of PSIII as well as Art; since the Science and
Social Studies units’ alternate, I will teach one unit of Science and one unit of Social Studies.
British Columbia’s curriculum focuses on personalized learning that is student-centered
and flexible; there is a focus on literacy and numeracy skills and emphasis on active learning.
Throughout my units that I will teach, I strive to implement these values into my lessons with
the use of student choices, inquiry and project based learning whilst ensuring the Big Ideas of
the Curriculum are being achieved.
I have included all my subjects under one Long Range Plan as I will be teaching multiple
subjects for grade 4 and not all of the subjects that I will teach will cover the entire duration of
my time in practicum. The variation in subjects that I will teach allows for me to experience
planning and instructing different subjects that I have not previously taught. Completing the
long range plan with all the subjects I am teaching allows for an overview of my entire
practicum experience. Since I will complete my practicum with the same class, the student
demographics and overview will not change based on the subjects being taught.

Classroom Climate Plan

Relationships were built in the first week of practicum. Before the Christmas holiday, the
students were sent home with an introduction letter about myself. In the letter the students
and their families were able to get to know some of my favourite things as well as what I will be
doing in my time in their classroom. During the first week of classes the classroom participated
in a “get to know you” activity where the students answered questions about themselves. I also
introduced the students to the “what I wish my teacher knew…” box; this box will sit on my
desk for the duration of practicum where students have to opportunity to tell me or share with
me anything that they may not want to say in person. If they leave their name on the paper,
then I will follow up with the students on what they have written.
Classroom expectations follow the rules already set in place in the classroom; these
include knowing when it is okay to blurt and LEARNING (listening to instruction, entering and
exiting the classroom prepared, always trying our best, respecting ourselves and others and no
excuses). The students are expected to follow direction and be attentive when the teacher is
talking. I have also been trying to instill in the students that I want them to try with assignments
even if they don’t think that they will be good at it, encouraging the students to take risks in
every subject regardless of their previous ability or conceptions of the class.
Students will be given opportunities throughout units to catch up on work, in the event
that a student is unable to finish an assignment on time, they should inform the teacher and
come up with a plan for completing the assignment. This will vary based on assignment
expectations as the work for each subject varies in weighting, time and ability to complete it
out of class time. Differentiation will be provided to students who need it in each lesson
whether this be individual to the student or as a class wide options or differentiation.

School District 5 School Calendar

Other important dates:

January 4th – First day of Practicum
April 16th – Last day of Practicum
FSAs may occur during this period however dates are undetermined at the moment
Report Card dates: March 19 sent home March 12 to due to school
Parent Teacher interview dates are after internship has ended

Class Weekly Schedule

Big Ideas Covered
Below is an outline of the Big Ideas that each of my units will cover as well as the curricular
competencies stated in the program of study. Similar to the Alberta General Learning
Outcomes, the BC Curriculum outlines Big Ideas for each subject and each grade which are what
the students are expected to understand by the end of the year. The inquiry question for each
unit is also outlined below.

Unit 1 (Jan 5 – Feb 5) and 2 (Feb 8-26): Development of computational

fluency and multiplicative thinking requires analysis of patterns and
relations in multiplication and division.
Inquiry question: what patterns in our number system and real life
examples connect to our understanding of multiplication?
How can we use what we know about multiplication to solve more
complex questions?

Unit 3 (Mar 1-19): Development of computational fluency and

multiplicative thinking requires analysis of patterns and relations in
Math
multiplication and division.
Inquiry question: what patterns in our number system and real life
examples connect to our understanding of division?

Unit 4(April 5-16): Fractions and decimals are types of numbers that can
represent quantities.
Inquiry question: What are the different forms to express quantities?

Curricular competencies: reasoning and analyzing, understanding and

solving, communicating and representing, connecting and reflecting
 Unit 1 (Jan 6-Feb 10): All living things sense and respond to their
environment.
Inquiry Question: How do living things sense, respond and adapt to stimuli
in their environment?
Science
Curricular competencies: questioning and predicting, planning and
conducting, processing and analyzing data and information, evaluating,
applying and innovating, communicating
The computer classes that I will teach will be for research for student
Computers science projects. Please see respective Big Ideas and curricular
competencies.
Unit 1 (Jan 8 – Feb 5), 2 (Feb 12 – Mar 5) and 3 (Mar 12-Apr 9): Creative
expression is a means to explore and share one’s identity within a
community.
Exploring works of art exposes us to diverse values, knowledge, and
perspectives.
Inquiry Question unit 1: How does knowing the contexts, histories and
traditions of art forms help us to create works of art?
Art
Inquiry Question unit 2: What happens when we add different perspective
to our artwork?

Inquiry Question unit 3: How do artists create works of art that effectively
communicate?

Curricular competencies: exploring and creating, reasoning and reflecting,

communicating and documenting
Unit 1 (Feb 16 – Apr 16): Interactions between First Peoples and
Europeans led to conflict and co-operation, which continue to shape
Canada’s identity.
Inquiry Question: How did ways of life change for people during and after
the Fur Trade?
Social Curricular competencies: Use Social Studies inquiry processes and skills to ask
questions; construct arguments defending the significance of individuals/groups,
places, events or developments; ask questions, corroborate inferences, and draw
conclusions; sequence objects, images, or events and determine continuities and
changes between different time periods or places; differentiate between intended
and unintended consequences of events; make ethical judgements about events,
decisions, or actions that consider the conditions of a particular time and place.
PE Unit 1 (Jan 25 – Mar 19): Daily participation in physical activity at
moderate to vigorous intensity levels benefits all aspects of our well-
being.
Knowing what we enjoy doing and knowing about our opportunities to
 participate in those activities helps us develop an active lifestyle.
Inquiry Question: Why is following the rules important in gymnastics? Do I
push myself to try new things in the activities each day?

Curricular competencies: physical literacy, healthy and active living, social

and community health, mental well-being.

Monthly Calendar and Assessment

Subject January February March April

Multiplication & Division Decimals
Math Observation,
Assessment Observation, daily/weekly number talks, worksheets, stations,
worksheets,
discussion. Unit quizzes. discussion
Biomes
Science
Assessment Vocabulary activity, observation. Rubric
for Biome Diorama project.
Ted Harrison Perspective
Giacometti Sculpture
Art Paintings Aquariums
Assessment Rubric for painting, Rubric for art, Rubric for sculptures, observation,
observation. observation. discussion.

First People Interactions

Social Studies
Assessment
Observation, exit slips, games. Rubric for fort project.
Gymnastics Game Play
PE Participation,
Discussion, skill assessment, daily effort Discussion, daily effort
Computers Biome Project
Biome Diorama rubric (see Science)

Weekly Calendar

Week Monday Tuesday Wednesday Thursday Friday

J Equal Groupings Arrays
1 Introduction / Introduction and
A Equal Groupings
Repeated Addition
4-8 First Day Introduction to Introduction to Ted
N Unit Harrison Artwork
U
A Review Stations Multiply by 1 Review x1 and x2
R 2
Stations Continued Multiply by 2
11-15 Work on art drafts
Y Biome Vocabulary Biome Vocabulary
and start painting
 Multiply by 4 Review x3 and x4
3 The Square
Multiply by 3
Numbers
No School
18-22 Biome Project
Biome Vocabulary
Introduction
Introduction to
Gymnastics
Review of squares,
Multiply by 9 “The Ugly Ones”
x9, x5, x10
Multiply by 10
4
Animal Adaptations Multiply by 5
25-29
and project
introduction Animal guessing
Balancing Painting/outlining
game and project
Biome Project
Research/introduction

Balancing
Work Time / Sphero Biome Short quiz and unit
Review Stations
review period Project (morning) conclusion
Review Stations
5
1-5 Create biome
dioramas Sphero Biome
Work on project
Project Transfer of Weight Finish Projects
Biome Project (written portion)
(morning)
Research
Multiplying 2 digit
Rolls by 1 digit
Multiply 2 digit by (regrouping)
Skating
1 digit (box
(morning) Perspective
Multiply 2 digit by 1 method)
Sphero Biome Aquarium
6 digit (Cluster)
F Project introduction
8-12 (morning)
E
Biome Presentations Biomes
B Movie
Presentations (if Supports
R (afternoon)
Computers needed)
U
A
R Multiply 2 digit by word problems and
Stations Review Stations Review
1 digit Review dice game
Y
7 No School
15-19 (Family Day)
Introduction to Introduction to the
Skating
the Fur Trade Fur Trade Game Day
(afternoon)
Timeline) (Timeline)

Test for multiplying

Leaps Multiplying 3 digit 2 and 3 digit by 1
by 1 digit digit
Skating
Multiplying 3 digit by
8 (morning)
1 digit (distributive PD Day
22-26 property and
regrouping) The Rush for Furs
Early Explorers
Early Explorers Rotations

Complex balances and

rotations Repeated Review of division
Equal sharing Division arrays
M subtraction strategies
9 Introduction to
A division
1-5
R Metis and Women
The Fur Trade Complex balances Perspective
The rush for furs / Game and rotations Aquarium
C Coureurs de Bios
H Flow Using Remainders Using Remainders Review of Math
Continued multiplication and inquiry/puzzle day
 division
Multiplication and connection
10 division connection
8-12 Fur Forts Fur Forts Game day
Sculptures
Mapping introduction

Routines Divisibility rules Review of division Math

Factor trees
and review and quiz inquiry/puzzle day
11 Prime and composite
15-19 numbers
Battle of seven
Black Fur traders Games Day Sculptures
oaks

12
22-26
Spring Break Holiday
13
29-2
Represent Represent decimals
Introduction to Represent decimals
decimals with with base ten
14 No School decimals with area models
A number lines blocks
5-9 (Easter Monday)
P Sculptures
Fort Project Fort Project Games exploration
conclusion
R
I Represent decimals Represent
less than one Regrouping Comparing
L decimals more
numbers decimals Last Day of
15 Create your own PE than one
Game
Practicum
12-16
Finishing of any Play created PE (wrap-up)
Fur Trade Game
Fort Presentations work Games

Summative Assessments

Math
Worksheets
Students will be given worksheets to complete on various multiplication, division and decimals
ideas and strategies. Not all of these will be summative. Assessment on how much of each
worksheet is completed and how the students understands the concepts that they have
learned. Some worksheets will have challenge problems for students who finish early allowing
them to challenge their thinking.

Final Quiz
There will be a final quiz after the students have learned all the multiplication tables
Assessment of students’ knowledge at the end of the unit. Students will be allowed to show
their thinking in whatever way they choose. There will also be a short quiz as the students finish
the lessons on multiplying one digit by 2 and 3 digit numbers as well as after the division unit.

Science
Biome Diorama Project
Creative project worked on over the course of the unit that requires applying concepts learned
throughout the unit. Students will have work periods to complete this project and will present their
finished work to the class at the end of the unit. The students will work on their own to design their
biome diorama. Students will complete the project through researching their chosen biome and
understanding plants and animal that live in that biome. In a shoebox each student will construct
their biome and create an informative piece to accompany the diorama – informative pieces
method of delivery can be chosen by each group (written paragraphs, video, poster etc.)

Art
Ted Harrison Painting
Art painting inspired by the artist Ted Harrison. Assessment will include the final product of the
project with the use of appropriate colors, lines and layers. Overall assessment includes following
project directions, use of creativity, behavior in class and the effort put into the project.

Aquarium Perspective
This drawing will be the result of a teacher-led art project. The students will follow along each class
and create an aquarium with the use of perspective lines. Assessment will include overall product,
effort and participation, use of perspective lines, details and craftsmanship.

Giacometti Sculptures
These sculptures will be created by following teacher instruction with students’ own creativity
involved. Assessment includes overall product, creativity, effort and participation, proper use of
materials and craftsmanship.

Social
Worksheets
Students will be given worksheets to complete throughout the Social Studies unit based on various
aspects of the Fur Trade including early explorers, mapping, fur forts and people involved in the fur
trade. Assessment on how the students understand the concepts by working on their own and how
much of each worksheet is completed.

Physical Education
Skill Assessment
Throughout the unit the students will be assessed on the skills that they have learned. They will get
a mark out of three for each skill. Skills include balancing on one leg, log roll, forward roll, backward
roll, beam walk, bridge and cartwheel. One mark is awarded if the skill is attempted, two marks if
the skill is attempted successfully and three marks if the skill is executed properly with good
technique.

Challenges
At the end of each class the students will be provided with a challenge to work on until the next
class. If they can perform the skill in the net PE class they will be rewarded extra points on their skill
assessment. Challenge skills are designed for students who are already proficient in the basic
gymnastics skills that will be taught. Challenge skills include unassisted back bends, knee touch to
floor, five second lever, one legged squat and two wall pushups.

Daily Personal Effort

Each class a personal effort and success assessment will be performed. This is a mark given out of
five to the teacher by the students as they reflect on their daily participation and success for the
day. Marks are designated as follows: 1 – in attendance, 2 – needs improvement in effort, 3 – fair
effort and good success, 4 – good effort and success, 5 – excellent effort and success.