Unit Plan Requirements

The unit plan should contain all lessons that you will be teaching for the duration of your solo and needs to be submitted
to your CT and US at least one and a half to two weeks prior to the start of your solo period. Upon approval from your
CT and US you must then submit a copy of your signed unit plan to field services before you can officially start
your solo period. Unit plans should be formatted to fit the Understanding by Design (UbD) Unit/Lesson Plan Template or
UBD/SLO Unit Plan Template (see below); however, if you have not received training or utilized UbD, other unit/lesson
plan formats from your coursework at Chaminade University may be accepted upon approval by the Seminar Instructor
and Field Services Director.
1. All unit plans and lesson plans must include Common Core/National Standards or other State Standards (if doing
student teaching outside of Hawaii) and State Teacher Standards.
2. You must include a calendar schedule of the lessons to be delivered during the solo period of five weeks.
Example:
Jan 3:

Jan 4

Jan 5

Jan 6

Jan 7

Monday

Tuesday

Wednesday

Thursday

Friday

Math: Number Sense

Lesson

LA: Cat in the Hat

Poem Lesson

Science: Gravity Lesson

SS: Great Migration

Activity

Field Trip to Bishop

Museum

Writing: Summer Fun

Lesson

Teacher Work day

Art: Creating Lines

Lesson

3. A bibliography and resources tapped should be included at the end.

4. The unit needs to be a complete plan that is focused on students' learning of identified objectives that lead to
meeting the standards.
5. All units and lessons that do not adhere to the UbD must seek the approval of the Field Services Director before
using a different format or template. If you are unsure of other templates that you can use please contact the Field
Services Director for more information.
6. A pre- and post-assessment and at least three formative assessments must be included in the completed
Unit Plan. Formative assessments must be collected during week one, two, and three of the students solo.
All assessments must have an analysis of student performance on the assessment. Names of students should
not be used in any of the assessments and others means of identifying student data must be used (i.e.
Student A or student 1). Lesson plan assessment tasks should be clearly aligned to the identified outcome(s)
of the lesson and rubrics used to judge student responses.
7. Reflections of how the lesson went should be included at the end of each lesson. Reflections should include what
went well and what should be done differently should the lesson be taught again.

UBD/SLO UNIT PLAN TEMPLATE

Teachers Name: Michelle Crumm

School: Lummis Elementary School

Grade: 2

Content Area: Language Arts- Trophies

Theme 3: Our World
Student Population:
Total Number of Students: 20

Males: 5

Females: 15

Complex:

Course Name:

SPED Inclusion: 2

Period:

SPED Pullout: 0

ELL: 0

GT: 0

Any Other: N/A Free/Reduced Lunch: N/A

Additional Information: N/A

Essential Vocabulary:

characters
plot
problem & solution (resolution)
sequence of events
setting
text
key words
what
when
where
who
why
STAGE 1: Desired Results
Learning Goal(s):
Students will be able to . . . .

Students will be able to identify key details in a text.

Students will be able to ask and answer questions about a text such as who, what, wher
and how.
Students will be able to describe the characters, setting, and plot of a story using inform
from the words and illustrations in a text.

Rationale: Students will be taught to read and comprehend 2nd grade level texts. Asking
answering questions about the text will help students gain a deeper understanding of th
DOK levels: 2&3
Big Idea(s):
Students will understand that . . . .

Students will understand that illustrations work with the text of a story to develop the cha
setting, and plot.

(Declarative statement describing

concept that transcends grade
levels in the content area and is
related to the learning goal.)

Students will understand that proficient readers ask and answer questions to support th
understanding of the literary texts they have read.

Essential Question(s):

Students will understand that understanding a character's responses and motivations he

make connections to the text
What steps do I follow in order to answer questions about a literary text? How can
information in the question to help me locate the answer?
How does understanding a character's response to events in a story help you to bet
understand the story?
Why is knowing how to accurately answer who, what, when, why, and how question

readers? Why is it important for readers to also ask these types of questions while r
informational text?
Standards/Benchmarks:
HCPS III or Common Core

CCSS:
Speaking and Listening:

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 top
with peers and adults in small and larger groups.

SL.2.2 Recount or describe key ideas or details from a text read aloud or information pre
or through other media.

SL.2.3 Ask and answer questions about what a speaker says in order to clarify compreh
gather additional information, or deepen understanding of a topic or issue.
Reading Foundational:
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a Read on-level text with purpose and understanding.
Reading Informational:

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to dem
understanding of key details in a text.

RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific pa
within the text.

RI.2.3 Describe the connections between a series of historical events, scientific ideas or
steps in technical procedures in a text.

RI.2.4 Determine the meaning or words and phrases in a text relevant to a grade 2 topic
area.

RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, gloss
indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Reading Literature:
RL.1.6 Identify who is telling the story at various points in a text.

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to de
understanding of key details in a text.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.5 Describe the overall structure of a story, including describing how the beginning
story and the ending concludes the action.

RL.2.6 Acknowledge differences in the points of view of characters, including by speakin

different voice for each character when reading dialogue aloud.

RL.2.7 Use information gained from the illustrations and words in a print or digital text to
understanding of its characters, setting, or plot.

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthe
needed by revising and editing.

Standards/Benchmarks:

Self-directed Learner (The ability to be responsible for one's own learning)

General Learner Outcomes

Standards/Benchmarks:
State Teacher Standards

Interval of Instruction Necessary to

address Goals:

Community Contributor (The understanding that it is essential for human beings to wo

Complex Thinker (The ability to demonstrate critical thinking and problem solving)
Quality Producer (The ability to recognize and produce quality performance and quali
Effective Communicator (The ability to communicate effectively)
Standard #1 Learner Development
Standard #2 Learning Differences
Standard #3 Learning Environments
Standard #4 Content Knowledge
Standard #5 Application of Content
Standard #7 Planning for Instruction
Standard #8 Instructional Strategies
_____ Yearlong

______ Semester

___X___ Other: 5 weeks

STAGE 2: Assessment Evidence

Summative Assessment/
Performance Task:
Rubrics for Summative
Assessment/Performance Task:

End of story tests

Teacher created literature assessments
Student projects
Student writing

Tests will be graded on a points system that is dependent on the number of questions aske
Criteria
Focus/Ideas

Organization

Formative Assessments:

Exceeds
Very focused
and
purposeful;
Information is
clearly stated
Ideas
progress
logically

Word Choice

Clear, exact
language

Conventions

Few, if any,
errors

Grading Rubric
Meets
.Generally
focused and
purposeful;
information is
stated
Organization
mostly clear,
but some
lapses occur

Clear
language,
some
interesting
word choices
Few errors

Approaching
Somewhat
focused and
purposeful;
information is
limited
Some sense
of
organization
but
inconsistent
or unclear in
places
Word choice
unclear or
inconsistent

Emergent
Lacks focus
and purpose;
little
information
provided
Little or no
sense of
organization

Some errors

Many errors

Word choice
often unclear
or
inappropriate

Hand signals, clickers, exit tickets, pair-share, 3-2-1(3 things I learned, 2 interesting facts, 1
pages, small group activities, independent class work, and teacher-observation

Rubrics for Formative

Assessments:
Criteria
Participation

Contributions

Exceeds
Full
participation
in classroom
discussions
Students
contributions

Grading Rubric- Oral

Meets
Approaching
Some
Little
participation
participation
in classroom
in classroom
discussions
discussions
Some of the
Few of the
students
students

Emergent
No
participation in
classroom
discussions
None of the
students

are on topic
and add to the
discussion

Criteria
Focus/Ideas

Organization

Word Choice

Conventions

contributions
are on topic
and add to the
discussion

contributions
are on topic
and add to the
discussion

Grading Rubric- Written

Exceeds
Meets
Approaching
Very focused
.Generally
Somewhat
and
focused and
focused and
purposeful;
purposeful;
purposeful;
Information is
information is
information is
clearly stated
stated
limited
Ideas
Organization
Some sense
progress
mostly clear,
of
logically
but some
organization
lapses occur
but
inconsistent
or unclear in
places
Clear, exact
Clear
Word choice
language
language,
unclear or
some
inconsistent
interesting
word choices
Few, if any,
Few errors
Some errors
errors

contributions
are on topic
and add to the
discussion

Emergent
Lacks focus
and purpose;
little
information
provided
Little or no
sense of
organization

Word choice
often unclear
or
inappropriate
Many errors

Other Evidence:

Center work- done daily

Expected Targets:

80% proficient.

Rationale for Expected Targets:

Based on the students discovery testing students are struggling with identifying the main id
characters, and setting in a text. With constant practice and reinforcement students are all e
reach the expected target.

STAGE 3: Learning Plan

Include activities, instructions, groupings, differentiated instructional and engagement strategies, digital literacy tool(s), a
used

Solo Calendar:
April 6
-Spelling test
-Listening
comprehension
(answering questions
about a text)
-Phonics: r-controlled
vowels
-Read "A Dreary Day"
and Three Cheers for
Miss Creer"

April 7

April 8

April 9

April 10

-Listening
comprehension using
a poem(creating
mental pictures)
-Phonics: r-controlled
vowels
-Read "Johnny
Appleseed"
-Retell the story in a
story map (beginning,

-Listening
comprehension by
rereading a passage
(answering questions
about a text)
-Phonics: r-controlled
vowels
-Reading across textThe Seed
-Comparing 2 tests

-Listening
comprehension using
a poem(creating
mental pictures)
-Phonics: r-controlled
vowels
-Reread "Johnny
Appleseed"
-Adding details to a
retelling

-Spelling test
-Assessment: Writing
response- discussing
character traits in
Johnny Appleseed
and comparing those
traits to the student
themselves
-Phonics review
-Related activity

-Formative
assessment: Exit
ticket- find 5 rcontrolled vowel words
and write 3 of your
own

middle, end).

April 13

April 14

-Spelling test
-Listening
comprehension
(answering questions
about a text)
-Review context clues
-Phonics: consonant
blends spr, str, thr

-Listening
comprehension using
a poem(creating
mental pictures)
-Phonics: consonant
blends spr, str, thr
-Building background
on plants- KWL chart
-Formative
assessment- plant
knowledge

April 20

with the same subject

-Read leveled Basel
Formative
assessment:
compare and contrast
Johnny Appleseed
and The Seed
April 15

-Formative
assessment: Use
clickers to guage
students
understanding rcontrolled vowels
April 16

April 17

-Listening
comprehension
(answering questions
about a text)
-Reading diagrams
-Phonics: consonant
blends spr, str, thr
-Reviewing nonfiction text features

-Preview and predict

what will happen in
the story.
-Formative
assessment- What
information can
students gain from
the illustrations
-Read From Seed to
Plant in small groups
-Retell the story in
partners

-Spelling test
-Review the plant life
cycle
-Formative
assessment- labeling
parts of a plant
-Phonics review

April 21

April 22

April 23

April 24

-Spelling test
-Listening
comprehension
(answering questions
about a text)
--Read A From Seed
to Plant project
-Introduce students to
the plant log and seed
planting
-Formative
assessment: identify
nonfiction text features

--Listening
comprehension using
a poem(creating
mental pictures and
answering questions)
-Rereading From
Seed to Plant.
Identifying theme.
-Reading diagrams
-Phonics Review

-Text connections:
identifying the
sequence of events
-Reading other plant
books and identifying
key details and text
features.

-Formative
assessment:
comparing and
contrasting plant life
books. Identifying key
details in each.

-Spelling test
-Summative
assessment: plant life
cycle from seed to
plant and labeling
plant parts
-Reading leveled
Basel readers

April 27

April 28

April 29

April 30

May 1

-Spelling Test
-Listening
comprehensionidentifying the
charters, setting and
plot of the read aloud.
-Phonics: Vowel
Digraphs//
-Formative
assessment: KWL
chart about trees

-Listening
comprehension
(comparing a poem
and a song)
-Phonics review
-Preview text, make
predictions
-Read The Secret
Life of Trees

-Research a variety
of texts about trees.
Compare and
contrast garden
plants to trees
- Listening
comprehensionidentifying the
charters, setting and
plot of the read aloud.
-Formative
assessment: phonics
skills

-Read companion
text: Leaf Zoo
-Read leveled Basel
readers
-Phonics review
-Formative
assessment: 3,2,1
sheet

-Spelling test
-Summative
assessment:
comparing The
Secret Life of Trees,
Johnny Appleseed ,
and From Seed To
Plant (plot,
characters, setting)

May 4

May 5

May 6

May 7

May 8

-Spelling test
-Listening
comprehension-

-Listening
comprehension
(comparing a poem

-Listening
comprehensionsequencing and

-Reading Basel
readers
-Identifying word

-Spelling test
-Summative
assessment:

compare and contrast

characters in a story
-Phonics: consonant
diagraphs /n/ gn, kn,
and /r/ wr
-Think, pair, sharehow to identify the
main idea of a story

and a song)
-phonics review
-Building background
(how a watermelon
seed grows)
-Reading
Watermelon Day

summarizing
-Reread Watermelon
Day
-Formative
assessments: story
map

endings
Formative
assessment: Making
inferences from a text
Formative
assessment:
comparing characters

Identifying the who,

what, when, where,
and how elements in
a story

Materials and Supplies Needed:

Trophies Book
Worksheets
Clickers
Markers
Crayons
Index cards
White boards
Expo pens
Comprehension and Language tests

Resources Needed:
Teacherspayteachers.com- Summative assessments
Results and Reflection:

Template is based on the ONR STEM UBD Template and DOE EES SLO Template for SY 2014-2015
[From p.77-79 of the 2014-2015 Student Teaching Forms for CT, US, ST]