Unit/Solo Plan Requirements

The unit/solo plan should contain all content for one content area (if elementary education either
Language Arts or Mathematics; if secondary, one subject/period) 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/solo plan to field services before you can officially start your solo period.
Unit/solo plans should be formatted to fit the Understanding by Design (UbD) Unit/Solo Plan Template
(see below); however, if you have not received training or utilized UbD, other unit/solo plan formats from
your coursework at Chaminade University may be accepted upon approval by the Seminar Instructor and
Field Services Director.
1. All unit/solo 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 content focus to be delivered each day during the
solo period of four weeks.
Example:

Day 1
Number Sense Lesson
- focus on addition of
two-digit numbers that
doesnt involve
carrying.

Day 2
Practice with the
algorithm of adding
two-digit numbers that
doesnt involve carrying

Day 3
Field Trip to Bishop
Museum

Day 4
Using number blocks to
add two-digit numbers
involving carrying

Day 5
Teacher Work day

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

4. The unit/solo plan should address identified objectives that lead to meeting the standards.
5. All unit/solo plans 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 two-three data points must be included in the
completed Unit/Solo Plan. 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 other
means of identifying student data must be used (i.e. Student A or student 1).

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7. Results/Reflections section of the Unit/Solo Plan should include assessment data analysis of
student performance, discussion of what went well, what should be done differently that would
improve student achievement. This section can also include a discussion of any changes made as
a result of assessment data during each week/period between data points.

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UBD/SLO UNIT PLAN TEMPLATE

Teachers Name: Christina Botello

School: Kanoelani Elementary

Grade: K

Content Area: Language Arts / Social

Studies / Art / Science / Math
Student Population:
Total Number of Students: 22

Males:

13

Females: 9

Complex:

Course Name:

SPED Inclusion:

Period:

SPED Pullout: 2

ELL: 3

GT:

Any Other: Free/Reduced Lunch:

Additional Information: As part of the state of Hawaii adapting the Common Core Standards, Kanoelani uses the Wonders Reading Program as a tool f
program guided me in compiling this unit plan. The language arts block is done every morning between 8:15am-10:15am, depending on the pace of the c
kindergarten class, we use the Wonders program on from Tuesday through Thursday. On Mondays, we try to begin with the unit opener for that week, but
rest of the unit because the students have Hawaiian studies class with another teacher at 8:45am. On Fridays, the students of A104 participate in Center
students are gathered into their reading groups according to their reading level. Students rotate through four stations at about fifteen minute intervals. Wit
always at least one station for the Wonders program. Sometimes it may be a Wonders unit assessment, and at the other times it is a Wonders weekly rev
students to complete.
Throughout this solo period, there are some conflicts within the Wonders program. During solo Week 2, the students will only be doing two days of Wonde
(Resource) day (11/9), Veterans Day (11/11), and a field trip to Kapolei Fire Station (11/12). Therefore, on the following solo week, Week 3, the Wonders
between two units. November 16-18 will be the last part of the previous Wonders unit Unit 3, Week 3. On November 19/20, the students will begin Unit 4
week, solo Week 4, students will have two days of Wonders to finish Unit 4 Week 1. This is Thanksgiving week and the students also have Articulation on

Essential Vocabulary:
Week 1 Wonders Unit 3 Week 2 (11/2 11/6): Listen, volume, chat, exclaimed, familiar, complete sentences
HFW: and
Week 2 Wonders Unit 3 Week 3, Day 1 &2 (11/9 11/13): Routine, neighborhood
HFW: go

Week 3 Wonders Unit 3 Week 3, Days 3-5/Unit 4 Week 1, Day 1 &2 (11/16 11/20): Local, intelligent, volunteer, equipment, uniform
HFW: go, you
Week 4 Wonders Unit 4 Week 1, Days 3-5 (11/23 11/25): Utensils, expect, remained, adjective
HFW: you

STAGE 1: Desired Results

Learning Goal(s):
Students will be able to . . . .

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Students will be able to

A. Participate in group conversations
B. Know and apply phonics
C. Identify weekly sight words in a text
D. Understand and use proper grammar punctuation: period, question
E. Understand different grammar components: action, sound, sequenc
and adjective words
F. Use vocabulary effectively

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For each learning goal statement provide:

Aligned standards/benchmarks
A. RL.K.1 Ask and answer questions about important details in a te
B. RL.K.6 Know the roles of the author and illustrator.
C. RL.K.7 Describe the connection between illustrations and the te
appear.
D. RL.K.10 Actively participates in group reading activities.
E. RF.K.2 Demonstrates understanding of spoken words, syllables
F. RF.K.3 Demonstrates knowledge and applies grade level phonic
skills in decoding words.
G. L.K.1 Demonstrates understanding of standard English gramma
speaking.
H. SS.K.5.1 Describe his or her rights and demonstrate responsibil
classroom, school, and neighborhood settings
Big Idea(s):
Students will understand that . . . .
(Declarative statement describing
concept that transcends grade
levels in the content area and is
related to the learning goal.)
Essential Question(s):

Standards/Benchmarks:
HCPS III or Common Core

A.
B.
C.
D.

Using vocabulary enhance reading, writing, and speaking

Using punctuation completes a sentence
Phonics helps to break down words for reading, spelling, and speak
A verb is an action word that describes a noun. An adjective is a wor
noun
E. Discussions allow students to see different perspectives
What rules do we follow in different places?
What are the different sounds we hear?
What places do you go to during the week?
What do people use to do their jobs?
Reading:
RL.K. 1, 6, 7, 10
RF.K. 2, 3
Grammar:
L.K. 1

Standards/Benchmarks:

General Learner Outcomes

Standards/Benchmarks:
State Teacher Standards

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General Learner Outcomes:

GLO #1 Self-directed Learner
GLO #2 Community Contributor
GLO #3 Complex Thinker
GLO #4 Quality Producer
GLO #5 Effective Communicator
GLO #6 Ethical User of Technology
Standard #1: Learner Development
Standard #2: Learning Differences
Standard #3: Learning Environments
Standard #4: Content Knowledge
Standard #5: Application of Content
Standard #6: Assessment
Standard #7: Planning for Instruction
Standard #8: Instructional Strategies
Standard #9: Professional Learning and Ethical Practice

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Standard #10: Leadership and Collaboration

Interval of Instruction Necessary to
address Goals:

_____ Yearlong

______ Semester

x Other: 20 days

STAGE 2: Assessment Evidence

Summative Assessment/
Performance Task:

Week 4
Students will be given the Wonders Unit Assessment for a
summative assessment. They will be read a passage titled
Workers in Our Town and will be asked questions based on
comprehension. Included in the assessment, students will be
asked to identify words that have the same middle and beginning
sounds, and on blending. Students will also be required to
identify the sight words for the unit.
(Please see unit plan for details in Week 4)
There are a total of 12 questions within this assessment, 3 from
each category.

Rubrics for Summative

Assessment/Performance
Task:
Comprehensio
n
Phonics:
Sounds,
Blending
Sight Words

MP
Students will
get 3 out of 3
questions
correct.
Students will
get 3 out of 3
questions
correct.

DP
Students will
get 2 out of 3
questions
correct.
Students will
get 2 out of 3
questions
correct.

NY
Students will
get 1 or less
questions
correct.
Students will
get 1 or less
questions
correct.

Students will
get 3 out of 3
questions
correct.

Students will
get 2 out of 3
questions
correct.

Students will
get 1 or less
questions
correct.

Overall:
12/12 = MP
4-11/12 = DP
0-3/12 = NY
Formative Assessments:

Wonders:
Weekly Review worksheets
Uppercase and lowercase booklets
Circle map booklet
Sight words: Tim Can Tip It, Tim and Nan, Can We Go?,Tom
on Top!

Rubrics for Formative

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Assessments:
Weekly Review
worksheets

Upper/lowercas
e booklets

Circle Map
booklet

Sight words

Other Evidence:

MP
Student is
able to
complete
worksheet
independentl
y at 100%.
Student
works
independentl
y at 100%.
Student
neatly writes
the upper
and
lowercase
letter
correctly.
Student uses
proper finger
space
between
letters.
Student
works
independentl
y at 100%.
Student
correctly
places
pictures
where they
belong.
Student is
able to
identify the
sight word
easily.

DP
Student is
able to
complete
worksheet
independentl
y at 80%.
Student
works
independentl
y at 80%.
Student
makes one
mistake in
writing the
upper and
lowercase
letter.
Student uses
finger space
sometimes.

NY
Student
needs
assistance in
completing
worksheet.

Student
works
independentl
y at 80%.
Student
makes one
mistake in
the
placement of
the pictures.
Student
needs to be
reminded of
the sight
word to
identify it.

Student
cannot
complete
work
independently
. Student is
unable to
place pictures
correctly.

Student
cannot
complete
work
independently
. Student is
unable to
dictate
between
upper and
lowercase
letters.
Student lacks
finger space.

Student does
not know the
sight word.

Teacher observations
Group discussions
Promethean Board activities

Expected Targets:
Rationale for Expected
Targets:

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STAGE 3: Learning Plan

Briefly describe activities, instructions, groupings, differentiated instructional and engagement
strategies, digital literacy tool(s), and resources used in this block. In the calendar below, briefly
detail the instructional focus for the day.
Day 1 (11/2)
Day 2 (11/3)
Day 3 (11/4)
Day 4 (11/5)
Day 5 (11/6)
Bell work
Bell work
Bell work
Bell work
Bell work
Morning calendar Morning calendar
Morning calendar
Morning calendar
Morning calendar
Wonders
Unit 3 Week 2
What are the
different sounds
we hear?

Wonders
What are the
different sounds
we hear?

Wonders
What are the
different sounds we
hear?

Wonders
What are the
different sounds we
hear?

-Small group
acting
-HFW: and
-SR: Nat and Tip
-Draw something
you hear in the city
activity
-Grammar book

-Oral vocab
-IRA: The Turtle
and the Flute
-Phoneme blending
-Picture sort
-Kazoo activity

-LBB: Sounds Are

Everywhere
-Categorizing sound
words
-SR: Tim and Nan
-Nn activity

Math
Go Math! 5.10

Math
Go Math! 5.11

Math
Go Math! 5.12

Math
Go Math! Ch. 5 Test

Math
Go Math! 6.1

Day 6 (11/9)
Bell work
Morning calendar

Day 7 (11/10)
Bell work
Morning calendar

Day 9 (11/12)
Bell work
Morning calendar

Day 10 (11/13)
Bell work
Morning calendar

Articulation Day

Wonders
Unit 3 Week 3
What places do
you go to during
the week?

FT to fire station
(8:30am-12pm)

Wonders
What places do
you go to during
the week?

-Discussion
-The Bus
-Oral vocab
-LBB: Clang!
Clang! Beep!
Beep! Listen to
the City
-Phonics: /n/
-Handwriting: N

DRA Testing

-Discussion
-To Market, To
Market
-Oral vocab
-LBB: Please Take
Me for a Walk
-Phonics: /k/c
-HFW: go
-Handwriting: C

Day 8 (11/11)

NO SCHOOL

Firefighter book
Firefighter activity

Center Fridays
- Station 1: Read
with the teacher
-Station 2: Lexia
-Station 3:
Learning center
game
-Station 4:
Learning center
game
-Station 5: Unit 3
Week 2 review
worksheet

-Reread LBB:
Please Take Me
for a Walk
-SR: We Go to
See Nan
-Handwriting: c
-Cc activity
Math
Go Math! 6.3

Math
Go Math! 6.2

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Day 11 (11/16)
Bell work
Morning calendar

Day 12 (11/17)
Bell work
Morning calendar

Day 13 (11/18)
Bell work
Morning calendar

Day 14 (11/19)
Bell work
Morning calendar

Day 15 (11/20)
Bell work
Morning calendar

Wonders
What places do
you go to during
the week?

Wonders
What places do
you go to during
the week?

Wonders
Unit 4 Week 1
What do people use
to do their jobs?

Wonders
What do people
use to do their
jobs?

-Oral vocab
-IRA: Field Trips
-Phoneme
blending
-Picture sort
-Partner building:
Lego/drawings
activity

-A Neighborhood
-SR: Can We Go?
-Neighborhood
group activity

Centers
- Station 1: Read
with the teacher
-Station 2: Lexia
-Station 3: Unit 3
Assessment
-Station 4: Unit 3
Week 3 review
worksheet
-Station 5: Learning
center game
activity

-Discussion
-Firefighters
-Oral vocab
-LBB: Whose
Shoes?
-Phonics: /o/o
-Handwriting: O
-Oo activity

-Job words
-HFW: you
-Phoneme
blending
-SR: Tom On
Top!
-Handwriting: o
-Grammar
booklet

Math
Go Math! 6.4

Math
Go Math! 6.5

Math
Go Math! 6.6

Math
Go Math! 6.7

Day 16 (11/23)
Bell work
Morning calendar

Day 17 (11/24)
Bell work
Morning calendar

Day 18 (11/25)
Bell work
Morning calendar

Articulation Day

Wonders
What do people
use to do their
jobs?

Centers
-Station 1: Read
with the Teacher
-Station 2: Lexia
-Station 3: Learning
center game
-Station 4: Learning
center game
activity
-Station 5: Unit 4
Week 1 review
worksheet

-Oral vocab
-IRA: Little Juan
and the Cooking
Pot
-Picture sort
-BB: Workers and
Their Tools
-HFW: you
-When I Grow Up
activity
-Worksheet on
adjectives
Math
Go Math! 7.1

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Math
Go Math! Ch.6
Test

Day 19 (11/26)

Day 20 (11/27)

NO SCHOOL:
Thanksgiving Day

NO SCHOOL

Thanksgiving story
Indian headband
activity

Math
Go Math! 7.2

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Materials and Supplies Needed:

McGraw-Hill Wonders Reading Program
Promethean board
MSL cards
Student practice books
Student grammar books
Construction paper, scissors, glue, crayons
Student math workbooks
Student math practice books
Go Math! Math Program
Resources Needed:

McGraw-Hill Wonders Reading Program: Teacher Manual

Go Math! Math Program: Teacher Manual
Results and Reflection:

Template is based on the ONR STEM UBD Template and DOE EES SLO Template for SY
2014-2015

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