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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
Grade: 2
Males: 5
Females: 15
Complex:
Course Name:
SPED Inclusion: 2
Period:
SPED Pullout: 0
ELL: 0
GT: 0
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 . . . .
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.
Students will understand that proficient readers ask and answer questions to support th
understanding of the literary texts they have read.
Essential Question(s):
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.2.7 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:
Standards/Benchmarks:
State Teacher Standards
______ Semester
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
Contributions
Exceeds
Full
participation
in classroom
discussions
Students
contributions
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
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:
Expected Targets:
80% proficient.
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.
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
-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
-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:
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
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]