Solo Plan Requirements

The 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 Solo Plan Overview and Approval form to field services before you can officially start your
solo period. Solo plans should be formatted to fit the Understanding by Design (UbD) Solo Plan
Template (see below); however, if you have not received training or utilized UbD, other solo plan formats
from your coursework at Chaminade University may be accepted upon approval by the Seminar
Instructor and Field Services Director.

1. All 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 Day 2 Day 3 Day 4 Day 5

Number Sense Lesson Practice with the Field Trip to Bishop Using number blocks to Teacher Work day
- focus on addition of algorithm of adding Museum add two-digit numbers
two-digit numbers that two-digit numbers that involving carrying
doesnt involve doesnt involve carrying
carrying.

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

4. The solo plan should address identified objectives that lead to meeting the standards.

5. All 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.

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 6. A pre- and post-assessment and at least two-three data points must be included in the
completed 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).

7. Results/Reflections section of the 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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 SOLO PLAN TEMPLATE

Teachers Name: Tiara-Ann Ilae School: Hickam Elementary Complex: Radford Complex
School

Grade: 2 Content Area: ELA/Math Course Name: Wonders and Period: Morning Block
Stepping Stones
Student Population: 1 Vietnamese, 1 African American, 20 Caucasian

Total Number of Students: 2 Males: 10 Females: 12 SPED Inclusion: (Math) 1 SPED Pullout: Math 1
ELA 2 ELL: 0 GT: 0

Any Other:

Additional Information: For the SPED inclusion for math, she stays for the actual lesson when I am teaching the unit, but then she
goes to the SPED room where they have small groups to do the actual classwork when the class does their classwork in the
classroom. For ELA, this same student that gets half inclusion in the math class is pulled out with our other SPED student for the
whole ELA class time. We also have one student that is in the process of being analyzed to see if he qualifies for both ELA and
Math SPED, so sometimes there is another teacher that comes in and observes him and sometimes he gets pulled out for testing or
one on one observation.

Essential Vocabulary:

Week 1 (4/3-7/2017):
Amused: made to smile or laugh
Cooperate: to work together
Describe: to give a picture of something in words
Entertained: keep interested
Imagination: the ability to create new ideas or images
Interact: to act and react with someone else
Patient: able to put up with trouble without anger
Peaceful: calm
Fiction: has made up characters and events; has a problem and a solution
Point of View: what the characters think and how they feel about the events in a story
Idioms: words or phrases that have different meanings than the real meanings of the words

Week 2 (4/10-14/2017) <Math>

Polyhedrons: used to describe 3D objects that have only flat surfaces
2D: shapes that are as flat as possible (you can hold them between two hands pressed flat together)
3D: shapes that stop you putting your hands together completely flat when you hold the object.
Face: a flat surface on a 3D object
Pyramid: a shape that can lay flat on the table so the whole bottom edge of each triangular face touches the table at
the same time

Week 3 (4/17-21/2017)
Agree: to think the same
Challenging: making someone try hard
Discover: to find for the first time
Heroes: people who are looked up to
Interest: a liking for
Perform: to do something skillful in public
Study: to try to learn
Succeed: to do well at something
Biography: the true story of a real persons life; written by another person
Synonyms: words that have almost the same meaning

Week 4 (4/24-28/2017)
Curious: wanting to know about things

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Distance: a place far away
Earth Resources: useful things that come from the land or water
Enormous: very large
Gently: in a kind or soft way
Proudly: in a way that shows that one is pleased
Rarely: not often
Supply: an amount of something that is needed
Fiction: tells a story about imaginary characters and events; includes a problem and solution; often includes dialogue
Homophones: words that sound the same, but have different spellings and different meanings

Week 5 (5/1-5/2017)
Exclaimed: said with a strong feeling
Finally: at the end; at last
Form: to make
History: events of the past
Public: all the people of a certain place
Rules: Guides for how to act
United: joined together
Writers: people who put their thoughts on paper
Expository Text: gives facts and information about a topic; can have photos, captions, and charts
Multiple-meaning words: words that could mean more than one thing

STAGE 1: Desired Results

Learning Goal(s): Week 1:

Students will be able to . . . .
Big Idea(s):
Students will understand
that . . . .
(Declarative statement
describing
concept that transcends grade
Students will be able to define words: amused, cooperate,
describe, entertained, imagination, interact, patient, and peaceful.
They will also be able to recognize suffixes. They will be able to
find out a characters point of view.
Week 2:
Students will be able to identify polyhedrons, 3D objects, and
pyramids
Week 3:
Students will be able to define words: agree, challenging, discover,
heroes, interest, perform, study, and succeed. They will also be
able to define and identify idioms, point of view, and compare and
contrast.
Week 4:
Students will be able to define words: curious, distance, earth
resources, enormous, gently, proudly, rarely, and supply. They will
also be able to identify cause and effect within a story, identify and
define synonyms and idioms.
Week 5:
Students will be able to define words: exclaimed, finally, form,
history, public, rules, united, writers. Students will be able to find a
problem and solution in the story, identify homophones, as well as
be able to do the above learning goals from the previous weeks.
Students will understand that everyone has their own point of view and
their own opinions. They will also understand that not everyone thinks
alike, and that some people have different feelings towards the same
things. They will also realize that there are words that are the same
spelling, but can mean different things and not to take the sentences
so literal or to its meaning.

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levels in the content area and is
related to the learning goal.)
Essential Question(s):
(aligned to the Big Idea(s))
Standards/Benchmarks:
HCPS III or Common Core
(select only those that are
critical concepts essential to the
solo plan)
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
Week 1:
How do people get along?
Week 2:
What is a polyhedron? What is a pyramid What is a 3D shape?
Week 3:
What do heroes do?
Week 4:
How can we protect the Earth?
Week 5:
Why are rules important?
CCRA.R.2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.2.1c Use reflexive pronouns (e.g., myself, ourselves).
L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.2.2d Generalize learned spelling patterns when writing words (e.g., cage
-> badge; boy -> boil).
L.2.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
L.2.3a Compare formal and informal uses of English.
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 2 reading and content, choosing flexibly
from an array of strategies.
L.2.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.2.5 Demonstrate understanding of word relationships and nuances in
word meanings.
L.2.5a Identify real-life connections between words and their use (e.g.,
describe foods that are spicy or juicy).
L.2.6 Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using adjectives and
adverbs to describe (e.g., When other kids are happy that makes me
happy).
RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.2.3b Know spelling-sound correspondences for additional common
 vowel teams.

RF.2.3d Decode words with common prefixes and suffixes.

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

RF.2.4 Read with sufficient accuracy and fluency to support

comprehension.

RF.2.4a Read on-level text with purpose and understanding.

RF.2.4b Read on-level text orally with accuracy, appropriate rate, and
expression on successive readings.

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

RI.2.3 Describe the connection between a series of historical events,

scientific ideas or concepts, or steps in technical procedures in a text.

RI.2.4 Determine the meaning of words and phrases in a text relevant to a

grade 2 topic or subject area.

RI.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate key
facts or information in a text efficiently.

RL.2.2 Recount stories, including fables and folktales from diverse

cultures, and determine their central message, lesson, or moral.

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 introduces the story and the ending concludes the action.

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

including by speaking in a different voice for each character when reading
dialogue aloud.

RL.2.9 Compare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures.

SL.2.1 Participate in collaborative conversations with diverse partners

about grade 2 topics and texts with peers and adults in small and larger
groups.

SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).

SL.2.1b Build on others talk in conversations by linking their comments to

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 the remarks of others.

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

SL.2.3 Ask and answer questions about what a speaker says in order to
clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.

SL.2.6 Produce complete sentences when appropriate to task and situation

in order to provide requested detail or clarification.

W.2.2 Write informative/explanatory texts in which they introduce a topic,

use facts and definitions to develop points, and provide a concluding
statement or section.

W.2.3 Write narratives in which they recount a well-elaborated event or

short sequence of events, include details to describe actions, thoughts, and
feelings, use temporal words to signal event order, and provide a sense of
closure.

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

W.2.6 With guidance and support from adults, use a variety of digital tools
to produce and publish writing, including in collaboration with peers. [2
lessons]

W.2.7 Participate in shared research and writing projects (e.g., read a

number of books on a single topic to produce a report; record science
observations).

W.2.8 Recall information from experiences or gather information from

provided sources to answer a question.

Math:

2.G.1 Identify and draw types of polyhedrons

2.NBT.7 Use the commutative property of addition. Use a strategy (place-

value) to add within 1,000 (with and without bridging). Use a strategy
(count-on) to add within 1,000 (with and without bridging).

2.NBT.1,2.NBT.1a Identify 100 as being a group of 10 tens.

Standards/Benchmarks: GLO 1 Self-directed Learner

General Learner Outcomes GLO 2 Community Contributor
GLO 3 Complex Thinker
GLO 4 Quality Producer

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
 GLO 5 Effective Communicator
GLO 6 Ethical user of Technology
Standards/Benchmarks: Standard 1: Learner Development
State Teacher Standards Standard 2: Learner Differences
Standard 3: Learning Environments
Standard 4: Content Knowledge
Standard 5: Application of Content
Standard 6: Assessments
Standard 7: Planning for Instruction
Standard 8: Instructional Strategies
Standard 9: Professional Learning and Ethical Practice
Standard 10: Leadership and Collaboration
Interval of Instruction _____ Yearlong ______ Semester __X__ Other
Necessary to address Goals:
STAGE 2: Assessment Evidence In this yellow block, please describe your assessment plan [ include pre-post
assessment that should be aligned with your learning goals as well as any two - three data points in between.]

An excel spreadsheet noting the assessments to be recorded and listing each student as S1, S2etc. should be
attached.

Summative Assessment/ For ELA, there is a a weekly assessment for the reading (first test is
Performance Task: all multiple choice and the second is multiple choice and written
response) plus a vocabulary test, which is all multiple choice, and a
spelling test, which the teacher gives the words orally and the
students write it down on their lined paper.

For the week that I have mathematics on this lesson plan, there will be
a summative assessment for module 10 in the middle of the week. It
is a mixture of multiple choice and their own written answers.

Assessments and rubrics will be attached to the bottom.

Rubrics for Summative Rubrics attached at the bottom

Assessment/Performance
Task:

Formative Assessments: Assessments and rubrics will be attached to the bottom

Rubrics for Formative Rubrics attached to the bottom

Assessments:

Other Evidence: In ELA class and in math class there are a number of classwork
worksheets and that show to me whether or not the students have a
full understanding of the lesson.

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STAGE 3: Learning Plan
In this yellow block, briefly describe your daily routine for this content area. List the instructional
strategies youll use to help all students meet the target. What instructional strategies will you
use for students in the not ready category or for those students in the more than ready
category? In the calendar below, briefly detail the content focus for the day.

Day 1 (4/3) Day 2 (4/4) Day 3 (4/5) Day 4 (4/6) Day 5 (4/7)
Unit 5.2 -Spelling (oy&oi) -vocab #5-8 -vocab review -spelling test
-vocab (#1-4) ->imagination, -vocab review pg. -vocabulary test
No School -> amused, interact, patient, 211 -Unit 5.2 Reading
Waiver Day cooperate, peaceful -Unit 5.2 Reading Test #2
describe, -Read Soccer test #1 -March writing #1
entertained Friends -5 pronoun
-phonics pg. 212 ->POV in WN worksheets
-weekly opener pg. -Genre pg. 218 -March Writing
345 (OL&B) outline
-> graphic -Draft Model pg.
organizer How we 217 (OL&B)
cooperate
Day 6 (4/10) Day 7 (4/11) Day 8 (4/12) Day 9 (4/13) Day 10 (4/14)
(wheel) -Performance Task -10.9 Identifying -Module 11 Pre-test
Module 10 #1& 2 Polyhedrons -10.10 Identifying No school
-Math review for -Check-up #1 Pyramids Good Friday
Performance Task
#1&2 and Check- (Egg Drop)
up #1 (no bridging
or regrouping)

Day 11 (4/17) Day 12 (4/18) Day 13 (4/19) Day 14 (4/20) Day 15 (4/21)
Unit 5.3 -Vocab # 5-8 -5 grammar -vocab review My CTs
-Spelling (oo, u, -Read Cesar worksheets -vocab review pg. observation day
u_e, ew, ue, ui, Chavez pg. 362- -Draft model pg. 221 (OL&B) -spelling test
ou) 365 227 -Unit 5 Week 3 -vocabulary test
-Vocab #1-4 -(T213) -synonyms pg. reading test #1 -Unit 5 Week 3
-> agree, Sequencing 229 (OL&B) reading test #2
challenging, -Genre pg. 228
discover, heroes (OL&B) (pg.368)
-phoncs pg. 222 &
113 (OL&B)

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-opener Discover
Heroes pg. 359
->Write in WN
What do Heroes
do?

Day 16 (4/24) Day 17 (4/25) Day 18 (4/26) Day 19 (4/27) Day 20 (4/28)
Unit 5 week 4 -vocab #5-8 -Grammar -vocab review -spelling test
-spelling (a, aw, ->gently, proudly, worksheets -vocab review pg. -vocabulary test
au, augh, ough, rarely, supply -Draft Model pg. 232 (OL&B) -Unit 5 Week 4
al) -Read The Art 237 (OL&B) -Unit 5 week 4 Reading Test #2
-vocab #1-4 Project Pg. 376- -Homophones pg. Reading Test #1
-> curious, 379 239
distance, earth [make predictions
resources, throughout the
enormous) story]
-phonics pg. 232 ->create a graph
(OL&B) showing problem,
-opener steps to solution,
Protecting the and solution in WN
Earth -Genre pg. 238
-> How can we (OL&B)
protect Earth?
Day 21 (5/1) Day 22 (5/2) Day 23 (5/3) Day 24 (5/4) Day 25 (5/5)
Unit 5 Week 5 -Vocab #5-8 -Grammar -vocabulary review -Spelling Test
-Spelling (ea, ->public, rules, worksheets -vocabulary review -Vocabulary Test
ou,y) united, writers -Anthology pg. 241 (OL&B) -Unit 5 Week 5
-Vocab #1-4 -Read Visiting the Setting the -Unit 5 Week 5 Reading Test #2
->exclaimed, Past pg. 390-393 Rules pg. 480- Reading Test #1 -April Writing
finally, form, ->Cause and 483 -April Writing #1 contd
history Effect in WN ->Cause and
-Phonics pg. -Genre pg. 248 Effect in WN
242&123 (OL&B) (OL&B) -April Writing
-opener Rules outline
pg. 387
->Graphic
Organizer Why
are rules
important? in WN

Materials and Supplies Needed:

-Writers Workbook (WW)
-Writers Notebook (WN)
-ELA unit worksheets
-Wonders Reading Book
-Wonders Anthology
-Weekly Assessments
-Vocabulary Test
-Vocabulary Review

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
 -Math Stepping Stones Student Journal

Resources Needed:
-Online Resources for Weekly Openers from ConnectEd
-Online Resources from OrigoSlate

Results and Reflection:

Template is based on the ONR STEM UBD Template and DOE EES SLO Template for SY
2015-2016

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu