Standards-Aligned Unit Planning Process

1. Unit Overview Content Area: Reading/Language Arts

Grade Level: 10th-12th Grade, Mrs. Holden

1a. Brief description of the unit of study Grade 10-12: Treasure Island
Students will read and understand the book Treasure Island. By the end of the unit,
the students will know and identify new vocabulary words that appear in the text.
The students will also be able to interpret text taken from the novel.

1b. Grade level standard(s) to be addressed in this Standard - CC.1.2.9-10.A

unit of study Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.

Standard - CC.1.2.9-10.J
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.

Standard-CC.1.2.9-10.K
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade-level reading and content, choosing flexibly from a range
of strategies and tools.

Standard - CC.1.2.11-12.A
Determine and analyze the relationship between two or more central ideas of a
text, including the development and interaction of the central ideas; provide an
objective summary of the text.

Standard - CC.1.2.11-12.J
Acquire and use accurately general academic and domain-specific words and
 phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.

Standard - CC.1.2.11-12.K
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade-level reading and content, choosing flexibly from a range
of strategies and tools.

Big Ideas:
Vocabulary will help students understand the book Treasure Island
Vocabulary will help the students connect the book Treasure Island to real
life experiences
The students will use understanding of vocabulary to comprehend concepts
of the book

2. Learning Targets
2a. Learning targets (concepts and competencies)
for all students
By the end of the unit, students will be able to
describe traits of the main characters and define key
vocabulary terms. We will have regular discussions
about the characters and write down main ideas. We
will also identify and define the key vocabulary
throughout the unit.
2b. Prioritized learning targets (concepts and competencies) for students with
complex instructional needs
Discuss the main characters and their role in the book
Identify and define key vocabulary as a class
Use vocabulary squares to organize and reference all vocabulary words
during the unit
Use a graphic organizer to list the character, draw a picture, and write down
their traits

2c. Key vocabulary for all students 2d. Prioritized key vocabulary and ideas for students with complex
Diabolical-Evil instructional needs
Tottering-Unsteady Condescending-Being superior
Connoisseur-Expert in a specific study Booty-Treasure
Spurn-To refuse Grapple-To fight
Miscreant-Criminal Brisk-Fast paced
Mutilate-Destroy Dainty-Small and pretty
 Tyrannize-To abuse power over other people Pirate- attacks or robs ships at sea
Grapple-come to terms with Maroon- a color
Blocks-pulleys or a system of pulleys
Environed- surrounded
Maroon- trapped or to leave someone in
isolation
Characters:
Long John Silver- the cook on the voyage to
Treasure Island
Long John Silver- a fast food chain
Dr. Livesey- local doctor
Jim Hawkins- first person narrator
Squire Trelawney- a local Bristol Noblemen
Billy Bones- an old seaman
Black Dog- a pirate enemy of Billy Bones
Captain Smollett- the captain of the trip to
Treasure Island
Ben Gunn- a former pirate trapped on
Treasure Island
Pew- an old pirate who is blind
Israel hands- the person that steers the ship.
Tom Redruth- one of Jims friends on the ship.

3. Instructional Process
Universal Design for Learning Principles:
Multiple Means of Representation, Expression and
Instructional Components Engagement Barriers to Accommodations
Access and
Modifications
 Instructional Materials, Assessment
Practices Resources and
Tools

As a class, students will go through a Learning new Nearpod/ The questions Keeping Students can
Nearpod presentation that shows and vocabulary computers, provided focus and use a computer if
defines vocabulary words and they will words that Vocabulary throughout the students on they are not able
answer questions within the Nearpod come from Squares, the Nearpod task to write in
based on what they have learned. the book whiteboard, presentation Length vocabulary
the book and the of the squares
Students will Treasure completion of Nearpod Provide
also complete Island the vocabulary presentation bigger
vocabulary Character squares Ability vocabulary
squares based Wheel to write in squares
on the words game, vocabulary Working in
in the Vocabulary squares groups to
Nearpod map game
Access complete
to Nearpod
This will technology presentation
occur after
reading every
chapter of
Treasure
Island

This will be
used as a
learning tool
for new
vocabulary
words
Students will identify and write down Identifying Paper and Students Students Different
main characters on a large piece of main markers, will be not being writing utensils
paper. As a class, students will add traits characters Vocabulary asked to able to Make sure the descriptions of cha
to each character's paper. These pieces throughout Squares describe determine extremely different
of paper will remain hanging on the the book characters between
walls throughout the unit. and identify characters
This will occur characters Writing
after new based on character
characters are given descriptions
introduced in the descriptions on large
book and after in class. pieces of
new information This will be paper
is revealed about a verbal
the characters. assessment.

This will be
used for
organizing
and
reinforcing
character
development
 4. Individualized Student Planning
Student Standards-Aligned
IEP Goals
A By the end of first
quarter, student will fully
complete assignments in
class as measured by
teacher report with 85%
accuracy with minimal
supports
Student-Specific IEP Individualized Student
Goals Supports
Student A will Written instructions, reward
complete her system for completion of
assignments with full assignments, and physical
cooperation and a reminder- teacher taps on
minimal latency period desk.