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Standards-Aligned Unit Planning Process

1. Unit Overview Content Area: Language Arts (Vocabulary &
Comprehension)

Grade Level: 6th-9th Grade; Ms. Murthas Classroom

1a. Brief description of the unit of Students will read and learn about the book, Treasure Island.
study The students will learn about the various meanings of the word
pirate both in the book and outside of the book using Kahoot.

1b. Grade level standard(s) to be BIG IDEAS:

addressed in this unit of study
There are different meanings of the word pirate and
clues are given in the text to which the meaning is
implied.

There are many words that describe a Pirates life.

Vocabulary will deepen the understanding of the book

Treasure Island.

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.

6th Grade

Standard - CC.1.2.6.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.1.2.6.F Determine the meaning of words

and phrases as they are used in grade-level reading
and content, including interpretation of figurative
language in context.

2. Learning Targets
2a. Learning targets (concepts
and competencies) for all students
- By the end of this unit, all students
will be presented with the
information to tell the differences
between the various definitions for
the word pirate. We will have
gone over vocabulary words, related
to pirate life, and the book Treasure
Island, as well as gone over what
life was like for a pirate.
7th Grade
Standard CC. 1.2.7.F - Determine the meaning of
words and phrases as they are used in grade-level
reading and content, including interpretation of
figurative, connotative, and technical meanings.
Standard CC.1.2.7.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.
8th Grade
Standard CC.1.2.8.J - Acquire and use accurately
grade-appropriate general academic and domain-
specific words and phrases; gather vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
Standard CC.1.2.8.F - Analyze the influence of the
words and phrases in a text including figurative and
connotative, and technical meanings; and how they
shape meaning and tone.
9th Grade
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.1.2.9-10.F - Analyze how words and
phrases shape meaning and tone in texts.
2b. Prioritized learning targets (concepts and competencies)
for students with complex instructional needs
Identify and define key vocabulary, which relate to the
various definitions for pirate, and various vocabulary
words found in the book Treasure Island.
Talk about what the day in the life of a pirate consists of.
Identify three things that would be found in an ocean
environment, out of 10 different pictures.
 Match vocabulary words with a picture that represents it
2c. Key vocabulary for all 2d. Prioritized key vocabulary and ideas for students with
students complex instructional needs

Pirates- Pittsburghs Pirate- one who robs ships at sea

baseball team
Pirate- to illegally download
and copy movies, TV
shows, &/or music and
sell for money
Steal- to take something that is not yours
Treasure- something that is worth a good deal of money
or worth (memories, gold, money, family goods
passed down through time)

Pirate- one who robs ships
at sea
Pirate ship- a ship that is
controlled by pirates
Treasure chest- a box that stores ones treasures
Island- land that is completely surrounded by water
Captain- the main person that is in charge of the ship

Steal- to take something

Crew- the people that work on the ship under the order
that is not yours
of the captain
Treasure- something that is
Shipwreck- an abandoned ship that got lost at sea
worth a good deal of
money or worth
(memories, gold, money, Cannon- A large metal weapon used on a pirate ship
family goods)
Cannon Balls- A heavy round ball that is fired from a
Treasure Chest- a box that cannon
stores ones treasures

Island- land that is

completely surrounded
by water

Shipwreck- an abandoned
ship that got lost at sea

Inn- a place where people

stay when on vacation

Captain- the main person

that is in charge of the
ship

Crew- the people that work

on the ship under the
order of the captain

Rum- an adult beverage

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

-Vocabulary Practice -Kahoot/ -Students - Pace -The student

Read aloud the book identifyin Computers or will answer and can move
Treasure Island by Robert g the Chrome Books questions on duration closer to the
Louis Stevenson. various -The book Kahoot of activity board, if
vocabular Treasure Island. related to the - High they can not
y words -Projector book levels of see the
from the Treasure technolog screen.
book Island. y may be -Students
a strain can have the
This on the question
activity eyes read to
will occur - May them.
after the have -They may
class trouble work in
learns the typing groups, or
various and be assisted if
definitions clicking they are
and the having
meanings buttons trouble with
of the on the a question
word various - More time
pirate and technolog can be added
the other y to the
vocabular Kahoot, if
y words the class as a
whole are
This is to having
be used as difficulties
a with the
reinforcer question.
and to see
if and
where the
students
are
struggling

-Writing Practice - Treasure Students will - holding - Students

Read the book How to be a writing Island book independentl a pencil can use a
Pirate By Sue Fliess and the - How to be a y write their - students pencil grip if
The Berenstain Bears vocabular Pirate By Sue paragraph may have they have
Pirate Adventure by Mike y words in Fliess using the trouble trouble
Berenstain the correct - The Berenstain vocabulary moving holding their
context Bears Pirate words in the their pencil.
Adventure by correct hands - Students
This Mike Berenstain context. back and can verbally
activity - Pirates Past forth in a say their
will take Noon by Mary writing paragraph
place after Pope Osborne motion and have an
all of the -The Boxcar aid write it
vocabular Children The down for
y words Mystery of the them
and Pirate Map by - Students
definitions Gertrude could use a
are Chandler computer to
learned Warner type their
- Peter and the paragraph if
The Starcatcher by they have
written Dave Barry trouble
paragraph After presenting writing
will and receiving
reinforce feedback from
the newly the class, we
learned decided to add
vocabular multiple books
y words at multiple
levels to allow
the teacher to
pick what meets
the students
needs the best.
- If I Were a
Pirate activity
sheet
- Pencil
- Computer

Vocabulary Game Students - Treasure Students will -If the - The

will work Island Book vocalize their student teacher or an
on their - Black balloons vocabulary cant pop aid may
gross to represent words, and the have to help
motor cannon balls be able to balloon them pop the
skills by - Note cards say their an aide balloon
finding with vocabulary vocabulary will pop (Hand over
balloons word or words and it for hand
around the definition definitions them. modeling).
classroom written on it out loud. - Students - Noise
to pop. may have cancelling
trouble headphones
They will with the
 be popping
working noise
on their - Students
cognitive may have
developm a visual
ent as well impairme
by nt
rememberi
ng what
the
definition
or
vocabular
y word is
that
correspon
ds with
their card.

After
talking to
Mrs.
Murtha
and the
principle
when we
dropped
off our
box, they
loved the
balloon
activity
for her
classroom
and
students.
Therefore,
we are not
adjusting
this
activity.

Math Students -maps Students will - If the -Provide the

will use -equation cards go around students students
maps and -game pieces the room and cannot with an
equations measure read a equation
to distance to map or bank, to help
complete find use the them solve
math treasure given the problems
activities math with ease.
 connected tools, the
to the teacher
pirate will give
theme. them a
partner to
help.
- Students
may have
a visual
impairme
nt.

4. Individualized Student Planning

Student Standards-Aligned IEP Student-Specific Individualized
Goals IEP Goals Student Supports

A (Mickey) Mickey will not talk back Not talking back to Reward system
to teachers or under his the teachers after for when he does
breath 7 out of 10 times. every direction and not talk back to
during assignments the teacher's,
or talking out loud possibly wolf
during individual bucks (Goal is to
work wean him off of
this behavior,
rewards will
become less
frequent as he
goes along). For
every 5 times
Mickey doesn't
talk back, or say
something
negative he will
receive a wolf
buck.

B (Evan) Evan will be able to Be able to work Slowly bring his

work near a student with or be near desk/chair closer
within 2 feet without others without to others over a
stopping his work becoming scared & period of time
stopping his work Every morning
before he comes
into class, the
teacher will move
his desk over at
least an inch
closer to one of
his classmates
desks.
C (Barbie) When Barbie does not do Not have her talk Reward system
well on an assignment or under her breath with wolf bucks.
something does not go during activities Give one every
her way, she will not talk and assessments. time she says
down on herself 3 out of Not talk down to something about
the 5 times. Barbie will herself. herself, others,
complete an assignment, and the classroom
when directed to do so, work.
instead of sitting at her Barbie will
desk and procrastinating receive a wolf
4 out of 5 times. buck after
activities only
when she is able
to complete them
without talking
about herself,
others, and the
classroom work.