Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Standards-Aligned Unit Planning Process

1. Unit Overview
1a. Brief description of the unit of study
1b. Grade level standard(s) to be addressed
in this unit of study
Content Area: ELA
Grade Level: 11-12th Grade
This unit invites students to obtain an understanding of complex ideas, sequence of events, characters, and tone
that shape the meaning of Treasure Hunters by James Patterson.
Standard - CC.1.2.11-12.C: Analyze the interaction and development of a complex set of ideas, sequence of events,
or specific individuals over the course of the text.
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.
Standard - CC.1.2.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.

2. Learning Targets

2a. Learning targets (concepts and 2b. Prioritized learning targets (concepts and competencies) for students with complex instructional needs
competencies) for all students
Identify, define, and comprehend While on a treasure hunt, identify and define vocabulary in order to create a vocab word wall.
vocabulary from the book Treasure Locate folders labeled with a treasure chest picture. After opening, view character picture and biography.
Hunters. Create a comic strip of events in sequential order from Treasure Hunters. Identify each character from the comic
Identify and learn about the different strip events and match the correct tone related to the event.
characters in the book.
Understanding the sequence and tone of
events throughout a story.

2c. Key vocabulary for all students 2d. Prioritized key vocabulary and ideas for students with complex instructional needs
1. Fiction
1. Treasure - a quantity of precious metals, gems, or other valuable objects
2. Non-Fiction
2. Nemesis /Rival - a person or thing competing with another for the same objective or for superiority in the same field
3. Honor
4. Nemesis/Rival of activity
5. Discover 3. Amulet - an ornament or small piece of jewelry thought to give protection against evil, danger, or disease
6. Amulet 4. Trinket - a small ornament or item of jewelry that is of little value
7. Trinket 5. Alliteration- A group of words that start with the same consonant or sound group
8. Treasure 6. Starboard Side- The right-hand side of the boat when facing forward
August, 2013
 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

9. Starboard side 7. Port Side- The left-hand side of the boat when facing forward
10. Port side 8. Deck House- Enclosed structure surrounded by a deck
11. Deck House 9. Wheelhouse- Enclosed structure where the boat is navigated from
12. Wheelhouse 10. Propeller- A device that rotates to move a ship forward or backwards
13. Propeller 11. Cabins- Enclosed space where passengers sleep on the boat
14. Cabins 12. Mast- A long structure that holds up the sails of a ship
15. Mast
16. Alliteration

3. Instructional Process

Universal Design for Learning Principles:

Multiple Means of Representation, Expression and Engagement

Instructional Instructional Materials, Assessment Barriers to Access Accommodations

Components Practices Resources and and Modifications
Tools
As a class, go on a Treasure Hunters Book While going through the Requirement for spoken Utilize iPad/tapping
Meet the Book Day: scavenger hunt Vocab and character hunt, quiz the students response response for students
Introduce the book, throughout the matching worksheet quickly throughout. Reliance of auditory who are nonverbal
vocabulary, and school to find Pencils The student will write response Utilize the use of a
characters. vocabulary words Clipboards down the words that Language communication binder
and characters that Character pictures they find. comprehension Form questions for
will later be seen in Cover page worksheet Content too complex yes/no answers
the text. Sticky notes with title, Requirement of fine Use student friendly
author, and characters motor skills terminology/definitions.
Hand over hand
August, 2013
 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

prompting.
Response priming
Match vocabulary and
character traits
Review the Treasure Hunters book Ask students to identify Content too complex Teacher will read the
Review the vocabulary vocabulary found Modified text in correct vocabulary word Reading level too high book to the students as
and begin reading the the day before and powerpoint for the provided Requirement of well as using visual
book. post to the Notecards definition. prolonged attentiveness presentation.
classroom Marker Question the students Audio recording of the
vocabulary wall for Bulletin board spontaneously while book may be used
a daily reference. http://www.jamespatters reading the book. Ask students questions
Then, start reading on.com/media/audio/Tre periodically.
the book up until asureHunters_Preview2. Utilize physical
desired chapter. transitions in between
mp3
chapters.
http://www.jamespatters
Hand over hand
on.com/media/audio/Tre prompting.
asureHunters_Preview3. Response priming
mp3
Through a Character, event, The student will identify Requirement for Pre-cut options.
Review characters and worksheet, the emotion worksheet the correct characters physical movement. Guided worksheet.
events, and introduce students will Scissors emotions during a given Content level too Hand over hand
various emotions. characterize what Glue event. complex. prompting.
they believe each Crayons Requirement of fine Picture representation of
character is feeling motor skills. emotions on worksheet.
at a given time in the
story.
Have the students Audio recording of text The students will match Requirement for Allow students to speak
Read an eventful act out a scene that the characters tone of physical movement the scene rather than
chapter, discuss key they have recently voice during a certain Requirement for verbal acting physically.
points, and prepare for read the day before. passage. communication. Give each student a role
performance. Requirement for to be involved.
prolonged attentiveness Hand over hand
prompting.
Verbal prompting .
Pre-recorded dialogue
for students who are
nonverbal.
August, 2013
 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Review key events in The students will be Scissors The students will Requirement for Pre-cut options.
order. given a comic strip and a Glue sequence the event of physical movement. Hand over hand
sheet with pictures that Crayons the story. Content level too high. prompting.
match events in the Comic strip sheet Requirement of fine Guided worksheet.
chapters weve read Event pictures motor skills.
aloud. They will cut out Popsicle sticks
and glue the pictures in Cups
the correct order that
they happened in the
book. Some students
will be able to draw a
few events on their own.
4. Individualized Student Planning
Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports

Sam Given adaptive materials, Sam
will respond to comprehension
questions 9 out of 10 times over 7
consecutive weekly probes.
Given the content vocabulary,
Sam will correctly respond during
class discussions 2 out of 5 times.
Modified text to include pictorial
representations, shortened and
rewritten at a lower reading level and
reduced language complexity.
Provide opportunities to use unit
vocabulary in a variety of tasks.
Explicitly teach high frequency words
and vocabulary.
Use of classroom display through a
word wall.
Key words are paired with pictured
symbols to help students refer to
vocabulary and ideas as the teacher
reads the text.

Kayla Salego

Amy Jo Bollinger

August, 2013
 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Jessica Keller

Lesson plan summaries:

Week One: The students will go on a scavenger hunt around the school to collect pieces of information regarding characters and
vocabulary. Please see full lesson plan provided for full details.

Week Two: On the second week of the unit, the students will review the vocabulary and characters from the scavenger hunt. The
teacher and students will then post the ships and treasure chests with the characters and vocabulary on a word wall somewhere
in the classroom. The second day will also be used to go over the contents of the treasure chest/discovery box. The chest
contains character pictures, along with coloring pages and sensory activities related to the book. The teacher will also start
reading the book up until chapter 7. Provided is a link to an audio version of the first couple chapters, if the teacher chooses to
play the audio instead of reading aloud. Links for further chapters are provided on http://clairviewunitplan.weebly.com.

http://www.jamespatterson.com/media/audio/TreasureHunters_Preview1.mp3

Week Three and Four: The students will use a character, event, and emotion worksheet to determine how a character felt during
a certain event in the story. The worksheet will include events that happened in the chapters that have already read, which
characters were involved, and a quote from each character that displays their tone during the event. The students will then have
to choose from a list of emotions what the character is feeling. This worksheet should be done every week after the teacher has
read.

Week Five and Six: As a class, the students will act out a scene from a prior section of reading to help them better understand
what is happening and bring in class involvement. The scene can be chosen from any chapter of the book. If needed, the teacher
may play the audio recording in order to help the students along the way during their scene.

Week Seven: The students will cut out and glue pictured events in sequential order from the book. Some students will be able to
draw some of the events into the given boxes provided on the worksheet.

August, 2013