Documente Academic
Documente Profesional
Documente Cultură
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
3. Instructional Process
Sam Given adaptive materials, Sam Given the content vocabulary, Modified text to include pictorial
will respond to comprehension Sam will correctly respond during representations, shortened and
questions 9 out of 10 times over 7 class discussions 2 out of 5 times. rewritten at a lower reading level and
consecutive weekly probes. 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
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