Unit of Study Title: The Treasure of Treasure Island
Topic Area: Communications/Language Arts
Grade Level: 6-8
Time Frame: 22 lessons could be adapted easily
Key Words: Treasure Island, Robert Louis Stevenson, Novel, Reading, Book, English,
Unit Designer: Deb Peters (DP048)
Unit Designer E-mail: Deb.Peters@k12.sd.us
School District: Tri-Valley
Date Added: 7/17/2002 1:33:25 PM
Date Last Revised: 7/26/2002 10:14:42 AM
Peer Reviewer: Jeff Peters
Peer Reviewer E-mail:
SD Content Standard Goals (SD Content Standards):
Communications/Language Arts
Students will read at increasing levels of complexity for various purposes.
Students will write effectively for different audiences and specific purposes.
Students will use critical listening and viewing skills in various situations and for a variety of purposes.
Students will speak effectively in a variety of formal and informal situations.
SD Content Standard Indicators:
Reading
Indicator 1: Students will use various reading cues/strategies to comprehend text, e.g., context, semantic, syntactic, and graphophonic cues.
Indicator 2: Students will evaluate the patterns of organization, literary elements, and literary devices within various texts.
Indicator 4: Students will access, synthesize, and evaluate information from a variety of sources.
Writing
Indicator 1: Students will use appropriate mechanics, usage, and conventions of language.
Indicator 3: Students will use various strategies and techniques to improve writing quality.
Indicator 4: Students will write to clarify and enhance understanding of information.
Listening and Viewing
Indicator 2: Students will interpret and evaluate ideas/information from various oral and visual sources.
Speaking
Indicator 1: Students will use the appropriate structure and sequence to best express ideas and convey information.
SD Content Standard Benchmarks:
Reading
Indicator 1
a. use specific cues/strategies to make connections with, predict meaning of, and comprehend information within text.
b. use prior knowledge and experience to interpret and construct meaning from various texts.
Indicator 2
b. explain literary elements and/or devices used in various texts, e.g., plot, setting, character, imagery, alliteration.
c. describe the effects authors create by using a combination of literary elements and devices, e.g., theme/imagery, point-of-view/anecdote.
Indicator 4
a. select and use suitable information sources for a variety of purposes, e.g., Internet, CD-ROM, print and video materials, library.
c. collect and summarize information to make reasonable and informed decisions.
Writing
Indicator 1
c. revise and edit written work using appropriate conventions of language.
Indicator 3
c. write on a routine basis to gain confidence and identity as an author.
Indicator 4
a. write to clarify what is known about various topics.
b. write to synthesize, interpret, and use new information.
Listening and Viewing
Indicator 2
a. determine the basic or subliminal meaning of various oral and visual messages, e.g., advertisements, videos, television.
Speaking
Indicator 1
b. present oral information in a logical and coherent manner.
c. use input from others to determine the effectiveness of personal communication.
Other Content Standards:
NA
Brief Summary of Unit:
Students will read and discuss Treasure Island by Robert Louis Stevenson. Activities include discussions over chapters, pirate presentation to class, journal and dairy entries, writing prompts, making of Jolly Rogers, scurvy day, research paper, tests, and quizzes.
Students will Understand:
Students will understand that….
Novelists often provide insights about real human experiences through fiction.
Literature written in the past contains themes that are still applicable today.
Essential Questions to Guide this Unit and Focus Teaching and Learning:
What is the relationship between fiction and truth?
What does the story teach us?
What experiences in this novel can you relate to? Why?
How do writers hook and hold their readers?
What insights into real human experiences did you gain through reading this novel?
What themes from this novel are still applicable today?
Key Knowledge and Skills Students will Acquire:
Students will be able to do Internet research.
Students will be able to work in groups effectively.
Students will write essays analyzing and comparing.
Students will use and understand figurative language.
Students will know the parts of speech, sentence structure and paragraph sequencing.
Students will use appropriate literary terms is their assignments.
Students will be able to create an oral presentation for the class.
Assessment Plan:
Students will create periodic Journal/Diary Entries.
Students will write a Pirate Biography as a short research paper.
Students will take vocabulary tests.
Students will complete writing prompt using vocabulary words when appropriate.
Students must pass the Seaman’s First Class test.
Students will complete writing prompts over book.
Students will complete a Treasure Island Project from list provided at the beginning of the unit.
Students will complete an objective test over the main points of the book.
Students will give an oral presentation to class over their research paper.
Learning Activities:
Read Treasure Island
Group work
Oral presentations
Research for Pirate Paper
Design a Jolly Roger
Map Game
Literary Concepts Notebook
Discussions
Research Activities
Journal Activities
Notes:
This unit can be adapted to fit in many time frames. By changing the amount of time for reading in your class you could be doing other activites and this lesson at the same time.
Internet Resource Link:
http://dp048.k12.sd.us
Peer Reviewer Comments:
This would be an ideal unit for junior high English. Teachers looking for a novel that students would enjoy should look at picking this one. There are many activities that students would enjoy doing. This unit also could work across subjects as well.
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