Treasure Island
Unit 4 Lessons 1 - 37
In Unit 4 Treasure Island, students read both literary and informational texts about different types of treasure, the ways people hunt for treasure, and the various treasures which have been found, lost, and stolen over time. Through discussions, writing, and research, students understand and express their understanding of why people hunt for treasure and what people are willing to do to get treasure.
Books in this Unit: Treasure Island, Pirates, Finding the Titanic, and The Mona Lisa Caper.
Lesson 1: Introduction
Students read a selection about treasure and analyze quotes to help form their own opinion about types of treasure. Students record their response in their Reader’s Response Notebook.
Lesson 2: "Classic Starts: Treasure Island" chapter 1
Students listen to Ch. 1 from "Classic Starts: Treasure Island" and discuss new vocabulary words. They write about what they are willing to do to get treasure.
Lesson 3: "Classic Starts: Treasure Island" chapters 2-3
The students read chapters 2-3 and begin analyzing characters on the Character Organization Chart.
Lesson 4: What is foreshadowing?
In this lesson, students reread chapters 2-3, and discuss the author’s craft of foreshadowing and look for examples.
Lesson 5: Types of treasure - pirate treasure
Students begin to analyze different types of treasure by reading about real pirates and what they considered to be valuable to life at sea.
Lesson 6: Surprising treasure gallery walk
Students create posters illustrating modern treasure that people in the future might find surprising. Students respond to their fellow classmates’ ideas about treasure.
Lesson 7: "Classic Starts: Treasure Island" chapters 4 and 5, character chart
In this lesson, students read chapters 4 and 5 to gain important information about Jim’s actions and how those actions impact the sequence of events in the story.
Lesson 8: "Classic Starts: Treasure Island" chapters 6 and 7, similies
Students identify examples of similes in "Classic Starts: Treasure Island" and then create their own similes to describe characters.
Lesson 9: "Classic Starts: Treasure Island" chapter 8 and 9
Students read chapter 8 and make predictions about the text. They support these predictions using evidence from their text.
Lesson 10: Using evidence to make predictions
Students make predictions about chapter 10 with a partner and make a poster about their prediction. They support these predictions using evidence from their text.
Lesson 11: "Classic Starts: Treasure Island" chapter 10
Students read chapter 10 which is a major turning point in text. Students respond to a prompt in their Reading Log.
Lesson 12: Types of treasure- sunken treasure
Students learn about a sunken treasure while they read about the discovery of the Titanic wreckage. This adds to the students’ understanding of different types of treasure, how people search for it, and why. Students have to support their opinions using details from story.
Lesson 13: Let's write an opinion essay
Students read chapters 2-4 of "Finding the Titanic" by Robert Ballard and practice writing an opinion essay using evidence from their text.
Lesson 14: Practice cold-read task, part 1
Students read a new text independently, answer questions, and outline an opinion essay using a graphic organizer.
Lesson 15: Practice cold-read task, part 2
Students read a new text independently and write an opinion essay.
Lesson 16: "Classic Starts: Treasure Island" chapters 11-13
Students create posters to retell the events from the point of view of two different characters.
Lesson 17: Point of view
Students complete a chart comparing the points of view of different characters.
Lesson 18: Point of view continued
Students use their point of view charts to write summaries. They write a summary using the made of point of view they created of Long John Silver.
Lesson 19: "Classic Starts: Treasure Island" chapter 15, sequence of events
Students complete a sequence chart to help organize the events of chapters 15 and 16.
Lesson 20: "Classic Starts: Treasure Island" chapters 16 and 17, illustrations
Students read chapters 16 and 17 and determine how illustrations contribute to the story.
Lesson 21: "Classic Starts: Treasure Island" chapters 18 and 19, character motivations
Students read chapters 18 and 19 and determine if Jim’s motivation has changed from a hunt for treasure to saving his friends.
Lesson 22: Compare and contrast real pirate attacks
Students read about real pirate attacks in order to better understand the context of the novel. Students complete a bubble map after reading about real pirate attacks and compare real pirates to the pirates in our novel.
Lesson 23: Stolen treasure
Students read about the time the Mona Lisa was stolen from a museum and discuss why art should be considered treasure. Students update their Types of Treasure inquiry chart.
Lesson 24: Cover art
In this lesson, students listen to the teacher read aloud "The Mona Lisa Caper" by Rick Jacobson. Students complete the OPTIC handout analyzing the cover art and expressing their opinion about whether they think Perugia was a hero or a villain.
Lesson 25: Point of view
In this lesson, students compare the point of views of the man who stole the Mona Lisa and the fictional Mona Lisa’s point of view.
Lesson 26: "Classic Starts: Treasure Island" chapters 20 and 21, compare and contrast
Students read chapters 20 and 21 and compare the characters of Jim Hawkins and Long John Silver.
Lesson 27: "Classic Starts: Treasure Island" chapters 22 and 23, accountable talk
Students read chapters 22 and 23 and use accountable talk and talk moves to discuss Jim’s feelings about Long John Silver
Lesson 28: "Classic Starts: Treasure Island" chapter 24, connections across chapters
Students read chapter 24 and have a discussion with a partner, identifying how chapters are connected.
Lesson 29: "Classic Starts: Treasure Island" chapter 25, cause and effect
Students read chapter 25 and complete a cause and effect organizer.
Lesson 30: "Classic Starts: Treasure Island" and determining central message, part 1
Students complete the novel, and then work in groups to answer questions related to the central message. Students create posters to illustrate their thinking.
Lesson 31: "Classic Starts: Treasure Island" and determining central message, part 2
Students participate in a fishbowl discussion about the central message of the novel then write in their Reader’s Response Notebook.
Lesson 32: Culminating writing task - drafting
Students continue the writing process to answer the question: How do Jim’s feelings about treasure change from the beginning of Treasure Island to the end?
Lesson 33: Culminating writing task - editing and publishing
Students complete their final draft of their essays to answer the question: How do Jim’s feelings about treasure change from the beginning of Treasure Island to the end?
Lesson 34: Cold-read task, part 1
Students read a new text to demonstrate their ability to read, understand and express understanding of the text.
Lesson 35: Cold-read task, part 2
Students read a new text to demonstrate their ability to read, understand and express understanding of the text.
Lesson 36: What is geocaching?
Students work in small groups to research different kinds of geocaches.
Lesson 37: Design a geocache
Students work in small groups to design their own geocache.
Books in this Unit: Treasure Island, Pirates, Finding the Titanic, and The Mona Lisa Caper.
Lesson 1: Introduction
Students read a selection about treasure and analyze quotes to help form their own opinion about types of treasure. Students record their response in their Reader’s Response Notebook.
Lesson 2: "Classic Starts: Treasure Island" chapter 1
Students listen to Ch. 1 from "Classic Starts: Treasure Island" and discuss new vocabulary words. They write about what they are willing to do to get treasure.
Lesson 3: "Classic Starts: Treasure Island" chapters 2-3
The students read chapters 2-3 and begin analyzing characters on the Character Organization Chart.
Lesson 4: What is foreshadowing?
In this lesson, students reread chapters 2-3, and discuss the author’s craft of foreshadowing and look for examples.
Lesson 5: Types of treasure - pirate treasure
Students begin to analyze different types of treasure by reading about real pirates and what they considered to be valuable to life at sea.
Lesson 6: Surprising treasure gallery walk
Students create posters illustrating modern treasure that people in the future might find surprising. Students respond to their fellow classmates’ ideas about treasure.
Lesson 7: "Classic Starts: Treasure Island" chapters 4 and 5, character chart
In this lesson, students read chapters 4 and 5 to gain important information about Jim’s actions and how those actions impact the sequence of events in the story.
Lesson 8: "Classic Starts: Treasure Island" chapters 6 and 7, similies
Students identify examples of similes in "Classic Starts: Treasure Island" and then create their own similes to describe characters.
Lesson 9: "Classic Starts: Treasure Island" chapter 8 and 9
Students read chapter 8 and make predictions about the text. They support these predictions using evidence from their text.
Lesson 10: Using evidence to make predictions
Students make predictions about chapter 10 with a partner and make a poster about their prediction. They support these predictions using evidence from their text.
Lesson 11: "Classic Starts: Treasure Island" chapter 10
Students read chapter 10 which is a major turning point in text. Students respond to a prompt in their Reading Log.
Lesson 12: Types of treasure- sunken treasure
Students learn about a sunken treasure while they read about the discovery of the Titanic wreckage. This adds to the students’ understanding of different types of treasure, how people search for it, and why. Students have to support their opinions using details from story.
Lesson 13: Let's write an opinion essay
Students read chapters 2-4 of "Finding the Titanic" by Robert Ballard and practice writing an opinion essay using evidence from their text.
Lesson 14: Practice cold-read task, part 1
Students read a new text independently, answer questions, and outline an opinion essay using a graphic organizer.
Lesson 15: Practice cold-read task, part 2
Students read a new text independently and write an opinion essay.
Lesson 16: "Classic Starts: Treasure Island" chapters 11-13
Students create posters to retell the events from the point of view of two different characters.
Lesson 17: Point of view
Students complete a chart comparing the points of view of different characters.
Lesson 18: Point of view continued
Students use their point of view charts to write summaries. They write a summary using the made of point of view they created of Long John Silver.
Lesson 19: "Classic Starts: Treasure Island" chapter 15, sequence of events
Students complete a sequence chart to help organize the events of chapters 15 and 16.
Lesson 20: "Classic Starts: Treasure Island" chapters 16 and 17, illustrations
Students read chapters 16 and 17 and determine how illustrations contribute to the story.
Lesson 21: "Classic Starts: Treasure Island" chapters 18 and 19, character motivations
Students read chapters 18 and 19 and determine if Jim’s motivation has changed from a hunt for treasure to saving his friends.
Lesson 22: Compare and contrast real pirate attacks
Students read about real pirate attacks in order to better understand the context of the novel. Students complete a bubble map after reading about real pirate attacks and compare real pirates to the pirates in our novel.
Lesson 23: Stolen treasure
Students read about the time the Mona Lisa was stolen from a museum and discuss why art should be considered treasure. Students update their Types of Treasure inquiry chart.
Lesson 24: Cover art
In this lesson, students listen to the teacher read aloud "The Mona Lisa Caper" by Rick Jacobson. Students complete the OPTIC handout analyzing the cover art and expressing their opinion about whether they think Perugia was a hero or a villain.
Lesson 25: Point of view
In this lesson, students compare the point of views of the man who stole the Mona Lisa and the fictional Mona Lisa’s point of view.
Lesson 26: "Classic Starts: Treasure Island" chapters 20 and 21, compare and contrast
Students read chapters 20 and 21 and compare the characters of Jim Hawkins and Long John Silver.
Lesson 27: "Classic Starts: Treasure Island" chapters 22 and 23, accountable talk
Students read chapters 22 and 23 and use accountable talk and talk moves to discuss Jim’s feelings about Long John Silver
Lesson 28: "Classic Starts: Treasure Island" chapter 24, connections across chapters
Students read chapter 24 and have a discussion with a partner, identifying how chapters are connected.
Lesson 29: "Classic Starts: Treasure Island" chapter 25, cause and effect
Students read chapter 25 and complete a cause and effect organizer.
Lesson 30: "Classic Starts: Treasure Island" and determining central message, part 1
Students complete the novel, and then work in groups to answer questions related to the central message. Students create posters to illustrate their thinking.
Lesson 31: "Classic Starts: Treasure Island" and determining central message, part 2
Students participate in a fishbowl discussion about the central message of the novel then write in their Reader’s Response Notebook.
Lesson 32: Culminating writing task - drafting
Students continue the writing process to answer the question: How do Jim’s feelings about treasure change from the beginning of Treasure Island to the end?
Lesson 33: Culminating writing task - editing and publishing
Students complete their final draft of their essays to answer the question: How do Jim’s feelings about treasure change from the beginning of Treasure Island to the end?
Lesson 34: Cold-read task, part 1
Students read a new text to demonstrate their ability to read, understand and express understanding of the text.
Lesson 35: Cold-read task, part 2
Students read a new text to demonstrate their ability to read, understand and express understanding of the text.
Lesson 36: What is geocaching?
Students work in small groups to research different kinds of geocaches.
Lesson 37: Design a geocache
Students work in small groups to design their own geocache.