Saint Francis University
Education Department
Standards-Aligned Unit Planning Process-Domain I
1. Unit Overview
1a. Brief description of the unit of study
1b. Grade level standard(s) to be addressed in
this unit of study
2. Learning Targets - Domain I/III
2a. Concepts and Competencies for all students
Unit Plan
Content Area: Character Traits
Grade Level: 5th and 6th grade
Character traits are the qualities in which we “identify” people. These characteristics are broken
down into two different categories, physical traits and personality traits. Throughout this unit
students will explore both physical and personality traits of themselves as well as characters from
stories. During this unit, students will choose/read a Dr. Seuss book, read, choose a character,
analyze their character by his/her traits, and compose a final product to present to their peers. By
having these experiences, students will be able to make connections between each component to
fully understand the use of character traits and how we use them to identify people.
CC.1.3.5.B- Cite textual evidence by quoting accurately from the text to explain what the text says
explicitly and make inferences.
Standard - CC.1.4.5.F
By having these experiences, students will be able to make connections between each component
to fully understand the use of character traits and how we use them to identify people.
How are character traits used to describe individuals?
How do character traits relate to us and the world we live in?
 Students will know:
By having these experiences, students will be able to make connections between each component
to fully understand the use of character traits and how we use them to identify people.
Students will do:
During this unit, students will choose/read a Dr. Seuss book, read, choose a character, analyze their
character by his/her traits, and compose a final product to present to their peers.

Eligible Content - E05.A-K.1.1.3- Compare and contrast two or more characters, settings, or
events in a story, drama, or poem, drawing on specific details in the text (e.g., how characters
interact).

2b. Key vocabulary for all students
Character trait, personality trait, physical trait,
inside, outside, appearance
2b. Prioritized key vocabulary and ideas for all exceptional learners
1. Character trait- A main or supporting individual in a story.
2. Personality trait- A trait that describes a person on the inside; easiest to see by actions,
words, or behaviors.
3. Physical trait- A trait that describes a person on the outside; easiest to tell by looking at the
person's appearance.
4. Inside- The inner part, interior.
5. Outside- The external side or surface of something.
6. Appearance- The way that someone or something looks.
Limitation List:
1. Character- A person in a novel, play, or movie.
2. Personality- Characteristics or qualities that form an individual's distinctive character.
3. Physical- Relating to the body.
4. Trait- A distinguishing quality or characteristic that describes an individual.
5. Inside- The inner part, interior.
6. Outside- The external side or surface of something.
7. Appear- Visible or noticeable.

3. Instructional Process - Domain III

Universal Design for Learning Principles:

Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional BEFORE identifying barriers, consider options and multiple pathways Accommodations and
Components for ALL students as they access the general curriculum. Consider: the Modifications
modes in which instruction and materials are presented, how students Barriers to Access
 will interact, respond, and demonstrate what they know, and ways to
adjust levels of challenge and maintain engagement.

Instructional Materials, Resources Assessment

Practices and Tools
Use youtube videos to ● SMART board ● Youtube ● Reading level
● Provide guided
introduce and teach activities/game ● Gimkit ● Informal too high.
character traits. notes
s ● Kahoot observation of ● Complexity of
● Provide
● Hands-on ● Google slides student material.
graphic
Use a read aloud to activities ● Powerpoint conversation. ● Requirement
introduce a character organizers.
● Youtube ● Dr. Seuss ● Informal of written and
to determine the ● Outline
videos books (10 observation of verbal
character’s traits. ● Read aloud
● PowerPoint different) smart board responses.
tests/quizzes.
presentation ● Paper plates activities. ● Students will
Provide vocabulary ● Read aloud Dr.
● Google Slides ● Tracing ● Informal rely on
instruction to see, Seuss books.
hear, and use key ● Direct Explicit templates observation of presentation
● Give 3 answers
vocabulary and ideas Instruction ● Chromebooks student and other
multiple
related to character ● Teaching ● Pencils completion of supplemental
choice options
traits. examples/non- ● Colored information.
hands on on
examples pencils activities. ● Requirement
tests/quizzes.
Provide students with ● Task cards ● Markers of sustained
● Percent of ● Provide
hands-on activities to ● Kahoot ● Outline/rubric attention.
explore character traits correct frequent 5
● Gimkit for each ● Requirement
in depth. responses on minute breaks.
● Outlines student of written and
character trait ● Repeat
● Rubric ● Scissors spoken
Provide guided notes. quiz. directions
● Study Guide ● Tape responses.
● Informal multiple times
● Quiz ● Glue ● Requirement
Provide students with observation of (both verbal
● Stapler of relying on
the opportunity to Kahoot/Gimkit and written).
● Task cards visual aids and
locate information in student ● Providing the
illustrations
readings. responses. directions
● Requirement
witten
of listening to
Provide step-by-step.
the teacher
self-exploration
activity. speak and
listening to

4. Individualized Student Planning
Student Standards-Aligned IEP Goals
Aligned to prioritized learning
targets
Hearing 20: Given a prompt,
Micah Colbert
Micah will respond in writing by
using precise language to (inform,
persuade, entertain) and
demonstrate grade-appropriate
conventions of standard English
grammar, usage, capitalization,
punctuation and spelling scoring
75% accuracy using a writing
rubric measured over a nine week
period. Standard - CC.1.4.5.F
Alexi DiLoreto N/A
Carmen Ianuzzi N/A
videos for
information
about character
traits.
Student-Specific IEP Goals Individualized Student Supports
Given a writing prompt and
● Repeat directions for
graphic organizers, Micah will
understanding.
respond to the prompt with a 2
● Preferential seating near the
sentence introductory paragraph, 5
point of instruction.
sentence body paragraph, and a 2 ● Limited vocabulary list.
sentence concluding paragraph ● Read-alouds.
with 5 or less errors in spelling,
punctuation, capitalization, and
sentence formation on 100% of
trials during a nine week marking
period.
N/A ● Repeat directions for
understanding.
● Periodically check work for
understanding.
● Study guides prior to tests.
● Periodic checks of
independent tasks to ensure
Alexi is completing tasks
correctly and understands
directions.
● All tests/quizzes read aloud.
● Reduce answer choices by
one.
● Preferential seating near the
Given a writing prompt, Carmen point of instruction.
 will independently write a 3
paragraph essay with an
introductory paragraph consisting
of at least 3 sentences, one body
paragraph with at least 5 sentences,
and a concluding paragraph with at
least 3 sentences with 4 or less total
errors in spelling, capitalization,
sentence completion, and
punctuation on 2/2 trials over a
nine week marking period.
Brady Neil N/A
Given a writing prompt and
graphic organizers, Brady will
independently write a 3 paragraph
essay with no more than 3 total
errors in spelling, capitalization,
punctuation, and sentence
formation in 2/2 trials per nine
week marking period.
Caylee Rex N/A N/A
● Carmen will be monitored
while working on assignments
to ensure that assignments are
being completed correctly.
● Study guide prior to
test/quizzes -elimination of 1
answer choice on multiple
choice in tests/quizzes -all
test/quizzes read aloud to
Carmen.
● Preferential seating near the
point of instruction to increase
attention and focus.
● Prompting to stay on task.
● Assignments may be
shortened and/or broken down
into smaller units of learning
in all general education
subject areas.
● Repeat or have Brady repeat
directions and ensure he
understands the directive/task.
● Verbal and nonverbal
prompting to increase
attention and focus.
● Positive reinforcement and
praise small successes.
● Study Guides prior to
tests/quizzes.
● Reduce answer choices by
one.
● Seated near the point of
instruction for frequent checks
of focus and task completion.
● Prompting to remain on task.
● Frequent checks for
understanding on
tasks/assignments.

Dylan Slaventa
Given a writing prompt and
graphic organizers, Dylan will
independently write a 3 paragraph
essay with a 3 sentence
introductory paragraph, 5 sentence
body paragraph, and a 3 sentence
concluding paragraph with no more
than 7 errors in spelling,
capitalization, punctuation, and
sentence formation on 100% of
independent trials.
● Study Guides that outline
what material/concepts will be
on assessment.
● Adapted Assessments
(true/false, multiple choice
with limited choices (no more
than 3), matching with a word
bank, fill-in-the blank with a
word bank(no more than 5 in
each section) .
● Tests questions and choices
read aloud (with the exception
of math assessments).
● Writing Assignments:
● Use of a graphic web
organizer to brainstorm ideas.
● Use of an outline .
● Chunking of writing
assignments (paragraph by
paragraph).
● Preferential seating near the
point of instruction to increase
time on task and reduce
distractions.
● Provide frequent positive
reinforcement and
encouragement.
● Prompting to remain on task.
● Test adaptations to include: -
eliminating an answer choice
(no more than 3 answer
choices) - extended time if
needed - tests read aloud to
ensure Dylan is taking his
time and following directions.
● Advance notice of
assessments and study guides
given.
● Firm and consistent
expectations / consequences
across environments.
● When taking many notes,
provide Dylan with a skeleton
 outline (fill-in the blank type)
of the notes so he writes
legibly and correctly.
Heaven Taylor N/A N/A ● Preferential seating near the
point of instruction.
● Prompting to remain on task.
● Test adaptations to include: -
eliminating an answer choice
(no more than 3 answer
choices).
Dominic Trigona N/A N/A ● Extended time to complete
assignments in general
education reading and content
areas.
● Content area, reading and
itinerant subject areas may
modify tests and assignments
to include: alternate mode of
response, limiting concepts or
length of text, providing a
word box, color coding
matching, no penalty for
grammar, handwriting, or
spelling, extended time.
● Preferential seating near the
point of instruction.
● Prompting to remain on task.
● Positive reinforcement for
appropriate responses and
on-task behavior.
● Classroom behavior
management system (token
economy or behavior chart).

Everett Vaught N/A Given a writing prompt, Everett
will write a 3 paragraph essay
including an introductory, body,
and concluding paragraph with 5 or
less errors in spelling,
capitalization, and punctuation on
at least 1 trial per marking period.
● Preferential seating near the
point of instruction.
● Periodically check to make
sure Everett is following
directions and completing
tasks.
● All grade level material read
aloud to Everett.
● Prompting to remain on task.

Kaden House N/A Given a topic or a writing prompt,
Kaden will write a 4 paragraph
essay including an introductory (at
least 3 sentences), 2 body
paragraphs (at least 5 sentences),
and concluding paragraph (at least
3 sentences) with no more than 5
total errors in spelling, punctuation,
sentence formation, and
capitalization on 2/2 trials per nine
week marking period.
● Test accommodations:
-tests/quizzes read aloud
-reduce answer choices by 1
-word bank for matching
-open ended answered orally
-study guide prior to test
-extended time up to 1/2 the
regular time.
● Prompting to remain on task.
● Preferential seating near the
point of instruction.
● Study Guides that outline
what material/concepts will be
on assessment
● Adapted Assessments
(true/false, multiple choice
with limited choices (no more
than 3)