titanic unit created by cheryl bledsoe lake middle school ... · titanic unit created by cheryl...

Titanic Unit

Created by Cheryl Bledsoe

Lake Middle School 2013-2014

Unit Objectives: See individual days for student objectives

Ohio New Learning Standards:

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL6.6: Explain how an author develops the point of view of the narrator or speaker in a text.

RL.6.10 By the end of the year, read and comprehend literature, including the stories, drama, and poems, in the grades 6-8 text

complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to

the development of the ideas.

RI6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text

RI.6.7 Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a

topic or issue

RI.6.9 Compare and contrast one author’s representation of events with that of another (e.g., a memoir written by and a biography

on the same person)

RI.6.10 By the end of the year, read an comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with

scaffolding as needed at the high end of the range

L.6.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 6 reading and content,

choosing flexibly from a range of strategies.

L.6.4c Consult reference materials (ie, dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a

word and determine or clarify the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary)

L.6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or

in a dictionary)

W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,

comparison/contrast, and cause/effect; include formatting (headings), graphics (charts, tables) and multimedia when useful to

aiding comprehension (need to add to the curriculum map)

Rationale:

ONLS require that students be able to read and analyze fiction and nonfiction literature. Students are to read closely,

determine themes and evaluate character development. They are to incorporate information from various sources to aid in the

understanding of the material. There should be an understanding of words and phrases, as well as a text structure analysis. Short

research projects should allow students to gather and organize information in a meaningful way. Students should be able to

evaluate arguments and claims in texts, analyze the support and determine the validity of the claim.

The Titanic unit encourages thinking on multiple levels, from basic comprehension to in-depth analysis of issues and claims.

Students are exposed to a variety of reading levels through the many resources (including video and audio) of the unit. There are

several opportunities for comparison of information from various sources and analysis of that information for accuracy.

Materials needed:

See individual day plans for the material lists

Day 1 – Unit Introduction

Objective:

Students will be able to

Identify factual details about their assigned passenger with 100% accuracy

ONLS:

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Materials:

-Student guidebooks

-Passenger tickets

-KWL chart

-Prediction guide

-Passenger biography questionnaire

-“That is So 1912” worksheet

Procedure:

-Fact of the day 1

-Distribute unit booklets and passenger tickets

-Discuss parent letter

-Discuss the social class divisions and the proportional assignment within the 6th grade

-Large group completion of KWL chart

-Individual completion of Prediction guide

-Students will be introduced to research resources and see their use demonstrated

Encylcopedia-titanica.org

Titanic-passengers.com

Book source

-Students will collect data to complete the passenger biography information sheet

Differentiation:

-Introduction to the material will be in large group format assisting students unfamiliar with the topic

-Students will choose what sources are used

-students may work with a partner to complete “That is So 1912”

Assessment:

-Informal through teacher observation during activities

-Formative – Completion passenger biography questions and “This is So 1912”

Day 2 – Passenger Biography work

Objective:

Students will be able to

Identify factual details about their assigned passenger with 100% accuracy

ONLS:


Materials:

-Student guidebooks

-Passenger tickets

-Passenger biography questionnaire

-“That is So 1912” worksheet

Procedure:

-Fact of the day 2

-Students will be reminded of research resources

Encylcopedia-titanica.org

Titanic-passengers.com

Book source

-Students will collect data to complete the passenger biography information sheet and “That is So 1912”

Differentiation:

-Students will choose what sources are used

-students may work with a partner to complete “That is So 1912”

-Large group will discuss the differences between now and 1912

Assessment:


-Formative – Completion passenger biography questions and “This is So 1912”

Day 3 – Storyworks Fiction/Nonfiction/Poem

Objective:

Students will be able to distinguish between fact and fiction with 90% accuracy

ONLS:



RI.6.9 Compare and contrast one author’s representation of events with that of another

L.6.4c Consult reference materials to find the pronunciation of a word and determine or clarify the meaning of a word or phrase

L.6.4d Verify the preliminary determination of the meaning of a word or phrase

Materials:

-Student guidebooks

-Storyworks copies of “I Survived the Sinking of the Titanic”

-Storyworks copies of “Into the Dark Water”

-Storyworks copies of “Titanic Remembers, April 16, 1912”

-Compare/contrast chart (in guidebook)

Procedure:

-Fact of the day 3

-Read “I Survived the Sinking of the Titanic” as a class

-Students will complete the appropriate column on the compare/contrast chart

-Vocabulary from “I Survived the Sinking of the Titanic”:

Elegant: fine or luxurious in design

Devouring: to quickly eat all of something as if very hungry

Pry: to raise, move or open something with a tool

Irreparably: too bad to be fixed

Hoists: to raise something, usually with ropes or machines

Distress: a state of danger or desperate need

-Discuss the characteristics of this fiction version of the sinking of Titanic

-Students will complete the sentence/word bank activity for “Into the Dark Water”

Differentiation:

-Students will be guided through the reading of the play; struggling readers will be assisted as necessary with vocabulary

Assessment:


-Formative – Compare/contrast chart

Day 4 – Storyworks Fiction/Nonfiction/Poem

Objective:

Students will be able to distinguish between fact and fiction with 90% accuracy

ONLS:



RI.6.9 Compare and contrast one author’s representation of events with that of another

L.6.4c Consult reference materials to find the pronunciation of a word and determine or clarify the meaning of a word or phrase

L.6.4d Verify the preliminary determination of the meaning of a word or phrase

Materials:

-Student guidebooks

-Storyworks copies of “I Survived the Sinking of the Titanic”

-Storyworks copies of “Into the Dark Water”

-Storyworks copies of “Titanic Remembers, April 16, 1912”

-Compare/contrast chart (in guidebook)

Procedure:

-Fact of the day 4

-Discuss the sentence/word bank WS

-Read “Into the Dark Water”

-Students will complete the appropriate column on the compare/contrast chart

-Vocabulary from “Into the Dark Water”:

Grandeur: a great and impressive quality

Etched: to produce a pattern, design, etc., by using an acid to cut the surface of metal or glass

Dapper: an old-fashioned term for having a neat appearance

Veered: to change direction suddenly

Immersed: to put something in water and cover it completely

Desperately: having a strong need or desire for something

Bolster: to give support to

Agonizing: very mentally or physically painful

-Discuss the characteristics of this nonfiction version of the sinking of Titanic

-Read the poem “Titanic Remembers, April 16, 1912”, completing the compare/contrast chart

-Specifically, discuss the personification in each piece

-Complete the quizzes on Edmodo for both reading selections

Differentiation:

-Students will be guided through the reading of the play; struggling readers will be assisted as necessary with vocabulary

Assessment:


-Formative – Compare/contrast chart

Day 5 – Titanic Webquest

Objectives:

Students will use an online source to collect information about Titanic with 90% accuracy.

Students will use context clues and online sources to define technical terms related to the webquest with 100% accuracy.

CCSS:





topic or issue

Materials:

-Student Guidebooks

-Webquest worksheets from the guidebook

-computers

-nationalgeographic.com (building Titanic interactive)

Procedure:

-Fact of the day 5

-The webquest will be introduced to students, as well as the online source to be used

-The online site will be demonstrated for students

-Students will complete the webquest about the building of Titanic

Differentiation:

-Students will be guided through each part of the reading and writing process

-Struggling students may be given a portion of the answers as necessary

Assessment:

Formative: completion of the worksheet pages

Day 6 – Titanic Webquest - continued

Objectives:

Students will use an online source to collect information about Titanic with 90% accuracy.

Students will use context clues and online sources to define technical terms related to the webquest with 100% accuracy.

CCSS:





topic or issue

Materials:

-Student Guidebooks

-Webquest worksheets from the guidebook

-computers

-nationalgeographic.com (building Titanic interactive)

Procedure:

-Fact of the day 6

-Students will complete the webquest about the building of Titanic

Differentiation:

-Students will be guided through each part of the reading and writing process

-Struggling students may be given a portion of the answers as necessary

Assessment:

Formative: completion of the worksheet pages

Day 7 – Building the Ship

Objectives – Students will be able to:

-determine the meaning of words and phrases, including technical terms with 80% accuracy

-integrate information in different formats to increase understanding of the overall idea

CCSS:


choosing flexibly from a range of strategies


topic or issue

Materials:

-“Titanic: Voices From the Disaster” pgs 6-10

-“Secrets of the Titanic” Birth of a Legend chapter (first 6 minutes)

-Postal Museum video about the meaning of RMS

http://www.postalmuseum.si.edu/titanic/titanicquestion.html

Procedure:

-Fact a day 7

-read aloud “Titanic: Voices From the Disaster” pgs 6-10 showing pictures of the propellers

-show Postal Museum video

- the correct answers will be given to the webquest, with students making corrections to information as necessary

Differentiation:

-students can self-correct information collected for webquest

Assessment:

Informal observation and class participation

http://www.postalmuseum.si.edu/titanic/titanicquestion.html

Day 8 – Character introduction


-analyze what the text says about the characters explicitly and inferentially

CCSS:

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Materials:

-Character summaries

-Butcher paper for character outlines

-markers

Procedure:

-Fact a day 8

-Review the books to be used for the unit

-Demonstrate how to “map” the characters on the butcher paper

-Students will work in small groups to complete a character map for one of the characters based on the summary provided by the

teacher

-groups will present their “character map” to the class

-Discuss with students which character their passenger most closely resembles

Differentiation:

Students can choose to be the “artist” for a particular character as the class provides character details.

The combination of visual and auditory character descriptions will benefit a variety of learning modalities.

Assessment:

Informal teacher observation

Day 9 - Class Distinctions

Objectives: Students will be able to:

-compute the % of passengers based on class with 100% accuracy

-analyze the experience of passengers based on class distinctions

CCSS:

RI.6.9 Compare and contrast one author’s presentation of events with that of another


topic or issue

Materials:

-Student Guidebook – Health Station – boarding the ship

-Student Guidebook – Math Station - % of passengers based on class/crew

-Student Guidebook – “Why We Write” page

-New York Times articles

-Gordon Korman’s “Titanic: Book One – Unsinkable”

-working dictionary

Procedure:

-Fact a day 9

-As students enter the room, sort them based on class; 3rd class passengers and crew must sit on the floor and complete the health

questionnaire while 1st and 2nd class passengers mingle and snack

-After 5 minutes, students return to their seats and discuss their feelings about the differences. Reinforce with students that this was

not unusual for the time period. Briefly compare those class distinctions to modern instances of class distinctions and remind them

that all people should be treated with respect regardless of background.

-Read “Titanic: Book One – Unsinkable” page 59, paragraph 3; read page 63-64 to add to understanding of class distinctions

-Math station – calculators will be used to compute the percentage for each group of people on the ship

-Review the character maps from the previous lesson and those characters fit with the class distinctions discussed in this lesson

Differentiation:

Students will work in homogenous groups and the teacher will provide assistance as necessary

Assessment:

Formative: completion of the station work

Day 10 – Maps, charts and diagrams

Objectives: Students will be able to

-distinguish between maps, charts and diagrams

CCSS:

W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,

comparison/contrast, and cause/effect; include formatting (headings), graphics (charts, tables) and multimedia when useful to

aiding comprehension

Materials:

-graph paper

-colored pencils/markers

-Titanic diagram (in Student Guidebook)

-Route map

-Math station data from previous lesson

Procedure:

-Fact a day 10 (murderer on board)

-Read “Titanic: Book One – Unsinkable” pages 119-122; discuss comparison of fact and fiction

-Display the route map on the board, identifying the key areas of a map and distinguishing between the map and the chart and

diagram. Discuss the route and dangers of ice.

-Have students turn to Titanic diagram in Student Guidebook. Explain the difference between a chart and diagram. At the end of

class, they will color first class areas red, 2nd class areas yellow, 3rd class areas blue, and crew areas green.

-Using “Magic Tree House: Research Guide” chart of food on board, explain the definition and use of charts

-Have students get out math station worksheet from previous lesson (% of passengers based on class). Students will graph the

percentages based on class

- Make predictions about the fate of the different classes of passengers

-Put the characters on the large diagram to indicate where they would have been on the ship

Differentiation:

The different areas for each section of the diagram will be identified by number to aid in the process

Assessment:

Formative – Completion of Guidebook pages

Day 11 – Lost Liners


-compare information from novel to information from a video discussing the same topic

CCSS:

RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a

coherent understanding of a topic or issue

Materials:

-“Lost Liners” video clip

-viewing guide questions – Why were the various classes traveling, what were some of the comparisons of accommodations?

-Korman “Titanic: Book 3”

Procedure:

-fact a day 11

-explain that students will be viewing a video clip about Titanic; review questions they should be able to answer following the video

-show the video and discuss following the viewing.

-Read Korman Chapters 1-2

-HW: students will complete page 1 of the reading journal (What were your feelings after reading the opening of this book? How

could you relate to the characters or situation?)

Differentiation

Students will be assisted with finding examples as needed

Assessment:


Day 12 – Different experiences


-compare and contrast texts in different genres on the same topic

-compare and contrast information from different authors on the same topic

-demonstrate understanding of the elements of nonfiction

CCSS:

RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in

terms of their approaches to similar themes and topics

RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on

the same person).

Materials:

-Titanic resource table

-chart paper

-Korman “Titanic: Book 3”

Procedure:

-fact a day 12

-review the video information from the previous lesson

-explain to students that they will be examining replicas of memorabilia from Titanic. They are to look for the following things:

1. menu for their passenger

2. picture of sleeping area for their passenger

3. at least 3 activities their passenger could have done on the ship

Read Korman Chapter 3

HW: Students will complete page 2 of the reading journal (A prediction I have for what may happen next is… I think these things will

happen because..)

Differentiation:

Students will be assisted as needed with finding materials

Assessment:


Day 13 – Ice Warnings


-compare and contrast texts in different genres on the same topic

-compare and contrast information from different authors on the same topic

CCSS:

RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on

the same person).

Materials:

Procedure:

-fact a day 13

-Listen to Commander Joseph Boxall describe his experience on the bridge (The first 7 minutes)

http://www.bbc.co.uk/archive/titanic/5049.shtml

Have students do the following while listening:

*create a timeline of events

-Listen to Commander Lightoller’s account of hitting the iceberg (the first 11 minutes)


*create a timeline of events

-Listen to Eva Hart’s account

www.youtube.com/watch?v=MD5J43Z9AWI (13 minutes)

-Read “Titanic: Book Two – Collision Course” pages 129-130, 132-133, 136-137, 141-142

-Discuss the audio clips and how the stories differed (venn)

Differentiation:

Struggling readers will be given a timeline master to complete as they listen

Assessment:

Formative: completion of timeline



http://www.youtube.com/watch?v=MD5J43Z9AWI

Day 14 – Iceberg Right Ahead

Objectives – Students will be able to

-make inferences from information in a text with 80% accuracy

-provide a summary of text with 80% accuracy

CCSS:

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct

from personal opinions or judgments

Materials:

Student Guidebook

“Iceberg Right Ahead” (Edmodo)

Procedure:

-fact a day 14

-Introduce packet and explain the process (it will end with an assessment)

- have volunteers read the article aloud, discussing main points throughout the reading

-Students will complete the quiz on Edmodo

Differentiation:

Students will be given physical copies of the article as needed for highlighting or guided reading

Assessment:

Reading selection quiz

Day 15 – Morse Code

Objectives – Students will be able to

-analyze and create Morse Code messages

-analyze what a text says explicitly and implicitly

CCSS:


RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;

analyze the impact of a specific word choice on meaning an tone

Materials:

-Student Guidebook Morse Code activity pages

-Gordon Korman’s “Titanic: Book Three- S.O.S

Procedure:

-fact a day 15

-Read from Korman

-HW: Students will complete the Thinking Voice page in the reading journal

-Have students turn to Morse Code pages in the Student Guidebooks

-Explain the use of the Marconi wireless radio and look at examples of Marconi messages sent from Titanic

-As a large group, translate the first Morse Code message on the worksheet; have students finish the translations

-Allow students to create their own Morse Code message and trade with a peer for translation

Differentiation:

Students will work with partners during the chapter summary reading to aid in comprehension.

Students can choose to work with partners on the Morse Code activity if desired.

Assessment:

Formative – completion of Morse Code activity

Day 16


-Identify the theme of a text and provide details and a summary

-analyze how a plot unfolds and how characters change in a text

CCSS:

RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live

version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen

or watch.

Materials:

Titanic diagram from earlier in the unit

Gordon Korman’s “Titanic: Book Three – S.O.S”

“A Night to Remember” pages 36-39

“Titanic the Definitive Documentary Collection: The Story of Captain Smith and the Titanic”

Procedure:

-fact a day 16

-Show the clip of damage

http://dsc.discovery.com/tv-shows/discovery-presents/videos/deep-inside-the-titanic-the-icebergs-gash.htm

-Have students get the Titanic diagram out they colored earlier in the unit and sketch the damage on the diagram paying particular

attention to where their passenger would have been

-Teacher reads aloud “A Night to Remember” pages 36-39 and discuss

-Students read aloud “Titanic: Book Three – S.O.S”

-Watch the first half of “Titanic the Definitive Documentary Collection: The Story of Captain Smith and the Titanic” taking notes as

they watch

Differentiation:

Struggling readers will be given a guided reading form to complete as they watch the video

Assessment:

Informal through teacher observation

http://dsc.discovery.com/tv-shows/discovery-presents/videos/deep-inside-the-titanic-the-icebergs-gash.htm

Day 17




CCSS:

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; proved a summary of the text

distinct from personal opinions or judgments.

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or

change as the plot moves toward a resolution

Materials:

- Gordon Korman’s “Titanic: Book Three – S.O.S”

-Crew Information Sheet

-Reading journal

Procedure:

-fact a day 17

-students will popcorn read from “Titanic: Book Three – S.O.S”

-vocabulary will be added to working dictionary

-HW: reading journals will be completed (If you could step into this book, what is the first thing you would do and why?

- look at the crew information sheet and read the summaries, completing the timeline as they read

Differentiation:

Struggling readers will be given a guided reading form to complete as they watch the video

Assessment:

Informal through teacher observation

-Reading journal will be a summative grade at the end of the unit

Day 18




CCSS:



or watch.

Materials:


-Fact vs Fiction WS

-newspaper articles regarding loading the lifeboats

-video clips

-Reading journal

-“I Can Read Informational Texts” WS

Procedure:

-fact a day 18

-view the survivor video “Millvina Dean”

http://www.history.com/videos/titanic-millvina-dean---a-titanic-survivor#titanic-millvina-dean---a-titanic-survivor

-View the survivor video “Eva Hart”

http://www.titanicuniverse.com/accounts-of-the-titanic-wreck-as-told-by-survivors/1079

-as a large group, compare the fictional version of loading the lifeboats to the survivors’ stories

-allow small groups to complete a summary page for a newspaper article about loading the lifeboats

-review the events in the reading selection from the previous lesson

HW: complete Fact vs Fiction WS

Differentiation:

-mixed ability groups will allow readers of various levels to share ideas as they read

-a viewing guide will be available for students who wish to use it

Assessment:


http://www.history.com/videos/titanic-millvina-dean---a-titanic-survivor#titanic-millvina-dean---a-titanic-survivor

http://www.titanicuniverse.com/accounts-of-the-titanic-wreck-as-told-by-survivors/1079

Day 19




CCSS:





or watch.

Materials:


-Reading journal

-video clip of iceberg collision

Procedure:

-fact a day 19

-review the chapters previously read

-watch the video animation of the ship’s collision with the iceberg

http://blogs.denverpost.com/titanic/2012/04/07/animation-titanic-hitting-iceberg-sinking/

-Students will read from Korman

-HW: Students will complete journal entry (Pick one of the main characters from the book. Think about the personality traits of that

character and transform them into an animal)

Differentiation:



Assessment:


http://blogs.denverpost.com/titanic/2012/04/07/animation-titanic-hitting-iceberg-sinking/

Day 20 – Women and Children first




CCSS:





or watch.

Materials:


-Reading journal

Procedure:

-fact a day 20

-play the audio clips of Eva Hart talking about loading the lifeboats (26 minutes, may selectively play a segment)


-review previous chapters read

-Read Korman

-HW: Students will complete “If the book were set 50 years later…”

Differentiation:



Assessment:



Day 21




CCSS:





Materials:


-Reading journal

Procedure:

-fact a day 21

-Review the reading from previous day and homework

-Students read Korman

-Students complete Reading Journal (Pick and situation and compare to similar situation in your life)

Differentiation:


Assessment:


Day 22




CCSS:



Materials:


-Reading journal

-New York Times articles

-Student Guidebook – I Can Read Informational Texts

Procedure:

-fact a day 22

-discuss previous reading and homework, focusing on how the characters are changing in the face of adversity – add details to

character maps if necessary

-students will select a newspaper article to read; I Can Read Informational Texts will be completed and shared in small groups

-Students will read chapters 12-14, starting in class and completing as homework

HW: Reading Journal will be completed: Write a realistic solution to a problem one of the characters is facing

Differentiation:


-Struggling students will give bullet points as a summary and will have articles within their reading level to choose from

Assessment:


Day 23




CCSS:





paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Materials:


-Reading journal

Procedure:

-fact a day 23

-review the reading from the previous night; pick one point from the journal to discuss as a group

-Students will read chapters 15-17 for homework,

-completing reading journal (If I could talk to the author of this book)

Differentiation:

-students will be given a note-taking guide if needed

Assessment:


-Passenger biography will be a summative assessment when completed

Day 24




-find and organize information about a defined topic

CCSS:





Materials:


-Reading journal

Procedure:

-fact a day 24

-review the reading from the night – have students meet in small groups to discuss the important plot developments and character

changes

-read chapter 18 in class

-Read Chapter 19 for homework

Differentiation:

Struggling readers will be given reading guide as necessary

Assessment:

-Informal through teacher observation

Day 25




-organize research information into a well-written paragraph

CCSS:





Materials:


-Reading journal

Procedure:

-fact a day 25

-Review the reading homework – journals will be checked for completion

-Read Chapter 20-21 and discuss the end of the book, focus on character development and plot summary

-Complete journal “Create an award for the book”

Differentiation:

Assessment:

-Reading Journal will be collected for a summative grade

Day 26 – Aftermath for the men


Compare cultural differences between time periods

CCSS:

RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Materials:

“Titanica: The Disaster of the Century in Poetry, Song, and Prose” page 115-116

Procedure:

-fact a day 26

-discuss the aftermath of the disaster with students; pay particular attention to the impact on the men who survived

-read “Titanica: The Disaster of the Century in Poetry, Song, and Prose” page 115-116 and discuss; compare to today’s culture and

view of men and women’s roles

Differentiation:

-struggling students will be given a notes pages for the selection being read

Assessment:

Day 27 – Cause and Effect


-identify and analyze the causes and effects of an event

-compare a video version of an event with a written explanation

CCSS:

RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a

coherent understanding of a topic or issue.

RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and

evidence from claims that are not.

RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on

the same person).

Materials:

-Cause and effect worksheet

-Discovery video of re-enactment of the disaster

Procedure:

-fact a day 27

-discuss some of the thoughts about what caused Titanic to sink

-watch http://dsc.discovery.com/tv-shows/discovery-presents/videos/deep-inside-the-titanic-the-sinking.htm

-watch “Secrets of the Titanic” End of the Voyage segment

-complete Cause and Effect worksheet

Differentiation:

-students will be given a viewing guide

Assessment:

Informal – teacher observation

http://dsc.discovery.com/tv-shows/discovery-presents/videos/deep-inside-the-titanic-the-sinking.htm

Day 28 – To raise the ship or not


-form an opinion about the fate of Titanic

-compare an original opinion to factual information and modify opinion if necessary

CCSS:



RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and

evidence from claims that are not.


the same person).

Materials:

-Anticipation Guide for video

-“Titanic’s Final Moments: Missing Pieces”

-Student Guidebook – Lifeboats and Survivors pages

Procedure:

-fact a day 28

-discuss the cause and effect activity from the prior lesson

-Pose a question about the possibility of raising the Titanic from the ocean floor and allow students to voice opinions about the topic

-complete Anticipation Guide

-view the video segment from “Titanic’s Final Moments: Missing Pieces”

-discuss the points made in the video about the fragility of the ship’s remains

-have students complete the second part of the Anticipation Guide and discuss who changed their opinion and why

-in small groups, students will complete the Lifeboat calculations and the Victims vs Survivors worksheet

-As time allows, revisit the class discussion and the effect this had on who survived the disaster

Differentiation:

-a viewing guide will be available for students

-small group work allows students of all ability levels to share information

Assessment:

-Formative – completion of Guidebook pages

Day 29 – Timeline of events


-create a timeline of events

CCSS:




the same person).

Materials:

-Titanic resources

http://channel.nationalgeographic.com/channel/titanic-100-years/interactives/building-titanic-an-interactive-timeline/

http://www.history.com/interactives/titanic-interactive

-Timeline activity sheet

-glue

-computers

-Math station/survivors WS and graph

Procedure:

-fact a day 29

-explain to students that they will be completing a timeline activity for Titanic

-students can use print resources, guidebook or selected websites to complete the activity

-demonstrate the use of both websites, paying particular attention to the + signs that link to additional information

-allow students to use the websites to complete the timeline activity sheet

-Large group completion of math station and Survivors WS

Differentiation:

-students can work in small groups if necessary to aid in understanding

Assessment:

Summative – completion of timeline activity

http://channel.nationalgeographic.com/channel/titanic-100-years/interactives/building-titanic-an-interactive-timeline/

http://www.history.com/interactives/titanic-interactive

Day 30 – Edmund Fitzgerald

(adopted from Tricia Ebner)


-compare and contrast details from two ship disasters

CCSS:

W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when

appropriate.

W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or


W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Materials:

http://www.youtube.com/watch?v=hgI8bta-7aw

-Edmund Fitzgerald/Titanic assignment map

-computers

-Edmund Fitzgerald articles

-Captain biographies

-Notes page

Procedure:

-fact a day 30

-Watch the video of Edmund Fitzgerald

-Discuss that there are many similarities between this ship and Titanic

-Introduce Assignment Map – emphasize resources that are permitted

-Read 2 Edmund Fitzgerald articles

-Introduce and demonstrate notes page

-Students begin notetaking

Differentiation:

-students are given guided note-taking pages

Assessment:

-The compare/contrast essay will be a summative grade when completed


Day 31 – Continuation of Edmund Fitzgerald research



CCSS:


appropriate.




Materials:



-computers



-Notes page

Procedure:

-fact a day 31

-Watch the video of Edmund Fitzgerald again

-Students will continue note taking

Differentiation:


Assessment:



Day 32-Continuation of Edmund Fitzgerald research



CCSS:


appropriate.




W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Materials:



-computers



-Notes page

Procedure:

-fact a day 32

-students will complete note taking and begin rough draft of the compare-contrast essay

Differentiation:


Assessment:



Day 33 – Compare/contrast essay



CCSS:


appropriate.

W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach.

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;

demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Materials:



-computers



-Notes page

Procedure:

-fact a day 33

-review the essay rubric with students

-students will self-edit blue, pink and green pages

-after making desired changes, students will type the final copy of their compare/contrast essay

Differentiation:

-struggling students will complete 1 similarity and 1 difference instead of 3

Assessment:

Summative – compare/contrast essay


Day 34 - Non-fiction final test and Titanic Final Test


-create an example of nonfiction elements

-summarize information from novel

-demonstrate understanding of character development

-determine meaning of words

CCSS:

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text


RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or

change as the plot moves toward a resolution.

RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;

analyze the impact of a specific word choice on meaning and tone.

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the

development of the theme, setting, or plot.

Materials:

-fact a day 34

-Titanic Test

Procedure:

Administer the final test for the unit

Differentiation:

Assessment:

Summative – Unit test

Day 35 – Trial Practice


-review a text and form an argument with textual evidence

CCSS:





W.6.1. Write arguments to support claims with clear reasons and relevant evidence.

Materials:

-The Three Little Pigs – original story

-The True Story of the Three Little Pigs

-Record form

-Trial job descriptions

Procedure:

-fact a day 35

-Students will read the two stories of the Three Little Pigs (these are the same versions used in a previous lesson)

-The jobs of the trial will be explained and assigned

-students will organize their cases, taking notes from the text and preparing witnesses

-HW: students will be given “Read Words in Context” and will begin working on the packet

Differentiation:

Students will be grouped in mixed ability groups to increase understanding

Assessment:

Informal teacher observation throughout work session

Day 36 – Three Little Pigs Trial



CCSS:






Materials:

-The Three Little Pigs – original story

-The True Story of the Three Little Pigs

-Record form

-Trial job descriptions

Procedure:

-fact a day 36

-Students will conduct a trial for B.B Wolf

-HW: students will continue work on ‘Read Words in Context Packet’

Differentiation:


Assessment:


Day 37 – White Star Trial



CCSS:




SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from

claims that are not.

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main

ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.6.5.. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify

information.

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Materials:

-White Star trial documents – witness statements

-record forms for trial participants

Procedure:

-fact a day 37

-The background for the White Star Line trial will be explained

-The jobs of the trial will be reviewed and assigned

-Witness statements will be read and notes will be taken by the appropriate parties


Differentiation:


Assessment:


Day 38 – White Star Line Trial



CCSS:









information.


Materials:



Procedure:

-fact a day 38

-Witness statements will be read and notes will be taken by the opposing parties


Differentiation:


Assessment:


Day 39 – White Star Line Trial



CCSS:









information.


Materials:



Procedure:

-fact a day 39

-Students will conduct a trial against the White Star Line for negligence – both sides will present their case

Differentiation:


Assessment:


Day 40 - White Star Line Trial



CCSS:









information.


Materials:



Procedure:

-Students will conduct a trial against the White Star Line for negligence – both sides will cross-examine the witnesses

-The jury will hand down a verdict

-All students will write a reflection on the trial experience and verdict, stating whether or not they agree with the verdict and

support their reasoning (this will be finished for homework)

Differentiation:


Assessment:

Summative – Participation in trial

titanic unit created by cheryl bledsoe lake middle school ... · titanic unit created by cheryl...

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