UNIT TITLE: Titanic Adventure
Author: Ben Torres
E-Mail Address:
[email protected]
School:Sauk School: Richton Park, IL
THEME : Survival
BROAD CONCEPT: Courage
GRADES: 5th
INTEGRATED SUBJECTS: Reading, Writing , Social Studies, & Math
UNIT GOALS AND PURPOSE:
Most students are fascinated with the
subject of passenger ships and ocean liners due to the mystery, intrigue, and
the popularity of the world famous Titanic.
The Titanic voyage is a highly motivating topic that can be integrated
into the curriculum. This topic allows
students to see how a great catastrophic disaster occurred. Through historical accounts and personal
narratives, students will be able to explore and learn about this historical
event. In this unit, a novel will be
introduced that explores the personal side of this dramatic moment. Moreover, students will realize the
historical significance of this tragic incident through the various learning
activities implemented into each lesson.
Also, the teacher will gain experience
with technology. For instance teachers
will become more adept with various software programs (i.e. Encarta) and the
internet (i.e. web searches) while they prepare these activities for their
students.
The evaluation of each student will be
performance-based. Student’s grades
will be directly affected by the quality and effort put forth into their work
in both the collaborative and individual settings of the classroom.
TIME FRAME: 3 weeks
OBJECTIVES:
In this lesson, students will:
MATERIALS:
art
supplies,
3.5 in. disks, paper, writing supplies
__Print Shop Deluxe
__MS Power Point
__MS
Word
__Inspiration
__Encarta 2001
__ Kid Pix
STATE STANDARDS ADDRESSED BY THIS UNIT:
1.A.2a Read and comprehend
unfamiliar words using root words, synonyms, antonyms, word origins and
derivations.
1.A.2b Clarify word meaning using
context clues and a variety of resources including glossaries, dictionaries and
thesauruses.
1.B.2a Establish purposes for
reading; survey materials; ask questions; make predictions; connect, clarify
and extend ideas.
1.B.2b Identify structure (e.g.,
description, compare/contrast, cause and effect, sequence) of nonfiction texts
to improve comprehension.
1.B.2c Continuously check and
clarify for understanding (e.g., in addition to previous skills, clarify
terminology, seek additional information).
1.B.2d Read age-appropriate
material aloud with fluency and accuracy.
1.C.2a Use information to form and
refine questions and predictions.
1.C.2b Make and support inferences
and form interpretations about main themes and topics.
1.C.2c Compare and contrast the
content and organization of selections.
1.C.2d Summarize and make
generalizations from content and relate to purpose of material.
1.C.2e Explain how authors and
illustrators use text and art to express their ideas (e.g., points of view,
design hues, metaphor).
1.C.2f Connect information
presented in tables, maps and charts to printed or electronic text.
2.A.2a Identify literary elements and literary techniques (e.g.,
characterization, use of narration, use of dialogue) in a variety of literary
works.
2.A.2b Describe how literary
elements (e.g., theme, character, setting, plot, tone, conflict) are used in
literature to create meaning.
2.A.2c Identify definitive features
of literary forms (e.g., realistic fiction, historical fiction, fantasy,
narrative, nonfiction, biography, plays, electronic literary forms).
2.B.2a Respond to literary material
by making inferences, drawing conclusions and comparing it to their own
experience, prior knowledge and other texts.
2.B.2b Identify and explain themes
that have been explored in literature from different societies and eras.
2.B.2c Relate literary works and
their characters, settings and plots to current and historical events, people
and perspectives.
3.A.2 Write paragraphs that
include a variety of sentence types; appropriate use of the eight parts of
speech; and accurate spelling, capitalization and punctuation. .B.2a
Generate and organize ideas using a variety of planning strategies (e.g., mapping,
outlining, drafting).
3.B.2b Establish central idea,
organization, elaboration and unity in relation to purpose and audience.
3.B.2c Expand ideas by using
modifiers, subordination and standard paragraph organization.
3.B.2d Edit documents for clarity,
subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and
verb tense; proofread for spelling, capitalization and punctuation; and ensure
that documents are formatted in final form for submission and/or publication.
3.C.2a Write for a variety of
purposes and for specified audiences in a variety of forms including narrative
(e.g., fiction, autobiography), expository (e.g., reports, essays) and
persuasive writings (e.g., editorials, advertisements).
3.C.2b Produce and format compositions
for specified audiences using available technology.
4.B.2b Use speaking skills and
procedures to participate in group discussions.
4.B.2d Identify main verbal and
nonverbal communication elements and strategies to maintain communications and
to resolve conflict.
5.A.2a Formulate questions and
construct a basic research plan.
5.A.2b Organize and integrate
information from a variety of sources (e.g., books, interviews, library
reference materials, web- sites, CD/ROMs).
5.B.2b Cite sources used.
5.C.2a Create a variety of print
and non-print documents to communicate acquired information for specific
audiences and purposes.
STUDENT ACTIVITIES WHICH WILL PROMOTE ENGAGED LEARNING:
In Lesson 1, students will
utilize a computer program called Inspiration in a brainstorming activity. The purpose of this activity is to activate
prior knowledge and build up anticipation for the novel unit. Specifically, students will organize their
prior knowledge about the topic into a creative, fun graphic organizer.
In Lesson 2, the students
will create a “psychic book report” about the novel. The novel implemented into this unit is Titanic Crossing
by Barbara Williams. This lesson puts a new spin
on the old book report format and allows students a chance to exercise their
creative writing skills. In this
lesson, students will write a one-page book report based on the title. These
are their "psychic" book reports.
After the novel
is completed, each student will revisit their psychic reports to see how
accurate their predictions were. After
the students have written their "psychic" book reports, distribute
the books and have students write traditional reports, based on the books'
actual contents. Warn them that their real book reports will be submitted to be
published online, so they should make them as good as they can. Both book reports should be evaluated
according to traditional standards of readability, sentence structure, grammar,
and spelling. If you want to, you can also give out an award for most psychic and
least psychic report writer, just for fun.
In Lesson
3, students will compare and
contrast the lives of first class passengers and third class passengers of the Titanic, using the book Titanic Crossing. Students will choose a passenger name from
an envelope. Inside each envelope,
students will find a name of a passenger. Students are to assume the identities
of these people. Students are to find out whether they are a First Class or a
Third Class passenger, and whether or not they survived. To do this, students
will visit: R.M.S Titanic website ( student link
below) and click on “History.” Once
each student finds out who their passengers are and what class they are,
students will begin a journal for each passenger, writing entries as the class
reads Titanic Crossing. In the
end, students will make a comparison chart, comparing the voyages of their 2
passengers.
In Lesson
4, students will write a letter about the story’s important
events. Specifically, students will be
involved in a sequencing activity that requires the students to pick out the
important events from the novel. After
students make a formal timeline of the story’s important events, they will
implement the information into a writing exercise. Specifically, students will assume the character’s role in the
story. From this viewpoint, the student
will write a letter about recent events to a significant other on the mainland.
In Lesson
5, students will be involved in a sequencing activity that also requires
the students to pick out the important events from the novel. Specifically, students will illustrate
important events from the story in a comic book fashion using the Kidpix computer
program. Each event will have a small
caption that describes the event.
Encourage students to be creative in their pursuits. For example, students can draw their own
pictures and use small bubbles to insert dialogue that relates to that specific
event. Also, students might want to
find internet-related images and pictures.
In Lesson
6, students will create a travel brochure. In this brochure, students will write a persuasive paragraph
stating reasons why people should sail onboard the Titanic. In the art portion of this activity,
students will have access to actual brochures printed for the Titanic
voyage. Students will use actual data
from the ships departure and arrival in their projects.
In Lesson
7, the students will solve
word problems related to the Titanic.
In this presentation, the teacher will obtain various number-related
information like ship specifications, dimensions, and contents to create
multi-step word problems. In this
activity, students can gain extra credit for creating their own word
problems. These students can obtain
statistical information about the Titanic through internet sites like the
Discovery Channel. This lesson will be
adapted to meet the learning needs of the individual through number of problems
assigned and extra help from higher-end students.
In Lesson 8, students will
do research for a group presentation on the Titanic voyage. Students will read and print resource materials from books and
encyclopedias. In addition, students
will use the information found on the World Wide Web at sites such as the
Discovery Channel or Britannica Online.
Students can also use CD-ROM encyclopedia programs such as Encarta to do
their research. In their research,
students can assign different group members of their group to assess and
research the various resources available.
In Lesson 9, the students
will use the accumulation of information about the Titanic from their research
to produce a multimedia presentation using Kid Pix Studio Deluxe or MS Power
Point. In this presentation, students
will convey interesting fact and tidbits from their research. A KWL/KWLH Chart will be used as a graphic
organizer to help students develop organizational skills for this and other
research projects. Students will use the information they researched to create
a slideshow presentation that they will present to the class. This lesson will be adapted to meet special
learning needs of the individual through the kinds of groupings used, the
timeline for the projects, how many slides they are required to complete,
and assessment used.
In Lesson 10, the teacher
will create a learning-activity that reviews facts and interesting events from
the story about the Titanic voyage.
Specifically, the teacher will create a version of the game “Jeopardy”
using the MS Power Point Program. In
this game the following categories can be used: ship vocabulary, important
events, fact or fiction, icebergs, and important passengers. In accordance with
the game, more difficult problems will have a higher point value. Students will be placed into equally divided
teams. The team with the most
accumulated money by the end of the period is the winner. This lesson will be adapted to meet the
learning needs of individuals by comprising groups with students of various
abilities
SHARE YOUR IDEAS:
Students will share their knowledge with
others through many hands-on, interactive activities. Many of these activities involve cooperative group work. As a result, students are working together
towards a common goal. During this
process, students are continually sharing ideas and helping each other
out. For example, in the research
process, people in each group can compare their data and facts with each
other. By sharing their information
within the groups, each student can gain a better understanding of the
topic.
The culminating project will be the
multimedia presentation on the Titanic voyage.
Students will take all the information they learned from the historical
text, novel unit, personal narratives, and their group’s research and place
them into the Kids Pix program. This
program allows each group to present their information into a slideshow for the
entire class.
The final rubric for the culminating
project is as follows:
60% Group
Group Coverage of Topic (60 points)
Group Presentation (40 points)
40% Individual
Individual Participation in Group Effort
(70 points)
Report on participation/responsibilities
(20 points)
References (10 points)
Total= 100
60% _____________ + 40
% ______________________= ______________________________--
(How will your students share their knowledge from the whole unit with others? What will the culminating project be? Include the rubric for the final project.)
STUDENT AND TEACHER ROLES:
Teacher Roles:
Facilitator:
Engages in negotiation; stimulates and monitors discussions and project work
but does not control
Guide: Helps
students to construct their own meaning by modeling, mediating, explaining when
needed, redirecting focus, providing options.
Co-learner/
Co-investigator: Teacher considers self as learner; willing to take risks to
explore ideas outside his or her own expertise; collaborates with other
teachers and practicing professionals.
Student Roles:
Explorer:
Students have the opportunities to explore new ideas/tools; push the envelope
in ideas and research.
Cognitive
Apprentice: Learning is situated in relationship with mentor who coaches
students to develop ideas and skills that simulate the role of practicing
professionals
Teacher:
Students encouraged to teach others in formal and informal contexts.
Producer:
Students develop products of real use to themselves and others.
ADDITIONAL REFERENCE PRINT RESOURCES STUDENTS MAY USE :
1.
World
Book Encyclopedia
2. Library books
3. Magazines
4. Almanacs
5. Maps
THE FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:
1) Williams, B. Titanic Crossing.
13-year-old Albert and his pesky sister are aboard the Titanic when it sinks.
2) Anderson, M. Iceberg
Alley
3) Ballard, R. Exploring the Titanic
4) Marschall, K. Inside the Titanic
5) Tanaka, S. On Board the Titanic
RELEVANT INFORMATION, STUDENTS WILL VISIT THE FOLLOWING WEB SITES:
Title1: Titanic
Crossing
URL1:
http://library.thinkquest.org/J001776/titanic.html
Description1: on-line quiz
Title2: Brett's R.M.S. Titanic Page
URL2:
http://www.geocities.com/RainForest/Vines/8059/titanic.htm
Description2: personal tribute to the Titanic. Includes information on the ship's
maiden voyage, specifications, sinking, rescue, and more.
Title3: I Survived the Titanic -
URL3:
http://www.nationalgeographic.com/media/world/9607/titanic.html
Description3: true story of a 12 year old girl who survived the shipwreck.
Title4: Titanic
Exhibit
URL4:
http://titanic.eb.com/
Description4: special Titanic exhibit from Britannica Online.
Title5: Titanic: The Lifeboats
URL5:
http://www.geocities.com/Athens/Olympus/9989/lifeboats.html
Description5: learn about the lucky
survivors of this trajedy.
Title6: Titanic - Raising a Legend Online
URL6:
http://www.discovery.com/area/science/titanic/titanicopener.html
Description6: from the Discovery Channel. Scientists, film crews and explorers visited the Titanic wreckage to answer questions about the ship's demise and raise a piece of the hull, and now you can see what they saw!
FOR ADDITIONAL
ONLINE INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE
THE FOLLOWING INTERNET ARTICLES:
Title1: Encyclopedia Titanica
URL1:
http://www.encyclopedia-titanica.org/index.html
Purpose of Use1: Teacher can use this site to gain interesting background knowledge of
the titanic.
Description1: Impressive resource containing passenger and crew lists and
biographies, deck plans, lists of who was in each lifeboat, a chronology, and
more.
Title2: Synopsis: Titanic
Crossing
URL2:
http://www.cla-net.org/groups/cyrm/sum/mj97williams.html
Purpose of Use2: Teacher can use this site to gain background knowledge of the novel
unit.
Description2: Brief synopsis of story
Title3: Titanic- The Search For
Answers
URL3:
http://www.execpc.com/~reva/html3.htm
Purpose of Use3: Teacher can use this site to gain more background information about
the Titanic.
Description3: Interesting facts about the titanic found here.
Title4: The
Titanic Project!
URL4:
http://www.acorns.k12.tn.us/projects/2001/titanicquestions.htm
Purpose of Use4: This page contains questions that could be used as internet research
activities, comprehension questions, or research reports.
Description4: List of 23 questions related to the Titanic.
Title5: Come
Aboard the Titanic!
URL5:
http://gsn.scoca-k12.org/Huntington/ms/teapages/cheryl/
Purpose of Use5: Provides a lesson plan for the Titanic unit.
Description5: Involves researching passengers aboard the Titanic.
Title6: AITLC Guide to the
Titanic
URL6:
http://tlc.ai.org/titanic.htm#GEN
Purpose of Use6: Many useful and interesting pages that could spur new lesson plans or
activities.
Description6: Site contains general resources, information about survivors, wreckage exploration, movies, and related literature.