READ TO STUDENTS

THE TITANIC

Melissa Mely Bushinger

Unit of Instruction

6th Grade Level

Fiction Text: Lifeboats and a Hero by Peg Mier.

Overview: As a read to lesson used in the classroom, I plan on using an overhead to display the article that I will be signing. This way, students will have full access to the print as well as to ASL. It will also be easier for me to point out and fingerspell words while using the overhead. The purpose of reading this text to the students is because it is above their reading level, yet it provides a valuable connection: there were people from Minnesota on board the Titanic!

Motivational activity: Begin the lesson by eliciting prior knowledge with the activity of Brainstorming (*1). To use this strategy, give students a word and ask them to write down everything that comes to mind about that word within an allotted amount of time, say, 3 minutes. (This can be done in an ongoing journal for this unit).

Example word: Titanic

Titanic

Passengers

Gigantic

Lifeboats

Fancy clothes

Famous people

Sank

Oscar

Broke in half

Drowning

Movie

Jewelry

Life jacket

Introduction: Everyone has made a different list of what we think about when given the word Titanic. Lets see what some of us wrote down. (Students can share some words that they wrote). Did anyone write down people from Minnesota on their list? No? Well Im going to read an article to you from the Star Tribune newspaper that talks about some people from Minnesota who were on board the Titanic when it sank.

Activity 1:

Begin by reading the title and have students participate in Active Comprehension (*2). This is a strategy that helps students form questions while they read, aiding in better comprehension. The teacher asks questions that will ask a question in return.

Step 1: Ask a question that will get the students to ask questions in return. The title of this text is Lifeboats and a Hero. Ask students, What would you like to know about this book?

Step 2: Students respond with questions such as, Who is a hero? Is this person a hero because they helped with the lifeboats? Continue using this strategy at convenient stopping points through out the story.

Activity 2:

Use a storytelling to story-reading continuum, using a lot of elaboration when first reading this text, and then each time the text is read again, use less elaboration and sign closer to the actual text. For example, I really want the students to be hooked when I read the story. Therefore, Im going to use a lot of role- playing and body language to illustrate the people and the events that take place. I will also make what is vague explicit, adapting the text so that the students fully understand what is happening. There are many references to places in Minnesota, so it will be appropriate to make connections to those names. Particular names and words can be finger spelled and pointed out in the English print on the overhead, this way students can connect between the ASL meaning and the equivalent English spelling.

Activity 3:

Stop occasionally throughout the reading to do a Think Aloud (*3). This is a strategy that allows students to understand the comprehension process, and in turn, develop better comprehension and metacognitive skills themselves. To use this strategy; the teacher reads a portion of a text, stops and then signs/talks out loud about how or what they are thinking about, making connections between the text and the real world, the text and themselves and the text and other texts.

Step 1: Sign a section from the text:

The Snyders spent 5 hours in a leaking lifeboat before it was spotted by the Carpathia at 5:30 a.m.

.

Step 2: Think out loud about what you just read.

HmmI remember canoeing once when I was younger. Our canoe had a leak in it. There was a little bit of water in the boat and all of our stuff got wet, including my feet. That wasnt fun at all (text-to-self connection).

Step 3: Read/sign the next section:

(The Minneapolis Journal reported that the Carpathia crew had prepared breakfast for 3,000; the Carpathia picked up about 700 survivors).

Step 4: Respond out loud to the text:

Wow, the Carpathia thought that a lot more people would be in those lifeboats. That ship was really helpful to the Titanic passengers. I read in a book that everyone on the Carpathia gave blankets and hot drinks to all of the survivors (text-to-text connection).

This strategy can be used throughout the reading to model comprehension skills.

Activity 4:

Use the strategy of Quick Draw (*4) during the reading to help build comprehension skills. A sentence or portion of the text is read. Student take out a piece of paper and quickly draw whatever they visualized while they were just being read to. A stopwatch can be timed at 2 or 3 minutes to make sure that it is a quick draw.

Step 1: Read a passage to the students:

What if the lifeboat tipped? They edged up to an iceberg so they could scramble onto it if necessary. They decided-probably because of overactive imaginations-that it was occupied by huge scary animals.

Step 2: Have students draw what is in their minds after those sentences were read to them. (This drawing can be done in an on going journal for this unit).

Activity 5:

Discuss the story. Allow students to engage in conversational communication. They can discuss the book with one another, in groups of 2 or 3, and then come together as a whole and discuss concepts, vocabulary or any other questions about the text.

Response: Written Response:

Have students write in their Titanic journal on a daily basis. This reflects a popular writing style for people in 1912. (This is even more relevant when reading the text: Voyage on the Great Titanic: The Diary of Margaret Ann Brady). Students can record their thoughts feelings, frustrations and knowledge learned related to the text(s). These journals can be free writing journals, which means they will not be critiqued on spelling or grammar, however, students can assess themselves weekly, noticing at least 2 areas where they have progressed. Students are required to put the date on each journal entry.

Evaluation: Students will be given credit for paying attention during the reading and participating in the discussion, meaning they willingly participated in small and large group discussion. Students will also be given credit for completing the activity of Quick Draw and writing in their journals.

Fiction Text: Voyage On the Great Titanic: The Diary of Margaret Ann Brady

Overview: This lesson will be used in the classroom in small group format. Anticipating that the student group that I will be working with will be small, we can sit in a half horseshoe format during shared-reading. However, if the group of students is too large, more than four or five students, then the larger group can be broken down into smaller groups. While one group is reading with the instructor, the other can be at a literacy book center, where books about the Titanic are available. Also available will be journals by people such as Ann Frank, so that students can see other sources and material relevant to what they are reading. Web search activities related to the Titanic can also be provided for students not participating in shared reading.

The reason for using this text for a shared reading lesson is because the book takes place in England in the year 1912, the material is foreign and challenging.

Pre-Teaching:

It is necessary that students become familiar with where England is. Students can be shown a map and directed to England. Then England can be compared with the location and continent where the USA and Minnesota is. This will also be a good opportunity to show the voyage that Titanic makes from leaving Southhampton, England, stopping in Queenstown, Ireland and sinking in the Atlantic on its way to New York.

Students need to become familiar with the time period of 1912. Clothing style can be richly conveyed using ASL. Women and men wore elaborate clothing that is not seen today. Transportation and communication also differed from today. Differences should be noted.

The vocabulary of this text needs to be learned. Many of the vocabulary words can be easily described with a synonym or simple sentence. A word like parasol can easily be explained by saying umbrella or petticoat can be explained by saying a womans short coat. ASL will be the key to really showing the visual aspect of these words.

Motivational Activity: Have students complete a Story Chain (*5). This is a strategy that uses words from the story that act as clues to what the story may be about. Students consider the words, and make up what the story is about using those words/clues as a guide. This is done before reading the text and then after the text comparisons are made between the made-up story and the authors account of the story. This strategy will help get students interested in the story and curious to find out more about it.

[See attached Inspiration Story Chain].

Girl

England

Orphanage

Brother

Companion

Titanic

Jolt

Cold

Panic

Lifeboats

Kiss

Reunited

There in England,

she lived in an

orphanage with

many other children,

including her

brother.

There was a very

pretty and smart

girl who lived in

England long before

you and I were ever

born.

The brother and

sister were very

close, because

they had no other

family but each

other. They

considered each

other very good

companions.

Now, both of them

wanted to leave

the dreadful

orphanage, so they

decided to get a

new wardrobe to

pretend they are

stewards and

escape on the

great ship called

the Titanic.

They made it on to

the Titanic, But

soon after being

on the ship, they

felt a very sharp

jolt and decided to

leave the warmth

of their cabin and

go outside where it

was very cold

Outside on the

deck hundreds of

people gathered to

see what was the

reason for the jolt.

There they saw it, a

giant iceberg which

had ripped open

part of the Titanic.

When people

realized what

happened, they

began to panic.

Everyone tried to

scramble into

lifeboats, but only

women and children

could get on. The girl

and her brother had to

separate, because she

was about to get in a

lifeboat. Before getting

in, she gave her

brother a kiss and a

hug, fearing that she

would never see him

again. Fortunately,

another ship rescued

her lifeboat and

brought her to

America. There, she

found her brother,

alive and well and they

were reunited at last!

STORY CHAIN

Fiction text: Voyage On the Great Titanic:

The Diary of Margaret Ann Brady

Introduction: Each of us just made up a story based on the words that were listed. As we read this story, we can compare our stories with the story we will be reading to see how well we predicted what would happen.

Activity 1:

Begin Shared reading by introducing KWL (*6) strategy. This is a strategy that is used before reading a text to help students figure out what they know about a topic. It also helps them determine what they have learned after they are done reading the text, as well as lingering questions they may still have about the text. The KWL is comprised of 3 categories. A fourth may be added. The first category is used to list what is known (K) about a topic, the second is to list what the student wants (W) to know. The third column is for listing what has been learned (L), this is filled in after the reading. The optional fourth column is for listing what still wants to be learned.

Step 1: As a class, ask students to think of things that we already know about the Titanic. Using an overhead or the chalkboard, make a KWL chart and list those ideas under the K section of the chart.

Step 2: Ask students to come up with things they would like to know about the Titanic. Write questions under the W part of the chart.

Step 3: Tell students to be thinking about what they would like to know as they read through the text. Students will be given time to reflect on what theyve learned after shared reading has taken place. This will allow them to fill in the L part of their chart.

[See attached Inspiration KWL Chart]

Titanic

What do you

KNOW

?

What do you

WANT

to

know?

What did you

LEARN

?

The

Titanic

was huge

Titanic hit

an iceberg

Titanic had

many

passengers

How big

was the

Titanic?

How many

passengers

were on the

Titanic?

As long as 4

city blocks & as

tall as an 11

story building

Titanic was

traveling fast,

Icebergs were

hard to see

Over 2,200

peole were

on board

the Titanic

How did it

happen?

KWL CHART

Activity 2:

Throughout the reading, there will be opportunities to explain Idioms (*7). Explaining idioms is a strategy that helps students better understand the concept written in the text. Use the idiom in context and illicit responses as to what the meaning might be. Break down the phrase or word to show hidden meaning.

Sentence:

She began working in the rag trade and was gone from sunrise to sunset, sewing buttons in a hot, airless factory.

Idiom: sunrise to sunset.

Step 1: Read the sentence and ask students what it means.

Step 2:Ask students what they know about sunrises. What time of the day does the sun rise?

Step 3:Ask students what they know about sunsets. What time of the day does the sun set?

Step 4:Ask them approximately how much time is between a sunrise and a sunset. Ask if its a long or short time.

Step 5:Ask them what it means if someone is at work from sunset to sunrise.

Activity 3:

Use a Prediction Log (*8) throughout the reading. This is a strategy that is helpful in engaging active reading and assisting students in monitoring comprehension. To use this strategy:

Step 1: Have useful stopping points planned throughout the text. Use them to stop students and ask them to make predictions as to what will happen next based on what they have just read.

Step 2: Have the students justify their reason(s) for the prediction by writing it down under that category.

Step 3: After the reading, the predictions are discussed and used as a comparison to what really happened in the text.

Prediction

Reason(s)

Part 1:

Margaret will leave the orphanage

She was offered a job

Part 2:

Margaret will get to see her brother

Her brother lives in America

Margaret is traveling there

Part 3: The Titanic will sink

People have to put on

life jackets, water is filling

the ship too fast

Part 4:

Robert will not survive

He speaks in past tense about

himself, he doesnt get in a

lifeboat

Part 6:Margaret doesnt see

They do not get in the same

Mrs. Carstairs againlifeboat together

Activity 4:

Use Action/Consequence (*9) strategy to model to help students make predictions based on a single action. This helps them explore and look at the possible results that may come from something someone does. This helps build problem solving and decision making skills.

Step 1: Using an overhead, make a column for listing the action and another one for listing the possible consequences. Make sure that students understand that consequences arent always negative. They are simply the results that could happen from that action.

Step 2: As a group, think of something that Margaret did, such as leaving England. Write that down under action.

Step 3: Students can come up with possible consequences for this action and list them under consequences. Some possible consequences are: she could miss the orphanage and she will get to see her brother. This strategy can be done prior to reading the text, to help with prediction skills, or after the text to help consider other possible outcomes to what occurred in the story.

[See attached Inspiration Action/Consequence Model]

ACTION

POSSIBLE

CONSEQUENCES

Margaret

Leaves England

1. Could miss the

orphanage

2. Will see her brother

3. Could get lost

Margaret Visits

Third Class

Area On Ship

1. Third class people

reject her

2. She will like third class

better than first class

3. She will feel

uncomfortable

Margaret

Doesn't Get On

A Lifeboat

Right Away

1. She might not be able

to find a lifeboat later

2. She could drown

3. Someone could rescue

her

ACTION/CONSEQUENCE

MODEL

Step 5: Review prediction log and KWL chart. Ask students How has what you learned changed what you thought and wrote down before?

For the prediction logs, which ones were right, and which ones were incorrect. Have students find where in the text supports the answer to their prediction. Have them put the page number next to their answers.

For the KWL charts, have students write down what information was learned. Have them find where in the text they that information is. Put a page number next to the new information they have learned.

Response: Written Response:

Students respond by free writing in their Titanic journals. This can be done in class or as homework. Make sure that weekly progress checks are written by each student. This self-assessment will help them see where their writing strengths are, as well as areas that need improving.

Evaluation: Students will be given credit for their participation in all activities: Story Chain, Prediction logs, KWL and filling out the Action/Consequence Mode and journal writing. Students should fully understand KWL and what each letter stands for. Students will prove they have learned new information by their responses to KWL and the Prediction log. Feedback is also an important part of evaluating whether a student is comprehending the text. I will monitor the kinds of questions and responses students give.

Fiction Text: The Titanic Sinks! By Thomas Conklin

Overview: As a guided reading lesson, I plan on teaching and using a variety of skills that students will be able to use when they read independently. Guided reading will be done as a group. An overhead will provide visuals of all the strategies that students will be learning and using. This particular text that will be used for this reading is just slightly above their reading level: with guidance, students can successfully interact with this text!

Pre-teaching:

Students need to become familiar with the concept of a ship. Composing a Frayer Model (*10) is an excellent way to teach the meaning of ship because the purpose of this model is to help students analyze and categorize concepts. It also helps them distinguish between relevant and irrelevant material as well as know what is or is not an example of the material being analyzed. The Frayer starts with a central topic or word. There are four categories in which students can jot down information about the topic or word. The categories are: characteristics that are essential to that topic/word, characteristics that are non-essential, examples and non-examples of whatever item they are analyzing. [See attached Inspiration Frayer Model]

Ships

Non- Example

Example

Essential

Non-essential

Color

# of portholes

# of people

speed

Captain

Crew

Propellers

lifeboats

Titanic

Carpathia

New York

California

Sailboat

Speedboat

Canoe

Submarine

FRAYER MODEL

Next, make sure that students fully understand the parts of a ship including, bow (front of the ship), hull (the bottom part of the ship below the water when sailing, stern, (back of the ship) starboard side (right side) and portside (left side). Also included in this are the many different decks: boat deck (the deck on which the lifeboats are carried), A-G decks (Passengers decks), A-deck is the first deck below the boat deck, followed by B- deck and so on. Promenade deck is the deck that first class passengers could stroll on and the poop deck was the deck at the stern of the ship. These vocabulary words will be finger spelled and the English print will be pointed out (via overhead and handouts), as well as the exact area on the ship that demonstrates the concept.

Motivational Activity:

Before beginning the reading, have students fill out an Anticipatory Guide (*11) about the Titanic. This is a strategy that allows students to consider what they may or may not know about a text; it helps them use prior knowledge to make guesses about what they will be reading. Students can read these statements and decide if they agree or disagree (if they are true or false).

____1. In 1912, the Titanic was the biggest ship ever built.

____2. All the people aboard the Titanic died.

____3. Animals were not allowed on board the ship.

____4. First class passengers did not socialize with the third class passengers.

____5. Only wealthy people could afford to travel on the Titanic.

____6. The Titanic had its own swimming pool.

____7. Many ships sent the Titanic warnings about icebergs in the area.

____8. There were enough lifeboats to save all the people on board the Titanic.

____9. The Titanic sank in 1952.

___10. Women and children were the first people onto the lifeboats.

Students can discuss why they think that an answer is true or false, and where they might have learned that information (from another text, a movie, someone told them, etc).

Introduction: We will be finding out the answers to these true and false questions as we read through this text. Then you can find out just how much you knew about the Titanic before reading this book!

Activity 1:

Teach students how to use Reciprocal Questioning (ReQuest) *12*: This is a strategy that helps students think while they read. To use this strategy, teacher and students independently read a section of the text. Then the teacher closes his/her book and students are allowed to ask the teacher questions about what theyve just read. This is when the teacher models how he/she recalls the answer. Then, the role is exchanged; the students close their books, and the teacher asks them questions. This is repeated until enough text is read and students can begin to make predictions. Those predictions are brought into the forefront, and then students are able to read the rest of the text themselves. A discussion follows after the reading.

Step 1: Student and teacher read the first 3 paragraphs of the first chapter, which illustrates the moments when the Titanic left the harbor on its first day at sea.

Step 2: Teacher closes the book and is asked the following question by the students: What were people on shore waving in their hands? The teacher answers by modeling his/her thinking process, Well, I can see the crowds of people on the docks and also all of the people on board the Titanic. Everyone is waving and yelling. I can see that some people are waving handkerchiefs. Im glad that I could visualize that because it really helped me remember that part of the text!

Step 3: Now the students close their books and the teacher asks them a question. As the Titanic moved down the channel, what did it pass?

Step 4: Steps 1 and 2 are repeated. The length of text read may become longer, moving from a few paragraphs to a page or two.

Step 5: After reading enough of the text to begin making predictions, discuss the predictions and then let students finish the text independently.

Activity 2:

Question-Answer Relationships (QAR)* 13*This is a strategy used to help readers know where the sources of questions come from to help answer questions about the text. Questions and answers can come from 3 different categories: right there (explicit information right in the text) read and think (information from the text, but it is not explicitly stated) and on my own (the answer is not found in the text, its what the student thinks).

Step 1: To begin using this strategy I would explain and draw a symbol of each of the 3 types of categories (right there, read and think, and on my own) on the board/overhead. I would then model how to use all three of the different questions with a paragraph from the text we will be or are currently reading. To illustrate this, I would then provide an example of a question and answer of each of the 3 categories:

Right there question: How was Ruth waiting. Answer: patiently. I would explain that we know this answer because the text specifically says that, Ruth Becker waited patiently with her mother Therefore, it is a right there question.

Read and think question: Were the women and children on their hands and knees? Answer: yes, because they crawled through the windows. I would explain that the text doesnt exactly say that they were on their hands and knees, but it does say that, There, women and children would crawl through the windows Crawling means that they had to get down on their hands and knees. This type of question makes you think a little bit more and work harder to try to find the answer, therefore, it is a read and think question.

On my own question: Did any of the women and children get hurt while trying to get on the lifeboats? Answer: the text doesnt say. I would explain that this type of answer isnt answered by looking at the context in the paragraph. This type of answer is what you believe it to be, and everyone can have a different answer for this kind of question. This is why it is called an on my own question.

Step 2:The next step of this strategy would be to have students independently read the next paragraph of the text. After reading, I would give the students questions and answers, matching each of the 3 different categories. The students will then have to explain why the question and answer is a right there, think and read or on my own question. For example, I would give the students the following question identified as a read and think question, Who is Ruths mother? Answer: Mrs. Becker. Then students would have to explain why this is a read and think question.

Step 3: The last activity for learning the QAR strategy is, after students read the next paragraph, they will need to find answers to questions provided and figure out which category the question is from. For example, What deck is Ruth on? They will have to come up with the answer on their own. Answer: deck A. They will then have to identify and explain what kind of question it is (right there question).

Activity 3:

Questioning the Author (QtA) *14* is a strategy that helps readers ask questions about what they are reading; it allows them to inquire about the purpose and intent of the author, and try to make sense of what is meant in what they read. Using this strategy requires previewing the text for problems or important discussion themes as well as appropriate places to stop and use the QtA strategy. After reading a section of the text, ask students questions about what the author means, or how well the author explained something etc. Use questions that will use an introductory to follow-up format, moving from using questions to draw students into the text, to summing up the text towards the end of it.

Step 1: Students read a section from the test independently. The following excerpt was taken from chapter 13:

After the last of the lifeboats left the Titanic, and eerie quiet came over the ship.

Step 2:Ask students a question related to the authors intentions or purpose:

(What does the author mean by this?)

Step 3: Students continue on, reading the next section:

But Chief Baker Charles Joughlin was keeping busy. He walked up and down the now empty promenade on A-deck, grabbing deck chairs and throwing them off the ship. The chairs splashed loudly in the water below.

When the time came, the floating chairs would give the Titanic survivors something to grab onto.

Step 4: Ask another question pertaining to the authors intentions.

(Why does the author tell us this? What does she mean by when the time came?

Step 5: Students read the next selection:

It wont be long now, Joughlin muttered to himself as the tilting deck lurched beneath his feet. Around him, the bright electric lights began to buzz as they dimmed and burned bright.

Step 6: Teacher asks another question, tying it to what was learned earlier:

(Why does the author tell us that it wont be long now?) How does this connect with what she told us earlier?

Step 4: Use this questioning format throughout the remainder of the chapter. Students can come up with their own questions for the author and those questions can be answered as a group.

Activity 4:

Summarizing (*15). Summarizing is a strategy that helps students condense what they have just read and understand. It helps them figure out what is considered most important about what they read; it helps them move away from details and develop a broad sense of the text.

Step 1: Explain how people on board the Titanic used summarizing to help them send telegrams while on board the ship. Explain what a telegram is and how they were sent. Explain how people were charged money for sending a telegram. The more they said in the telegram, the more expensive it cost to send. The passengers on the Titanic would have needed to use summarizing skills to save money. This meant that they needed to leave out details and just tell the most important part of what they needed to say.

Step 2: Show students real telegrams from 1916. Students can make observations about what was said, as well as the parts of a telegram: date, name of person theyre sending telegram to, logo or name of place that is sending the telegram (the Titanic) content (summary) closing words (optional) and your name

[See attached scanned envelope and telegram from 1919]

Step 3: Model how to summarize. Teacher and students read a portion of a text, maybe a paragraph, page or even a chapter. Practice summarizing what was just read, by writing 25 words or less about the text. Do this in a certain amount of time, such as 3 minutes. Have students and teacher share what they have written.

Example:

Onboard the Titanic, passengers crowded the ships rail and watched in horror as the New York drifted across the water. The smaller ship headed straight for the Titanics black hull, as if drawn by an invisible force. Officers on the New York shouted orders, and its sailors rushed to and fro. They draped mats over the side of the boat, hoping to soften the inevitable collision.

It seemed as though nothing could prevent a crash, but then the Titanic took charge. Its pilot ordered the port engine to surge. The engine rumbled with power, forcing water away from the Titanic. The swelling water pushed the smaller ship away at the last possible moment.

Summary: The Titanic nearly crashed into the New Yorker, another ship, but at the last minute it turned causing water to push the smaller ship away.

Response: Written Response:

Activity: Compose a telegram

Step 1: Have students compose a Telegram. Review the parts of a telegram and where each part goes on paper. Have students pretend that they are one of the passengers from the text: Ruth, Jack, and Harold etc. Students can choose a character. Make sure they include the date, who they are addressing the letter to, the city where they are sending it from and a summary of what they would like to tell that person. Students need to sign it as the character they have chosen to be.

Step 2: Have them summarize what happened on board the Titanic from their characters perspective. What would that character say to a friend or someone at home?

Step 3: Students should edit their work, checking for errors. Students can help each other out by switching summaries with a classmate and editing each others work.

Step 4: Students can share their character with the class. Telling which character they chose, who they are sending the telegram to and what is said in the telegram.

Activity 2:

Have students write responses in their journal. Students can be prompt with questions to write about such as How is the text The Titanic Sinks! Like a journal? Or, How would it feel to be one of the characters in the book? Students can respond to those questions, or can address their own topics. Make sure they are given time to fill out weekly assessments of their writing progress.

Evaluation: Students will be evaluated on their participation in all activities. Students will show understanding in the strategies of ReQuest, QAR and QtA. The types of questions and answers they give will show this. Students will be given credit for composing a telegram, and must include the date, who they are addressing the postcard to, content (summary) and closing (name).

Fiction Text: Voyage on the Great Titanic: The Diary of Margaret Ann Brady by Ellen Emerson White

Overview: I will teach this lesson to students as a group. I will use the last half of this text as guided reading; the first half was used during shared reading. Students will be able to understand this material at this level because they have been introduced to the setting, know about the characters, and are now fully involved in the book. They have also learned many strategies to help them be successful during guided reading.

Pre-teaching:

Students are now entering the part of the novel where Margaret is traveling on the Titanic. Students have begun to understand the class system of 1912. Theres first class, second class and third class. People on board the crew usually belonged to one of the 3 classes or were part of the Titanic crew. Complete a Mapping (*16) of the different passengers on board the Titanic. Mapping is an excellent tool for showing relationships among ideas, concepts and schema.

Step 1: Use an overhead/dry-board to draw a circle and put the word passengers in the middle.

Step 2: from that circle, draw a line and make another circle with the word first class in it.

Step 3: Have students help you continue making circles of the different groups of people on board the Titanic, you can even have volunteers come up to draw in circles and words.

Step 4: From the groups of people, draw lines from the circles and give examples of that group. For example: first class consisted of wealthy and famous people.

Step 5: Continue branching out from concepts to fully illustrate the passengers on board the Titanic.

Step 6: Discuss what kind of passenger Margaret is. Would that change if she werent working for Mrs. Carstairs? [See Attached Inspiration Model]

Titanic

Passengers

First

Class

The Crew

Second

Class

Third

Class

Cooks

Deck Crew

Wireless Radio

Operators

Stewards

Saloon Workers

Immigrants

Poor

Successful

Professionals

Bussiness

Men

Teachers

Irish

Italian

Rich

Famous

Motivational Activity:

Now that students understand how to map, have them use this strategy to do a Character Map (*16). This is as strategy that helps build a thorough understanding of the characters in a text. The map can be filled out throughout the reading, at appropriate stopping places. The center of the character map contains the characters name. Branching from that are 4 words that describe that character, followed by 2-3 examples from the text that support those attributes.

Have students individually compose their own mapping of the main character Margaret, Mrs. Carstairs or Robert. Although they are familiar with mapping, they will need to have Character Mapping explained to them because it includes describing the character and giving examples from the text to support that. Guide them through this process.

Step 1: Hand out a template of a character map.

Step 2: Have students choose a character and write that name in the inner circle.

Step 3: Students need to choose 4 words that describe that character as well as 2-3 examples from the text to support their descriptive words. Students should be able to apply this information to the template.

Introduction: Now we all have a really good idea of how to map. Now we just need to use it when we read. This is something we can do in our heads! Lets learn some strategies that will really help us be independent readers!

[See attached Inspiration Character Mapping model]

Margaret

Lucky

Kind

Brave

Lonesome

Brother is in

America

Parents are

dead

Travels on

Titanic

Doesn't get on

lifeboat right

away

Gets to

leave

orphanage

Survives

Titanic

Good to

Mrs.

Carstairs

dog

Checks on

Robert

after

Titanic is

hit

Activity 1:

Questioning the Author (QtA): This is a strategy that helps readers ask questions about what they are reading; it allows them to inquire about the purpose and intent of the author, and try to make sense of what is meant in what they read. Using this strategy requires previewing the text for problems or important discussion themes as well as appropriate places to stop and use the QtA strategy. After reading a section of the text, ask students questions about what the author means, or how well the author explained something etc. Use questions that will use an introductory to follow-up format, moving from using questions to draw students into the text, to summing up the text towards the end of it.

Step 1: Have students read a selection from the text.

Mummy did her best to keep the family together, she began working in the rag trade, and was gone from sunrise to sunset, sewing buttons in a hot, airless factory.

Step 2: Ask the students a question related to the intentions or purpose of the author: (What does the author mean by the phrase from sunrise to sunset, why does she use this phrase?)

Step 3: Students read the next section:

She grew very thin, and we never saw more than a shadow of her old smile. Then, early the next spring, she took ill. Her fever raged and William and I did not know what to do other than make tea and feed her digestives.

Step 4: Teacher asks another question:

(How does the author connect this to what we already know about their mother?)

By the time Mr. Harris, who lived down the way, brought a doctor-a grey-faced little man dressed in a black suit-it was too late.

(What is the author really saying here?)

Step 5: Students continue reading followed by the Teacher guiding their comprehension with thoughtful questioning about the authors intentions.

These are hard memories, and I will save the rest of the story for another time.

(Why does the author say this, what is the author trying to say?

Activity 2:

Directed Reading Thinking Activity (DR-TA) *17*: This is a strategy that helps students make predictions and verify them throughout a text. This strategy is used by reading a section of the text, stopping and asking to predict what will happen next, and why the students think so. Stopping points throughout the text should be done at appropriate times, such as just after introducing the setting and characters and then after the character is met with a problem or goal, etc.

Although this strategy is illustrated by using the first chapter of the book, it demonstrates how to teach this strategy to be used independently by students.

Step 1: Read the title and ask, What do you think this story is going to be about?

Possible responses: It is someones journal writing

Margaret travels on the Titanic

Why do you think so?

Possible responses: Because the title says that it is a diary

The title says it is about a voyage on the Titanic

Teacher writes responses on the board/overhead.

Step 2: Read the first 3 paragraphs of the book. Ask: What do you think is going happen next?

Possible response: Margaret is going to get yelled at.

Why do you think so?

Possible response: She is spoken to loudly and is asked to sit down.

Teacher writes predictions on board/overhead.

Step 3: Read the next 4 paragraphs of the book. Stop and asks, What do you think is going to happen next?

Possible response: Margaret is going to go work for the army.

Why do you think so?

Possible response: Because it says that she wishes to go into service.

Teacher writes responses on the board/overhead.

Step 4: Read the next 5 paragraphs. Discuss some of the predictions made earlier and ask if any need to be changed, if any came true, etc. Ask students what they think will happen next and why they think what they say will happen.

Activity 3:

Reciprocal Questioning (ReQuest): This is a strategy that helps students think while they read. To use this strategy, teacher and students independently read a section of the text. Then the teacher closes his/her book and students are allowed to ask the teacher questions about what theyve just read. This is when the teacher models how he/she recalled the answer. Then, the role is exchanged; the students close their books, and the teacher asks them questions. This is repeated until enough text is read and students can begin to make predictions. Those predictions are brought into the forefront, and then students are able to read the rest of the text themselves. A discussion follows after the reading.

Step 1: Students and teacher read the first 3 paragraphs of p. 138-139, which illustrates Margaret missing an opportunity to get into a lifeboat.

Step 2: The teacher closes his/her book and is asked questions about what was just read by the students. Example: Students could ask a question like, What book did Margaret thumb through?

Step 3: The teacher answers the question, modeling his/her thought process. Hmmmlets see. I remember seeing the word Hamlet. It was easy for me to remember that because it was written in italic, so it really stood out on the page.

Step 4: Now the students close their books and the teacher asks them a question.

Teacher: What happened after she took out the book Hamlet? Students: Mr. Prescott called out to her.

Step 5: This process is repeated throughout the text.

Activity 4:

A Discussion Web (*18) is a strategy that helps students weigh the pros and cons of a question to help find the best conclusion or answer to that questions.

Step 1: Students begin by independently reading a yes/no question about the text (an on your own question).

Step 2:Have students work in pairs to generate reasons for agreeing or disagreeing with the question. Have an equal number of reasons for deciding yes and for deciding no.

Step 3:Combine partners into groups of 4 and have them reach a consensus on the reasons for supporting yes and no. Give them 3 minutes to reach a conclusion as to whether they think yes or no and choose a spokesperson for their group to share their responses with the class.

Step 4: Discuss what each group decided.

[See attached Inspiration Discussion Web]

DISCUSSION WEB

Fiction text: Voyage On the

Great Titanic:The Diary of

Margaret Ann Brady

She was worried

about Robert

There were other

lifeboats available

She was female

(women and children

are first on life

boats)

She had time to find

Robert

NO

Should Margaret

have gotten into

the lifeboat with

Mrs. Carstairs?

There were not enough

lifeboats for everyone

She would have been

safe

The ship was sinking

fast

Life jackets did not

prevent people from

dying

YES

CONCLUSION

Yes, because

Margaret could

have died

Activity 5:

At the end of the text students can compose a Story Pyramid (*19) of what they read. This is a strategy that helps build vocabulary and summary skills. Student and teacher can start this strategy together by completing the first 3 lines/steps together (on paper for the student, teacher can use overhead). Students can then fill out the rest of the sheet a lone.

Line 1: Consists of the characters name.

Line 2: Two words that describe the main character.

Line 3: Three words describing the setting.

Line 4: Four words stating problem.

Line 5: Five words describing first event.

Line 6: Six words describing second event.

Line 7: Seven words describing third event.

Line 8: Eight words stating solution.

[See attached Inspiration Story Pyramid]

1.

Margaret

Lonesome

2. Smart

3. England

Orphanage

1912

4. Brother

America

Poor

Leaving

5. Mrs.

Carstairs

Companion

Dog

Titanic

America

6. Luxury

First Class

Food

Privelages

Privacy

Robert

7.Jolt

Iceberg

Cold

Lifeboats

Panic

Women/

Children

Water

8. Sink

Drowning

Waiting

Carpathia

Rescue

Warmth

Shock

New York

Reunited

STORY PYRAMID

Fiction text: Voyage On

the Great Titanic:

TheDiary of Margaret

Ann Brady

Response: Written Response:

Activity 1:

Throughout the texts and time period of the Titanic, the use of postcards were a popular means to communicate with other people. They were easy, visual and cost efficient. Although less popular, postcards are still used today, especially among travelers/vacationers.

Writing Assignment: understand the components and function of a postcard; fill out a postcard.

Step 1: Show students actual postcards that were written on from 1909. Have students list characteristics of a postcard.

[See attached scanned postcards from 1908 and 1909]

Step 2: Visually show and label these areas on the postcard: picture, name/ address, message and stamp.

Step 3: Have students list reasons/purpose of sending a postcard. What did people say in them?

Step 4: Given the limited area of space to write a message on a postcard, what is written must be brief. Have students practice summarizing information into one paragraph. An example might be to have the students summarize what they have been doing in this class for the past few weeks (what they have learned about the Titanic) and write it in one paragraph, 25 words or less. Or, have the students think about a character in one of the texts. What would he/she write about? Have students summarize an incident that happened to a character and write it as if they were the character. For example, while on board the Titanic, what would Margaret have written to her friends at the orphanage? Pretend you are Margaret and write a brief message to the orphanage.

Step 5: Pair up with a classmate. Edit each others messages; offer feedback and ideas on each others work.

Step 6: Work on the final draft making any necessary changes in the process. Complete this process on an actual postcard filling out the address (students can use their own or another classmates) as well as the message and stamp. One idea may be to use postcards that do not have a picture, this way they can create their own by drawing or finding pictures that best represent that character and/or incident from the text.

Step 7: Send the postcard.

[See attached Inspiration models]

STAMP

NAME/

ADDRESS

CORRESPONDENCE

BACK OF POSTCARD

FRONT OF POSTCARD

PICTURE

CHARECTERISTICS

OF A POSTCARD

stamp

one small

size piece of

paper

Colorful Pictures

Only a

small

space to

write a

message

Has area for an

address

Can have

pictures of

people on them

Can have

scenic

pictures

What did

people say

in

postcards?

I'll be home

soon.

What the

weather is like

Who they

have seen..

Where

they are

What

they've

been doing

How their

health is

I went bike

riding

I saw a play

I went to a party

I visited my

grandma

I got together

with my best

friend

I saw my sister

It's been so

beatiful here.

It rained all day

yesterday.

It's so cold

here, I think it

will snow.

I haven't been

feeling well

I have been so

tired lately

I finally feel

better!

I miss you!

I'm looking

forward to

coming home.

I can't wait to

see you!

Yesterday I

traveled to the

country.

Today I am in

England.

I went shopping

in the city today.

Activity 2:

Students will write daily responses in their journal. Students will fill out a weekly progress questionnaire explaining 2 areas where they feel they have progressed.

Evaluation: Students will be given credit for participation in all activities. Asking questions during DR-TA and ReQuest shows participation. Students will participate in a discussion web and fill out a participation sheet that evaluates how well group members participated in the discussion. Students will also demonstrate the ability to use a mapping strategy by completing a character map of a chosen character.

Non-fiction text: I Survived The Titanic by Jennifer Kirkpatrick

Overview: This text will be read independently by the students as a homework assignment or in class during independent reading time. This is an appropriate text for them to read because it is brief (3 pages), the account is by someone their own age, and it has a descriptive story line that is easy to follow. Based on prior information that the students know and have learned about the Titanic, students can read this article independently with success!

Motivational Activity: Since students have already read about how some people survived or didnt survive the Titanic, have students come up with a survival strategy that they could use if they had been on the Titanic. Girls can keep in mind that even though women and children were first, there were not enough lifeboats for everyone; theres no guarantee that they could get on one!

Introduction: Everyone has thought of some good ways to increase their chances of survival. Now lets read a true story about how one passenger survived.

Activity 1:

Students will select 2 strategies that has been taught and used with them. Examples are KWL, Mapping, Brainstorming, Character Mapping, and Story Pyramid etc. Students will use these strategies during this text and demonstrate how they used it.

Step 1: Students will choose 2 strategies and review how to use them.

Step 2: Students will complete these 2 strategies on an overhead sheet.

Step 3: Students will explain their strategies and how they used them with the class (using the overhead).

Activity 2:

After the reading, the class will discuss the article, clarifying and answering questions about any concepts, vocabulary or anything else brought up.

Activity 3:

Students will create a Venn Diagram (*20), comparing Ruth with one of the other characters in previous texts: Jack, Margaret, Mrs. Carstairs, etc. The Venn Diagram is a strategy used to develop critical thinking and show compare and contrast relationships. A Venn diagram consists of two large overlapping circles. The overlapping part of the circle represents what is common between two stated things. Each of the part that is not overlapping represents what is unique about that item.

Step 1: Students choose a character from a previous text and compare that characters experience with Ruths experience.

Step 2: Students will share their Venn Diagram in small groups.

[See attached Inspiration Venn Diagram]

Margaret:

first-class passenger

traveling without family

Befriends passenger

named Robert

13 years old

Ruth:

2nd class passenger

Traveling with

family

12 years old

Both on board

Titanic

Traveling to

America to see a

relative

Struggled to save

their lives

Survived

VENN DIAGRAM

Response: Written Response:

Activity 1:

Students will participate in a research writing activity.

Step 1: Students will randomly draw a name of a Titanic passenger from a box. These names were taken from the passenger list on the website www.encyclopedia-titanica.org/index.html.

Step 2: Students will research their passengers autobiography on this website. Passengers on this website are listed under first class, second-class, third class and under the different crew passengers. Students will have to research each category looking for their passenger. Passengers are listed in alphabetical order. There is an easy grid that lists the letters A-Z. Students can click on the letter of the last name of their passenger in each category and see if their passenger is listed.

Step 3: Students will have handout of a research outline to fill information that they find about their passenger. This includes their class ranking, or if they were crew passenger, what their title was, i.e. cook, steward, saloon worker etc. Also, students are to include whether they survived the Titanic (survivors names are italicized) their age, where they were born and an overview of what happened to them before, on and after their experience on the Titanic.

(Some biographies are short, so its necessary that the passenger names that the students draw are those passengers with more detailed biographies).

Step 4: Students will complete a rough draft of their Biography Research Summary.

Step 5: Students will work with a group of classmates, sharing their rough drafts for

Critiquing of strengths, errors and possible changes to be made to each others work.

Step 6: Students will have an opportunity to meet with teacher to discuss their paper.

Step 7: Students will complete a final version of their paper

Step 8: Students will present their passenger to the class.

Activity 2:

Students will write daily responses in their journal about the text and the unit in general. Students will complete a weekly assessment of their work explaining a minimum of 2 areas where their writing has progressed.

Evaluation: Students will be evaluated on their use of the 2 strategies they chose to use while reading this text. Students will be given credit for appropriately using and explaining those strategies. Students will also be evaluated on their ability to use a Venn Diagram. The research paper will be graded on inclusion of research information listed on research outline handout, as well as clarity in writing and presentation of their passenger.

Non-fiction text: Inside the Titanic by Ken Marschall.

Overview: With this text, students independent reading experience can be guided with spectacular illustrations of the Titanic and its passengers. One aspect of this book that is really beneficial is the life size drawings, taking up a whole page, or one particular illustration folds out to take up 3 whole pages of this book! To begin with, the book is large itself, so these pictures jump right out at you! The information and vocabulary in this text will be familiar to students, because of prior readings. This will help them read this text smoothly and with ease. Also, this book has a glossary in the back in case students need to refresh their memories. Student will be given independent reading time during class to read this text.

Introduction:

How many students saw the movie Titanic? Wow, almost everyone did! I know it was a very popular movie. What were really wonderful about that movie were the visuals. People had to recreate what the Titanic looked like and skilled illustrators were needed to do this. Well, the interesting thing about the next text that you are going to read is that the author worked on making the graphics for the movie Titanic! There will be many powerful illustrations throughout this reading, so enjoy looking at them!

Activity 1:

Prior to reading this text, students will choose 3 different strategies to use during this reading. They can choose from mapping, prediction logs, KWL etc. Students will independently use and demonstrate these strategies when they have finished the text.

Step 1: Students will choose 3 strategies and review how to use them.

Step 2: Students will apply these strategies to the text.

Step 3: Students will share their strategies with the class by using the overhead or the chalkboard.

Activity 2:

After the reading, class discusses ideas, concepts and address any questions brought up by students.

Activity 3:

Students will create a Timeline (*21) of the events illustrated in the book. A timeline is an excellent way to sort information. It really makes students think about the concept of before, after and next. In order for students to thoroughly understand the story, they must be able to put it in some kind of order. This is the purpose of the timeline strategy.

Step 1: Students can work in pairs, recalling the events of the Titanic. Teacher will prompt students with a beginning and ending event to start their timelines with. Students can begin with passengers boarding the Titanic, to the Carpathia picking up the survivors in lifeboats.

Step 2: Students finish the timeline working with their partner, using the text

as a source.

Step 3: The class compares their time line with one that is completed as a large group.

Response: Written Response:

Activity 1:

Students will set up and use an email account

Step 1: Use Netscape Navigator and type in the website www.hotmail.com.

Step 2: Click on Sign Up Here.

Step 3: Fill out the registration form. When finished hit Submit.

Step 4: Hit continue. Introduce the screen used to compose and read new mail.

Step 5: Have students read the Welcome message from the Hotmail Staff.

Step 6: Compose a message to a classmate. Get their log in name (email address). Explain that students can put something in the Subject area to let the person know what the email is about.

Step 7: When finished hit Send. If everything is done properly, then a message will say pop up on the screen saying that the message sent was instantly delivered.

Step 8: Have students check their Inbox for the email message from their classmate.

Activity 2:

Students will write a journal response using their new email account. Students will respond to the text in journal format. When completed, they will send it to the teachers email address (they can print a copy to keep for themselves and add it to their ongoing journal. Students will partake in a weekly assessment of their writing progress.

Evaluation: Students will be given credit for their demonstration and use of the 3 reading strategies they have chosen to use during this text. Credit will also be given for constructing a timeline of events in the text. The writing activity will be evaluated by successfully sending an email of their journal entry to the instructor.

Reading Strategies

1. Brainstorming

2. Active Comprehension

3. Think Aloud

4. Quick Draw

5. Story Chain

6. KWL

7. Idioms8. Prediction Log9. Action/Consequence

10. Frayer Model11. Anticipatory Guide12. Reciprocal Questioning (ReQuest)13. Question-Answer Relationships (QAR)14. Questioning the Author (QtA)15. Summarizing16. Mapping17. Directed Reading Thinking Activity (DR-TA)18. Discussion Web19. Story Pyramid 20. Venn Diagram 21. TimelineBibliography

Conklin, Thomas. The Titanic Sinks! Random House, Inc., New York, 1997.

Kirkpatrick, Jennifer. I Survived the Titanic. World Magazine, July 1996.

Http://www.nationalgeographic.com/media/world/9607/titanic.html

Marschall, Ken. Inside the Titanic. Little, Brown and Company, Boston, MA, 1997.

Meir, Peg. Lifeboats and a Hero. Minneapolis Star Tribune, March 22, 1998.

Http://www.newslibrary.com/deliverffdoc.asp?SMH+312315.

White, Ellen E. Voyage On the Great Titanic: The Diary of Margaret Ann Brady. Scholastic, Inc. New York, 1998.

Date: May 2, 2001 Student: 6th graders

Teacher: Melissa Mely Bushinger

Subject: Science

Mode of Communication: ASL

Theme Title: Titanic

Deaf or Hard of hearing: deaf

Reading level: 4th grade

Rationale:

This lesson plan is designed to teach students how to measure temperature using a thermometer. Understanding this concept will help them know that recording temperature affects our daily lives, from the temperature of the weather to the temperature in our homes. The passengers of the Titanic were exposed to the icy water temperature of 28 degrees Fahrenheit. During this lesson, students will learn hands on what that temperature feels like and relate it to the night the Titanic sank.

Objectives:

When given a temperature, students will draw that temperature on a blank thermometer with 80 percent accuracy as determined by permanent product.

Given a substance to measure, students will correctly record the temperature of the source with 80 percent accuracy as determined by permanent product.

Activities: Learning the function of a thermometer and using it accurately

Visuals/Materials:

Blank thermometer sheets

Inspiration mapping of thermometer uses

Real thermometers

Stations of different hot and cold sources

Temperature recording paper

Overhead of thermometer with labeled vocabulary words

Heat lamp

Buckets of varying temperatures of water

Ice

Pan

Motivational Activity:

Ask students, What does a thermometer measure? Start a mapping exercise to be done together as a class. Put the word thermometer in the middle circle and branch out with multiple ideas and functions of a thermometer. Replicate this exercise using Inspiration software and make handouts for all students to have.

[See attached Inspiration model]

Why use a

thermometer to

measure

temperature?

To see if

you have a

fever when

you're sick

To keep

refrigerator

and food

cold

To measure

temperature

outside

To keep your

home at a

comfortable

temperature

Medicine

needs to be

stored at a

certain

temperature

Helps you

know what to

wear

Lets you

know what

temperature

to bake food

at

Pizza is baked

at 425

Cake is baked

at 350

Icecream

needs to

be frozen

Eggs need to

be kept cold

You can have

the AC on in

the summer

You can have

the heat on in

the winer

Introduction:

Has anyone ever wondered how cold the water was the night that Titanic sank? Weve read that it was 28 degrees F. How cold is that temperature of water? Were going to find out just how cold that is, but in order to do that, we need to learn how to use a thermometer.

Pre-teaching:

Vocabulary words:

Mercury

Fahrenheit

Celsius

Degrees

Background Concepts and Information: To explain the vocabulary and components of a thermometer, I would use an overhead of a thermometer while signing so that I could point, label and explain about the thermometer.

Temperature is the measure of heat energy. Most people choose to use a thermometer to measure temperature. The most common thermometer consists of a column of red alcohol or mercury that expands when it is heated. Thats the red line in the center of the thermometer (points to it on overhead). As the alcohol or mercury expands, it moves up the column resulting in a higher temperature reading (point finger up the column). If the temperature is cold, the mercury goes down this column and the result is a lower temperature (move finger down the column). Look at all the small lines here. These represent the individual degrees on the thermometer. This helps you count and figure out the exact number that the column is at.

There are different scales that a thermometer may be based on. We are most familiar with the Fahrenheit scale (show the Fahrenheit side of the thermometer). Scientists, however, use the Celsius scale (show the Celsius side on the thermometer). On the Fahrenheit scale, water freezes at 32 degrees and boils at 212 degrees (point to these two numbers on the thermometer). On the Celsius scale it freezes at 0 degrees and boils at 100 degrees (point to these to numbers on the Celsius side of the thermometer). In our class we will read the temperature using the Fahrenheit scale.

Instructional Steps:

Step 1:

Pass out real thermometers to students. Observe the thermometers and explain what you see. Notice that the top of the liquid represent what the temperature is. You have to look at the number at the top of the liquid, and that will tell you the degree of the temperature. Where does the liquid stop? (Have students come to a consensus on what their thermometers read). Does everyones thermometer say 76 degrees? This is the temperature of our classroom right now. Now lets take a look at the thermometer again. What is the highest reading on the thermometer? What is the lowest reading on the thermometer?"

[See attached Paint Program thermometers worksheet]

Step 2:

Demonstrate how a thermometer works with the following demonstration:

Put the thermometer in an empty pan. Add hot water to the pan and watch how the mercury rises. See how the thermometer rose from 76 degrees to the new degree.

Step 3:

Hand out pieces of paper with blank thermometers on them, as well as thermometers that have been set to a certain degree. Have students fill in the blank thermometers to the degree next to it. For example, if it says 45 degrees, then students must draw that on the thermometer. Have students read the thermometers that have already been drawn to a certain degree. Have them put down the appropriate degree.

Step 4:

Give students a station-recording sheet. Have students work in pairs using their thermometer to record the sources of heat (or lack of) that is in each station. Have students record their results on the sheet. After recording the temperature, students can actually feel the temperature of the water with their hands. Students can write down these observations as well. Students are to pay particular attention to the water that is closest to 27 degrees, noting that its the same temperature as the Titanic passengers felt on the night it sank.

I will model how to do this activity. I will take my recording sheet of paper and my thermometer and pick a station. Here, Im at station 4-heat lamp. I will put my thermometer next to or in the source/substance there. This is a heat lamp, so I will just put my thermometer next to it. I will wait a few minutes and then read my thermometer. My thermometer says 87 degrees. I will mark my results next to the station number that I am at. Then I will feel the object/substance I just took a temperature of. Hmmm..thats really warm. So, now I will write that down next to 87 degrees. Now Im going to find another station, with something else there to measure! As you work with your partner on this activity, I will be walking around monitoring in case you have any questions. Good luck and have fun!

[See attached Inspiration station recording sheet]

Station 4:

Station 2:

Station 3:

Station 5:

Station 1:

Station 6:

TEMPERATURE

DESCRIPTION

Closing of lesson:

Discuss how water that was 28 degrees felt like. Well, now that you all know what 28 degrees feels like, what do you think? What are some words to describe water that is that cold. What would it feel like to have your whole body submerged in water that cold? How do you think the passengers felt when they were swimming in water that cold?

Evaluation:

Give students a test on using a thermometer. Have students mark and read thermometers that have been marked. Check for accuracy. A score of 80% or better is equivalent to accurately understanding this concept.

Students: 6th grade

Date: May 2, 2001

Teacher: Melissa Mely Bushinger

Subject: Life Science

Mode of Communication: ASL

Theme Title: Titanic

Deaf or hard of hearing: deaf

Reading level: 4th

Rationale:

This lesson plan is designed to teach students about the life threatening condition of hypothermia. Students will learn how it is caused, its symptoms and how to prevent it. Student will learn which fabrics keep them the warmest, preventing hypothermia. Students will apply the concept of hypothermia to their own lives as well as the lives of the Titanic passengers. Students will understand how the Titanic passengers died based on the information they learn about hypothermia.

Objectives:

After being given a prompt, students will be able to list 4 out of 6 hypothermia symptoms and treatments as discussed in class as measured by permanent product.

Following this lesson, students will be able to accurately list a minimum of 4 ways to prevent hypothermia as measured by unit test results.

During the lab activity, students will be able to determine which fabrics are better able to conserve heat and energy, as shown by the recorded results of the lab experiment.

Activities: Understand what hypothermia is, its symptoms and how to prevent it. Understand that clothing fabric plays an important role in preventing hypothermia.

Visuals/Materials:

Hypothermia Survival chart

Time line and explanation of symptoms/ treatment overhead

Inspiration mapping of cold weather activities

Venn Diagram of passengers in life boat and in water

Desk fan

Thermometer with exposed bulb

A variety of labeled fabrics including wool and cotton

Magnifying glass

Bowl of water

Motivational Activity:

We are going to discuss some cold weather activities, ones that may cause hypothermia. Lets do another map, this time well put cold weather activities in the middle and then branch our ideas out from that. (Copy responses on Inspiration and give students a handout to keep).

[See attached Inspiration Model of cold weather activities]

COLD

WEATHER

ACTIVITIES

Ice skating/

Hockey

Hiking/Walking

Hockey

Skiing

Ice Fishing

Sledding

Introduction:

Now we know what kind of activities that are easier for people to get hypothermia. What activity were the Titanic passengers doing the night the Titanic sank? They were taking a cruise through the icy Atlantic Ocean. Titanic passengers had a warmly heated ship to live in, but when the ship sank, they found themselves exposed to the icy air and water. We know just how cold 28 degrees F feels like, dont we; it is extremely cold. Most people think that the passengers drowned in the cold water, but this isnt true. Most of the passengers died of hypothermia. Were going to find out about hypothermia so we have a better understanding of how the Titanic passengers died.

Pre-teaching:

Vocabulary words:

Hypothermia

Exposure

Unconsciousness

Survival

Core

Coordination

Background Concepts and Information:

I will read the following information to the students in ASL; I will also provide an overhead of this information so that they can see the English print:

Hypothermia occurs when a person becomes extremely cold. Core temperature is the temperature of the inside of the body. If your body begins to loose heat because of exposure to cold temperatures, then the core temperature in your body will begin to drop. This happens much more likely if the person is wet than dry. Hypothermia has many symptoms. Shivering is one of the first symptoms of hypothermia, followed by weakness, loses coordination, trouble thinking, quietness (stops talking), unconsciousness and then death.

Loss of body heat due to water: cold water next to the skin keeps the body cold and hypothermia will likely happen. If you are in the water dont swim unless it is to reach nearby safety. Swimming will make your body loose more heat. Keep your head out of the water; this will increase your survival time. If there is more than one person in the water, huddle together. Always wear a life jacket. Life jackets provide some warmth because they are insulated.

At this point, ask students to brainstorm on some possible ways to prevent hypothermia.

How to avoid hypothermia:

Stay dry

Eat well; food is energy, and energy prevents your body from cooling.

Beware of the wind; it carries a lot of body heat away.

Understand cold weather; most cases of hypothermia occur when the temperature outside is between 30 and 50 degrees.

Dress warm, wear wool clothing; it keeps heat next to your body better than other fabrics.

Always wear a hat. 90% of your heat loss is from your head.

Discuss the information just read. Go back and use the vocabulary words in context to make sure students understand. For example, find the sentence with the word survival in it-keep your head out of the water, this will increase your survival time. Sign this sentence, but fingerspell survival. Ask students to explain survival. Follow this procedure with the remaining vocabulary words.

Next I will make sure that students understand the symptoms and treatment of hypothermia by reviewing and composing a time line. This will be done on the board/overhead/ or using computer technology. What is one of the first symptoms of hypothermia? Shivering, right! What are some things to do if you find you or someone else is shivering? We can get out of the cold weather or water. We can drink something warm like hot chocolate. We can put on a hat or warmer clothing.

[See Attached Inspiration Model for Timeline and Treatment of Hypothermia]

What do you do?

Shivering

Weakness

Loss of

Coordination

Trouble

Thinking

Becomes

Quiet/Stops

Shivering

Unconsciousness

SYMPTOM

Treatment

Get out of the

cold

Drink

something

warm

Seek Shelter

Put hot packs

on body

Warm the body

Put on a hat/

warm

clothes

Don't warm the

body-it can cause

shock!

Prepare to transport

to the hospital

Instructional Steps:

Step 1:

Model the following lab activity:

We are going to be testing which fabrics stay drier when dipped into water. We will be working with partners. You and your partner will go get one of each fabric cut out over here. Each fabric is labeled with the name of the fabric. See, Im just taking one of each. Now I am filling a bowl of water. Bring the bowl of water and fabrics to where you will be working. Take one fabric at a time and dip it into the water. Take it out like this and see how soaked with water it is. Write the name of the fabric down on your lab sheet. Im using polyester fabric, so I will write that down, and then describe what happens when I dip it into water. Look at my fabric; its pretty wet, not dry at all. Im going to write down got completely wet on my paper.

Step 2:

Have students get into pairs and do the activity just modeled to them. Student should notice which ones get soaking wet immediately, record those results on their paper. Monitor them for questions and needed guidance.

Step 3:

Collect as a group and discuss which fabrics stayed drier after being dipped in the water. Ask, Did anyone see any air bubbles coming out of their fabrics? Which fabric was it? Those are air bubbles. Wool traps air in its fibers, thats why wool stays drier longer. Even when wool is dunked in water, it doesnt loose all of its air. Cotton is the opposite, it absorbs water immediately. Which fabric is best for helping to prevent hypothermia, why?

Closing of the lesson:

Now we really know about the symptoms and treatment of hypothermia! Since the passengers of the Titanic were exposed to extremely cold water in the middle of the ocean, they were limited to treatment for their hypothermia. Lets look at our time line and see what treatments for hypothermia the Titanic passengers could have used. (Students will find few if any treatment options for the passengers.) We can understand why so many passengers died.

What kind of fabrics do you think the people on board the Titanic were wearing? Why do you think so? Do you think what they were wearing helped them to survive, why or why not?

Evaluation:

Students will be tested on their knowledge of hypothermia symptoms, treatments and ways to prevent hypothermia. Students can recreate a mapping of this for the test, or simply list and explain their answers. Students will be graded based on explaining a minimum of 4 hypothermia symptoms and 4 treatments as well as a minimum of 4 different ways to prevent hypothermia.

I will observe their recording and responses to the lab exercise to determine comprehension of concept. Credit will be given for participation and turning in the lab recording sheet.

Sources:

Adventure Sports Online:

http://www.adventuresports.com/asap/ski/skihypo.htm

Marine County Sheriffs Department Search and Rescue Team:

http://emergency.marin.org/search/hypothermia.htm

Thank you for viewing my unit of instruction!

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