From Exploring the Titanic

1. From Exploring the Titanic EQ: What can we learn from disasters?

2. Chart It! • Have you ever learned a lesson the hard way? Unfortunately, it sometimes take a disastrous situation to teach us to properly plan for danger. When a disaster happens, we try to find out what went wrong so that we know ho to be better prepared in the future. • Using a two column chart, list different types of disaster and things that we can learn from them. Refer to the example on the board.

3. Chart It! Types of Disasters What We Can Learn from Them Build safer buildings; more fire drills to practice what to do in an emergency • Fires

4. Analyze the Visual p. 101 What details in the poster emphasizes the Titanic’shuge size?

5. Key Things to Remember While Reading • Crossing the Atlantic Ocean was a legendary journey bringing famous explorers, millionaires, and migrants from Europe to North America. • It was, also, a dangerous journey because of rough waters, Antarctic icebergs, and fog. Many transatlantic sailing ships were wrecked or lost at sea. During the late 1800, steamships had become the norm because they were quicker and safer; however, traveling the Atlantic still came with much risk. • The Titanic set said during the spring of 1912 when a warm winter had caused an unusually high number of icebergs to break from the Artic glaciers.

6. Key Areas of Focus Key Vocabulary Reading Skill: Chronological Order When writers use chronological orders, also known as time order, they present events in the order in which they happened. To recognize time order, look for calendar dates, clock time, or key words/phrases that show time order such as before, later, around lunchtime, for the next ten months, etc.… • Narrative Nonfiction—uses literary elements, such as plot, setting, and conflict to tell a story. Unlike fiction, narrative nonfiction tells a true story about events that really happened.

7. Read and Discuss the Text • While reading, keep a timeline of events. Refer to the note that you just took about identifying time/chronological order. • Turn and Talk: Analyze the Art on p. 103. How does seeing what Ruth and Jack look like affect how you read lines 60-70? • Understanding Depth of Knowledge: Student Generate Questions • Critical Thinking Questions: Clock Buddies (If time permits…)

8. Creating Critical Thinking Questions for the Hot Seat Using Depth of Knowledge • With a partner, collaborative create 7 questions based on today’s reading. These questions will be used for our “Hot Seat” discussion. • Be sure to create thought provoking questions that will require much consideration and not easily answered. • Refer to your Depth of Knowledge Chart when creating your questions. Level 1 type questions are not allowed.

9. Sentence Summaries • Ask students to write one sentence that best summarizes what they consider to be the most important information from the lesson. • You only have $1.50. Each word costs 10 cents. After writing your sentence calculate the total cost of your sentence and circle the amount spent.

10. Opening: Stand and Deliver Share Key Events from Time Line in Chronological/Time Order

11. Clock Buddies • Why was Captain Smith given command of the Titanic? • What kinds of accommodations did the ship have for first-class, second-class, and third class passengers? • What safety precautions did Captain Smith and other crew members take before and after the collision? • Events are often related by cause and effect, which means that one event brings about another. Refer to both your timelines. Which events caused others to happen? • Ballard could have written the account of the Titanic as a piece of informational text. Instead, he chose to tell the story using narrative nonfiction. While telling details of this tragic, true event, he not only used elements of plot, but, also, included foreshadowing and suspense. Is this an effective way to involve readers in the story? Explain.

12. Journal Entry 5B: The Titanic • The sinking of the Titanic has inspired many movies and books. Discuss why this disaster lends itself to storytelling. Include one or two examples from the text to support your views. • What are notable events in history or current times that need to be remembered and why? How can we learn from such an event? Explain your answer. Provide details facts and examples. Length: ¾ to a full page Time: 10-12 minutes

13. Analyzing and Evaluating the Text • Circulate the room to find and examine various quotes from the novel. Copy the quotes on the left side of the chart. Then, evaluate the passages; write your analysis, which should include your opinions, comments, inferences, insights, questions, etc…. in the right column. Consider what makes the text stand out as unique and memorable as you analyze each piece of text. • Sentence starters: These lines are important because…, These lines show…, and ________ clearly implies that …. • You have twelve to fifteen minutes to conduct your analysis. Please do so quietly. You will be allotted time to share your findings with a partner.

14. Summarizing Acrostic: For each of the letters write summaries key themes, points, events, and thoughts about our lesson about the Titanic. T. I. T. A. N. I. C.

15. R.A.F.T. (no pun intended) • Role of the Writer: You are assigned a boarding pass of a real passenger. You will assume the role of this person. • Audience: To whom are you writing? Dear Diary?Dear Mother? To my loving family? • Format: A diary entry?  A love letter? A letter to your family? • Topic: What was your experience on the Titanic? What did you notice, see, experience? (Use information from the story to help you brainstorm)