Big Idea:Weeks before our unit begins, students complete a KWL chart to determine what students what to know about the Titanic. Then excitement about the topic builds as students begin to learn facts by reading through collected texts.
Big Idea:Today's focus is learning details about the construction of the ship itself. Through the use of a teacher created website, students read preselected passages about the ship and record pertinent facts.
Big Idea:Today's focus is learning about the ship's interior. Through the use of a teacher created website, students read preselected passages about the accommodations aboard the Titanic and record pertinent facts.
Big Idea:Today's focus is learning about four cities that were important to the Titanic's history. Through the use of a teacher created website, students read preselected passages about the cities and record pertinent facts.
Big Idea:Today students examine the number of survivors and victims within various categories of people on board the Titanic. Students then make inferences about the disparity of survivors between the categories.
Big Idea:Today students discover the events that led up to the last hours of the Titanic. Students read through a timeline of events, complete a cause and effect chart, and identify the problem and solution in the passage.
Big Idea:Today's prompt is, "If you could be a passenger on the Titanic, which would you be: first class, second class, third class, or a member of the crew?". Students must pick a side and support it with reasons and evidence from their research.
Big Idea:Today's prompt asks students to determine which of four poor decisions was most to blame for the high number of deaths in the tragedy. Students must select a reason and support it with reasons and evidence from their research.
Big Idea:After weeks of research, students have decided that three main factors contributed to the tragedy of the Titanic. They will analyze their data to determine which factor contributed the most and support their opinion with evidence.
Big Idea:Students will choose one of six prompts that represent the main aspects of our Titanic unit. After deciding what they liked best, students join a small group that will serve as their writing support throughout the week.
Big Idea:After only a week of work, students present their masterpieces to the class. Each student must participate in the presentation, which represents their opinion on what was best about our Titanic unit.