Titanic Week! Traveling in Luxury...Some of You Day Two

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Objective

SWBAT identify the main idea and supporting details while reading an informational magazine. SWBAT make connections between an informational and fiction text about the same topic.

Big Idea

It's day two aboard the RMS Titanic. Your class reads more about the Titanic in their informational magazine, and practices identifying the main idea and most relevant supporting details in small groups.

Welcome to My Lesson

Please watch this short video to see information about this lesson.

Titanic Travel Update from Principal Gravel

3 minutes

Each day this week our principal is narrating our voyage on board the RMS Titanic.  (See Resource File:  Titanic Narrator Script)  She comes on the intercom at the beginning of our shared reading time.  The facts she talks about tie into things we'll be reading in our informational magazine and trade books.  We are entering day two of our voyage, and here is the message she delivers to the class today:

Tuesday: 

Hello passengers aboard the RMS Titanic!  It’s April 13th, 1912.  I hope you’ve been enjoying your first two days of travel aboard the RMS Titanic.  If you are first class passenger I bet you’re enjoying Titanic’s gymnasium, swimming pool, libraries, high-class restaurants, and opulent cabins.  No wonder why it took 3,000 men three years to build this ship!  Just a friendly reminder that if you’re a third class passenger, you might want to get in line for a bath now, as there are only two bathtubs for the 700 of you!  By the way, I hope you’re getting my warnings of icebergs being spotted in your area.   The air temperature is about 41 degrees and just about right for icebergs to be present.  Please, proceed with caution!

 

Main Idea and Supporting Details

20 minutes

Review:

Today is our second day of reading the Kids Discover Titanic magazine and learning about main idea and supporting details.  I begin by reviewing our anchor chart.  (See Resource File:  Main Idea Titanic Anchor Chart)  We do kinesthetic motions for main idea and supporting details by placing our hands over our head like a cloud and saying "main idea".  Then we sprinkle our hands down three times while saying "supporting detail".

 

Small Group Practice:

Today, I have the crew work with their table group partners.  They take turns reading, then identify the main idea and supporting details of pages 4 - 5.  (See Resource File:  Kids Discover Magazine Titanic Main Idea and Supporting Details)  I find it helpful to practice the gradual release of responsibility model.  Yesterday, I did a lot of modeling, and today the students will work with each other in small groups.  This provides enough support to try out the new skill.  I can also walk the room and monitor how the students are doing with their reading and main idea and supporting details skills.

 

Check for Understanding:

I call the class back together, and we check our work.  We have a discussion about the different supporting details that each table group chose.  Some were the same, and others were different.  This provides a good opportunity for me to talk about identifying the most relevant information.  We all decided the main idea of pages 4 - 5 was "Construction of the Titanic", or something very similar.  We review our skills and then head to the carpet area for our read aloud.

 

 

Fiction Pair: Polar the Titanic Bear

10 minutes

The students enjoyed the first day of Polar the Titanic Bear yesterday, and are looking forward to seeing what is going to happen in the story today.  They are anxious to get to the part about the Titanic.  I'm reading this fiction story to pair along with our informational text this week.  The students are making good connections about the historical time period, including what life was like at the turn-of-the-century.  They have predicted that the Speddens in the story will be first class passengers aboard the Titanic when they travel due to the clues in the story.  I use the read aloud as an opportunity to model comprehension strategies, such as stopping to check for understanding by asking questions, as well as making connections to other texts.