The Titanic: Vocabulary Check-in

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SWBAT demonstrate understanding of vocabulary they've encountered over the last few days of our research project.

Big Idea

After listening to a few conversations, it became evident that students needed a quick check-in to clarify their understanding of vocabulary found in the texts they have been reading.

Unit Introduction

The last unit before the big OAA (our state’s end of the year assessment) is always a tricky one. So much to review, such little time. This year I wanted to create a multi-genre reading and writing unit that would review essential fiction and non-fiction skills that was engaging and driven by student interest.

My students are obsessed with the “I Survived” series. Each book in this historical fiction chapter book series is written from the viewpoint of a boy who survived a major event in world history. I’ve found that these addicting little books are an excellent way to get boys (and girls!) interested in history while burning through an entire series!

Building on their frenzy, I decided to create a four week unit around the title, I Survived: The Sinking of the Titanic [Tarshis, L. (2011). I survived: The sinking of the Titanic. New York, NY: Scholastic Paperbacks]. In this unit, students will research the actual Titanic using a website I created in order to gain an understanding of the ship, its passengers, and why it remains a popular topic to this day. Second, the students will read the I Survived text as a part of book clubs while reviewing fiction skills learned throughout the year. Last, students will produce opinion writing pieces about the Titanic using information gained from their non-fiction research and fiction book study. 

Setting a Purpose

10 minutes

On day four, we complete a vocabulary check-in. Over the past three days, students have come across a variety of words they’ve never heard of before. While we have time for asking questions and checking in each day, I want to spend some time making sure students understand a few key words. After listening to a few student conversations, it is evident that a check-in is needed!

I ask students to pull out their research packets and pencils as I explain today’s task. Today there isn’t a specific page on the website to visit. Instead, students will work with their partners to answer a few questions about the vocabulary they have encountered over the past three days. I explain that most of the vocabulary words are related to ships, sailing, or boats in general. While the terms aren’t super important to the Titanic’s history, these words do provide a greater understanding of the Titanic as a whole.

If students are unable to answer the questions at first glance, they are to go back through the passages they’ve read to locate their answers. Not only will this help with vocabulary, but also provide students with a second opportunity to read the texts. It is my hope that they will glean new information this second time through that they may have missed during the first read. I encourage students to work with their partners in order to complete today’s assignment in the time allotted.

Before we leave for the lab, I ask students if they have questions about today’s assignment. Then we gather our materials and head to work!

Conducting our Research

45 minutes

Students are given approximately forty-five minutes each day to conduct their research. They have the choice of working independently or with the student next to them. Should they finish today’s assigned research, they first must go back to previous day’s assignments and complete any unfinished work. If all work has been completed, they are free to catch up on viewing photos of artifacts or videos posted on previous day’s lessons or they can choose to play either of the Titanic games on the homepage. I ask that students not work ahead, though, and try to complete work that I haven’t explained yet. This keeps them from completing a day’s assignment incorrectly and having to redo it. 

While students work, I walk the room checking in with groups of students or conducting conferences. It’s an excellent time to see if students are managing the complex texts included in the website and provide support if needed. This time also allows opportunities for students to ask questions about their assignments, texts, or general questions they have about the topic itself. 

Sharing our Work

10 minutes

At the end of our work time, we review what we’ve learned today. I have students share parts that were interesting to them, ask questions, or make connections to other students' answers. It’s a time to not only share what we enjoyed most about today’s focus but also to clear up any confusion students had while working alone or with a partner. Because I cannot get to every student each day, this is a perfect opportunity for students to share questions with me that may also be on the minds of others in the class. Typically this happens in the computer lab so that I can quickly refer to the website when addressing students’ concerns. However, due to time, we sometimes complete our share in the classroom.

On days when there aren’t many issues or questions, I use this time to share excellent work I noticed while walking the room.  Sometimes this comes in the form of a written response and other times it might be a connection I overheard that was made between partners. 


5 minutes

Before ending the period, students are given a final few minutes to finish a section they were working on or to make corrections or additions to their work based on what they learned in our group share.  When finished, they return all materials to their binders so that they are prepared to start again tomorrow.