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.
The focus of day six is learning about icebergs. The work students complete today will give them a better understanding of icebergs in general – their composition, how they originate, and where on the globe many come from. The work today is short and should allow extra time for students to make up work that is unfinished.
I ask students to pull out their research packets and pencils as I explain today’s task. Once on the website, students will click on “The Iceberg.” I explain to students that on this page, there are two columns of information. Today’s focus is on the column entitled, “What is an iceberg?” This contains basic information about icebergs including vocabulary pertinent to the topic. Next, students read about the location where the Titanic struck its iceberg, Iceberg Alley. Last, students learn about the changes that have been made to how ships detect icebergs that ensure similar tragedies do not happen again.
After students read the selection, they record what they’ve learned in their packets. When their work is complete, students can watch the iceberg videos included on the page. The first is a video of an iceberg flipping in the ocean (I admit, I’ve watched this one more than a few times myself!). Second is a video of a man who is an extreme climber. After tackling several mountains, he decided to challenge himself by climbing an iceberg. Students will get a thrill from watching the iceberg break apart just after the man safely returns to his boat.
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!
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.
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.
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.