THE TITANIC
Melissa Mely Bushinger
Unit of Instruction
6th Grade Level
1
Fiction Text: “Lifeboats and a Hero” by Peg Mier.
Overview: As a read to lesson used in the classroom, I plan on using an overhead to display the
article that I will be signing. This way, students will have full access to the print as well as to ASL.
It will also be easier for me to point out and fingerspell words while using the overhead. The
purpose of reading this text to the students is because it is above their reading level, yet it provides
a valuable connection: there were people from Minnesota on board the Titanic!
Motivational activity: Begin the lesson by eliciting prior knowledge with the activity of
Brainstorming (*1). To use this strategy, give students a word and ask them to write down
everything that comes to mind about that word within an allotted amount of time, say, 3 minutes.
(This can be done in an ongoing journal for this unit).
Example word: Titanic
Titanic
Passengers
Gigantic
Lifeboats
Fancy clothes
Famous people
Sank
Oscar
Broke in half
Drowning
Movie
Jewelry
Life jacket
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Introduction: “Everyone has made a different list of what we think about when given the word
Titanic. Let’s see what some of us wrote down. (Students can share some words that they wrote).
Did anyone write down people from Minnesota on their list? No? Well I’m going to read an article
to you from the Star Tribune newspaper that talks about some people from Minnesota who were on
board the Titanic when it sank.”
Activity 1:

Begin by reading the title and have students participate in Active Comprehension (*2).
This is a strategy that helps students form questions while they read, aiding in better
comprehension. The teacher asks questions that will ask a question in return.
Step 1: Ask a question that will get the students to ask questions in return. The title of this text is
Lifeboats and a Hero. Ask students, “What would you like to know about this book?”
Step 2: Students respond with questions such as, “Who is a hero?” “Is this person a hero because
they helped with the lifeboats?” Continue using this strategy at convenient stopping points through
out the story.
Activity 2:

Use a storytelling to story-reading continuum, using a lot of elaboration when first reading
this text, and then each time the text is read again, use less elaboration and sign closer to
the actual text. For example, I really want the students to be “hooked” when I read the
story. Therefore, I’m going to use a lot of role- playing and body language to illustrate the
people and the events that take place. I will also make what is vague explicit, adapting the
text so that the students fully understand what is happening. There are many references to
places in Minnesota, so it will be appropriate to make connections to those names.
Particular names and words can be finger spelled and pointed out in the English print on
the overhead, this way students can connect between the ASL meaning and the equivalent
English spelling.
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Activity 3:

Stop occasionally throughout the reading to do a Think Aloud (*3). This is a strategy that
allows students to understand the comprehension process, and in turn, develop better
comprehension and metacognitive skills themselves. To use this strategy; the teacher
reads a portion of a text, stops and then signs/talks out loud about how or what they are
thinking about, making connections between the text and the real world, the text and
themselves and the text and other texts.
Step 1: Sign a section from the text:
The Snyders spent 5 hours in a leaking lifeboat before it was spotted by the Carpathia at 5:30 a.m.
.
Step 2: Think out loud about what you just read.
“Hmm…I remember canoeing once when I was younger. Our canoe had a leak in it. There was a
little bit of water in the boat and all of our stuff got wet, including my feet. That wasn’t fun at all”
(text-to-self connection).
Step 3: Read/sign the next section:
(The Minneapolis Journal reported that the Carpathia crew had prepared breakfast for 3,000; the Carpathia
picked up about 700 survivors).
Step 4: Respond out loud to the text:
“Wow, the Carpathia thought that a lot more people would be in those lifeboats. That ship was
really helpful to the Titanic passengers. I read in a book that everyone on the Carpathia gave
blankets and hot drinks to all of the survivors” (text-to-text connection).
This strategy can be used throughout the reading to model comprehension skills.
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Activity 4:

Use the strategy of Quick Draw (*4) during the reading to help build comprehension
skills. A sentence or portion of the text is read. Student take out a piece of paper and
quickly draw whatever they visualized while they were just being read to. A stopwatch can
be timed at 2 or 3 minutes to make sure that it is a “quick draw”.
Step 1: Read a passage to the students:
What if the lifeboat tipped? They edged up to an iceberg so they could scramble onto it if necessary.
They decided-probably because of overactive imaginations-that it was occupied by huge scary
animals.
Step 2: Have students draw what is in their minds after those sentences were read to them. (This
drawing can be done in an on going journal for this unit).
Activity 5:

Discuss the story. Allow students to engage in conversational communication. They can
discuss the book with one another, in groups of 2 or 3, and then come together as a whole
and discuss concepts, vocabulary or any other questions about the text.
Response: Written Response:

Have students write in their Titanic journal on a daily basis. This reflects a popular writing
style for people in 1912. (This is even more relevant when reading the text: Voyage on the
Great Titanic: The Diary of Margaret Ann Brady). Students can record their thoughts
feelings, frustrations and knowledge learned related to the text(s). These journals can be
free writing journals, which means they will not be critiqued on spelling or grammar,
however, students can assess themselves weekly, noticing at least 2 areas where they have
progressed. Students are required to put the date on each journal entry.
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Evaluation: Students will be given credit for paying attention during the reading and
participating in the discussion, meaning they willingly participated in small and large group
discussion. Students will also be given credit for completing the activity of Quick Draw and
writing in their journals.
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Fiction Text: Voyage On the Great Titanic: The Diary of Margaret Ann Brady
Overview: This lesson will be used in the classroom in small group format. Anticipating that the
student group that I will be working with will be small, we can sit in a half horseshoe format
during shared-reading. However, if the group of students is too large, more than four or five
students, then the larger group can be broken down into smaller groups. While one group is
reading with the instructor, the other can be at a literacy book center, where books about the
Titanic are available. Also available will be journals by people such as Ann Frank, so that students
can see other sources and material relevant to what they are reading. Web search activities related
to the Titanic can also be provided for students not participating in shared reading.
The reason for using this text for a shared reading lesson is because the book takes place in
England in the year 1912, the material is foreign and challenging.
Pre-Teaching:

It is necessary that students become familiar with where England is. Students can be
shown a map and directed to England. Then England can be compared with the location
and continent where the USA and Minnesota is. This will also be a good opportunity to
show the voyage that Titanic makes from leaving Southhampton, England, stopping in
Queenstown, Ireland and sinking in the Atlantic on it’s way to New York.

Students need to become familiar with the time period of 1912. Clothing style can be
richly conveyed using ASL. Women and men wore elaborate clothing that is not seen
today. Transportation and communication also differed from today. Differences should be
noted.

The vocabulary of this text needs to be learned. Many of the vocabulary words can be
easily described with a synonym or simple sentence. A word like parasol can easily be
explained by saying “ umbrella” or “petticoat” can be explained by saying “a woman’s
short coat.” ASL will be the key to really showing the visual aspect of these words.
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Motivational Activity: Have students complete a Story Chain (*5). This is a strategy that uses
words from the story that act as clues to what the story may be about. Students consider the words,
and make up what the story is about using those words/clues as a guide. This is done before
reading the text and then after the text comparisons are made between the made-up story and the
author’s account of the story. This strategy will help get students interested in the story and curious
to find out more about it.
[See attached Inspiration Story Chain].
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STORY CHAIN
Fiction text: Voyage On the Great Titanic:
The Diary of Margaret Ann Brady
Girl
England
Orphanage
Brother
Companion
Titanic
Jolt
Cold
Panic
Lifeboats
Kiss
Reunited
There was a v ery
pretty and smart
girl who liv ed in
England long bef ore
y ou and I were ev er
born.
There in England,
she liv ed in an
orphanage with
many other children,
including her
brother.
The brother and
sister were v ery
close, because
they had no other
f amily but each
other. They
considered each
other v ery good
companions.
Now, both of them
wanted to leav e
the dreadf ul
orphanage, so they
decided to get a
new wardrobe to
pretend they are
stewards and
escape on the
great ship called
the Titanic.
They made it on to
the Titanic, But
soon af ter being
on the ship, they
f elt a v ery sharp
jolt and decided to
leav e the warmth
of their cabin and
go outside where it
was v ery cold
Outside on the
deck hundreds of
people gathered to
see what was the
reason f or the jolt.
There they saw it, a
giant iceberg which
had ripped open
part of the Titanic.
When people
realized what
happened, they
began to panic.
Ev ery one tried to
scramble into
lif eboats, but only
women and children
could get on. The girl
and her brother had to
separate, because she
was about to get in a
lif eboat. Bef ore getting
in, she gav e her
brother a kiss and a
hug, f earing that she
would nev er see him
again. Fortunately ,
another ship rescued
her lif eboat and
brought her to
America. There, she
f ound her brother,
aliv e and well and they
were reunited at last!
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Introduction: “Each of us just made up a story based on the words that were listed. As we read
this story, we can compare our stories with the story we will be reading to see how well we
predicted what would happen.”
Activity 1:

Begin Shared reading by introducing KWL (*6) strategy. This is a strategy that is used
before reading a text to help students figure out what they know about a topic. It also helps
them determine what they have learned after they are done reading the text, as well as
lingering questions they may still have about the text. The KWL is comprised of 3
categories. A fourth may be added. The first category is used to list what is known (K)
about a topic, the second is to list what the student wants (W) to know. The third column
is for listing what has been learned (L), this is filled in after the reading. The optional
fourth column is for listing what still wants to be learned.
Step 1: As a class, ask students to think of things that we already know about the Titanic. Using
an overhead or the chalkboard, make a KWL chart and list those ideas under the K section of the
chart.
Step 2: Ask students to come up with things they would like to know about the Titanic. Write
questions under the W part of the chart.
Step 3: Tell students to be thinking about what they would like to know as they read through the
text. Students will be given time to reflect on what they’ve learned after shared reading has taken
place. This will allow them to fill in the L part of their chart.
[See attached Inspiration KWL Chart]
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KWL CHART
Titanic
What do you
KNOW?
What do you
WANT to
know?
The
Titanic
was huge
How big
was the
Titanic?
As long as 4
city blocks & as
tall as an 11
story building
Titanic hit
an iceberg
How did it
happen?
Titanic was
traveling fast,
Icebergs were
hard to see
Titanic had
many
passengers
How many
passengers
were on the
Titanic?
What did you
LEARN?
Over 2,200
peole were
on board
the Titanic
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Activity 2:

Throughout the reading, there will be opportunities to explain Idioms (*7). Explaining
idioms is a strategy that helps students better understand the concept written in the text.
Use the idiom in context and illicit responses as to what the meaning might be. Break
down the phrase or word to show hidden meaning.
Sentence:
She began working in the rag trade and was gone from sunrise to sunset, sewing buttons in a hot,
airless factory.
Idiom: sunrise to sunset.
Step 1: Read the sentence and ask students what it means.
Step 2:Ask students what they know about sunrises. What time of the day does the sun rise?
Step 3:Ask students what they know about sunsets. What time of the day does the sun set?
Step 4:Ask them approximately how much time is between a sunrise and a sunset. Ask if it’s a
long or short time.
Step 5:Ask them what it means if someone is at work from sunset to sunrise.
Activity 3:

Use a Prediction Log (*8) throughout the reading. This is a strategy that is helpful in
engaging active reading and assisting students in monitoring comprehension. To use this
strategy:
Step 1: Have useful stopping points planned throughout the text. Use them to stop students and
ask them to make predictions as to what will happen next based on what they have just read.
Step 2: Have the students justify their reason(s) for the prediction by writing it down under that
category.
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Step 3: After the reading, the predictions are discussed and used as a comparison to what really
happened in the text.
Prediction
Reason(s)
Part 1:
Margaret will leave the orphanage
She was offered a job
Part 2:
Margaret will get to see her brother
Her brother lives in America
Margaret is traveling there
Part 3:
The Titanic will sink
People have to put on
life jackets, water is filling
the ship too fast
Part 4:
Robert will not survive
He speaks in past tense about
himself, he doesn’t get in a
lifeboat
Part 6:
Margaret doesn’t see
They do not get in the same
Mrs. Carstairs again
lifeboat together
Activity 4:

Use Action/Consequence (*9) strategy to model to help students make predictions based
on a single action. This helps them explore and look at the possible results that may come
from something someone does. This helps build problem solving and decision making
skills.
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Step 1: Using an overhead, make a column for listing the action and another one for listing the
possible consequences. Make sure that students understand that consequences aren’t always
negative. They are simply the results that could happen from that action.
Step 2: As a group, think of something that Margaret did, such as leaving England. Write that
down under action.
Step 3: Students can come up with possible consequences for this action and list them under
consequences. Some possible consequences are: she could miss the orphanage and she will get to
see her brother. This strategy can be done prior to reading the text, to help with prediction skills, or
after the text to help consider other possible outcomes to what occurred in the story.
[See attached Inspiration Action/Consequence Model]
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ACTION/CONSEQUENCE
MODEL
ACTION
Margaret
Leaves England
POSSIBLE
CONSEQUENCES
1. Could miss the
orphanage
2. Will see her brother
3. Could get lost
Margaret Visits
Third Class
Area On Ship
1. Third class people
reject her
2. She will like third class
better than first class
3. She will feel
uncomfortable
Margaret
Doesn't Get On
A Lifeboat
Right Away
1. She might not be able
to find a lifeboat later
2. She could drown
3. Someone could rescue
her
Step 5: Review prediction log and KWL chart. Ask students” How has what you learned changed
what you thought and wrote down before?”
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
For the prediction logs, which ones were right, and which ones were incorrect. Have
students find where in the text supports the answer to their prediction. Have them put
the page number next to their answers.

For the KWL charts, have students write down what information was learned. Have
them find where in the text they that information is. Put a page number next to the new
information they have learned.
Response: Written Response:

Students respond by free writing in their Titanic journals. This can be done in class or as
homework. Make sure that weekly progress checks are written by each student. This selfassessment will help them see where their writing strengths are, as well as areas that need
improving.
Evaluation: Students will be given credit for their participation in all activities: Story Chain,
Prediction logs, KWL and filling out the Action/Consequence Mode and journal writing. Students
should fully understand KWL and what each letter stands for. Students will prove they have
learned new information by their responses to KWL and the Prediction log. Feedback is also an
important part of evaluating whether a student is comprehending the text. I will monitor the kinds
of questions and responses students give.
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Fiction Text: The Titanic Sinks! By Thomas Conklin
Overview: As a guided reading lesson, I plan on teaching and using a variety of skills that
students will be able to use when they read independently. Guided reading will be done as a group.
An overhead will provide visuals of all the strategies that students will be learning and using. This
particular text that will be used for this reading is just slightly above their reading level: with
guidance, students can successfully interact with this text!
Pre-teaching:

Students need to become familiar with the concept of a ship. Composing a Frayer Model
(*10) is an excellent way to teach the meaning of “ship” because the purpose of this model
is to help students analyze and categorize concepts. It also helps them distinguish between
relevant and irrelevant material as well as know what is or is not an example of the material
being analyzed. The Frayer starts with a central topic or word. There are four categories in
which students can jot down information about the topic or word. The categories are:
characteristics that are essential to that topic/word, characteristics that are non-essential,
examples and non-examples of whatever item they are analyzing. [See attached
Inspiration Frayer Model]
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FRAYER MODEL
Essential
Non-essential
Captain
Color
Crew
# of portholes
Propellers
# of people
lifeboats
speed
Non- Example
Example
Titanic

Ships
Sailboat
Carpathia
Speedboat
New York
Canoe
California
Submarine
Next, make sure that students fully understand the parts of a ship including, bow (front of
the ship), hull (the bottom part of the ship below the water when sailing, stern, (back of the
ship) starboard side (right side) and portside (left side). Also included in this are the many
different decks: boat deck (the deck on which the lifeboats are carried), A-G decks
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(Passengers decks), A-deck is the first deck below the boat deck, followed by B- deck and
so on. Promenade deck is the deck that first class passengers could stroll on and the poop
deck was the deck at the stern of the ship. These vocabulary words will be finger spelled
and the English print will be pointed out (via overhead and handouts), as well as the exact
area on the ship that demonstrates the concept.
Motivational Activity:

Before beginning the reading, have students fill out an Anticipatory Guide (*11) about the
Titanic. This is a strategy that allows students to consider what they may or may not know
about a text; it helps them use prior knowledge to make guesses about what they will be
reading. Students can read these statements and decide if they agree or disagree (if they are
true or false).
____1. In 1912, the Titanic was the biggest ship ever built.
____2. All the people aboard the Titanic died.
____3. Animals were not allowed on board the ship.
____4. First class passengers did not socialize with the third class passengers.
____5. Only wealthy people could afford to travel on the Titanic.
____6. The Titanic had its own swimming pool.
____7. Many ships sent the Titanic warnings about icebergs in the area.
____8. There were enough lifeboats to save all the people on board the Titanic.
____9. The Titanic sank in 1952.
___10. Women and children were the first people onto the lifeboats.
Students can discuss why they think that an answer is true or false, and where they might have
learned that information (from another text, a movie, someone told them, etc).
Introduction: “We will be finding out the answers to these true and false questions as we
read through this text. Then you can find out just how much you knew about the Titanic before
reading this book!”
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Activity 1:

Teach students how to use Reciprocal Questioning (ReQuest) *12*: This is a
strategy that helps students think while they read. To use this strategy, teacher and
students independently read a section of the text. Then the teacher closes his/her book
and students are allowed to ask the teacher questions about what they’ve just read. This
is when the teacher models how he/she recalls the answer. Then, the role is exchanged;
the students close their books, and the teacher asks them questions. This is repeated
until enough text is read and students can begin to make predictions. Those predictions
are brought into the forefront, and then students are able to read the rest of the text
themselves. A discussion follows after the reading.
Step 1: Student and teacher read the first 3 paragraphs of the first chapter, which illustrates the
moments when the Titanic left the harbor on its first day at sea.
Step 2: Teacher closes the book and is asked the following question by the students: “What
were people on shore waving in their hands?” The teacher answers by modeling his/her thinking
process, “ Well, I can see the crowds of people on the docks and also all of the people on board the
Titanic. Everyone is waving and yelling. I can see that some people are waving handkerchiefs. I’m
glad that I could visualize that because it really helped me remember that part of the text!”
Step 3: Now the students close their books and the teacher asks them a question. “As the
Titanic moved down the channel, what did it pass?”
Step 4: Steps 1 and 2 are repeated. The length of text read may become longer, moving from a
few paragraphs to a page or two.
Step 5: After reading enough of the text to begin making predictions, discuss the predictions
and then let students finish the text independently.
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Activity 2:

Question-Answer Relationships (QAR)* 13*This is a strategy used to help readers
know where the sources of questions come from to help answer questions about the
text. Questions and answers can come from 3 different categories: right there (explicit
information right in the text) read and think (information from the text, but it is not
explicitly stated) and on my own (the answer is not found in the text, it’s what the
student thinks).
Step 1: To begin using this strategy I would explain and draw a symbol of each of the 3 types
of categories (right there, read and think, and on my own) on the board/overhead. I would then
model how to use all three of the different questions with a paragraph from the text we will be or
are currently reading. To illustrate this, I would then provide an example of a question and answer
of each of the 3 categories:
Right there question: “How was Ruth waiting.” Answer: patiently. I would explain
that we know this answer because the text specifically says that, “Ruth Becker waited patiently
with her mother…” Therefore, it is a right there question.
Read and think question: “Were the women and children on their hands and knees?”
Answer: yes, because they crawled through the windows. I would explain that the text doesn’t
exactly say that they were on their hands and knees, but it does say that, “There, women and
children would crawl through the windows…” Crawling means that they had to get down on their
hands and knees. This type of question makes you think a little bit more and work harder to try to
find the answer, therefore, it is a read and think question.
On my own question: Did any of the women and children get hurt while trying to get on the
lifeboats? Answer: the text doesn’t say. I would explain that this type of answer isn’t answered
by looking at the context in the paragraph. This type of answer is what you believe it to be, and
everyone can have a different answer for this kind of question. This is why it is called an on my
own question.
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Step 2:The next step of this strategy would be to have students independently read the next
paragraph of the text. After reading, I would give the students questions and answers, matching
each of the 3 different categories. The students will then have to explain why the question and
answer is a right there, think and read or on my own question. For example, I would give the
students the following question identified as a read and think question, “Who is Ruth’s mother?
Answer: Mrs. Becker. Then students would have to explain why this is a read and think question.
Step 3: The last activity for learning the QAR strategy is, after students read the next paragraph,
they will need to find answers to questions provided and figure out which category the question is
from. For example, “What deck is Ruth on?” They will have to come up with the answer on their
own. Answer: deck A. They will then have to identify and explain what kind of question it is
(right there question).
Activity 3:

Questioning the Author (QtA) *14* is a strategy that helps readers ask questions
about what they are reading; it allows them to inquire about the purpose and intent of
the author, and try to make sense of what is meant in what they read. Using this strategy
requires previewing the text for problems or important discussion themes as well as
appropriate places to stop and use the QtA strategy. After reading a section of the text,
ask students questions about what the author means, or how well the author explained
something etc. Use questions that will use an introductory to follow-up format, moving
from using questions to draw students into the text, to summing up the text towards the
end of it.
Step 1: Students read a section from the test independently. The following excerpt was taken
from chapter 13:
After the last of the lifeboats left the Titanic, and eerie quiet came over the
ship.
Step 2:Ask students a question related to the author’s intentions or purpose:
(“What does the author mean by this?”)
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Step 3: Students continue on, reading the next section:
But Chief Baker Charles Joughlin was keeping busy. He walked up and down the now empty promenade on A-deck,
grabbing deck chairs and throwing them off the ship. The chairs splashed loudly in the water below.
When the time came, the floating chairs would give the Titanic survivors something to grab onto.
Step 4: Ask another question pertaining to the author’s intentions.
(“Why does the author tell us this? What does she mean by “when the time came?”
Step 5: Students read the next selection:
“It won’t be long now,” Joughlin muttered to himself as the tilting deck lurched beneath his feet. Around him, the
bright electric lights began to buzz as they dimmed and burned bright.
Step 6: Teacher asks another question, tying it to what was learned earlier:
(“Why does the author tell us that ‘it won’t be long now?’) How does this connect with what she
told us earlier?”
Step 4: Use this questioning format throughout the remainder of the chapter. Students can come
up with their own questions for the author and those questions can be answered as a group.
Activity 4:

Summarizing (*15). Summarizing is a strategy that helps students condense what they
have just read and understand. It helps them figure out what is considered most
important about what they read; it helps them move away from details and develop a
broad sense of the text.
Step 1: Explain how people on board the Titanic used summarizing to help them send
telegrams while on board the ship. Explain what a telegram is and how they were sent. Explain
how people were charged money for sending a telegram. The more they said in the telegram,
the more expensive it cost to send. The passengers on the Titanic would have needed to use
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summarizing skills to save money. This meant that they needed to leave out details and just tell
the most important part of what they needed to say.
Step 2: Show students real telegrams from 1916. Students can make observations about
what was said, as well as the parts of a telegram: date, name of person they’re sending telegram
to, logo or name of place that is sending the telegram (the Titanic) content (summary) closing
words (optional) and your name
[See attached scanned envelope and telegram from 1919]
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Step 3: Model how to summarize. Teacher and students read a portion of a text, maybe a
paragraph, page or even a chapter. Practice summarizing what was just read, by writing 25
words or less about the text. Do this in a certain amount of time, such as 3 minutes. Have
students and teacher share what they have written.
Example:
Onboard the Titanic, passengers crowded the ship’s rail and watched in horror as the New York
drifted across the water. The smaller ship headed straight for the Titanic’s black hull, as if drawn by an
invisible force. Officers on the New York shouted orders, and its sailors rushed to and fro. They draped
mats over the side of the boat, hoping to soften the inevitable collision.
25
It seemed as though nothing could prevent a crash, but then the Titanic took charge. Its pilot ordered
the port engine to surge. The engine rumbled with power, forcing water away from the Titanic. The
swelling water pushed the smaller ship away at the last possible moment.
Summary: The Titanic nearly crashed into the New Yorker, another ship, but at the last
minute it turned causing water to push the smaller ship away.
Response: Written Response:
Activity: Compose a telegram
Step 1: Have students compose a Telegram. Review the parts of a telegram and where each
part goes on paper. Have students pretend that they are one of the passengers from the text:
Ruth, Jack, and Harold etc. Students can choose a character. Make sure they include the date,
who they are addressing the letter to, the city where they are sending it from and a summary of
what they would like to tell that person. Students need to sign it as the character they have
chosen to be.
Step 2: Have them summarize what happened on board the Titanic from their character’s
perspective. What would that character say to a friend or someone at home?
Step 3: Students should edit their work, checking for errors. Students can help each other
out by switching summaries with a classmate and editing each other’s work.
Step 4: Students can share their character with the class. Telling which character they
chose, who they are sending the telegram to and what is said in the telegram.
26
Activity 2:

Have students write responses in their journal. Students can be prompt with questions
to write about such as “How is the text The Titanic Sinks! Like a journal? Or, “How
would it feel to be one of the characters in the book?” Students can respond to those
questions, or can address their own topics. Make sure they are given time to fill out
weekly assessments of their writing progress.
Evaluation: Students will be evaluated on their participation in all activities. Students will
show understanding in the strategies of ReQuest, QAR and QtA. The types of questions and
answers they give will show this. Students will be given credit for composing a telegram, and must
include the date, who they are addressing the postcard to, content (summary) and closing (name).
27
Fiction Text: Voyage on the Great Titanic: The Diary of Margaret Ann Brady by Ellen Emerson
White
Overview: I will teach this lesson to students as a group. I will use the last half of this text as guided
reading; the first half was used during shared reading. Students will be able to understand this
material at this level because they have been introduced to the setting, know about the characters,
and are now fully involved in the book. They have also learned many strategies to help them be
successful during guided reading.
Pre-teaching:

Students are now entering the part of the novel where Margaret is traveling on the
Titanic. Students have begun to understand the class system of 1912. There’s first class,
second class and third class. People on board the crew usually belonged to one of the 3
classes or were part of the Titanic crew. Complete a Mapping (*16) of the different
passengers on board the Titanic. Mapping is an excellent tool for showing relationships
among ideas, concepts and schema.
Step 1: Use an overhead/dry-board to draw a circle and put the word passengers in the middle.
Step 2: from that circle, draw a line and make another circle with the word first class in it.
Step 3: Have students help you continue making circles of the different groups of people on board
the Titanic, you can even have volunteers come up to draw in circles and words.
Step 4: From the groups of people, draw lines from the circles and give examples of that group.
For example: first class consisted of wealthy and famous people.
Step 5: Continue branching out from concepts to fully illustrate the passengers on board the
Titanic.
Step 6: Discuss what kind of passenger Margaret is. Would that change if she weren’t working for
Mrs. Carstairs?
[See Attached Inspiration Model]
28
Bussiness
Men
Italian
Teachers
Successful
Professionals
Immigrants
Irish
Second
Class
Cooks
Third
Class
Poor
Deck Crew
The Crew
Wireless Radio
Operators
Titanic
Passengers
First
Class
Saloon Workers
Famous
Stewards
Rich
Motivational Activity:

Now that students understand how to map, have them use this strategy to do a Character
Map (*16). This is as strategy that helps build a thorough understanding of the characters
in a text. The map can be filled out throughout the reading, at appropriate stopping
29
places. The center of the character map contains the character’s name. Branching from
that are 4 words that describe that character, followed by 2-3 examples from the text
that support those attributes.
Have students individually compose their own mapping of the main character Margaret, Mrs.
Carstairs or Robert. Although they are familiar with mapping, they will need to have Character
Mapping explained to them because it includes describing the character and giving examples from
the text to support that. Guide them through this process.
Step 1: Hand out a template of a character map.
Step 2: Have students choose a character and write that name in the inner circle.
Step 3: Students need to choose 4 words that describe that character as well as 2-3 examples from
the text to support their descriptive words. Students should be able to apply this information to the
template.
Introduction: “Now we all have a really good idea of how to map. Now we just need to use it when
we read. This is something we can do in our heads! Let’s learn some strategies that will really help
us be independent readers!”
[See attached Inspiration Character Mapping model]
30
Gets to
leave
orphanage
Travels on
Titanic
Survives
Titanic
Brother is in
America
Lucky
Margaret
Brave
Doesn't get on
lifeboat right
away
Parents are
dead
Kind
Good to
Mrs.
Carstairs
dog
Lonesome
Checks on
Robert
after
Titanic is
hit
Activity 1:

Questioning the Author (QtA): This is a strategy that helps readers ask questions
about what they are reading; it allows them to inquire about the purpose and intent of
the author, and try to make sense of what is meant in what they read. Using this strategy
requires previewing the text for problems or important discussion themes as well as
appropriate places to stop and use the QtA strategy. After reading a section of the text,
ask students questions about what the author means, or how well the author explained
something etc. Use questions that will use an introductory to follow-up format, moving
31
from using questions to draw students into the text, to summing up the text towards the
end of it.
Step 1: Have students read a selection from the text.
Mummy did her best to keep the family together, she began working in the rag trade, and was gone from
sunrise to sunset, sewing buttons in a hot, airless factory.
Step 2: Ask the students a question related to the intentions or purpose of the author: (“What does
the author mean by the phrase from sunrise to sunset, why does she use this phrase?”)
Step 3: Students read the next section:
She grew very thin, and we never saw more than a shadow of her old smile. Then, early the next spring, she
took ill. Her fever raged and William and I did not know what to do other than make tea and feed her
digestives.
Step 4: Teacher asks another question:
(“How does the author connect this to what we already know about their mother?”)
By the time Mr. Harris, who lived down the way, brought a doctor-a grey-faced little man dressed in a black suit-it was too
late.
(What is the author really saying here?”)
Step 5: Students continue reading followed by the Teacher guiding their comprehension with
thoughtful questioning about the author’s intentions.
These are hard memories, and I will save the rest of the story for another time.
(Why does the author say this, what is the author trying to say?”
32
Activity 2:

Directed Reading –Thinking Activity (DR-TA) *17*: This is a strategy that helps
students make predictions and verify them throughout a text. This strategy is used by
reading a section of the text, stopping and asking to predict what will happen next, and
why the students think so. Stopping points throughout the text should be done at
appropriate times, such as just after introducing the setting and characters and then after
the character is met with a problem or goal, etc.
Although this strategy is illustrated by using the first chapter of the book, it demonstrates how to
teach this strategy to be used independently by students.
Step 1: Read the title and ask,” What do you think this story is going to be about?”
Possible responses: It is someone’s journal writing
Margaret travels on the Titanic
“Why do you think so?”
Possible responses: Because the title says that it is a diary
The title says it is about a voyage on the Titanic
Teacher writes responses on the board/overhead.
Step 2: Read the first 3 paragraphs of the book. Ask: “What do you think is going happen next?”
Possible response: Margaret is going to get yelled at.
“Why do you think so? “
Possible response: She is spoken to loudly and is asked to sit down.
Teacher writes predictions on board/overhead.
Step 3: Read the next 4 paragraphs of the book. Stop and asks, “What do you think is going to
happen next?”
Possible response: Margaret is going to go work for the army.
33
“Why do you think so?”
Possible response: Because it says that she wishes to go into service.
Teacher writes responses on the board/overhead.
Step 4: Read the next 5 paragraphs. Discuss some of the predictions made earlier and ask if any
need to be changed, if any came true, etc. Ask students what they think will happen next and why
they think what they say will happen.
Activity 3:

Reciprocal Questioning (ReQuest): This is a strategy that helps students think while
they read. To use this strategy, teacher and students independently read a section of the
text. Then the teacher closes his/her book and students are allowed to ask the teacher
questions about what they’ve just read. This is when the teacher models how he/she
recalled the answer. Then, the role is exchanged; the students close their books, and the
teacher asks them questions. This is repeated until enough text is read and students can
begin to make predictions. Those predictions are brought into the forefront, and then
students are able to read the rest of the text themselves. A discussion follows after the
reading.
Step 1: Students and teacher read the first 3 paragraphs of p. 138-139, which illustrates Margaret
missing an opportunity to get into a lifeboat.
Step 2: The teacher closes his/her book and is asked questions about what was just read by the
students. Example: Students could ask a question like, “What book did Margaret thumb through?”
Step 3: The teacher answers the question, modeling his/her thought process. “Hmmm…let’s see. I
remember seeing the word Hamlet. It was easy for me to remember that because it was written in
italic, so it really stood out on the page.
Step 4: Now the students close their books and the teacher asks them a question.
34
Teacher: “What happened after she took out the book Hamlet?” Students: “Mr. Prescott
called out to her.”
Step 5: This process is repeated throughout the text.
Activity 4:

A Discussion Web (*18) is a strategy that helps students weigh the pros and cons of a
question to help find the best conclusion or answer to that questions.
Step 1: Students begin by independently reading a yes/no question about the text (an on
your own question).
Step 2:Have students work in pairs to generate reasons for agreeing or disagreeing with the
question. Have an equal number of reasons for deciding yes and for deciding no.
Step 3:Combine partners into groups of 4 and have them reach a consensus on the reasons
for supporting yes and no. Give them 3 minutes to reach a conclusion as to whether they
think yes or no and choose a spokesperson for their group to share their responses with the
class.
Step 4: Discuss what each group decided.
[See attached Inspiration Discussion Web]
35
DISCUSSION WEB
Fiction text: Voyage On the
Great Titanic:The Diary of
Margaret Ann Brady
NO
YES
She was worried
about Robert
There were not enough
lifeboats for everyone
There were other
lifeboats available
She was female
(women and children
are first on life
boats)
Should Margaret
have gotten into
the lifeboat with
Mrs. Carstairs?
CONCLUSION
She had time to find
Robert
Yes, because
Margaret could
have died
She would have been
safe
The ship was sinking
fast
Life jackets did not
prevent people from
dying
Activity 5:

At the end of the text students can compose a Story Pyramid (*19) of what they read.
This is a strategy that helps build vocabulary and summary skills. Student and teacher
can start this strategy together by completing the first 3 lines/steps together (on paper
for the student, teacher can use overhead). Students can then fill out the rest of the sheet
a lone.
36
Line 1: Consists of the characters name.
Line 2: Two words that describe the main character.
Line 3: Three words describing the setting.
Line 4: Four words stating problem.
Line 5: Five words describing first event.
Line 6: Six words describing second event.
Line 7: Seven words describing third event.
Line 8: Eight words stating solution.
[See attached Inspiration Story Pyramid]
37
1.
Margaret
STORY PYRAMID
Fiction text: Voyage On
the Great Titanic:
TheDiary of Margaret
Ann Brady
2. Smart
3. England
4. Brother
5. M rs.
6. Lux ury
7.Jolt
8. Sink
Drow ning
Orphanage
First Class
Waiting
Dog
Food
Iceberg
1912
Cold
Carpathia
Leaving
Poor
America
Companion
Carstairs
Lonesome
Titanic
Privelages
Lifeboats
Rescue
America
Robert
Privacy
Panic
Warmth
Women/
Children
Shock
Water
New York
Reunited
Response: Written Response:
Activity 1:

Throughout the texts and time period of the Titanic, the use of postcards were a popular
means to communicate with other people. They were easy, visual and cost efficient.
Although less popular, postcards are still used today, especially among
travelers/vacationers.
Writing Assignment: understand the components and function of a postcard; fill out a postcard.
38
Step 1: Show students actual postcards that were written on from 1909. Have students list
characteristics of a postcard.
[See attached scanned postcards from 1908 and 1909]
39
40
41
Step 2: Visually show and label these areas on the postcard: picture, name/ address, message and
stamp.
Step 3: Have students list reasons/purpose of sending a postcard. What did people say in them?
Step 4: Given the limited area of space to write a message on a postcard, what is written must be
brief. Have students practice summarizing information into one paragraph. An example might be
to have the students summarize what they have been doing in this class for the past few weeks
(what they have learned about the Titanic) and write it in one paragraph, 25 words or less. Or, have
the students think about a character in one of the texts. What would he/she write about? Have
students summarize an incident that happened to a character and write it as if they were the
character. For example, while on board the Titanic, what would Margaret have written to her
friends at the orphanage? Pretend you are Margaret and write a brief message to the orphanage.
Step 5: Pair up with a classmate. Edit each other’s messages; offer feedback and ideas on each
other’s work.
Step 6: Work on the final draft making any necessary changes in the process. Complete this
process on an actual postcard filling out the address (students can use their own or another
classmates) as well as the message and stamp. One idea may be to use postcards that do not have a
picture, this way they can create their own by drawing or finding pictures that best represent that
character and/or incident from the text.
Step 7: Send the postcard.
[See attached Inspiration models]
42
FRONT OF POSTCARD
BACK OF POSTCARD
PICTURE
STAMP
CORRESPONDENCE
NAME/
ADDRESS
43
Can have
scenic
pictures
stamp
CHARECTERISTICS
OF A POSTCARD
one small
size piece of
paper
Colorful Pictures
Can have
pictures of
people on them
Only a
small
space to
write a
message
Has area for an
address
44
I have been so
tired lately
I haven't been
feeling well
I finally feel
better!
I went to a party
I went bike
riding
How their
health is
I saw a play
What
they've
been doing
I saw my sister
I visited my
grandma
I got together
with my best
friend
Who they
have seen..
What did
people say
in
postcards?
I went shopping
in the city today.
Yesterday I
traveled to the
country.
Today I am in
England.
Where
they are
It rained all day
yesterday.
It's been so
beatiful here.
It's so cold
here, I think it
will snow.
I can't wait to
see you!
I miss you!
What the
weather is like
I'll be home
soon.
I'm looking
forward to
coming home.
Activity 2:

Students will write daily responses in their journal. Student’s will fill out a weekly
progress questionnaire explaining 2 areas where they feel they have progressed.
Evaluation: Students will be given credit for participation in all activities. Asking questions during
DR-TA and ReQuest shows participation. Students will participate in a discussion web and fill out
a participation sheet that evaluates how well group members participated in the discussion.
45
Students will also demonstrate the ability to use a mapping strategy by completing a character map
of a chosen character.
46
Non-fiction text: “I Survived The Titanic” by Jennifer Kirkpatrick
Overview: This text will be read independently by the students as a homework assignment
or in class during independent reading time. This is an appropriate text for them to read because it
is brief (3 pages), the account is by someone their own age, and it has a descriptive story line that
is easy to follow. Based on prior information that the students know and have learned about the
Titanic, students can read this article independently with success!
Motivational Activity: Since students have already read about how some
people survived or didn’t survive the Titanic, have students come up with a survival strategy that
they could use if they had been on the Titanic. Girls can keep in mind that even though women and
children were first, there were not enough lifeboats for everyone; there’s no guarantee that they
could get on one!
Introduction: Everyone has thought of some good ways to increase their chances of
survival. Now let’s read a true story about how one passenger survived.
Activity 1:

Students will select 2 strategies that has been taught and used with them. Examples are
KWL, Mapping, Brainstorming, Character Mapping, and Story Pyramid etc. Students
will use these strategies during this text and demonstrate how they used it.
Step 1: Students will choose 2 strategies and review how to use them.
Step 2: Students will complete these 2 strategies on an overhead sheet.
Step 3: Students will explain their strategies and how they used them with the class (using the
overhead).
47
Activity 2:

After the reading, the class will discuss the article, clarifying and answering questions
about any concepts, vocabulary or anything else brought up.
Activity 3:

Students will create a Venn Diagram (*20), comparing Ruth with one of the other
characters in previous texts: Jack, Margaret, Mrs. Carstairs, etc. The Venn Diagram is
a strategy used to develop critical thinking and show compare and contrast
relationships. A Venn diagram consists of two large overlapping circles. The
overlapping part of the circle represents what is common between two stated things.
Each of the part that is not overlapping represents what is unique about that item.
Step 1: Students choose a character from a previous text and compare that character’s
experience with Ruth’s experience.
Step 2: Students will share their Venn Diagram in small groups.
[See attached Inspiration Venn Diagram]
48
VENN DIAGRAM
Ruth:
2nd class passenger
Traveling with
family
12 years old
Margaret:
Both on board
Titanic
Traveling to
America to see a
relative
first-class passenger
traveling without family
Struggled to save
their lives
Befriends passenger
named Robert
13 years old
Survived
Response: Written Response:
Activity 1:

Students will participate in a research writing activity.
Step 1: Students will randomly draw a name of a Titanic passenger from a box. These names
were taken from the passenger list on the website www.encyclopedia-titanica.org/index.html.
Step 2: Students will research their passenger’s autobiography on this website. Passengers on
this website are listed under first class, second-class, third class and under the different crew
passengers. Students will have to research each category looking for their passenger. Passengers
are listed in alphabetical order. There is an easy grid that lists the letters A-Z. Students can click on
the letter of the last name of their passenger in each category and see if their passenger is listed.
49
Step 3: Students will have handout of a research outline to fill information that they find about
their passenger. This includes their class ranking, or if they were crew passenger, what their title
was, i.e. cook, steward, saloon worker etc. Also, students are to include whether they survived the
Titanic (survivors names are italicized) their age, where they were born and an overview of what
happened to them before, on and after their experience on the Titanic.
(Some biographies are short, so it’s necessary that the passenger names that the students draw are
those passengers with more detailed biographies).
Step 4: Students will complete a rough draft of their Biography Research Summary.
Step 5: Students will work with a group of classmates, sharing their rough drafts for
Critiquing of strengths, errors and possible changes to be made to each
other’s work.
Step 6: Students will have an opportunity to meet with teacher to discuss their paper.
Step 7: Students will complete a final version of their paper
Step 8: Students will present their passenger to the class.
Activity 2:

Students will write daily responses in their journal about the text and the unit in
general. Students will complete a weekly assessment of their work explaining a
minimum of 2 areas where their writing has progressed.
Evaluation: Students will be evaluated on their use of the 2 strategies they chose to use
while reading this text. Students will be given credit for appropriately using and explaining those
strategies. Students will also be evaluated on their ability to use a Venn Diagram. The research
paper will be graded on inclusion of research information listed on research outline handout, as
well as clarity in writing and presentation of their passenger.
50
Non-fiction text: Inside the Titanic by Ken Marschall.
Overview: With this text, students’ independent reading experience can be guided with
spectacular illustrations of the Titanic and its passengers. One aspect of this book that is really
beneficial is the life size drawings, taking up a whole page, or one particular illustration folds out
to take up 3 whole pages of this book! To begin with, the book is large itself, so these pictures
jump right out at you! The information and vocabulary in this text will be familiar to students,
because of prior readings. This will help them read this text smoothly and with ease. Also, this
book has a glossary in the back in case students need to refresh their memories. Student will be
given independent reading time during class to read this text.
Introduction:

“How many students saw the movie Titanic? Wow, almost everyone did! I know it was
a very popular movie. What were really wonderful about that movie were the visuals.
People had to recreate what the Titanic looked like and skilled illustrators were needed
to do this. Well, the interesting thing about the next text that you are going to read is
that the author worked on making the graphics for the movie Titanic! There will be
many powerful illustrations throughout this reading, so enjoy looking at them!
Activity 1:

Prior to reading this text, students will choose 3 different strategies to use during this
reading. They can choose from mapping, prediction logs, KWL etc. Students will
independently use and demonstrate these strategies when they have finished the text.
Step 1: Students will choose 3 strategies and review how to use them.
51
Step 2: Students will apply these strategies to the text.
Step 3: Students will share their strategies with the class by using the overhead or the
chalkboard.
Activity 2:

After the reading, class discusses ideas, concepts and address any questions brought up
by students.
Activity 3:

Students will create a Timeline (*21) of the events illustrated in the book. A timeline is
an excellent way to sort information. It really makes students think about the concept of
before, after and next. In order for students to thoroughly understand the story, they
must be able to put it in some kind of order. This is the purpose of the timeline strategy.
Step 1: Students can work in pairs, recalling the events of the Titanic. Teacher will prompt
students with a beginning and ending event to start their timelines with. Students can begin with
passengers boarding the Titanic, to the Carpathia picking up the survivors in lifeboats.
Step 2: Students finish the timeline working with their partner, using the text
as a source.
Step 3: The class compares their time line with one that is completed as a large group.
Response: Written Response:
Activity 1:

Students will set up and use an email account
Step 1: Use Netscape Navigator and type in the website www.hotmail.com.
52
Step 2: Click on Sign Up Here.
Step 3: Fill out the registration form. When finished hit Submit.
Step 4: Hit continue. Introduce the screen used to compose and read new mail.
Step 5: Have students read the Welcome message from the Hotmail Staff.
Step 6: Compose a message to a classmate. Get their log in name (email address). Explain that
students can put something in the Subject area to let the person know what the email is about.
Step 7: When finished hit Send. If everything is done properly, then a message will say pop up
on the screen saying that the message sent was instantly delivered.
Step 8: Have students check their Inbox for the email message from their classmate.
Activity 2:

Students will write a journal response using their new email account. Students will
respond to the text in journal format. When completed, they will send it to the teacher’s
email address (they can print a copy to keep for themselves and add it to their ongoing
journal. Students will partake in a weekly assessment of their writing progress.
Evaluation: Students will be given credit for their demonstration and use of the 3 reading
strategies they have chosen to use during this text. Credit will also be given for constructing a
timeline of events in the text. The writing activity will be evaluated by successfully sending an
email of their journal entry to the instructor.
53
Reading Strategies
1.
Brainstorming
2.
Active Comprehension
3.
Think Aloud
4.
Quick Draw
5.
Story Chain
6.
KWL
7.
Idioms
8.
Prediction Log
9.
Action/Consequence
10.
Frayer Model
11.
Anticipatory Guide
12.
Reciprocal Questioning (ReQuest)
13.
Question-Answer Relationships (QAR)
14.
Questioning the Author (QtA)
15.
Summarizing
16.
Mapping
17.
Directed Reading –Thinking Activity (DR-TA)
18.
Discussion Web
19.
Story Pyramid
20.
Venn Diagram
21.
Timeline
54
Bibliography
Conklin, Thomas. The Titanic Sinks! Random House, Inc., New York, 1997.
Kirkpatrick, Jennifer. “I Survived the Titanic.” World Magazine, July 1996.
Http://www.nationalgeographic.com/media/world/9607/titanic.html
Marschall, Ken. Inside the Titanic. Little, Brown and Company, Boston, MA, 1997.
Meir, Peg. “Lifeboats and a Hero.” Minneapolis Star Tribune, March 22, 1998.
Http://www.newslibrary.com/deliverffdoc.asp?SMH+312315.
White, Ellen E. Voyage On the Great Titanic: The Diary of Margaret Ann Brady.
Scholastic, Inc. New York, 1998.
55
Date: May 2, 2001
Teacher: Melissa Mely Bushinger
Mode of Communication: ASL
Deaf or Hard of hearing: deaf
Student: 6th graders
Subject: Science
Theme Title: Titanic
Reading level: 4th grade
Rationale:

This lesson plan is designed to teach students how to measure temperature using a thermometer.
Understanding this concept will help them know that recording temperature affects our daily
lives, from the temperature of the weather to the temperature in our homes. The passengers of the
Titanic were exposed to the icy water temperature of 28 degrees Fahrenheit. During this lesson,
students will learn hands on what that temperature feels like and relate it to the night the Titanic
sank.
Objectives:

When given a temperature, students will draw that temperature on a blank thermometer
with 80 percent accuracy as determined by permanent product.

Given a substance to measure, students will correctly record the temperature of the source
with 80 percent accuracy as determined by permanent product.
Activities: Learning the function of a thermometer and using it accurately
Visuals/Materials:

Blank thermometer sheets

Inspiration mapping of thermometer uses

Real thermometers

Stations of different hot and cold sources
56

Temperature recording paper

Overhead of thermometer with labeled vocabulary words

Heat lamp

Buckets of varying temperatures of water

Ice

Pan
Motivational Activity:

Ask students, “What does a thermometer measure?” Start a mapping exercise to be
done together as a class. Put the word thermometer in the middle circle and branch out
with multiple ideas and functions of a thermometer. Replicate this exercise using
Inspiration software and make handouts for all students to have.
[See attached Inspiration model]
57
Pizza is baked
at 425
Cake is baked
at 350
You can have
the heat on in
the winer
Lets you
know what
temperature
to bake food
at
To keep your
home at a
comfortable
temperature
You can have
the AC on in
the summer
Helps you
know what to
wear
To see if
you have a
fever when
you're sick
Medicine
needs to be
stored at a
certain
temperature
Why use a
thermometer to
measure
temperature?
To measure
temperature
outside
To keep
refrigerator
and food
cold
Icecream
needs to
be frozen
Eggs need to
be kept cold
Introduction:

“Has anyone ever wondered how cold the water was the night that Titanic sank?” We’ve read that it
was 28 degrees F. How cold is that temperature of water? We’re going to find out just how cold
that is, but in order to do that, we need to learn how to use a thermometer.”
58
Pre-teaching:
Vocabulary words:

Mercury

Fahrenheit

Celsius

Degrees
Background Concepts and Information: To explain the vocabulary and components of
a thermometer, I would use an overhead of a thermometer while signing so that I could point, label
and explain about the thermometer.
“Temperature is the measure of heat energy. Most people choose to use a thermometer to measure
temperature. The most common thermometer consists of a column of red alcohol or mercury that
expands when it is heated. That’s the red line in the center of the thermometer (points to it on
overhead). As the alcohol or mercury expands, it moves up the column resulting in a higher
temperature reading (point finger up the column). If the temperature is cold, the mercury goes
down this column and the result is a lower temperature (move finger down the column). Look at
all the small lines here. These represent the individual degrees on the thermometer. This helps you
count and figure out the exact number that the column is at.”
There are different scales that a thermometer may be based on. We are most familiar with the
Fahrenheit scale (show the Fahrenheit side of the thermometer). Scientists, however, use the
Celsius scale (show the Celsius side on the thermometer). On the Fahrenheit scale, water freezes at
32 degrees and boils at 212 degrees (point to these two numbers on the thermometer). On the
Celsius scale it freezes at 0 degrees and boils at 100 degrees (point to these to numbers on the
Celsius side of the thermometer). In our class we will read the temperature using the Fahrenheit
scale.”
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Instructional Steps:
Step 1:

Pass out real thermometers to students. “Observe the thermometers and explain what you
see. Notice that the top of the liquid represent what the temperature is. You have to look at
the number at the top of the liquid, and that will tell you the degree of the temperature.
Where does the liquid stop? (Have students come to a consensus on what their
thermometer’s read). Does everyone’s thermometer say 76 degrees? This is the temperature
of our classroom right now. Now lets take a look at the thermometer again. What is the
highest reading on the thermometer? What is the lowest reading on the thermometer?"
[See attached Paint Program thermometers worksheet]
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Step 2:

Demonstrate how a thermometer works with the following demonstration:
Put the thermometer in an empty pan. Add hot water to the pan and watch how the mercury
rises. See how the thermometer rose from 76 degrees to the new degree.
Step 3:

Hand out pieces of paper with blank thermometers on them, as well as thermometers that
have been set to a certain degree. Have students fill in the blank thermometers to the degree
next to it. For example, if it says 45 degrees, then students must draw that on the
thermometer. Have students read the thermometers that have already been drawn to a
certain degree. Have them put down the appropriate degree.
Step 4:

Give students a station-recording sheet. Have student’s work in pairs using their
thermometer to record the sources of heat (or lack of) that is in each station. Have students
record their results on the sheet. After recording the temperature, students can actually feel
the temperature of the water with their hands. Students can write down these observations
as well. Students are to pay particular attention to the water that is closest to 27 degrees,
noting that it’s the same temperature as the Titanic passengers felt on the night it sank.
“I will model how to do this activity. I will take my recording sheet of paper and my
thermometer and pick a station. Here, I’m at station 4-heat lamp. I will put my thermometer
next to or in the source/substance there. This is a heat lamp, so I will just put my thermometer
next to it. I will wait a few minutes……… and then read my thermometer. My thermometer
says 87 degrees. I will mark my results next to the station number that I am at. Then I will feel
the object/substance I just took a temperature of. Hmmm..that’s really warm. So, now I will
write that down next to 87 degrees. Now I’m going to find another station, with something else
there to measure! As you work with your partner on this activity, I will be walking around
monitoring in case you have any questions. Good luck and have fun!”
[See attached Inspiration station recording sheet]
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TEMPERATURE
DESCRIPTION
Station 1:
Station 2:
Station 3:
Station 4:
Station 5:
Station 6:
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Closing of lesson:

Discuss how water that was 28 degrees felt like. “Well, now that you all know what 28
degrees feels like, what do you think? What are some words to describe water that is that
cold. What would it feel like to have your whole body submerged in water that cold?” How
do you think the passengers felt when they were swimming in water that cold?”
Evaluation:

Give students a test on using a thermometer. Have students mark and read thermometers
that have been marked. Check for accuracy. A score of 80% or better is equivalent to
accurately understanding this concept.
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Students: 6th grade
Teacher: Melissa Mely Bushinger
Mode of Communication: ASL
Deaf or hard of hearing: deaf
Date: May 2, 2001
Subject: Life Science
Theme Title: Titanic
Reading level: 4th
Rationale:

This lesson plan is designed to teach students about the life threatening condition of
hypothermia. Students will learn how it is caused, its symptoms and how to prevent it.
Student will learn which fabrics keep them the warmest, preventing hypothermia. Students
will apply the concept of hypothermia to their own lives as well as the lives of the Titanic
passengers. Students will understand how the Titanic passengers died based on the
information they learn about hypothermia.
Objectives:

After being given a prompt, students will be able to list 4 out of 6 hypothermia symptoms
and treatments as discussed in class as measured by permanent product.

Following this lesson, students will be able to accurately list a minimum of 4 ways to
prevent hypothermia as measured by unit test results.

During the lab activity, students will be able to determine which fabrics are better able to
conserve heat and energy, as shown by the recorded results of the lab experiment.
Activities: Understand what hypothermia is, its symptoms and how to prevent it. Understand
that clothing fabric plays an important role in preventing hypothermia.
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Visuals/Materials:

Hypothermia Survival chart

Time line and explanation of symptoms/ treatment overhead

Inspiration mapping of cold weather activities

Venn Diagram of passengers in life boat and in water

Desk fan

Thermometer with exposed bulb

A variety of labeled fabrics including wool and cotton

Magnifying glass

Bowl of water
Motivational Activity:
“We are going to discuss some cold weather activities, ones that may cause hypothermia. Lets do
another map, this time we’ll put cold weather activities in the middle and then branch our ideas out
from that.” (Copy responses on Inspiration and give students a handout to keep).
[See attached Inspiration Model of cold weather activities]
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Hiking/Walking
Hockey
Sledding
Ice Fishing
COLD
WEATHER
ACTIVITIES
Skiing
Ice skating/
Hockey
Introduction:
“Now we know what kind of activities that are easier for people to get hypothermia. What activity
were the Titanic passengers doing the night the Titanic sank? They were taking a cruise through
the icy Atlantic Ocean. Titanic passengers had a warmly heated ship to live in, but when the ship
sank, they found themselves exposed to the icy air and water. We know just how cold 28 degrees F
feels like, don’t we; it is extremely cold. Most people think that the passengers drowned in the cold
water, but this isn’t true. Most of the passengers died of hypothermia. We’re going to find out
about hypothermia so we have a better understanding of how the Titanic passengers died.
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Pre-teaching:
Vocabulary words:

Hypothermia

Exposure

Unconsciousness

Survival

Core

Coordination
Background Concepts and Information:
I will read the following information to the students in ASL; I will also provide an overhead of this
information so that they can see the English print:
Hypothermia occurs when a person becomes extremely cold. Core temperature is the temperature
of the inside of the body. If your body begins to loose heat because of exposure to cold
temperatures, then the core temperature in your body will begin to drop. This happens much more
likely if the person is wet than dry. Hypothermia has many symptoms. Shivering is one of the first
symptoms of hypothermia, followed by weakness, loses coordination, trouble thinking, quietness
(stops talking), unconsciousness and then death.
Loss of body heat due to water: cold water next to the skin keeps the body cold and
hypothermia will likely happen. If you are in the water don’t swim unless it is to reach nearby
safety. Swimming will make your body loose more heat. Keep your head out of the water; this will
increase your survival time. If there is more than one person in the water, huddle together. Always
wear a life jacket. Life jackets provide some warmth because they are insulated.
At this point, ask students to brainstorm on some possible ways to prevent
hypothermia.
How to avoid hypothermia:

Stay dry
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
Eat well; food is energy, and energy prevents your body from cooling.

Beware of the wind; it carries a lot of body heat away.

Understand cold weather; most cases of hypothermia occur when the temperature
outside is between 30 and 50 degrees.

Dress warm, wear wool clothing; it keeps heat next to your body better than other
fabrics.

Always wear a hat. 90% of your heat loss is from your head.
Discuss the information just read. Go back and use the vocabulary words in context to make sure
students understand. For example, find the sentence with the word survival in it-“keep your head
out of the water, this will increase your survival time.” Sign this sentence, but fingerspell survival.
Ask students to explain survival. Follow this procedure with the remaining vocabulary words.
Next I will make sure that students understand the symptoms and treatment of hypothermia by
reviewing and composing a time line. This will be done on the board/overhead/ or using computer
technology. “What is one of the first symptoms of hypothermia? Shivering, right! What are some
things to do if you find you or someone else is shivering? We can get out of the cold weather or
water. We can drink something warm like hot chocolate. We can put on a hat or warmer clothing.”
[See Attached Inspiration Model for Timeline and Treatment of Hypothermia]
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SYMPTOM
Shivering
Treatment
What do you do?
Drink
Put on a hat/
something
w arm
w arm
clothes
Weakness
Seek Shelter
Warm the body
Loss of
Coordination
Get out of the
cold
Trouble
Thinking
Put hot packs
on body
Don't warm the
body-it can cause
shock!
Becomes
Quiet/Stops
Shivering
Unconsciousness
Prepare to transport
to the hospital
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Instructional Steps:
Step 1:

Model the following lab activity:
“We are going to be testing which fabrics stay drier when dipped into water. We will be
working with partners. You and your partner will go get one of each fabric cut out over
here. Each fabric is labeled with the name of the fabric. See, I’m just taking one of each.
Now I am filling a bowl of water. Bring the bowl of water and fabrics to where you will be
working. Take one fabric at a time and dip it into the water. Take it out like this and see
how soaked with water it is. Write the name of the fabric down on your lab sheet. I’m using
polyester fabric, so I will write that down, and then describe what happens when I dip it
into water. Look at my fabric; it’s pretty wet, not dry at all. I’m going to write down got
completely wet on my paper.
Step 2:

Have students get into pairs and do the activity just modeled to them. Student should
notice which ones get soaking wet immediately, record those results on their paper.
Monitor them for questions and needed guidance.
Step 3:

Collect as a group and discuss which fabrics stayed drier after being dipped in the
water. Ask, “Did anyone see any air bubbles coming out of their fabrics? Which fabric
was it? Those are air bubbles. Wool traps air in its fibers, that’s why wool stays drier
longer. Even when wool is dunked in water, it doesn’t loose all of its air. Cotton is the
opposite, it absorbs water immediately. Which fabric is best for helping to prevent
hypothermia, why?”
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Closing of the lesson:

“Now we really know about the symptoms and treatment of hypothermia! Since the
passengers of the Titanic were exposed to extremely cold water in the middle of the
ocean, they were limited to treatment for their hypothermia. Let’s look at our time line
and see what treatments for hypothermia the Titanic passengers could have used.”
(Students will find few if any treatment options for the passengers.) “We can
understand why so many passengers died.

“What kind of fabrics do you think the people on board the Titanic were wearing? Why
do you think so? Do you think what they were wearing helped them to survive, why or
why not?
Evaluation:

Students will be tested on their knowledge of hypothermia symptoms, treatments and
ways to prevent hypothermia. Students can recreate a mapping of this for the test, or
simply list and explain their answers. Students will be graded based on explaining a
minimum of 4 hypothermia symptoms and 4 treatments as well as a minimum of 4
different ways to prevent hypothermia.

I will observe their recording and responses to the lab exercise to determine
comprehension of concept. Credit will be given for participation and turning in the lab
recording sheet.
Sources:
Adventure Sports Online:
http://www.adventuresports.com/asap/ski/skihypo.htm
Marine County Sheriff’s Department Search and Rescue Team:
http://emergency.marin.org/search/hypothermia.htm
Thank you for viewing my unit of instruction!
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