titanic: learning assessment model€¦ · “get to know the titanic” worksheet lesson two...

Mallory Maddalone

Ball State University

10/22/2014

Titanic: Learning Assessment Model Project

6th Grade, Special Education

Topic: The Disaster of the Titanic

Duration of Unit:

September 15, 2014 to October 6, 2014

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Contents Purpose of the Unit Plan ............................................................................................................................... 4

Specific Skill Objective................................................................................................................................... 4

Vocabulary .................................................................................................................................................. 15

Time of Day-to-Day Plans ............................................................................................................................ 16

Resources .................................................................................................................................................... 17

Letter to Parents ......................................................................................................................................... 19

Display Area ................................................................................................................................................ 20

Student Project and Rubric ......................................................................................................................... 20

Technology .................................................................................................................................................. 22

Lesson Plans ................................................................................................................................................ 22

Lesson One .............................................................................................................................................. 22

Lesson Two .............................................................................................................................................. 29

Lesson Three ........................................................................................................................................... 33

Lesson Four ............................................................................................................................................. 38

Lesson Five .............................................................................................................................................. 44

Lesson Six ................................................................................................................................................ 47

Lesson Seven ........................................................................................................................................... 50

Lesson Eight ............................................................................................................................................ 55

Lesson Nine ............................................................................................................................................. 60

Lesson Ten............................................................................................................................................... 64

Differentiation and Accommodations ........................................................................................................ 68

Lesson One: Language Arts, Context Clues ........................................................................................ 68

Lesson Two: Language Arts, Citing Textual Evidence by creating timelines ...................................... 68

Lesson Three: Science Processing Skills, Creating Own Floating Vessel ............................................ 69

Lesson Four: Writing a Narrative, “Surviving the Titanic” ................................................................. 69

Lesson Five: Assessment .................................................................................................................... 70

Lesson Six: Language Arts, Points of View ......................................................................................... 70

Lesson Seven: Language Arts, Independent Research ....................................................................... 70

Lesson Eight: Language Arts, Comparing and Contrasting ................................................................ 70

Lesson Nine: Language Arts, Independent Research ......................................................................... 70

Lesson Ten: Science Processing, Scientific Predictions ....................................................................... 71

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Authentic Real-life Applications .................................................................................................................. 71

Pre- and Post-Tests ..................................................................................................................................... 72

Pretest ........................................................................................................................................... 72

Post-test ........................................................................................................................................ 76

Pre-Test Key ................................................................................................................................... 80

Post-Test Key ................................................................................................................................. 83

Pre and Post-Test Graphs ............................................................................................................................ 86

Narrative Statements and Reflection Questions ........................................................................................ 87

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Purpose of the Unit Plan The target students for this unit have all been identified as needing special education services.

Before beginning to plan the lesson, I reviewed each student’s individualized education plan (IEP). I

wanted to create a unit that was driven by what instruction the students needed most. After reviewing

the students’ IEP’s, I came upon the decision to create a unit that focused on comprehension, fluency,

writing, and critical thinking. In addition, the group of student is also struggle with new concepts in the

current homerooms. In addition to goal orientated instruction, remediation instruction was also factor

into the focus of the unit plan.

All students were within the sixth grade. The reading and writing abilities of each student

differs, even though they are all below grade level. One student was reading at a second grade level,

two other students are at lower fourth grade, and the last student is reading at a fifth grade reading

level. Thus, the decision to create a unit that focused on developing the students reading and writing

skills. The standards selected were science processing skills, writing a variety of different narratives,

reading fluency, and comprehension of a nonfiction text.

When selecting an appropriate topic, I knew it needed to capture the attention of the students.

The Titanic is a topic that captures everyone’s attention, no matter the age. There is a certain mystery

and captivating quality to the Titanic. In addition, I knew creating a unit plan with this topic would allow

for different avenues of exploration. For example, lessons could and were created for Language Arts,

Reading, and Science.

Specific Skill Objective Lesson One

Content Objective

When given a list of Titanic vocabulary words, students be able to identify the appropriately

place on a picture of the Titanic with 90% accuracy

Academic Standard and Indicators

Language Arts

o 6.RV.2.1 Use context to determine or clarify the meaning of words and phrases.

Interdisciplinary Connections

History/Social Studies

o 6-8.LH.1: Read and comprehend history/social studies text within a range of

complexity appropriate for grades 6-8 independently and proficiently by the end of

grade 8.

o 6-8.LH.3.1: Determine the meaning of words and phrases as they are used in a text,

including vocabulary specific to domains related to history/ social students

Assessment of Objective

Participation during echo reading

Discussion of vocabulary words using context clues

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“Get to Know the Titanic” worksheet

Lesson Two

Content Objective

Students are able to accurately recreate a timeline of events from the night the Titanic sunk

with 80% accuracy.


6.RL.2.1 Cite textual evidence to support analysis of what a text says explicitly as well as

inferences drawn from the text.

6.RL.2.4 Students are expected to build upon and continue applying concepts learned

previously

o 3.RN.3.2 Identify how a nonfiction text can be structured to indicate a problem and

solution or to put events in chronological order.



o 6-8.LH.2.1: Cite specific textual evidence to support analysis of primary and

secondary sources


Students will be evaluated on the completed timeline, the teacher will use the rubric

provided below.

Focus Area 4 3 2 1

Order of Events Events are in the correct order. All major events are included with times (when available) from book.

Two events are out of order. All major events are included with times (when available) from the book.

More than two events are out of order. Student is missing one or more important event from the text or times.

Events are not in order. Student did not include times from the book that were available.

Organization The timeline is well organized and cleanly presented. The reader is able to understand and clearly see all events on the timeline.

The timeline is organized to an extent. Some events overlap each other, but the timeline is still readable and easy to follow.

The timeline is not very well organized. The reader has a hard time reading the events and following their order.

the timeline is not organized, the reader struggles greatly to understand what events are being displayed.

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Lesson Three

Content Objective

When given a set of random objects, students will use critical thinking skills to build their

own ships with an overall grade of 80% on the final project.


Process Standard: The Design Process

As citizens of the constructed world, students will participate in the design

process. Students will learn to use materials and tools safely and employ the

basic principles of the engineering design process in order to find solutions

to problems. Identify a need or problem to be solved. Brainstorm potential

solutions. Throughout the entire design process, document the design with

drawings (including labels) in a portfolio or notebook so that the process

can be replicated. Select a solution to the need or problem Select the most

appropriate materials to develop a solution that will meet the need. Create

the solution through a prototype. Test and evaluate how well the solution

meets the goal. Evaluate and test the design. Present evidence using

mathematical representations like graphs and data tables. Communicate

the solution (including evidence) using mathematical representations (e.g.,

graphs, data tables), drawings or prototypes. Redesign to improve the

solution based on how well the solution meets the need.


Mathematics

PS.1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the

meaning of a problem and looking for entry points to its solution. They

analyze givens, constraints, relationships, and goals. They make conjectures

about the form and meaning of the solution and plan a solution pathway,

rather than simply jumping into a solution attempt. They consider

analogous problems and try special cases and simpler forms of the original

problem in order to gain insight into its solution. They monitor and evaluate

their progress and change course if necessary. Mathematically proficient

students check their answers to problems using a different method, and

they continually ask themselves, “Does this make sense?” and "Is my

answer reasonable?" They understand the approaches of others to solving

complex problems and identify correspondences between different

approaches. Mathematically proficient students understand how

mathematical ideas interconnect and build on one another to produce a

coherent whole.

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Focus Area 4 3 2 1

Predicted Problems

Student listed three or more plausible problems they may encounter.

Student listed two to one plausible problems they may encounter.

Student listed one plausible problem they may encounter.

Student listed no plausible problems they may encounter

List of Materials Student listed 5-8 materials they will use to build their ship

Student listed 3-4 materials they will use to build their ship

Student listed less than 3 materials they will use to build their ship

Student listed no materials they would have used to build their ship

Ships ability to float

Ship floats in the water for more than 15 seconds

Ship floats in the water between 10-14 seconds.

Ships floats in the water between 5-9 seconds.

The ship floats for 5 or less seconds.

Name of the ship Student has given the ship an appropriate name and is clearly visible to the viewer.

Student has given the ship an appropriate name and is somewhat visible to the viewer.

Student has given the ship an appropriate name but, it is not clearly visible to the view.

The student has given the ship and inappropriate name and/or the no name at all.

Crow’s Nest The ship has a crow’s nest at the front of the ship.

The ship has a crew’s nest, but it is inappropriate location on the ship.

The ship has something that represents a crow’s nest, but could not actual be defined as one.

The ship has no crow’s nest.

Critical Thinking Student tried to problem solve on his or her own. They actively tried to fix a problem before asking for help to find a solution.

Students tried to problem solve on his or her own, but they did not actively try to fix the problem before asking for help.

Student problem solved, but after multiple prompts to find a solution.

Student did not problem solve. They relieved solely on the teacher or other students for help.

Lesson Four

Content Objective

Students will be able to write a self composed narrative as if they were a survivor of the

Titanic. The students will need to have clear beginning, middle, and end to their narratives.

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Writing Genres: Argumentative, Informative, and Narrative

6.W.3.1 Write arguments in a variety of forms that –

Introduce claim(s), using strategies such as textual analysis,

comparison/contrast and cause/effect.

Use an organizational structure to group related ideas that support the

argument.

Support claim(s) with clear reasons and relevant evidence, using credible

sources and demonstrating an understanding of the topic or text.

Establish and maintain a consistent style and tone appropriate to purpose and

audience.

Use appropriate transitions that enhance the progression of the text and clarify

the relationships among claim(s) and reasons.

Provide a concluding statement or section that follows from the argument

presented.


Science – Text Types and Purposes

o 6-8.WS.1: Write argument to focus on discipline-specific content.

Introduce claim(s) about a topic or issue, acknowledge and distinguish

the claim(s) from alternate or opposing claims, and organize the reasons

and evidence logically

Support claim(s) with logical reasoning and relevant, accurate data and

evidence that demonstrate an understanding of the topic or text, using

credible sources

Use words, phrases, and clauses to create cohesion and clarify the

relationships among claims(s), counterclaims, reasons, and evidence.

Establish and maintain a format style

Provide a concluding statement or section that follows from and

supports the argument presented.


CATEGORY 4 3 2 1

Introduction (Organization)

The introduction is inviting, states the main topic and previews the structure of the paper.

The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.

The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.

There is no clear introduction of the main topic or structure of the paper.

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Focus on Topic (Content)

There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.

Main idea is clear but the supporting information is general.

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

Support for Topic (Content)

Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.

Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.

Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.

Supporting details and information are typically unclear or not related to the topic.

Sentence Structure (Sentence Fluency)

All sentences are well-constructed with varied structure.

Most sentences are well-constructed with varied structure.

Most sentences are well-constructed but have a similar structure.

Sentences lack structure and appear incomplete or rambling.

Capitalization & Punctuation (Conventions)

Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Writer makes several errors in capitalization and/or punctuation that catch the reader\'s attention and greatly interrupt the flow

Lesson Five

Content Objective

Students and teacher will meet individually for a reading conference. The teacher is to

determine how student is performing on his or her fluency of the text, ability to make

inferences, and comprehension of text.


6.RN.3.1: Students are expected to build upon and continue applying concepts learned

previously.

2.RL.2.1: Ask and answer questions about the main idea and supporting facts and details

in a text to confirm understanding.

1.RF.5: Orally read grade-level appropriate or higher text smoothly and accurately, with

expression that connotes comprehension at the independent level.

6.RL.1: Read a variety of nonfiction within a range of complexity appropriate for grades 6-8. By

the end of grade 6, students interact with texts proficiently and independently at the low end of

the range and with scaffolding as needed at the high end of the range.

6.RL.2.1: Cite textual evidence to support analysis of what a text says explicitly as well as



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Science

o 6-8 LST.2.2: Determine the central ideas or conclusion of a text; provide an

accurate objective summary of the text

o 6-8.LST.3.2: Analyze the structure an author uses to organize text, including how

the major sections contribute to the whole and to an understanding of the topic


The teacher will evaluate the students using the sheets that have been provided for each

individual conference. Please see teacher researches at the end of this document.

Lesson Six

Content Objective

When given a short grade level passage, student’s will be able to correctly identify which point of

view the story is told from with 80% accuracy,


RL.6: Explain how an author develops the point of view of the narrator or speaking in a text

6.RN.1: Read a variety of nonfiction within a range of complexity appropriate for grades 6-8. By



o 6.1.1: Read aloud grade-level- appropriate poems and literacy and informational text

fluently and accurately and with appropriate timing, changes in voice, and expression.


Content Area Literacy: Science/Technical Subjects

o 6-8.LST.3.3: Analyze the author’s purpose in providing an explanation, describing a

procedure or discussing an experiment in a text.

o 6-8.LST.4.2: Distinguish among facts, reasoned judgment based on research findings,

and speculation in a text.


The teacher will use the “Who’s Speaking?” worksheet within the lesson to evaluate the

students. Please see teacher resources at the end of this document.

Lesson Seven

Content Objective

When given an outline, students can independently create a snapshot report on the

Titanic with an overall grade of 80%


6.5.3: Write or deliver a research report that has been developed using a systematic research

process (defines the topic, gathers information, determines credibility, reports finding that:

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Uses information from a variety of sources (books, technology, multimedia) and

documents sources independently by using a consistent format for citations.

Demonstrates that information that has been gathered has been summarized

Demonstrates that sources have been evaluated for accuracy, bias, and

credibility.

Organizes information by categorizing and sequencing, and demonstrates the

distinction between one’s own ideas from the ideas of others, and includes a

bibliography (Works Cited).


LST.7: The Research Process (Writing): Build knowledge about the research process and the

topic under study by conducting short or more sustained research

Grades 6-8, 6-8.LST.7.2: Gather relevant information from multiple sources, using search

terms effectively; annotate sources; assess the credibility and accuracy of each source;

and quote or paraphrase the data and conclusion of other while avoiding plagiarism and

following a standard format for citation.


CATEGORY 4 3 2 1

Amount of Information

All topics are addressed and all questions answered with at least 2 sentences about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

Diagrams & Illustrations

Diagrams and illustrations are neat, accurate and add to the reader\'s understanding of the topic.

Diagrams and illustrations are accurate and add to the reader\'s understanding of the topic.

Diagrams and illustrations are neat and accurate and sometimes add to the reader\'s understanding of the topic.

Diagrams and illustrations are not accurate OR do not add to the reader\'s understanding of the topic.

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Lesson Eight

Content Objective

When given two images, students will be able to identify at least two differences

amongst the images using complete sentences.


6.RN.3.1 Students are expected to build upon and continue applying concepts learned

previously.

4.2.3: Draw conclusions or make and confirm predictions about text by using prior

knowledge and ideas presented in the text itself, including illustrations, titles, topic

sentences, important words foreshadowing clues (clues that indicate what might

happen next), and direct quotations.

4.RL.6: Compare and contrast a firsthand and secondhand account of the same event or

topic; describe the differences in focus and the information provided.


Science

o 6-8.LST.4.3: Compare and contrast the information gained from experiments,

simulations, video, or multimedia sources with that gained from reading a text on the

same topic


Focus Area 3 2 1

Comparing Students appropriately noted two elements of the photos that look similar

Students appropriately noted one element of the photos that look similar

Students did not make a similar comparison

Contrasting Students appropriately noted two elements of the photos that look different

Students appropriately noted one elements of the photos that look different

Students did not note differences amongst the photos

Supporting Details Students details are easily understood and correspond to comparison or contrasting element.

Students’ details are understood, but do not correspond to comparison of contrasting element.

No supporting details are given

Lesson Nine

Content Objective

When given a research topic and rubric, students can independently follow and create

the desired outcome with 80% accuracy.

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6.5.3: Write or deliver a research report that has been developed using a systematic

research process (defines the topic, gathers information, determines credibility, reports

finding that:

Uses information from a variety of sources (books, technology,

multimedia) and documents sources independently by using a

consistent format for citations.

Demonstrates that information that has been gathered has been

summarized


credibility.

Organizes information by categorizing and sequencing, and

demonstrates the distinction between one’s own ideas from the ideas

of others, and includes a bibliography (Works Cited).


LST.7: The Research Process (Writing): Build knowledge about the research process and

the topic under study by conducting short or more sustained research

Grades 6-8, 6-8.LST.7.2: Gather relevant information from multiple sources,

using search terms effectively; annotate sources; assess the credibility and

accuracy of each source; and quote or paraphrase the data and conclusion of

other while avoiding plagiarism and following a standard format for citation.


CATEGORY 4 3 2 1















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Lesson Ten

Content Objective

When asked to make and educated prediction, students can articulate a well formulated

prediction based on previously gained knowledge with a score of 3 or higher.


Process Standards

The Nature of Science: Students gain scientific knowledge by observing the natural

and constructed world, performing and evaluating investigations, and

communicating their findings. These principles should guide student work and be

integrated into the curriculum along with the content standards on a daily basis.

o Make predictions and develop questions based on research and prior

knowledge.

o Plan and carry out investigations-often over a period of several class

lessons- as a class, in small groups, or independently.

o Collect quantitative data with appropriate tools or technologies and use

appropriate unites to label numerical data

o Incorporate variable that can be changed, measure or controlled

o Use the principles of accuracy and precision when making measurements.

o Test predictions with multiple trails

o Keep accurate records in a notebook during investigations

o Analyze data, using appropriate mathematical manipulations as required,

and use it to identify patterns. Make inferences based on these patterns

o Evaluate possible causes for differing results

o Compare the results of an experiment with the prediction

o Communicate findings through oral and written reports by using graphs,

charts maps and models.


Mathematics

o 6.DS.1: Recognize a statistical question as one that anticipates variability in the data

related to the question and accounts for the variability in the answers. Understand

that a set of data collected to answer a statistical question has a distribution which

can be described by its center, spread, and overall shape.

o 6.DS.2: Select, create, and interpret graphical representations of numerical data,

including line plots, histograms, and box plots.

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o 6.DS.3: Formulate statistical questions; collect and organize the data (e.g., using

technology); display and interpret the data with graphical representations (e.g.,

using technology)


Student will be evaluated on the following criteria:

o Their hypothesis includes and if then statement

o Keep track of how many weights they needed to add to their ships

o They actively participated within the activity

Vocabulary Lesson One

o luxurious: extremely comfortable, elegant, or enjoyable, especially in a way that

involves great expense.

o hull: ships body

o first class: highest level of comfort on a ship

o second class: a level of comfort that is not as expensive as first class with fewer

services

o third class: the lowest level of comfort on the ship and fewest services

o voyage: a long journey involving travel by sea

o bridge: an area at the front of the ship from which it is steered

o Emigrants: people who move from one country to live in another country

Lesson Two

o Morse code: a system of dots and dashes for each letter of the alphabet

o iceberg: a large floating mass of ice

o crow’s nest: a platform on a ship’s mast from which lookouts watch for danger

o stern: the rear part of the ship

Lesson Three

o hull: the lower body of a ship (review)

o bridge: front of the ship where the boat is steered (review)

o crow’s nest: a platform on a ship’s mast from which lookouts watch for danger

(review)

Lesson Four

o survivor: to remain alive or in existence

Lesson Five

o No new vocabulary was introduced within this lesson

Lesson Six

o shipwreck: the destruction of a ship at sea by sinking or breaking up

Lesson Seven

o wreckage: the remains of something that has been badly damaged or destroyed.

o research snapshot: a short flyer that identifies the key information of an elaborate

research paper. It includes pictures, important details, and dates of a given topic.

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students will not need to know this vocabulary phrase, it is provided for the

purposes of this lesson to clarify the meaning of a research snapshot

Lesson Eight

o Review the following:

shipwreck: the destruction of a ship at sea by sinking or breaking up

wreckage: the remains of something that has been badly damaged or

destroyed.

Lesson Nine

o submarine: a compact water vessel that allows individuals to dive deep into a body

of water for extended periods of time

Lesson Ten

o prediction: the action of predicting

o data: facts and statistics collected together for reference or analysis.

Time of Day-to-Day Plans Lesson Number Topic of Lesson Review Time Connections to

Previous Lessons

Lesson One Reading Fluency and Vocabulary; Context Clues, Echo Reading

What are context clues and how do we use them?

NA

Lesson Two Reading Comprehension; Chorological Order, Create a timeline

Review major parts of the ship at beginning of lesson.

continuation of text from previous lesson

Lesson Three Science: Critical Thinking Strategies, Ship Building

Review major parts of the ship at beginning of lesson.

continuation of text from previous lesson, students included same features in their ships as the Titanic

Lesson Four Writing; Narratives, “What if you survived the Titanic?”

Review of events from the night of April 15 1912 at beginning of lesson.

continuation of text from previous lesson, making connections to survivors

Lesson Five Reading Comprehension/ Fluency; Assessment

Assessment conference reviewed the Titanic, timelines from lesson two

Discussion includes connections from all major areas of pervious lessons

Lesson Six Language Arts; Author’s Point of View

Were the Titanic sank, how the Titanic sank, what we can learn from the sinking of the Titanic

Connecting text , Finding the Titanic used during lesson, bridges pervious content to new content

Lesson Seven Writing/ Science; Independent Research. Shipwreck Snapshots

How Titanic sank, included inferences student made on what

continuation of text from previous lesson, wreckage of Titanic is

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they would find from assessment lesson

independently researched

Lesson Eight Language Arts; Comparing and Contrasting with Supporting Details

Wreckage of Titanic, students will be able to share previously identified materials

same text as previous lesson used, snapshot research projects will also be referenced

Lesson Nine Writing/Science; Independent Research, Submarines

Argo and JJ, the two summaries that explored the Titanic

same text as previous lesson will be referenced, submarines explored the Titanic

Lesson Ten Science; Nature of Science, Collecting Data

revisiting how the Titanic sank

Students revisit the sinking of the Titanic, recreating the events with their own vessels

Resources Teacher Resources

Text

o Finding the Titanic by, Robert D. Ballard

D. Ballard, R. (1993). Finding the Titanic. New York: Scholastic.

o Titanic, the Disaster that Shocked the World! by, Mark Dubinsky

Dubowski, M. (1998). Titanic, the Disaster that Shocked the World! New

York: DK Publishing.

Websites

o Eva Hart speaks about her memories of the Titanic . . survivor interview. (2010,

November 29). Retrieved September 16, 2014, from

https://www.youtube.com/watch?v=MD5J43Z9AWI&feature=related

o Gilded Splendor. (2014, January 1). Retrieved September 16, 2014, from

http://ngm.nationalgeographic.com/2012/04/titanic/cameron-gallery#/1

o Interactive diagram of the Titanic. (2012, January 1). Retrieved September 16, 2014,

from http://kids.britannica.com/elementary/art-166724/An-interactive-diagram-

provides-information-about-many-different-features-of

Teacher Created Materials (please refer to teacher made resource at end of document)

o Vocabulary Sheet

o Get to know the Titanic

o All Aboard the __________!

o Graphic organizer

o Student Teacher Conference Data Sheet

o Who’s Speaking

o Snapshot Organizer

o Example of Snapshot



http://kids.britannica.com/elementary/art-166724/An-interactive-diagram-provides-information-about-many-different-features-of


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o Then and Now

o Sink my Ship!

Student Resources

Text

o Finding the Titanic by, Robert D. Ballard

D. Ballard, R. (1993). Finding the Titanic. New York: Scholastic.

o Titanic, the Disaster that Shocked the World! by, Mark Dubinsky

Dubowski, M. (1998). Titanic, the Disaster that Shocked the World! New

York: DK Publishing.

Websites

o Eva Hart speaks about her memories of the Titanic . . survivor interview. (2010,

November 29). Retrieved September 16, 2014, from


o Gilded Splendor. (2014, January 1). Retrieved September 16, 2014, from


o Interactive diagram of the Titanic. (2012, January 1). Retrieved September 16, 2014,

from http://kids.britannica.com/elementary/art-166724/An-interactive-diagram-

provides-information-about-many-different-features-of

See Teacher Made Resources

o These resources include worksheets students were to complete throughout the

lesson. They were allowed to references these items when completing journal

entries, narratives, and research projects.





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Letter to Parents September 11, 2014

Dear Parents:

Greetings again! Ms. Maddalone here, writing to inform you on an exciting learning opportunity your

child is about to begin. As a part of my student teaching, I need to complete a “Learning Assessment

Model Project,” also known as the LAMP. The LAMP consists of ten-lessons structured around academic

standards, student involvement, technology and more. The chosen topic of my LAMP is the Titanic! I

think it is a wonderful topic to introduce to your child.

Throughout the lesson, students will be working on reading comprehension, writing skills, problems

solving, critical thinking skills, and so much more! One major component of the LAMP is for the students

to complete a project. For this project, the student will be creating their own ship! We will take these

student made vessels and write about them, test for buoyancy, and even sink them!

I am excited to share this experience with your child. In addition, I am also excited to learn along with

your child. Through creating this LAMP, I will be fully immersed within my future profession, a teacher! I

plan to track your student’s progress throughout the lesson in multiple areas. Notifications will be sent

home about your child’s progress and what we have learned about!

Thank you in advance for you involvement and support. Please feel free to contact me if you have any

questions or concerns.

Sincerely,

Ms. Maddalone

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Display Area

When creating a display area for the unit, I wanted to create an area where student’s work

could be showcased. The area was in the front of the room, by the table lesson generally took place at.

There are various elements to the display area. Two large paper pads displayed the list of ongoing

vocabulary words within lessons of the unit. The vocabulary word list was displayed for the duration of

the unit. Students were able to reference these lists during various activities. In addition to the

vocabulary list, a small whiteboard was added. This whiteboard was used during lessons. In the picture

above, the whiteboard is currently has a graphic organizer written on it. The whiteboard was placed in a

way that all students could see it. Moreover, students’ work was showcased within the display area.

Both the students’ timelines from lesson two and research snapshots from lesson seven are displayed.

Students were able to also reference the events from their timelines throughout the lessons. Moreover,

interesting facts from the Titanic, information on the ship’s captain, and pictures were also displayed.

The display area was at a level where students could easily see these items and read the information.

Student Project and Rubric In lesson three, students were given the main project of the unit. For this project, students

were to create their own floating vessels! While building their vessels, students were evaluated on their

ability to problem solve. This was done by taking notes during and after the lesson. These notes were

used to evaluate students in the final area in the rubric. The students

were also evaluated on the ships ability to float, creating a crow’s

nest for the ship, and clearly displaying the name of the ship on its

side. Students built their vessels with various materials. Some

materials included; paper pages, Styrofoam containers, aluminum pie

Student’s completed projects

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tins, balloons, pipe cleaners, straws, and glue. Along with create their ships, students also needed to

complete a planning sheet. This planning sheet required students to draw a picture of their vessel, list

materials they would use, and write problems they may encounter. Pictured above is the students

completed projects; in addition, under Student Work Sample in lesson three, is a completed planning

sheet by a student.

The focal standard of this lesson was a sixth grade process standard. The Design Process was the

selected process standard. Students were evaluated on the ability to construct an object by using

materials and tools safely and employ the basic principles of engineering design process. In addition, the

students also were evaluated on their ability to find solutions to problems. Students were given explicit

instructions on what they were being evaluated on. Before students were allowed to build, the needed

to complete a design worksheet for their vessels. The worksheet included having the student draw a

picture of their vessels, listing materials they may use, and identifying any problems they may

encounter. After students showed the completed worksheet, they were able to build. Throughout the

building process, I was observing the student to see how they were able to problem solve. A majority of

the students did fairly well with problem solving. The need little prompts to construct there vessels. A

rubric is provided below to show the exact criteria students were evaluated on.

Focus Area 4 3 2 1

Predicted Problems




















The ship has something that represents a crow’s nest, but could not actual be defined as


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one.





Technology Within the room, the students and teachers did not have access to a Smartboard, thus other

avenues of technology were used. Students used both classroom desktops and desktops within the

library; in addition, students also used their school provided iPads. Desktops and iPads were used to

research purposes and to create research snapshots. Moreover, students used an app on their individual

iPads to create KeyNote presentations. Through KeyNote, students created a presentation they shared

with their fellow students. These presentations required students to create a well put together

presentation that was visually appealing and organized. In addition, I personally used my own laptop

computer to create lesson plans, worksheets, and do research on the Titanic.

Lesson Plans

Lesson One

Student Name: M. Maddalone

Subject/ Topic: Language Arts

Grade: 6th Grade

Standard:

Language Arts

o 6.RV.2.1 Use context to determine or clarify the meaning of words and phrases.

Social Studies

o 6.1.16 Identify individuals, beliefs and events that represent various political

ideologies during the nineteenth and twentieth century’s and explain their

significance

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INTASC

Principle One: The teacher understands the central concepts, tools of inquiry, and structures of

the discipline(s) he or she teaches and can create learning experiences that make these aspects

of subject matter meaningful for students.

Materials

Four copies of Titanic, the Disaster that Shocked the World! by, Mark Dubinsky

Dubowski, M. (1998). Titanic, the Disaster that Shocked the World! New York: DK Publishing.

Four portfolio folders, one for each student

Vocabulary list (found under content and procedures)

“Get the Know the Titanic!” (see attached)

“Vocabulary” (see attached)

Objective

When given a list of boat vocabulary words, students be able to identify the appropriately

place on a picture of the Titanic with 90% accuracy.

Motivation/Engagement/Set/Focus

Motivation

o The teacher will open the lesson by saying the following, “Has anyone heard of the

unsinkable ship? It was massive, HUGE, and luxurious, and way ahead of its time.

The ship was so big; it had room for three different classes, a swimming pool, and a

variety of restaurants. This ship was so big, it now rest on the bottom of the Atlantic

Ocean after it sank. The ships name was the Titanic.”

Engagement

o At this point, students will be given the book, “Titanic, the Disaster that Shocked the

World!” From here, the student will be asked to open their books to page 4. From

here, they will begin the echo read.

Focus/Set

o The main focus of this lesson will be context clues and building vocabulary. In

addition, students will become more familiar with the Titanic.

Goal for Leaner

To learn boat terminology and vocabulary. Likewise, students will gain a basic understanding of

what the Titanic and its massive stature.

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Content and Procedures

Guided Reading: Echo Reading

o The teacher will read the first nine pages of the book aloud. Students will echo read

along with the teacher. When coming to a vocabulary word listed below, they will stop

and define the word using context clues. Follow the steps below for the echo read and

for vocabulary building.

Vocabulary building: Before beginning the reading, the teacher will ask the

students to find the “Vocabulary” paper within their folder portfolios. This paper

will be used continuously to add vocabulary words too it (see attached).Write

the list of words from the Vocabulary section below on the whiteboard. Read

each word to the students. Explain that when you as a group come across these

words, you will stop, define it, and at it to their paper. Examples are below for

context clues.

Echo Reading: Teacher: “Today we are going to do an echo read with this book

on the Titanic. Let’s begin with page four. As I read I want you to follow along,

after I finish, you will read back to me what I just read. Let’s practice…”

For the first try, read the first line of the text, “The White Star line….”

The teacher will pause and wait for the students to respond. After the

students respond, continue on to the next sentence. Be sure to pause

when you want the students to “echo” you. You can increase the

amount of text you read each time, but make sure you start smaller and

expanded from there.

Context Clues

As an example, the word hull will be used, it is found on page five of the

text.

o As the students read, help them identify the word “hull” is in

the sentence. From here, say, “Okay we are going to read the

sentence, let’s see if there are any clues in the sentence as to

what it means.

o The sentence reads, “The Titanic’s hull, or low body, was

divided into sixteen compartments.” Pause here, and ask

students, “What do you think hull means?” Give time for

students to think, reference them to the page. Once students

define the word as, lower body of the ship, continue to read.

Use prompting questions, such as, “What words do you see

around it?” or “Can you build a picture in your mind when I say

this?” to help students find the meaning of the word.

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Vocabulary: o Students will be introduced to these vocabulary words. The will be read within the text,

students will be asked to used context clues to create their own meaning of the words. A definition is given here to provide as a guide.

bridge

An area at the front of the ship from which it is steered emigrants

People who move from one country to live in another country first class

Highest level of comfort on a ship hull

A ships body luxurious

extremely comfortable, elegant, or enjoyable, especially in a way that involves great expense.

second class

A level of comfort that is not as expensive as first class with fewer services

third class

The lowest level of comfort on the ship and fewest services voyage

a long journey involving travel by sea

Practice/Application

Practice: Student and teacher will echo read passages one through nine. These passages will

introduce the topic of different classes. In addition, it will also introduce the Titanic to the

students. Upon coming to a listed vocabulary word, the students and teacher will create a

definition for the word. These will be written on the student vocabulary sheet.

Application: Student will be given the “Get to Know the Titanic!” worksheet. This worksheet will

have a diagram of the ship. The diagram will include a few of the vocabulary words discussed

earlier in the lesson. This diagram will be completed using an interactive map of the Titanic. The

students will use the website, Encyclopedia, Britannica Kids to complete the activity. Along with

labeling the ship, the students will also answer questions about the boiler room and wireless

room of the ship. An understanding of these two rooms will lead to next lesson.

Evaluation of Student Learning

Student will be evaluated on their amount of participation. Students will be assessed using the following

rubric. In addition, they will also be assessed on there competition of the vocabulary and “Get to Know

the Titanic” worksheets.

CATEGORY 4 3 2 1

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Focus on story/article

Student is lost in the story. There\'s no looking around or flipping through the pages. Student is actively participating in echo read.

Student seems to be enjoying and moving through the story, but is not very active in participating in echo read.

Student seems to be reading the story, but doesn\'t not participate in echo reading.

Pretends to read the story. Mostly looks around or fiddles with things. No participation evident in echo read.

Vocabulary/Context Clues

Student actively helps build a definition using context clues from the book.

Student helps build a definition, but uses little context clues to help build.

Student helps build a definition, but uses no help from context clues.

Student does not participate in vocabulary activity.

Closure

Students will be asked to write a journal entry. These entries should include how they would feel if they

were about to embark on a major life changing journey. This closure activity will introduce the next

chapter of the book. They will be shared during the next lesson.

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Lesson Two


Subject/ Topic: Language Arts, LAMP Lesson Two

Grade: 6th Grade

Standard:

6.RL.2.1 Cite textual evidence to support analysis of what a text says explicitly as well as


6.RL.2.4 Students are expected to build upon and continue applying concepts learned

previously

o 3.RN.3.2 Identify how a nonfiction text can be structured to indicate a problem and


6.RL.1 Read a variety of literature within a range of complexity appropriate for grades 6-8.

By the end of grade 6, students interact with texts proficiently and independently at the low

end of the range and with scaffolding as needed at the high end of the range.

INTASC

Principle 3 – The student teacher understands how students differ in their approaches to

learning and creates instructional opportunities that are adapted to diverse learners.

Principle 7- The student teacher plan instruction based upon knowledge of the subject matter,

students, the community, and curriculum goals.

Materials



Four portfolio folders, one for each student

Construction Paper

Markers

Post-It Notes

Index cards

Objective

Students are able to accurately recreate a timeline of events from the night the Titanic sunk.


Motivation

o The teacher will introduce the lesson by saying the following:

“This morning, my alarm went off at 5:30. I hit the snooze button on my alarm a

few times and finally got out of bed at 5:40. I then got in the shower and got

ready for the day. At 6:30, I went down stairs and had a bagel for breakfast.

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After finishing my breakfast, I went back upstairs and brushed my teeth. Then I

packed my bag and left for school at 6:45.”

After giving a time-line of their morning, the teacher will ask, “What did I just

create for you?” The teacher will be looking for the students to respond with a

timeline or a recap of his or her morning events.

Engagement

o The students will be asked to give a very quick timeline of their evenings or mornings.

Focus/Set

o The teacher will then redirect the students. He or she will explain how they are about to

read about a series of events. He or she will note that they will need to keep an eye on

specific details of the story that are important.

Vocabulary

o Morse code

A system of dots and dashes for each letter of the alphabet

o iceberg

a large floating mass of ice

o crow’s nest

a platform on a ship’s mast from which lookouts watch for danger

o stern

the rear part of the ship

Goal for Leaner

To create an accurate timeline of the events from April 15, 1912 when the Titanic sank.


The teacher and student echo read page ten of the text together. After reading the page, the

teacher will ask the following question…

o “What is a prediction?”

o “Can we make a prediction or infer anything from what we have just read?”

Following making predictions and inferences, the students will independently whisper read

pages 12-31.

o As they are whisper reading, the teacher will move from one student to another and

listen to them reading. He or she will also ask the students:

What have you read about so far?

Is there anything you don’t understand?


After all students have finished reading pages 12-31, the teacher will regroup the students. She

will ask them to take out there portfolios. Inside their portfolio’s they will find a sheet of blank

paper. From here, they will be asked to fold the paper in half.

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After folding the paper in half, the students will draw a line to identify the middle of the paper.

From here, the students will be asked to put down there markers and look at the teacher.

The teacher will then ask the following questions:

o What is important to include in a timeline?

Looking for: dates, times, specific places, and specific events

Together, the teacher and students will start create a timeline of events that had happened in

the story. The teacher will ask the students to pull explicit information for the text that supports

the answer they give.

The students will need to finish their timelines independently. They will be given this set of

instructions and a visual of a timeline to help them create their own.

o On your own, create a timeline of the events from the night of April 15, 1912. Be sure to

include major events and times from your text. The timeline should layout the events in

an organized manner. It should be will organized and present well.

Modifications for Different Level Learners

Higher Level Students:

Students who have a higher level of comprehension and are able to independently read the text

will complete the time-line activity as planned.

Middle Level Students:

These students are defined as students who are reading the given text at an instructional level.

For these students, the teacher will create a set of index-cards. Printed on these index cards will

be the specific dates and times of important events from the text. In addition, the teacher will

fully write out events that do not have a specific time. For example, when the Titanic hits the

iceberg, the text does not give a specific time (see examples below). Moreover, the teacher will

give the students in a random order. They will need to independently place these index cards in

the correct order. They should glue these index cards on the timeline independently.

Lower Level Students:

These students are defined as students who are reading well below the given text. For these

students, the teacher will create a set of Post-It notes. Printed on these notes, the teacher will

have the date, time, and event. Students are to independently place these Post-It notes in the

correct order on their time line. Examples of the Post-It notes are below.

April 14, 1912

11:40 PM

April 14, 1912

Shortly after the lookout

spot the iceberg, the

Titanic hits the iceberg.

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Students will be evaluated on the completed timeline, the teacher will use the rubric

provided below.

Focus Area 4 3 2 1

Order of Events Events are in the correct order. All major events are included with times (when available) from book.

Two events are out of order. All major events are included with times (when available) from the book.

More than two events are out of order. Student is missing one or more important event from the text or times.

Events are not in order. Student did not include times from the book that were available.

Organization The timeline is well organized and cleanly presented. The reader is able to understand and clearly see all events on the timeline.

The timeline is organized to an extent. Some events overlap each other, but the timeline is still readable and easy to follow.

The timeline is not very well organized. The reader has a hard time reading the events and following their order.

the timeline is not organized, the reader struggles greatly to understand what events are being displayed.

Closure

The students will be asked to complete the following journal question: How do you think the disaster of

the Titanic could have been avoided?

Examples of Student Work

April 14, 1912

All day the Titanic has

received iceberg warnings

in Morse Code over the

wireless telegraph.

April 14, 1912

12:45 AM

The crew lowers the first

lifeboat. Passengers don’t

want to leave the Titanic.

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Lesson Three


Subject/ Topic: Science- Processing Skills , LAMP Lesson Three

Grade: 6th Grade

Standard:

Process Standard: The Design Process

As citizens of the constructed world, students will participate in the design process. Students will

learn to use materials and tools safely and employ the basic principles of the engineering design process

in order to find solutions to problems. Identify a need or problem to be solved. Brainstorm potential

solutions. Throughout the entire design process, document the design with drawings (including labels) in

a portfolio or notebook so that the process can be replicated. Select a solution to the need or problem

Select the most appropriate materials to develop a solution that will meet the need. Create the solution

through a prototype. Test and evaluate how well the solution meets the goal. Evaluate and test the

design. Present evidence using mathematical representations like graphs and data tables. Communicate

the solution (including evidence) using mathematical representations (e.g., graphs, data tables),

drawings or prototypes. Redesign to improve the solution based on how well the solution meets the

need.

INTASC

Principle 4

The student teacher understands and uses a variety of instructional strategies to encourage students’

development of critical thinking, problem solving, and performance skills.

Principle 7

The student teacher plan instruction based upon knowledge of the subject matter, students, the

community, and curriculum goals. .

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Materials



Student Portfolio folders

“All Aboard the ______________!” worksheet, (see attached)

Container to hold a gallon of water

Gallon of water

Variety of materials for students to chose from to build their ships

o Examples: paper plates, Styrofoam cups, plastic cups, foil, ect.

Objective

o Students will use problem solving and critical thinking skills to build their own ship.


Motivation

o Students participating in the activity will be able to build their own floating vessel.

Engagement

o Students will be given a variety of materials. They will be asked to build their own

floating vessel of ship.

Focus/Set

o Students and the teacher will review the major parts of the Titanic before building

their own ships.

Vocabulary

o Teacher and students will review the following words from previous lessons

hull: the lower body of a ship

bridge; front of the ship where the boat is steered

crow’s nest: a platform on a ship’s mast from which lookouts watch for

danger

Goal for Leaner

o To expand on his or her critical thinking and problem solving skills.


o The teacher will start the lesson off by asking what we have previously discussed about the

various parts of the Titanic. If students are struggling to come up with parts of the ship, they

can be referred to their “Get to Know the Titanic” worksheet.

o The teacher should be sure to review the crow’s nest; students will need to include

this on their own ships.

o After review the major parts of the ship, the teacher and students will begin to plan their

ships. They will use the “All Aboard the _________!” worksheet to do so.

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o When handing the worksheet out, the teacher will need to give explicit instruction on how

the students will need to construct their ships.

o These will included:

The ship will need to float for more than five seconds

The ship will need to have a crow’s nest

The ship will need to have a name clearly visible on the ship.


Students will apply and practice their critical thinking and problem solving skills while building

their own ships.

The teacher is to monitor students during this time and make observations. The teacher should

be looking for ways that students solve their own structural problems.


o Students will be assessed on their structure of the ship using the following rubric.

Focus Area 4 3 2 1

Predicted Problems




















The ship has something that represents a crow’s nest, but could not actual be defined as one.


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Closure

o Before ending the lesson, the teacher and students will view the highlights of the Titanic.

These should include how the ship has a name, some key features of the ship, and what the

ship was used for.

o Following an overview of the Titanic, the students will be asked to do the same for their

ships in a journal entry. The students will journal about the features of their ships. A list of

expectations is listed below (students will be given these expectations);

o At least 5 sentences

o States the ships name

o Describes at least one main focal point of the ship.

Examples of Student Work

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Lesson Four


Subject/ Topic: Language Arts, LAMP Lesson Five

Grade: 6th Grade

Standard:

Writing Genres: Argumentative, Informative, and Narrative


Introduce claim(s), using strategies such as textual analysis,

comparison/contrast and cause/effect.

Use an organizational structure to group related ideas that support the

argument.

Support claim(s) with clear reasons and relevant evidence, using credible

sources and demonstrating an understanding of the topic or text.

Establish and maintain a consistent style and tone appropriate to purpose and

audience.

Use appropriate transitions that enhance the progression of the text and clarify

the relationships among claim(s) and reasons.

Provide a concluding statement or section that follows from the argument

presented.

INTASC

Principle 4



Principle 7

The student teacher plan instruction based upon knowledge of the subject matter, students, the

community, and curriculum goals. .

Materials




Graphic Organizer, see attached

Device to play video from internet.

Video from YouTube, “Eva Hart Speaks about her memories of the Titanic… Survivor interview”

o https://www.youtube.com/watch?v=MD5J43Z9AWI

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Objective

Students will be able to write a self composed narrative as if they were a survivor of the Titanic.

The students will need to have clear beginning, middle, and end to their narratives.


Motivation

Students will watch the video, “Eva Hart Speaks about her memories of the Titanic…

Survivor interview.”

Engagement

Students watch the video to gain inspiration for their own personal narratives.

Focus/Set

After watching the video clip, the students will begin to collect and organize their ideas

for their narratives.

Vocabulary

Survivor: to remain alive or in existence

Goal for Leaner

To write a will composed narrative with a clear beginning, middle, and end.


The teacher and students will begin the lesson by reading pages 30-40 in Titanic, the Disaster

that Shocked the World!

The teachers and students will echo read these pages together. See previous lesson for

explanation of echo reading.

Following the echo read, the teacher and students will recap the major points of the story.

These should include: how the Titanic was described, what caused the ship to sink,

passengers boarding the lifeboats, and the rescue of the survivors.

The teacher will then introduce the video.

The teacher will ask, “Do you ever wonder what it would be like to be a survivor of the

Titanic?” The teacher should wait for students to respond. Following the students

comments the teacher will introduce the video saying, “Well, now we can get a inside

scoop of the Titanic and the events that happen on April 15. In this video clip, we will

hear Eva Hart talk about her experiences on the Titanic. She would have been seven-

years-old while she was on the Titanic, which is a few years younger than most of you.”

The teacher will then play the video for the students.

Following the video, the teachers and students can talk about what Eva Hart said about her

experiences on the Titanic.


The teacher will now hand each student a graphic organizer.

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After passing out the graphic organizer, the teacher will need to explain what the students are

to do.

o The teacher will need to explain how to fill in the graphic organizer.

The center is for your main idea

Branches should include supporting details

All branches do not need to be filled out, but students should meet the

minimum on rubric which is three supporting details.

From here, the students should begin to fill out their graphic organizers. Once they have

completed their graphic organizer, they should begin to write their survivor narrative.

The teacher will explain explicitly what they are looking for.

o This should include main idea, sentence fluency, supporting details, capitalization, and

punctuation.


The students will be evaluated using the following rubric

Graphic Organizer

Focus 4 3 2 1

Main Idea Student has clearly placed main idea in center circle.

Student has main idea, but is placed within the wrong circle.

There is no main idea clearly labeled on the chart.

NA

Supporting Details

The students has 3-5 support details in their graphic organizer.

The student has 2-3 supporting details in their graphic organizer.

The student has 1-2 supporting details in their graphic organizer.

The student has no supporting details in their graphic organizer.

Narrative Rubric

CATEGORY 4 3 2 1

Introduction (Organization)

The introduction is inviting, states the main topic and previews the structure of the paper.

The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.

The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.

There is no clear introduction of the main topic or structure of the paper.

Focus on Topic (Content)

There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.

Main idea is clear but the supporting information is general.

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

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Support for Topic (Content)

Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.

Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.

Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.

Supporting details and information are typically unclear or not related to the topic.

Sentence Structure (Sentence Fluency)

All sentences are well-constructed with varied structure.

Most sentences are well-constructed with varied structure.

Most sentences are well-constructed but have a similar structure.

Sentences lack structure and appear incomplete or rambling.

Capitalization & Punctuation (Conventions)

Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Writer makes several errors in capitalization and/or punctuation that catch the reader\'s attention and greatly interrupt the flow

Closure

Students will share the main points of their narratives to the group.

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Lesson Five


Subject/ Topic: Language Arts; Assessment, LAMP Lesson Five

Grade: 6th Grade

Standard:

6.RN.3.1: Students are expected to build upon and continue applying concepts learned previously.

2.RL.2.1: Ask and answer questions about the main idea and supporting facts and details in a

text to confirm understanding.

1.RF.5: Orally read grade-level appropriate or higher text smoothly and accurately, with


6.RL.1: Read a variety of nonfiction within a range of complexity appropriate for grades 6-8. By the end

of grade 6, students interact with texts proficiently and independently at the low end of the range and

with scaffolding as needed at the high end of the range.

6.RL.2.1: Cite textual evidence to support analysis of what a text says explicitly as well as inferences

drawn from the text.

INTASC

Principle 3

The student teacher understands how students differ in their approaches to learning and creates

instructional opportunities that are adapted to diverse learners.

Principle 8

The student teacher understands and uses formal and informal assessments strategies to evaluate and

ensure the continuous intellectual, social, and physical development of the learner.

Materials

Titanic, the Disaster that Shocked the World! by, Mark Dubinsky



Running Record Form / Inference Form; see attached

Reading Conference Sheet

o Adapted from The Café Book: Engaging All Students in Daily Literacy Assessment and

Instruction by Gail Boushey and Joan Moser.

Four available computers with My Reading Coach Software

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Objective

Students and teacher will meet individually for a reading conference. The teacher is to

determine how student is performing on his or her fluency of the text, ability to make

inferences, and comprehension of text.


Motivation

Students will be able to meet one-on-one with teacher and discuss text.

Engagement

Students will converse with classroom teacher. All other students will work on My

Reading Coach while individual conferences are being held.

Focus/Set

The teacher will focus on collecting data on student’s current performance in reading

comprehension, fluency, and ability to make inferences.

Vocabulary

No new vocabulary will be introduced within this lesson

Goal for Leaner

To ask appropriate questions for clarification


Each student will have an individual meeting with the classroom teacher. The classroom teacher

should follow the provided schedule for each conference.

Review of Previously Read/Discussed Materials

Evaluate students comprehension using form provided

Assess Students Ability to make and inference

Evaluate student’s ability using provided form

Assess Students Ability to Read Text Fluently

Evaluate student’s ability to fluently read text with form provided


While each individual student is in the conference, all other students will be working

within My Reading Coach.

This software is individualized for each student. The activities within the

software increase students’ fluency, phonemic awareness, and reading

comprehension.


The attached forms will be used to evaluate student’s learning throughout the

conference.

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Closure

Students will be asked if they have any questions about the upcoming lessons. In

addition, the teacher will also ask if they need any clarification on what they had just

read together.

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Lesson Six


Subject/ Topic: Reading; Point of View, LAMP Lesson Six

Grade: 6th Grade

Standard:

RL.6: Explain how an author develops the point of view of the narrator or speaking in a text




o 6.1.1: Read aloud grade-level- appropriate poems and literacy and informational text

fluently and accurately and with appropriate timing, changes in voice, and expression.

INTASC

Principle 3

The student teacher understands how students differ in their approaches to learning and creates

instructional opportunities that are adapted to diverse learners.

Principle 8

The student teacher understands and uses formal and informal assessments strategies to evaluate and

ensure the continuous intellectual, social, and physical development of the learner.

Materials

4 copies of Finding the Titanic

o Ballard, R. D. (1993). Finding the Titanic . New York: Scholastic Inc. .

Student Portfolios

“Whos Speaking?” worksheet

Objective

When given a short grade level passage, student’s will be able to correct identify which point of

view the story is told from with 80% accuracy.


Motivation

The teacher will introduce the lesson be saying the following, “Have you ever wondered

what it is like to drive deep, deep into the ocean? Well we are about to go on a new

adventure. We will begin searching for the Titanic on the bottom of the Atlantic!”

Engagement

Echo reading

“Whose Speaking?” worksheet

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Focus/Set

Together student and teacher will read pages 5-19

The will pause in-between pages 5-9 and 10-15

Vocabulary

shipwreck: the destruction of a ship at sea by sinking or breaking up

Goal for Leaner

To be able to appropriately identify point of view in a story.


After the teaching introduces the lesson, the students and the teacher will echo read the

sections of Finding the Titanic.

In between the two sections they are to read together, the teacher will then introduce the focus

of the lesson. The teacher will need to explain what point of view is to the students.

She will first ask the students, “Who do you think is telling the story at this point in the

book?”

The teacher is looking for the students to say, an explorer or Robert D. Ballard

the author of the book.

The teacher will move into explaining point of view, he or she should include the

following;

Point of view is shows us the opinion or feelings of the individuals involved in a

situation.

First person: The use of either of the two pronouns, “I” and “we”

o I felt like I was about to be in big trouble.

Second person: Uses the pronoun “you.”

o When you go to the store, can you please get some milk?

Third person: uses pronouns like “he,” “she,” “it,” “they,” or a name

o Bailey gave him the tickets to the show.

After explaining what point of view is, the students and the teacher will read the second section

of the book. She will ask the students to see what has changed about the text.

Upon reading this section, the teacher wants to students to note the change in point of

view.


Students will independently complete the point of view worksheet. Before the students begin

the worksheet, they will be given explicit instructions. The teacher is to explain that they are to

read each short passage and then identify who is speaking. Each student will be given different

modifications for this activity. They are provided below.

Lower leveled students: Students who are function way below grade level.

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These students will be given a choice between two possibilities for each

passage. In addition, key words to help the student identify each point of view

will be highlighted. An example is provided below.

I had dreamed of finding the Titanic since I was a boy. No one had seen it in almost seventy-five years. It

lay tow and a half miles down on the bottom of the Atlantic Ocean. This is far deeper than any diver can

go.

First Person Second Person

o Middle Level Students: These students are almost at grade level, but still need some

supports.

These students will have key words highlighted to help the student determine

the point of view. An example is provided below.

o I had dreamed of finding the Titanic since I was a boy. No one had seen

it in almost seventy-five years. It lay tow and a half miles down on the

bottom of the Atlantic Ocean. This is far deeper than any diver can go.

o Students who are almost functioning at grade level will be given no modifications to

their assignments. They will be able to ask questions and will be given verbal feedback

to help them determine the answer.


Students will be evaluated using the “Who’s Speaking?” worksheet.

Closure Student and teacher will review what point of view is in a story. Students will be asked to explain point

of view in their own words.

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Lesson Seven


Subject/ Topic: Independent Research/ Research Snapshot, LAMP Lesson Seven

Grade: 6th Grade

Standard:













credibility.




INTASC

Principle Six

The student teacher uses knowledge of effective verbal, nonverbal, and media communication

techniques to foster active inquiry, collaboration, and supportive interaction n the classroom.

Principle Four



Materials


Ballard, R. D. (1993). Finding the Titanic . New York: Scholastic Inc. .

Students Portfolios

Snapshot Organizer, see attached

Example of Research Snapshot, see attached

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Objective

When given an outline, students can independently create snapshot report on the Titanic

with an overall grade of 80%


Motivation

o The teacher will introduce the lesson by saying the following:

“Imagine you are the first the find the wreckage of the Titanic. You now want to share

all of you finding with your fellow researchers in the world.”

Engagement

o Students will independently research the wreckage of the Titanic.

Focus/Set

o Students will independently create a research “snapshot” on the wreckage of the Titanic.

Vocabulary

o wreckage: the remains of something that has been badly damaged or destroyed.

o research snapshot: a short flyer that identifies the key information of an elaborate

research paper. It includes pictures, important details, and dates of a given topic.

students will not need to know this vocabulary phrase, it is provided for the purposes of

this lesson to clarify the meaning of a research snapshot

Goal for Leaner

For student to learn how to independent research a topic and create a snapshot that is well organized

and focus on a central topic.


The teacher will first open the lesson. After opening the lesson, the students will echo read pages

31-45.

After echo reading, the students will be show an example of a research snapshot. The teacher is to

example how the snapshot captures and centers around a main idea. Also, how the snapshot gives

facts and information in an easy to read format.


Following the explanation of the snapshot, the teacher will then give the students time to begin

working on their own snapshots of the wreckage of the Titanic.


The teacher will evaluate the students individual research snapshots using the following rubric:

CATEGORY 4 3 2 1

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Closure

Students will present their individual snapshots to the group.

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Lesson Eight Student Name: M. Maddalone Subject/ Topic: Reading; Point of View, LAMP Lesson Eight

Grade: 6th Grade

Standard:

6.RN.3.1 Students are expected to build upon and continue applying concepts learned previously.

4.2.3: Draw conclusions or make and confirm predictions about text by using prior

knowledge and ideas presented in the text itself, including illustrations, titles, topic

sentences, important words foreshadowing clues (clues that indicate what might

happen next), and direct quotations.

4.RL.6: Compare and contrast a firsthand and secondhand account of the same event or


INTASC

Principle 4



Principle 6

The student teacher has knowledge of effective verbal, nonverbal, and media communication techniques

to foster active inquiry, collaboration, and supportive interaction in the classroom.

Materials



Student Portfolios

Gallery: Titanic Then and Now, National Geographic Website

o http://ngm.nationalgeographic.com/2012/04/titanic/cameron-gallery#/1

“Then and Now” worksheet, see attached

Objective

When given two images, students will be able to identify at least two differences amongst the images.


Motivation

At the beginning of the lesson, the teacher will ask the students the following

question, “What do you think the Titanic looks like now?”

o The teacher will wait for a few students to share their thoughts.


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Following the question, the teacher will explain that the students are going to dive

deep into the ocean to explore the wreckage of the Titanic.

Engagement

Student will explore the gallery of “Titanic, then and now” from the National Geographic

Website. They are to compare and contrast the different images and support their

findings through descriptive details.

Focus/Set

Comparing and contrasting, making inferences

Vocabulary

Review the following:

o shipwreck: the destruction of a ship at sea by sinking or breaking up

o wreckage: the remains of something that has been badly damaged or

destroyed.

Goal for Leaner

To make comparisons that are appropriate for each image, and to include good supporting details that

are descriptive


Before the students explore the website, the teacher will review the concepts of

comparing and contrasting.

o The teacher can refer to the board were the students research snapshots are

located. She can compare and contrast two different students work. Something

the teacher can point out is the use of different colors, or different fronts. He or

she should use good descriptive details.

For example, “In Jon’s research snapshot he chose to pick a picture of

the Titanic that shows the whole ship, where in Jen research snapshot,

she only has a section of the Titanic showing is.

The teacher can ask the students to make comparisons on their own to

get practice. The teacher should offer different forms of constructive

feed back to students who are struggling to make comparisons.


Students will now begin to explore the National Geographic’s website. The will use the

webpage, Titanic; Then and Now. This webpage will show images in a gallery of the

Titanic in its glory days and now as it lies at the bottom of the Atlantic Ocean.

Students can work in small groups to create their comparisons. The teacher will need to

give the student explicit instruction to get pair of students. The behavior expectations

should also be given as well, they are provided below.

o Expectations of Assignment

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Students will create two comparisons for each picture in the gallery.

The will also include supporting details for their comparisons.

They will also need to include why or how this change came about.

o Behavior Expectations

Students will work quietly with one and another

They will allow each person in the pair to share their ideas.

No one student will be doing all the work

Voice levels should reach no higher than a level 2.


The teacher will evaluate the students using the following rubric

Focus Area 3 2 1

Comparing Students appropriately noted two elements of the photos that look similar

Students appropriately noted one element of the photos that look similar

Students did not make a similar comparison

Contrasting Students appropriately noted two elements of the photos that look different

Students appropriately noted one elements of the photos that look different

Students did not note differences amongst the photos

Supporting Details Students details are easily understood and correspond to comparison or contrasting element.

Students’ details are understood, but do not correspond to comparison of contrasting element.

No supporting details are given

Closure

Students will compare and contrast the difference amongst their own comparisons from each pair of

students.

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Lesson Nine


Subject/ Topic: Independent Research Submarines Lesson Nine

Grade: 6th Grade

Standard:













credibility.




INTASC

Principle Six

The student teacher uses knowledge of effective verbal, nonverbal, and media communication

techniques to foster active inquiry, collaboration, and supportive interaction n the classroom.

Principle Four



Materials


Ballard, R. D. (1993). Finding the Titanic . New York: Scholastic Inc. .

Students Portfolios

Keynote Application on iPad

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Objective

When given a research topic and rubric, students can idependently follow and create the

desired outcome with 80% accuracy.


Motivation

o Students will be able to use iPads and independently research a type of submarine.

Engagement

o Students will independently research and create a KeyNote presentation on a

submarine.

Focus/Set

o Students will independently create a KeyNote presentation for the small group

Vocabulary

o Submarine: a compact water vessel that allows individuals to dive deep into a body of

water for extended periods of time

Goal for Leaner

For student to learn how to independent research a topic and create a keynote presentation that is well

organized and focus on a central topic.


Students will be given a submarine to research. They will also be given a rubric the need to

follow in order to create their keynote presentations.

The teacher will first start by reviewing the past information they learned about the submarines

that explored the Titanic. Each student will then be given a different submarine to research and

create a keynote presentation on.

o Here is a list of different submarines

Turtle

USS Nautilus

Nautilus

USS Triton

Before students begin working on presentations, the teacher will need to explain the rubric to

the students in detail.

o Please see attached for student rubric


After the teacher gives explicit instructions, the students can begin working on their keynote

presentations.

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The teacher will evaluate the students individual research snapshots using the following rubric

CATEGORY 4 3 2 1




















Closure

Students will present their individual keynotes to the group.

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Lesson Ten


Subject/ Topic: Science, Nature of Science, LAMP Lesson Ten

Grade: 6th Grade

Standard:

Process Standards

The Nature of Science: Students gain scientific knowledge by observing the natural and

constructed world, performing and evaluating investigations, and communicating their

findings. These principles should guide student work and be integrated into the curriculum

along with the content standards on a daily basis.

o Make predictions and develop questions based on research and prior knowledge.

o Plan and carry out investigations-often over a period of several class lessons- as a

class, in small groups, or independently.

o Collect quantitative data with appropriate tools or technologies and use appropriate

unites to label numerical data





o Analyze data, using appropriate mathematical manipulations as required, and use it

to identify patterns. Make inferences based on these patterns



o Communicate findings through oral and written reports by using graphs, charts

maps and models.

INTASC

Principle 2

The student teacher understands how children learn and develop, and can provide learning

opportunities that support their intellectual, social, and personal development.

Materials



Student Portfolios

Sink my Ship, see attached

Objective

When asked to make a educated prediction, student can articulate a well formulated prediction based

on previously gained knowledge with a score of 3 or higher.

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Motivation

Students will be able to work with a previously made student projects. They will get

to sink their vessels they had previously created in a past lesson

Engagement

Students will make predictions about how fast their boats will sink and how much

weight will need to be added to the ship in order to sink it.

Focus/Set

Students make predictions and collecting data

Vocabulary

prediction: the action of predicting

data: facts and statistics collected together for reference or analysis.

Goal for Leaner

For students to become comfortable with making scientific predictions based on previous data


Students and teacher will revisit the students’ previous ships they had created in a previous

lesson. For the purposes of this lesson, the students and teacher will predict how much weight

will need to be added in order to sink their ships.

The students and teacher will first fill out Sink my Ship worksheet.

After completing the worksheet, students and teacher will try to sink the students’ ships.

o The teacher and students will also “reenact” what made the Titanic sink using their own

boats.

Before adding any weights to the boats, the students will need to scrape their ships along the

side of the outside wall of the school or a rough surface. This rough surface will act as the

iceberg for the students. The scraping of the boats will recreate similar damages to their ships

like that of the Titanic.


After students have given their own ships similar damage, they will begin to test their

hypothesis.

Students are to slowly begin adding 10 gram weights inside their ships. They will keep track

of how many they needed to add to their ships on their Sink my Ship worksheet.


Student will be evaluated on the following criteria:

o Their hypothesis includes and if then statement

o Keep track of how many weights they needed to add to their ships

o They actively participated within the activity

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Closure

Student will share their findings with the group. They will need to include how many weights

it took in order to sink their ships. In addition, the will compare their results to see which

student needed to add the most weight to their ship.

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Differentiation and Accommodations The group of students this unit was completed with all received special education services. Thus,

each student had his or her own individualized education program (IEP). Within these IEP’s each student

was required to receive a different set of accommodations throughout all areas of education. When

creating lessons and both the pre- and post-test of the unit I kept in mind each individual student’s

required accommodations.

A majority of the accommodations listed within the IEP’s were extended testing time, material

read aloud (expect items of comprehension), and use of a calculator. Other students also needed the

amount of work modified. As I began to work with these students, I became to notice which students

needed the work modified and which students could complete the assignments without modifications.

During the pre-test all students had the test read aloud and one student had only two multiple choice

responses. These were the only accommodations given for this test. In future lessons, different

accommodations were given. Below is each lesson topic and assignment listed with the different

accommodations given for the lesson.

Lesson One: Language Arts, Context Clues

o Students and teacher both participated within an echo reading of the first nine

pages of the book. For this part of the lesson, the student with the lowest reading

level was placed right next to the teacher. Throughout reading, the teacher help the

student finger track were the group was reading.

o For the activity of the lesson, “Get to Know the Titanic,” one student was given

additional support in reading the information found on the website. In addition,

when writing the short answer response questions, one student worked one-on-one

with the teacher. Here, the teacher and student formulated responses together. The

teacher wrote the students thoughts into complete sentences using a dry-erase

board and marker. The student then copied the responses.

Lesson Two: Language Arts, Citing Textual Evidence by creating timelines

o Each student was required to recreate a timeline of events from the night the

Titanic sank. Below is a explanation of different modifications made for the four

students.

Higher Level Students:

Students who have a higher level of comprehension and are able to

independently read the text will complete the time-line activity as

planned.

Middle Level Students:

These students are defined as students who are reading the given text

at an instructional level. For these students, the teacher will create a set

of index-cards. Printed on these index cards will be the specific dates

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and times of important events from the text. In addition, the teacher

will fully write out events that do not have a specific time. For example,

when the Titanic hits the iceberg, the text does not give a specific time

(see examples below). Moreover, the teacher will give the students in a

random order. They will need to independently place these index cards

in the correct order. They should glue these index cards on the timeline

independently.

Lower Level Students:

These students are defined as students who are reading well below the

given text. For these students, the teacher will create a set of Post-It

notes. Printed on these notes, the teacher will have the date, time, and

event. Students are to independently place these Post-It notes in the

correct order on their time line. Examples of the Post-It notes are

below.

Lesson Three: Science Processing Skills, Creating Own Floating Vessel

o No accommodations were given for this lesson

Lesson Four: Writing a Narrative, “Surviving the Titanic”

o A variety of accommodations where given for this lesson. The students once again were

given accommodations based upon their abilities levels. The students can teacher

together created a graphic organizer to list possible supporting ideas for their

narratives. After completing the graphic organizer together, on student received no

further accommodations. The remaining students and the teacher together wrote an

introduction paragraph. By writing together, the teacher pulled ideas from the

students. She would started the sentence for the student, and they were to finish.

Following writing the introduction paragraph, two students then wrote the remaining

April 14, 1912

11:40 PM

April 14, 1912

Shortly after the lookout

spot the iceberg, the

Titanic hits the iceberg.

April 14, 1912

All day the Titanic has

received iceberg warnings

in Morse Code over the

wireless telegraph.

April 14, 1912

12:45 AM

The crew lowers the first

lifeboat. Passengers don’t

want to leave the Titanic.

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paragraph on their own with no further accommodations. The remaining student wrote

the final paragraph along with the teacher. The teacher would ask the student what he

wanted to write about, the teacher will then compile his ideas into a complete sentence.

For example, the teacher would prompt, “Tell me how you would feel after you were in

the lifeboat?” The student may have responded with, “I would feel nervous because…”

Lesson Five: Assessment


Lesson Six: Language Arts, Points of View

o Accommodations for the independent activity are explained below.

o Lower leveled students: Students who are function way below grade level.

These students will be given a choice between two possibilities for each

passage. In addition, key words to help the student identify each point of

view will be highlighted. An example is provided below.

I had dreamed of finding the Titanic since I was a boy. No one had

seen it in almost seventy-five years. It lay tow and a half miles down

on the bottom of the Atlantic Ocean. This is far deeper than any

diver can go.

First Person Second Person

o Middle Level Students: These students are almost at grade level, but still need some

supports.

These students will have key words highlighted to help the student

determine the point of view. An example is provided below.

o I had dreamed of finding the Titanic since I was a boy. No one had

seen it in almost seventy-five years. It lay tow and a half miles down

on the bottom of the Atlantic Ocean. This is far deeper than any

diver can go.

o Students who are almost functioning at grade level will be given no modifications to

their assignments. They will be able to ask questions and will be given verbal

feedback to help them determine the answer.

Lesson Seven: Language Arts, Independent Research

o Students worked in pairs for this lesson. Students were paired by the teacher. The

lowest student within the group was paired with a student who is functioning at a

higher academic level.

Lesson Eight: Language Arts, Comparing and Contrasting


Lesson Nine: Language Arts, Independent Research


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Lesson Ten: Science Processing, Scientific Predictions


Authentic Real-life Applications Throughout the unit, various lesson addressed both real-life problem solving and critical thinking

skills. Students work both individually and in pairs to finish various activities throughout the unit. In

lesson three, students created their own floating vessels. Students working individually to create a

vessel that included a crow’s nest, displayed the ships name, and could float. Students need to problem

solve in order to create a vessel that had a real crow’s nest. This was an area were most students

struggled. This was the most difficult portion of the project. Some students required more prompts to

help them reach a conclusion than others. The crow’s nest needed to be fashioned in a way where it

stood above the rest of the ship. Some students were able to problem solve by trying different methods

to create this by using straws and pipe cleaners. One particular student needed multiple verbal and

visual prompts to create this part. In addition, he often times would like at other students projects and

tried to copy their methods and add them to his vessel. This is just one main example of how students

needed to use critical thinking and problem solving skills. In addition, other lesson had student make

predications and inferences using critical thinking skills. These skills are addressed in lessons five, eight,

and ten.

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Pre- and Post-Tests

Pretest Name:________________________________ Date:__________________________

1. Tell me what you know about the Titanic.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What year was the Titanic completed?

a. 1912

b. 1916

c. 1914

d. 1920

3. Who was the captain of the Titanic?

a. Colonel John Jacob

b. Captain Michael Freeman

c. Colonel Davidson Monroe

d. Captain Edward J. Smith

4. What was the date of the Titanic’s maiden voyage?

a. April 10, 1912

b. April 10, 1916

c. April 10, 1914

d. April 10, 1920

5. How many survivors where there?

a. 2,206

b. 950

c. 705

d. 1,094

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Directions: Use the words in the word bank to complete the sentences.

1. Two sailors spotted the iceberg from the _____________________ of the Titanic.

2. One by one, the Titanic survivors boarded the _________________________.

3. __________________ was when the Titanic was discovered by Robert D. Ballard and his crew.

4. The Titanic was described as __________________, unsinkable, and unbelievably big!

5. All day the Titanic had received ________________ warning in Morse code over the wireless

telegraph.

6. The final destination of the Titanic was ________________________.

Directions: Please circle either true or false for each question.

1. The Titanic was found in one piece.

True False

2. Jason Junior was the name of the submarine robot that explored inside the sunken Titanic.

True False

3. 85 years had passed after the disaster of the Titanic before it was found.

True False

Carpathia New York City August 31, 1985 crow’s-nest

iceberg luxurious

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Post-test 1. What year was the Titanic completed?

a. 1912

b. 1916

c. 1914

d. 1920



b. Captain Edward J. Smith

c. Captain Robert D. Ballard

d. Captain Michael Freeman

3. What was the date of the Titanic’s maiden voyage?

a. April 10, 1916

b. April 10, 1912

c. April 10, 1914

d. April 10, 1920


a. 705

b. 950

c. 2,206

d. 1,094


7. The lookouts sounded the alarm bell and shouts into the telephone to warn the crew of the

iceberg from the _________________ of the Titanic.

8. __________________ was when the Titanic was discovered by Robert D. Ballard and his crew.

9. The ____________________ carved six small cuts below the waterline, which allowed water to

gush into the Titanic’s hull.

10. The Titanic was to sail from _____________________ to _______________________.

Carpathia New York City August 31, 1985 crow’s nest

France England bow Maine

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4. Almost 75 years had passed since the Titanic sank.

True False

5. Found on the ocean floor around the Titanic were pots, pans, cups, bathtubs, suitcases, and a

safe.

True False

6. Daniel Simpson and his crew found the wreckage of the Titanic.

True False

Please respond to the following questions:

From the Titanic we can learn…

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________________________________________________________________

Write a paragraph summary about the night the Titanic sank.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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Key to Pre- and Post-Test

Pre-Test Key

1. Tell me what you know about the Titanic. (6.W.3.1)

Component 4 3 2 1

Use of complete sentences.

Student uses 3-5 complete sentences to describe their knowledge of the Titanic.

Students uses 3 or less complete sentences to describe their knowledge of the Titanic.

Students use 1 complete sentences to describe their knowledge of the Titanic.

Student uses no complete sentences.

Main Topic Student stays focused on describing the Titanic.

Student stays somewhat focused on describing the Titanic.

Student barely focuses on main topic.

Student does not write about the Titanic.

Sentence fluency Student’s sentences flow well from one to another. The reader is able to clearly understand what the author is saying

Students sentence flow fairly well from one to another. The reader struggles a little to understand what the author is saying.

The student’s sentences barely flow well from one to another. They are choppy and the reader struggles to understand what the author is saying.

The student’s sentences do not flow, the reader does not understand what the author is saying.

2. What year was the Titanic completed?

(6.RN.3.1:)

a. 1912

b. 1916

c. 1914

d. 1920


(6.RN.3.1:)


b. Captain Michael Freeman

c. Colonel Davidson Monroe

d. Captain Edward J. Smith

4. What was the date of the Titanic’s maiden 5. How many survivors where there?

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voyage? (6.RN.3.1)

a. April 10, 1912

b. April 10, 1916

c. April 10, 1914

d. April 10, 1920

(6.RN.3.1)

a. 2,206

b. 950

c. 705

d. 1,094


11. Two sailors spotted the iceberg from the crow’s nest of the Titanic. (6.RN.3.1)

12. One by one, the Titanic survivors boarded the Carpathia. (6.RN.3.1)

13. August 31, 1985 was when the Titanic was discovered by Robert D. Ballard and his crew.

(6.RN.3.1)

14. The Titanic was described as luxurious unsinkable, and unbelievably big! (6.RN.3.1)

15. All day the Titanic had received iceberg warnings in Morse code over the wireless telegraph.

(6.RN.3.1)

16. The final destination of the Titanic was New York City. (6.RN.3.1)


Carpathia New York City August 31, 1985 crow’s-nest

iceberg luxurious

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7. The Titanic was found in one piece. (6.RN.3.1)

True False

8. Jason Junior was the name of the submarine robot that explored inside the sunken Titanic.

(6.RN.3.1)

True False

9. 85 years had passed after the disaster of the Titanic before it was found. (6.RN.3.1)

True False

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Post-Test Key 1. What year was the Titanic completed? (6.RN.3.1)

a. 1912

b. 1916

c. 1914

d. 1920


(6.RN.3.1)


b. Captain Edward J. Smith

c. Captain Robert D. Ballard

d. Captain Michael Freeman

3. What was the date of the Titanic’s maiden voyage? (6.RN.3.1)

a. April 10, 1916

b. April 10, 1912

c. April 10, 1914

d. April 10, 1920


(6.RN.3.1)

a. 705

b. 950

c. 2,206

d. 1,094


17. The lookouts sounded the alarm bell and shouts into the telephone to warn the crew of the

iceberg from the crow’s nest of the Titanic. (6.RN.3.1)

18. August 31, 1985 was when the Titanic was discovered by Robert D. Ballard and his crew.

(6.RN.3.1)

19. The iceberg carved six small cuts below the waterline, which allowed water to gush into the

Titanic’s hull. (6.RN.3.1)

Carpathia New York City August 31, 1985 crow’s nest

France England bow Maine

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20. The Titanic was to sail from England to New York City. (6.RN.3.1)


10. Almost 75 years had passed since the Titanic sank. (6.RN.3.1)

True False

11. Found on the ocean floor around the Titanic were pots, pans, cups, bathtubs, suitcases, and a

safe. (6.RN.3.1)

True False

12. Daniel Simpson and his crew found the wreckage of the Titanic. (6.RN.3.1)

True False

Please respond to the following questions: From the Titanic we can learn… (6.RN.3.1) (6.W.3.1)

Component 4 3 2 1

Use of complete sentences

Student uses 3-5 complete sentences to describe what we can learn from the Titanic.

Student uses 3 of less complete sentences to describe what we can learn from the Titanic.

Student uses 1 complete sentence to describe what we can learn from the Titanic.

Student uses no complete sentences to answer question

Main Topic Student stays focused on describing what we can learn from the Titanic. Ideas are clearly expressed and refer to disaster of the Titanic.

Student stays somewhat focused on describing what we can learn from the Titanic. Ideas are clearly expressed and refer to disaster of the Titanic.

Student does not refer to disaster of Titanic; just express what people need to learn.

Student does not stay on topic. He or she strays from main idea.

Sentence Fluency Student’s sentences flow well from one to another. The reader is able to clearly understand what the author is saying




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Write a paragraph summary about the night the Titanic sank. (6.RN.3.1) (6.RL.2.4) (6.W.3.1)

Component 4 3 2 1

Use of complete sentences.

Student uses 3-5 complete sentences to summarize the main events from the night the Titanic sank.

Students uses 3 or less complete sentences to complete summary of the night the Titanic sank.

Students use 1 complete sentence to complete summary of the night the Titanic sank.

Student uses no complete sentences.

Main Topic Student stays focused on the events of the sinking of Titanic.

Student stays somewhat focused on the events of the Titanic sinking.

Student barely focuses on main topic.

Student does not write about the Titanic.

Sentence fluency Student’s sentences flow well from one to another. The reader is able to clearly understand what the author is saying




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Pre and Post-Test Graphs

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Narrative Statements and Reflection Questions Content Standards Addressed

Reading Standards

6. RV.2.1 Use context to determine or clarify the meaning of words and phrases.

6.RL.1: Read a variety of nonfiction within a range of complexity appropriate for grades 6-8. By



R.RL.2.1 Cite textual evidence to support analysis of what a text says explicitly as well as

inference drawn from the text.

6.RL.2.4 Student are expected to build upon and continue applying concepts learned previsouly

o 3. RN.3.2 Identify how a nonfiction text can be structured to indicate a problem and


6.RL.6: Explain how an author develops the point of view of the narrator or speaking in a text




6. RN.1.1: Read aloud grade-level- appropriate poems and literacy and informational text

fluently and accurately and with appropriate timing, changes in voice, and expression

6.RN.3.1: Students are expected to build upon and continue applying concepts learned

previously.

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o 1.RF.5: Orally read grade-level appropriate or higher text smoothly and accurately, with


o 2.RL.2.1: Ask and answer questions about the main idea and supporting facts and details

in a text to confirm understanding.

o 4.RL 2.3: Draw conclusions or make and confirm predictions about text by using

prior knowledge and ideas presented in the text itself, including illustrations,

titles, topic sentences, important words foreshadowing clues (clues that indicate

what might happen next), and direct quotations.

o 4.RL.6: Compare and contrast a firsthand and secondhand account of the same event or


Writing Standards


o Introduce claim(s), using strategies such as textual analysis, comparison/contrast and

cause/effect.

o Use an organizational structure to group related ideas that support the argument.

o Support claim(s) with clear reasons and relevant evidence, using credible sources and

demonstrating an understanding of the topic or text.

o Establish and maintain a consistent style and tone appropriate to purpose and audience.

o Use appropriate transitions that enhance the progression of the text and clarify the

relationships among claim(s) and reasons.

o Provide a concluding statement or section that follows from the argument presented.

6.W.5.3: Write or deliver a research report that has been developed using a systematic research






credibility.




Process Standards

The Design Process: As citizens of the constructed world, students will participate in the

design process. Students will learn to use materials and tools safely and employ the basic

principles of the engineering design process in order to find solutions to problems. Identify a

need or problem to be solved. Brainstorm potential solutions. Throughout the entire design

process, document the design with drawings (including labels) in a portfolio or notebook so

that the process can be replicated. Select a solution to the need or problem Select the most

appropriate materials to develop a solution that will meet the need. Create the solution

through a prototype. Test and evaluate how well the solution meets the goal. Evaluate and

test the design. Present evidence using mathematical representations like graphs and data

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tables. Communicate the solution (including evidence) using mathematical representations

(e.g., graphs, data tables), drawings or prototypes. Redesign to improve the solution based

on how well the solution meets the need.

The Nature of Science: Students gain scientific knowledge by observing the natural and

constructed world, performing and evaluating investigations, and communicating their

findings. These principles should guide student work and be integrated into the curriculum

along with the content standards on a daily basis.

o Make predictions and develop questions based on research and prior knowledge.

o Plan and carry out investigations-often over a period of several class lessons- as a

class, in small groups, or independently.

o Collect quantitative data with appropriate tools or technologies and use appropriate

unites to label numerical data





o Analyze data, using appropriate mathematical manipulations as required, and use it

to identify patterns. Make inferences based on these patterns



o Communicate findings through oral and written reports by using graphs,

charts maps and models.

Interdisciplinary Standards


o 6-8.LH.1: Read and comprehend history/social studies text within a range of

complexity appropriate for grades 6-8 independently and proficiently by the end of

grade 8.

o 6-8.LH.2.1: Cite specific textual evidence to support analysis of primary and

secondary sources

o 6-8.LH.3.1: Determine the meaning of words and phrases as they are used in a text,

including vocabulary specific to domains related to history/ social students

Science

o 6-8 LST.2.2: Determine the central ideas or conclusion of a text; provide an accurate

objective summary of the text

o 6-8.LST.3.2: Analyze the structure an author uses to organize text, including how the

major sections contribute to the whole and to an understanding of the topic

o 6-8.LST.4.3: Compare and contrast the information gained from experiments,

simulations, video, or multimedia sources with that gained from reading a text on the

same topic

o 6-8.WS.1: Write argument to focus on discipline-specific content.

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Introduce claim(s) about a topic or issue, acknowledge and distinguish the

claim(s) from alternate or opposing claims, and organize the reasons and

evidence logically

Support claim(s) with logical reasoning and relevant, accurate data and evidence

that demonstrate an understanding of the topic or text, using credible sources

Use words, phrases, and clauses to create cohesion and clarify the relationships

among claims(s), counterclaims, reasons, and evidence.

Establish and maintain a format style

Provide a concluding statement or section that follows from and supports the

argument presented.

Content Area Literacy: Science/Technical Subjects

LST.7: The Research Process (Writing): Build knowledge about the research

process and the topic under study by conducting short or more sustained

research

Grades 6-8, 6-8.LST.7.2: Gather relevant information from multiple

sources, using search terms effectively; annotate sources; assess the

credibility and accuracy of each source; and quote or paraphrase the

data and conclusion of other while avoiding plagiarism and following a

standard format for citation

6-8.LST.3.3: Analyze the author’s purpose in providing an explanation,

describing a procedure or discussing an experiment in a text.

6-8.LST.4.2: Distinguish among facts, reasoned judgment based on

research findings, and speculation in a text.

Mathematics

o 6.DS.1: Recognize a statistical question as one that anticipates variability in the data

related to the question and accounts for the variability in the answers. Understand

that a set of data collected to answer a statistical question has a distribution which

can be described by its center, spread, and overall shape.

o 6.DS.2: Select, create, and interpret graphical representations of numerical data,

including line plots, histograms, and box plots.

o 6.DS.3: Formulate statistical questions; collect and organize the data (e.g., using

technology); display and interpret the data with graphical representations (e.g.,

using technology)

o PS.1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the

meaning of a problem and looking for entry points to its solution. They

analyze givens, constraints, relationships, and goals. They make conjectures

about the form and meaning of the solution and plan a solution pathway,

rather than simply jumping into a solution attempt. They consider

analogous problems and try special cases and simpler forms of the original

problem in order to gain insight into its solution. They monitor and evaluate

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their progress and change course if necessary. Mathematically proficient

students check their answers to problems using a different method, and

they continually ask themselves, “Does this make sense?” and "Is my

answer reasonable?" They understand the approaches of others to solving

complex problems and identify correspondences between different

approaches. Mathematically proficient students understand how

mathematical ideas interconnect and build on one another to produce a

coherent whole.

Student Accommodations

Like previously stated, the group of students this unit was completed with all received special

education services. Thus, each student had his or her own individualized education program (IEP).

Within these IEP’s each student was required to receive a different set of accommodations throughout

all areas of education. A majority of the accommodations listed within the IEP’s were extended testing

time, material read aloud (expect items of comprehension), and use of a calculator. Other students also

needed the amount of work modified. As I began to work with these students, I became to notice which

students needed the work modified and which students could complete the assignments without

modifications.

During the pre-test all students had the test read aloud. This was the only accommodations

given for this test. In future lessons, different accommodations were given. Modifications to

assignments were needed for a few students. These modifications decreased the amount of written

work the student would need to complete. Likewise, one student received one-on-one writing support

when completing their narrative. I worked with the student to help him better organize his thoughts

into complete sentences. Other students also received this help, but it was not as intensive.

Authentic Critical Thinking and Problem-Solving Skills Addressed

Throughout the unit, various lesson addressed both real-life problem solving and critical thinking

skills. Students work both individually and in pairs to finish various activities throughout the unit. In

lesson three, students created their own floating vessels. Students working individually to create a

vessel that included a crow’s nest, displayed the ships name, and could float. Students need to problem

solve in order to create a vessel that had a real crow’s nest. This was an area were most students

struggled. This was the most difficult portion of the project. Some students required more prompts to

help them reach a conclusion than others. The crow’s nest needed to be fashioned in a way where it

stood above the rest of the ship. Some students were able to problem solve by trying different methods

to create this by using straws and pipe cleaners. One particular student needed multiple verbal and

visual prompts to create this part. In addition, he often times would like at other students projects and

tried to copy their methods and add them to his vessel. This is just one main example of how students

needed to use critical thinking and problem solving skills. In addition, other lesson had student make

predications and inferences using critical thinking skills. These skills are addressed in lessons five, eight,

and ten.

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Instructional Strategies

Differing Instructional Approaches

o One-on-one

o Small group

o Whole group

Guided Reading

o Echo Reading

o Parent Reading

Graphic Organizers

Informal and formal means of assessment

Hands-on activities

Monitoring and adjusting student work

Portfolios

Scaffolding

Student worksheets and projects

Sustained Silent Reading

Use of media/videos, rubrics, technology, and visuals (easel pads, white board, ect.)

Various Question Strategies

o Volunteer vs. non-volunteers

o Call out

Vocabulary Development

Technologies and Media Integration

Students used both classroom desktops and desktops within the library; in addition, students

also used their school provided iPads. Desktops and iPads were used to research purposes and to create

research snapshots. Moreover, students used an app on their individual iPads to create keynote

presentations. Through KeyNote students create a presentation they shared with their fellow students.

These presentations required students to create a well put together presentation that was visually

appealing and organized.

Assessment Narratives

Student’s individual testing accommodations where followed when given both the pre- and

post-test assessments. The students took the tests in a small group setting and where given plenty of

time to complete the test. In addition, students also had the test read aloud to them. During the short

answer portion of the post-test, one student was given writing support. The student and myself worked

together in order to formulate responses for the student. The question was read aloud to the student

and then he would verbally respond to the question. I, being the teacher, would then write down his

response for him. When writing his response, I took the main ideas of his verbal response. I did not give

any prompts to help the student formulate an answer. The three other students were required to

answer these questions individually. In addition, this student also received a shortened number of

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multiple choice responses. Instead of having to select from four, the student only needed to select from

two possible answers.

Project Narratives

The project of the unit was for students to create their own floating vessels. At the beginning of

lesson three, students were introduced to the project and what directions they would need to follow.

At the start of the lesson, I gave explicit instructions to the students on what needed to be done. I

clearly stated that each vessel needed a name and a crow’s nest. While giving these directions, we also

reviewed the vocabulary word of crow’s nest and where the name should be placed. This way the

students could picture where and how the students needed to complete what was being asked.

A science processing standard was used for this lesson. Students were evaluated on their

abilities to problem solve and build their vessels with the required elements. The project relates to the

standard because t evaluated students on their abilities the appropriately plan and execute their

planned designs. The design process standard from the sixth grade curriculum places a focus on

student’s abilities to construct an object by using materials and tools safely. During the construction

phase of the project, students needed to use various materials to create their vessels. These included

aluminum pie tins, Styrofoam containers, pipe cleaners, plastic cups, glue, and so forth. In addition to

construction students also needed to problem solve during the construction process. Due to the context

of the standard, it also made connects and engaged students in real-life applications. Problem solving

and planning are both real-life skills they will use throughout life. The students were required to use

these skills in building their vessels.

The project also accounted for differences among students. All of the four students within the

small group receive special education services. All students are within the sixth grade, but their ability

levels are below grade level. Two students currently are performing at a fourth grade level; one student

is lower fifth grade, and another at a second to third grade level. Due to this, a few students received

more verbal prompts than others. The student who is performing at a fifth grade level completed the

project independently. She required very little prompts from myself and worked diligently on the

assignment. The other student required more verbal supports. The two students performing at a fourth

grade level needed no physical prompts to complete their projects. They were able to process the verbal

prompts given to help them problem solve. For example, these prompts may have included, “ Did you

try gluing the straw to the side of the container,” or “What if you try using pipe cleaners instead.” The

student performing at the second to third grade level needed multiple verbal prompts and physical

prompts to complete the project. In addition, he needed many on task reminders. This student would

wait for other students to complete a part of the project he was struggling with. After they have

finished, he would look at their project and “steal” their ideas to complete what he was missing. Due to

his lower ability levels, this student was not as harshly graded on his abilities to problem solve. However,

he did lose points when he began to copy other students.

Beyond creating a vessel that had a clearly displayed name and crow’s nest, the student needed

meet a few other criteria points. On their planning worksheets, students needed list three or more

problems they believed they may encounter while building. In addition, students also need to list

materials they would use to build their vessel. Moreover, the vessels needed to float. The student’s

vessel would need to float for fifteen or more seconds in order to receive a four. Like previously stated,

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student were also evaluated on how they problem solved throughout the construction of their ships.

Students were given explicit instructions at the beginning of the lesson. Each student also shown a copy

of the rubric they would be evaluated on. In addition, it was made very clear that the students could ask

for felt throughout the duration of the lesson and building period.

Project Rubric Narrative

The focal standard of this lesson was a sixth grade process standard. The Design Process was the

selected process standard. Students were evaluated on the ability to construct an object by using

materials and tools safely and employ the basic principles of engineering design process. In addition, the

students also were evaluated on their ability to find solutions to problems. Students were given explicit

instructions on what they were being evaluated on. Before students were allowed to build, the needed

to complete a design worksheet for their vessels. The worksheet included having the student draw a

picture of their vessels, listing materials they may use, and identifying any problems they may

encounter. After students showed the completed worksheet, they were able to build. Throughout the

building process, I was observing the student to see how they were able to problem solve. A majority of

the students did fairly well with problem solving. The need little prompts to construct there vessels. A

rubric is provided below to show the exact criteria students were evaluated on.

Focus Area 4 3 2 1

Predicted Problems




















The ship has something that represents a crow’s nest, but could not actual be defined as


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one.





Evaluation of Student Learning Narratives

Pre-Test Data

When evaluating the pre-

test, the group average was 55%.

When looking at the graph (shown

here), you can see that no students

really did exceptionally well.

Individually students scored below

average. Two students scored in the

mid to upper 40% range by receiving

score of a 45% and 48%. Two

students did receive above a 60%,

but only by one or two percent (62%

and 63%). Students seemed to

struggle with the writing component

of the pre-test. The prompt on the

pre-test asked students to tell what

they knew about the Titanic; thus,

there was no right or wrong answer.

A majority of students did not use

complete sentences or proper

grammar mechanics. Students also

had difficulty with sentence fluency

when writing. A comparison of pre-

and post-test writing scores can be

seen later in this document.

After reviewing the pre-test, a few changes were made to the unit based on pre-test data.

Previously I had only planned for students to journal a few times throughout the unit; I began to add

more journal prompts. In addition, the worksheets created for the unit, had more written response

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questions added. Likewise, modifications were made to one students work load. After watching the

student complete his pre- test, it was evident that four multiple choice responses was overwhelming. I

modified the post test for this student to only have two response choices. These were the only changes

made based off of pre-test data.

Post-Test Data

Student preformed

exceptionally well on the post-

test. Students improved both

comprehension and writing

components of the test. The

graph displayed here shows

students’ scores both individually

and collectively. As a group,

students improved their complete

score by 28%. When reviewing

how students did individually, the

average percentage rate was 28%

increase. Students whom had

scored within the fortieth

percentile previously, had almost

double their score on the post-

test. Moreover, when looking at

the Writing Skills graph, you can

see how students improved their

writing scores.

When grading the essay response questions on both tests a sixteen point rubric scale was used.

On the pre-test, most students scored below a ten. Students struggled with using complete sentences,

sentence fluency, and grammar mechanics. When looking at the graph shown below, you can see the

improvements students made on the

writing portion of the test. On the

post-test, student’s writing was more

complete. Sentence fluency also

improved. The graph makes it evident

that the student’s did improve their

writing skills.

Overall, students performed better on

the post-test verses the pre-test. This

was expected of the students. Before

beginning the unit, most students only 0

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Sudent BW

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Class Average

Writing Skills

Post Test - Writing

Pre Test Writing

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knew the Titanic from the motion

picture starring Leonardo Dicaprio.

When viewing the comparison graph

of pre- and post-test data, you can

see these improvements (shown to

the left). These scores factor in both

the comprehension and writing

components of the test.

Strengths and Weaknesses of Unit Plan

The small number of students within the group was a strength of the lesson. Students received

more individualized instruction that was tailored to their needs. In addition, this small number also

allowed for one-on-one instruction throughout individual work and group work. As the teacher, I was

able to pinpoint areas of struggle for students. For example, Student BW continuously struggled with

getting his thoughts down on paper. When asked to write, the Student BW would write a few words

down and place a period at the end. His responses were hard to read and hard to understand. By being

able to work one-on-one with the student, we were able to create a system to help the student gather

his thoughts and write a comprehendible response.

One weakness of the unit plan was selected text. For a majority of the student’s the selected

texts were within the students reading levels. For one student, the selected texts were below her level.

One student struggled to comprehend the text due to his low reading level. At the time of the lesson,

Student BW was reading at a second grade reading level. The text used within the lesson where at a

fourth grade reading level. Thus, Student BW had difficulty reading independently. During echo readings,

the student would set directly next to me, the teacher. In addition, when partner reading he was paired

with the strongest reader of the group. When looking at the graphs, you can see Student BW improved

not only in his writing skills, but also in comprehension as well.

An overall strength of the lesson was the amount of resources on hand. Within the classroom,

there were enough computers for students to work independently on research and web quest

worksheets. Likewise, there was enough space for students to find a comfortable spot to reading

independently and work independently. Moreover, the classroom’s atmosphere provided an

environment that was conducive to learning for all members of the group.

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