The Titanic Lostand Found By Judy Donnelly Illustrated by John Gamache

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The TitanicLostand FoundBy Judy
DonnellyIllustrated by John Gamache

• Cyberlesson (Grade 3) created by
• Carolyn Horvath
• chorvath_at_sjc.edu
• November 29, 2007
• EDUC 322.01 Developmental Reading
• Dr. Regina Chatel
• Saint Joseph College

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Introduction

• Have you ever wondered what happened to the
  Titanic?
• The Titanic was a ship that no one thought could
  sink. However, after an accident, the Titanic
  was thought to be lost forever.
• We will be exploring
• How was the Titanic built and who were the people
  on its first sea voyage?
• What happened that made the Titanic sink?
• What happened to the people on the ship?
• Who found the sunken Titanic and how?

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Resources and Materials

• Copy of Enjoy textbook for each student, turned
  to page 227, The Titanic, Lostand Found
• Computer with access to Microsoft PowerPoint, the
  Internet, Microsoft Word, a printer
• Paper, markers, crayons, pencils
• Dictionary

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Before Reading

• Before you begin reading The Titanic, Lost..and
  Found, you will use a KWL Chart- discussing What
  You Know, What You Want to Know and What did You
  Learn
• Click on the Question Mark to view and print your
  chart

If you need help printing, raise your hand and I
will come over to help you!
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Before Reading

• Now, fill out the first 2 columns of the KWL
  Chart. List as many ideas as you can!
• Once you have finished filling out the KWL chart,
  flip your chart over to the blank side.
• Next you will draw a picture of what YOU think
  the Titanic looked like.
• The story describes what the ship looked like, so
  I want to see what YOU think it looked too!

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During Reading

• While I read The Titanic, Lost and Found, write
  down any vocabulary words that you hear and that
  you might not know what they mean.
• Click on the face to view and print your
  vocabulary word sheet!
• After I have read the story, the class will make
  a big list of our words and help each other find
  out what they mean!

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After Reading

• Now, I will make a list of all the vocabulary
  words from your lists on the board. We will then
  go back in the story or use a dictionary to find
  out what they mean!

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After Reading

• Next, you will fill out the last column (What you
  Learned) of the KWL chart
• Write down any new ideas or things you have
  learned from the story
• When you have finished filling out the chart,
  work with a partner and talk about your ideas
• Each student should say at least 1 idea from each
  column of your KWL charts
• Talk about how your ideas are similar and
  different!

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Beyond Reading

• Now that we have read The Titanic, Lostand Found
  and learned about the ship and its history click
  on the picture below to watch a short movie with
  pictures about the Titanic!
• After the video, click on the Question Mark to
  read more facts about the Titanic!

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Beyond Reading

• Since you now know what the Titanic looked like,
  draw another picture using some of the
  descriptions from the story and video pictures
• Your picture does not have to be perfect! Do the
  best you can!
• When you are finished drawing the picture,
  compare your first picture to the new one
• How are they similar and different?
• Chat with the person next to you about your
  pictures!

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Beyond Reading

• Open Microsoft Word and write a short reflection
  imagining that YOU were a passenger on the
  Titanic.
• What were your emotions before getting on the
  ship? What did you hear, see and smell while on
  the ship? How did you feel when you learned the
  Titanic would sink?
• Add facts about the Titanic from the story and
  your research
• Print your Reflection when you are finished!

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Rubric
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References

• Cooper, J.D. Pikulski, J.J. (1999). Enjoy
  invitations to literacy. Boston Houghton
  Mifflin p. 227-247.
• Houghton Mifflin. KWL Chart. Google Images.
  http//www.eduplace.com/graphicorganizer/pdf/kwl.
  pdf
• Mark Irsic. (2006). A Tribute to the RMS Titanic.
  YouTube. http//youtube.com/watch?vy2x8pPHi-mc.
  
• Sadur, J. (2005). Titanic facts figures.
  http//www.keyflux.com/titanic/facts.htm.

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Standards

• Standards incorporated from the 2006 Connecticut
  English Language Arts Curriculum Framework
• 1.1 Students use appropriate strategies before,
  during and after reading in order to construct
  reading
• 1.2 Students interpret, analyze and evaluate
  text in order to extend understanding and
  appreciation
• 1.4 Students communicate with others to create
  interpretations of written, oral and visual texts
• 2.4 Students recognize that readers and authors
  are influenced by individual, social, cultural
  and historical contexts
• Third Grade Reading Competencies incorporated
  from Connecticuts Blueprint for Reading
  Achievement
• Infers word meanings from context
• Interprets nonfiction by distinguishing cause and
  effect, fact and opinion, main idea and
  supporting details