Titanic,+Anne+Elise+Smith

__Aboard the Titanic:__ These lessons were designed for fourth and sixth grade students, working on a content skill in their classroom. My role as media specialist is to help the teacher create lessons that will make the content skill more meaningful for the students. Currently, Mr. Smith's sixth grade students are struggling with the skill of "perspective writing," which is important as students continue to grow in their writing. Mrs. Jacob's fourth grade students on the other hand are beginning to prepare for their research project, and are having trouble understanding and reading non-fiction text. She also wants me to incorporate lessons on the validity of sources, so that when they prepare for their research paper on Indiana history, they will be more judicious in what they choose as a source.Hopefully, by gaining an interest and learning how to create quality questions to guide their research, the fourth graders will have a successful first attempt at research. I thought that both grade levels would enjoy the tragic story of the Titanic, as a complement to their content area standard.
 * [[image:http://t1.gstatic.com/images?q=tbn:zXlt0rfK9RLjcM:http://psychsurvivor2.files.wordpress.com/2008/11/titanic-nautical-1024.jpg width="340" height="143" link="http://images.google.com/imgres?imgurl=http://psychsurvivor2.files.wordpress.com/2008/11/titanic-nautical-1024.jpg&imgrefurl=http://psychsurvivor2.wordpress.com/2008/11/28/on-the-ship-the-titanic/&usg=__3Mz3LPE2wBwC9ejocEpfxf0fcYU=&h=768&w=1024&sz=502&hl=en&start=2&um=1&itbs=1&tbnid=zXlt0rfK9RLjcM:&tbnh=113&tbnw=150&prev=/images%3Fq%3Dtitanic%26um%3D1%26hl%3Den%26sa%3DN%26rlz%3D1R2RNTN_enUS362%26tbs%3Disch:1"]]

__Inquiry Skill__ ** //6th Grade- Authority, Questioning, Evaluating// Callison (89) Evaluation and Selection Techniques-Search and reporting techniques. Students will begin as a novice investigating a person on the Titanic. They will complete the project as perspective expert based on what they read about their particular passenger.

//4th grade- Questioning, Future Apps,// Callison (87) Search and Reporting techniques "Children are naturally curious, but as humans they need help in organizing, making selections, prioritizing and eventually gaining focus on what is meaningful to themselves and their audiences." (Callison 179) Callison also notes Stephanie Harvey and Anne Goudvis non-fiction reading stratgies, some of which will definately be incorporated through the introduction to non-fiction,and the non-fiction dig: Students at the end of the mini inquiry will evolve from a novice into a proficient researcher by reflecting on their accomplishments with this activity and thinking about their future app-"The Famous Hoosier," project, and how they can continue to evolve.
 * Ask Questions *Predict *Synethesize Information *Determine important information, such as the answer to a question.

6th grade
Writing Applications 6.5.1, 6.5.3, 6.5.7 Reading comprehension and analysis of text 6.3.5, **4th grade** Reading Comprehension and analysis of text :4.2.1, 4.2.2, 4.2.3, 4.2.4, 4.2.5, 4.2.6​

=__Information Literacy Standards-Standards for the 21st Century Learner__ = Inquire, think critically and gain knowledge : 1.1.1, 1.1.4, 1.1.5, 1.1.7, 1.2.2, 1.2.4, 1.3.2, 1.3.5, Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge: 2.1.1, 2.4.3, Share Knowledge and participate ethically and productively as members of our democratic society :3.1.1, 3.1.3, 3.3.1, 3.3.2, Pursue personal and aesthetic growth : 4.2.2, 4.4.4

=Student Audience:= ​  My students are fourth and sixth graders at Bunker Hill Elementary School, on the southeast side of Indianapolis, Indiana. The fourth grade class has twenty three students, while the sixth grade class is slightly larger with 30 students.The Our school socio economic status is middle to upper middle class families, with approximately only 6% of the student population qualifying for Free and Reduced lunches. The Bunker Hill Elementary School Media Center has been serving elementary students in grades kindergarten through sixth in the Franklin Township Community School Corporation, a growing community on the south east side of Indianapolis, Indiana since 1963. The Franklin Township Community School Corporation is situated in a small town environment close to the business, cultural, recreational and social events of a large city. The school system is a focal point of the community. Franklin Township has achieved considerable growth in the past decade, mainly due to the quality of the education and the mission of educators to treat each child as an individual learner. The Bunker Hill Elementary School has an enrollment of 549 students and the school population is 83% white, 6% multi-racial, 6% Asian, 3% Hispanic, 2% African American and 1% Native American students. Most children are from middle class families, as 77% of the student population pay for lunch, while only 9% qualify for reduced lunch and 14% are eligible for free lunch. On the Indiana State Test of Educational Progress (ISTEP), the school had 75% of all students passing. Students at Bunker Hill Elementary are very saavy with computers. Most students have their own computers at home, and regularly "surf" the Internet. The students, for the most part have received introductory lessons on quality resources and how to use library databases for research. Students recieve a high level of parental support, and for the most part are intrinsically motivated to do well. I will connect this learning experience to the real world by sharing the stories of the passengers, including their classes on board the ship. The lesson also connects well to real world issues of adversity, and leadership skills.

__Collaboration:__
Sixth Grade- The school media specialist will collaborate with the classroom Language Arts teacher as the students gather in the computer lab to use different Titanic websites. The media specialist will review some of the concepts of quality websites. The media specialist and classroom teacher will together guide the class, as they begin to inquire and research what they want to know about the Titanic. The media specialist is also in charge of filming any of the students who choose the video diary project option. Finally, the media specialist will explain the "Wax Museum" concept to the students by sharing a powerpoint presentation of Madame Tousaud's famous Wax Museums throughout the world. Together, the classroom teacher and media specialist will help the students get organized for the culminating activity, which will be showcased in the media center.

Fourth Grade- In an effort to understand how to read the books that they will be reading as they begin their "Famous Hoosier," project, students will begin the unit in the media center, for a "non-fiction dig." During this dig, students will gain exposure to non-fiction, which will be a new concept to many students. The media specialist will explain to students how non-fiction is different from other books that they read. The students will learn about titles, subtitles, bold print, graphic sources. Something that will probably be very exciting to 4th graders is that non-fiction books don't neccessarily require a reader to read the entire book, you can stop reading after you find the information that you need! After this mini-lesson, students will get a chance to look at different non-fiction books on tables in the library. After three minutes, students can decide to put the book back on the table, or keep it for possible checkout. The media specialist and the classroom teacher will also collaborate on the "Fat vs. Skinny Question," activity, as students will be introduced to "Fat vs. Skinny" questions, and will create questions during their time in the media center. Students will also have access to media center computers and resources during the duration of the Titanic unit.

=__Overview:__=

"You mean it Sinks?" A 6th grade narrative writing piece and perspective activity.

 * //Background//**- For approximately a week in Language Arts class, students have been exposed to the tragedy of the Titanic, one of history's most preventable disasters. They have found that the boat was missing twenty-six needed lifeboats, that nine warnings were sent about possible icebergs, and that when the ship was sinking people did not believe it was happing. Now, it is time to take all of this newfound knowledge and create a narrative writing. Students have selected an actual person from a list of Titanic travelers. They are going to become that person as they complete these assignments.

__**Lesson 1 - Pick one activity of your choice**__ A. Write a personal narrative essay from a passenger or crewmember's point of view on the ship. Be sure to include historical facts from the research you have completed. The length of the essay should be 500-700 words. B. Write in diary format from a passenger or crewmember's point of view on the ship. Be sure to include historical facts from the research you have completed. The length of the diary should be 500-700 words.


 * __Lesson 2- Pick two activities of your choice__**

A. Create an advertisement --Students can create an advertisement enticing "would-be" passengers for the Titanic. How will you persuade them? B. Make me a map --Students will map out the Titanic's route with specific directions and show where the the ship was suppose to end up. C.You are the builder --Make a model from paper, clay or whatever material of the ship. Be sure to describe special features in detail. D. Make your own book --Students will go on make-believe underwater expeditions by the Titanic wreckage. Imagine this expedition, and create a small picture book describing your journey. Some students may want to make artifacts that they found while on their expedition. E. Make your own front page ---What would the headlines have read the following day in the newspaper after the Titanic's sinking? Students can make their own front page for the newspaper the day after the Titanic sank. F. Video Diary --This will be a role playing activity that is filmed to show others. Students will stand in front of the video camera and tell a brief summary of their Titanic journey. Get dressed up and role play!

---Dress like your passenger or crewmember might have. Gather your notes that you have researched into a speech. We will meet in the media center, and conduct a wax museum for other students in the school to learn a bit about the adversity passengers faced on this doomed ship.
 * __Culiminating Activity__**

="Give me the Fat and the Skinny of It!" = =4th graders learnhow to read non-fiction and conduct research! =

Each spring, the fourth graders have to complete a research project on a "Famous Hoosier," and each year this is a challenging task, both for teachers and students. Since this is the case, the fourth grade teachers decided to develop a non-fiction topic in their classroom and spend a week practicing notetaking, fat vs. skinny questions on that topic. Students have also spent time in the media center learning about the characteristics of non-fiction and how to read it.
 * // Background //**

__Introductory Lesson__ Teacher shares the //DK// book, __The Story of the Titanic,__ by Steve Noon. After hearing the story, students watch a short documentary of the tragedy. As a class, the students create a KWL chart. We decide that we can fill in the KWL chart completely by the time, each one of us has completed our mini-research inquiry.

__Mini Lesson 1 Fat Vs. Skinny Questions__ Students are provided with examples of open ended questions and examples of yes/no, closed questions. Students will then come up with 5 "fat questions of their own, and 3 "skinny" questions pertaining to the Titanic.

__Mini Lesson 2 Quality information__ After an extensive conversation about writing down words, and not sentences to formulate "notes" that answer their questions, students are provided with a list of websites and databases that are acceptable for research. Students have the option to research a particular person or any questions they have about the ship and its fate. Over the course of the time spent in the computer lab, students will use websites and non-fiction books provided by the local public library to answer their questions that they wrote down on their "facts sheet."

__Culminating Activity- "News of the Titanic"__ As a class we will combine our facts into a newspaper. Each child will write their own article about the Titanic, with a peer editor making sure that the writing is original, and that their peer has taken the information from "notes"--not copied sentences from books or websites. <span style="color: #0000ff; font-family: Georgia,serif;"> __Teacher Materials:__

** 6th grade lesson plan—The Titanic ** <span style="color: black; font-family: 'Arial','sans-serif';">" You mean it Sinks?" A 6th grade narrative writing piece and perspective activity. **__ Lesson Objective __**** – Students will better understand writing and reading based on perspective. Students will express perspective in their writing. Students will choose from a list of activities to express what they have learned on the topic. ** Reading comprehension and analysis of text 6.3.5 <span style="color: black; font-family: 'Arial','sans-serif';">, Why or why not? Now divide the class into a “Yes” group and a “No” group. ** Day 2 Research and Information ** [] [] [] [] The media specialist will also provide some books that students can skim, or read through when they have exhausted the websites: **__ Print Resources __** **__ SOS Titanic __****, by Eve Bunting ** [|**Eyewitness: Titanic (Eyewitness Books)**] by Simon Adams [|**Titanic: April 14, 1912 (Survival)**] by Kathleen Duey [|**Heroine of the Titanic: The Real Unsinkable Molly Brown**] by Elaine Landau [|**Exploring the Titanic: How the greatest ship ever lost -- was found (Scott Foresman Reading Classroom Library (Time Quest Book))**] by Robert D. Ballard [|**I Was There: On Board the Titanic**] by Ken Marschall [|**Robert Ballard: Oceanographer Who Discovered the Titanic (People to Know)**] by Christine M. Hill
 * Standards: ** Writing Applications 6.5.1, 6.5.3, 6.5.7
 * Day 1- Intro/Springboard **
 * “Would you or wouldn’t you?” Scenarios to consider… **
 * 1.) **** Pose Question 1 to class- “Would you get on a boat that was claimed to be unsinkable?” **
 * 2.) ** ** Question 2- If yes, what if I told you there weren’t nearly enough lifeboats, in case a disaster did occur. Would you take the risk? ** **Explain..**
 * 3.) **** Question 3- If you said “no,” you would not travel on this world class vessel, what if told you that on this amazing, unsinkable boat you could attend a dog show, dance in a lovely ballroom, swim in a heated pool, exercise in a gymnasium, relax in a Jacuzzi, and if you are sick or injured, there is even a hospital on board?? Are you still saying no? **
 * // Allow students time to defend their answers and engage in a lively discussion. Now, explain that over the next few weeks, we will be completing a writing project on the Titanic, and exploring the tragedy in depth. //**
 * 1.) **** This class period will be spent in the computer lab. Some “quality” websites have been added to the “Favorites” on the Internet toolbar. Take students to the lab and allow them to explore the websites: **

** Day 3 Choices and Passengers **
 * 1) ** Students will choose a name of a passenger out of the box on my desk. The slip of paper that students choose will provide a name of a passenger, and detailed information such as what class the passenger was, or if they were a servant or a child.
 * 2) ** Pass out the Project Handout with “Titanic Lesson 1 and Lesson 2” at the top. Explain to students that they will be learning more about their passenger, and then completing either an essay or a diary passage from the perspective of their passenger or crewmember. Point out that either choice must be 500-700 words, and must use the websites, and books that students were provided with the previous day. (Other books and websites may be approved by the teacher)

**A**. Write a personal narrative essay from a passenger or crewmember's point of view on the ship. Be sure to include historical facts from the research you have completed. The length of the essay should be 500-700 words. --Students can create an advertisement enticing "would-be" passengers for the Titanic. How will you persuade them? --Students will map out the Titanic's route with specific directions and show where the the ship was supposed to end up. --Make a model from paper, clay or whatever material of the ship. Be sure to describe special features in detail. --Students will go on make-believe underwater expeditions by the Titanic wreckage. Imagine this expedition, and create a small picture book describing your journey. Some students may want to make artifacts that they found while on their expedition. ---What would the headlines have read the following day in the newspaper after the Titanic's sinking? Students can make their own front page for the newspaper the day after the Titanic sank. --This will be a role playing activity that is filmed to show others. Students will stand in front of the video camera and tell a brief summary of their Titanic journey. Get dressed up and role play! ** 4 ** . Conclude Day 3 with time in the computer lab for students to access information on their passengers. The website has been added to the favorites, and written on the dry erase board in the lab. [] **__ Day 4 The Wax Museum __** **__ Culminating Activity __**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%;">Lesson 1 - Pick one activity of your choice **
 * B**. Write in diary format from a passenger or crewmember's point of view on the ship. Be sure to include historical facts from the research you have completed. The length of the diary should be 500-700 words.
 * 3) ** Answer and questions about the writing activity, and then explain Lesson 2, where the students have choices for their additional activities:
 * __ Lesson 2- Pick two activities of your choice __**
 * A. **** Create an advertisement **
 * B. Make me a map**
 * C.You are the builder**
 * D. Make your own book**
 * E. Make your own front page**
 * F. Video Diary**
 * 1.) ** The media specialist will explain the "Wax Museum" concept to the students by sharing a powerpoint presentation of Madame Tousaud's famous Wax Museums throughout the world.
 * 2.) ** Students will be provided instructions on their culminating Titanic Project
 * 3.) ** Students will have a research day.
 * Students will have approximately two weeks to complete their choice activities and their narrative writing piece before the culminating activity. Students will be allotted a few more class periods to work on the Titanic inquiry, but the rough draft and the choice activities will be completed at home. There will be certain days that the media specialist can offer opportunities to video tape the diary, and there will be other days that students will edit and proofread diaries and essays.**
 * 1.) ** Students will meet, in their costumes in the media center for Language Arts class and to conduct a Wax museum. Students will present their “perspective” of the fateful day on the Titanic, based on what they have learned.
 * 2.) ** The media specialist will take a “Sharpie” marker and put a dot on their right hand.
 * 3.) ** As visitors from throughout the school come into the library, they can push the button and listen to the Titanic passenger’s prepared speech.

· Scheduled times in the computer lab · Titanic books (listed above) · Titanic websites (listed above and already marked as favorites) · Sharpie pen · Video camera · Markers · Modeling clay · Poster paper · Construction paper - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - --
 * __ Materials Needed: __**

** “Give me the Fat and the Skinny of it.” ** **__ Lesson Objective __**** – ** Students will have practice using non-fiction text. Students will practice preparing research questions. Students will evaluate the validity of sources before usage. Students will create a written document based on the knowledge learned. · Has anyone ever been on a cruise? · What do you know about boats? · Where do boats sail? · How big can ships be? · Why do people go on vacations on boats? · What activities do people do on boats? · Has anyone heard of the Titanic? · ** What do we know about the Titanic? ** · ** What do we want to know about the Titanic? ** · ** What have we learned about the Titanic? Remind students that we this chart is a “work in- progress,” and we will finish it, as we learn more about the ship. **
 * 4th grade lesson plan—The Titanic **
 * Fourth graders learn how to read non-fiction and conduct research **
 * Standards: ** Reading Comprehension and analysis of text <span style="color: black; font-family: 'Arial','sans-serif';">:4.2.1, 4.2.2, 4.2.3, 4.2.4, 4.2.5, 4.2.6 ​
 * Day 1 Introductory Activity: **
 * 1.) **** Brainstorm about ships, boats, cruises. Activate prior knowledge. **
 * 2.) **** Read aloud the DK book, __The Story of the Titanic__, by Steve Noon. **
 * 3.) **** View short video documentary on “Alvin,” the computerized robot who has discovered many of the Titanic’s treasures at the bottom of the sea. **
 * 4.) **** Create a KWL chart **
 * 5.) **** Explain that we will be preparing for our Famous Hoosier project, by practicing research on the Titanic. **

· Media specialist will explain some of the differences with non-fiction and fiction, and why they will be using non-fiction resources for their Famous Hoosier research project as well as their Titanic “practice” research. · Non-Fiction books don’t require a reader to read the entire book. By using the index and table of contents, a reader can find information that he/she is looking for. · Students are directed to round library tables covered in non-fiction books. · The media specialist gives the students ten seconds to grab the first book that appeals to their eye. At that point, she begins her stopwatch, instructing students to browse through the book. When time is up, students have the option of putting the book back on the table, or putting it under their seat for checkout later. This process continues about five times. · At this point, the media specialist interrupts and discusses some of the characteristics of non-fiction books. · After a discussion of non-fiction characteristics, students will practice finding subtitles, bold print and graphic sources. · Students are reminded to use some of these characteristics as they begin their research. ** Day 3- Fat and Skinny Questions ** · ** Which questions provided more details? ** · ** What do you notice about the “yes/no” questions? **
 * Day 2 Non-Fiction Dig (School media center) **
 * 1.) **** What is Non-Fiction? **
 * 2.) **** Non-Fiction Dig **
 * 1.) ** Using the KWL chart, as an example of “Fat and Skinny” questions to students. Explain that “Skinny” questions require a one word response, while “Fat” questions require an answer with detail.
 * 2.) ** Provide examples of some open ended questions and some “yes/no,” closed questions.
 * 3.) ** Have students practice reading them to each other.
 * 4.) ** Discuss as a class their findings:
 * 5.) ** Now, create 5 “Fat” questions that you have about the Titanic, and 3 “Skinny” questions about the Titanic. These questions can either be about the ship, or a particular passenger. Remind students that we will use these to guide our research, and will do these with our Famous Hoosiers as well.

· [] · [] · [] · [] The media specialist will also provide some books that students can skim, or read through when they have exhausted the websites: **__ Print Resources __** · **__ SOS Titanic __****, by Eve Bunting ** · [|**Eyewitness: Titanic (Eyewitness Books)**] by Simon Adams · [|**Titanic: April 14, 1912 (Survival)**] by Kathleen Duey · [|**Heroine of the Titanic: The Real Unsinkable Molly Brown**] by Elaine Landau · [|**Exploring the Titanic: How the greatest ship ever lost -- was found (Scott Foresman Reading Classroom Library (Time Quest Book))**] by Robert D. Ballard · [|**I Was There: On Board the Titanic**] by Ken Marschall · [|**Robert Ballard: Oceanographer Who Discovered the Titanic (People to Know)**] by Christine M. Hill · ** What makes somebody an expert? ** · ** How would somebody become an expert? ** · ** How can we find out if a book was written by an expert? ** · ** How can we find out if a website is accurate? **
 * Day 4-Quality Information (Computer Lab) **
 * 1.) ** Students are able to use websites that have been bookmarked as a favorite, to answer their “fat” and “Skinny” questions:
 * 2.) ** Students have the whole time in the lab to answer their questions.
 * 3.) ** Remind students that as they are answering their questions that they must put their answers in their own words, writing “notes,” not sentences from their resource.
 * 4.) ** Finish class with discussion. Share with the students that these are examples of quality resources, people who have really researched the Titanic.


 * Days 5-6 Culminating Activity- **
 * “News of the Titanic.” **

· the article makes sense · grammatically correct (endmarks, capitals etc.) · Words are in their partner’s vocabulary, not the language of an expert!
 * 1.) ** Students will take their knowledge of the Titanic and write a brief 2-3 paragraph article summarizing their findings.
 * 2.) ** As students begin finishing their paragraph articles, you will pair them up with another student for peer editing. The peer will be looking to make sure that:
 * 3.) ** After editing, we will borrow the laptop computers and begin typing our articles to a newspaper template.
 * 4.) ** The classroom teacher will save documents on the Zip drive, and put the final product together.
 * 5.) ** Fill in KWL chart, “What we have learned.”

**__ Materials Needed: __** Titanic websites (listed above) Titanic print sources (listed above) Laptop computers Zip drive Chart paper Poster markers Variety of non-fiction books for “dig” “Alvin” documentary DVD

**__ Student Materials __**

[|Wax museum speech notes.doc] [|titanic source.docx][|TITANICNOTES.doc] [|You Mean It Sinks guidelines.docx]


 * __ Student Performance: __**

// 4th Grade Objectives // · Students will gain knowledge and practice reading non-fiction text. · Students will practice and learn how to ask higher-level questions in order to find quality information. · Students will practice answering questions with valid resources and quality websites. · Students will practice answering questions in their own words based on what they have read. · Students will use research and the information learned to write a 2-3 paragraph summary of the Titanic. Students will be expected to participate in the classroom activities, including the “Nonfiction Dig,” and the KWL chart. Throughout the process, student progress will be monitored by teacher and media specialist. Students will only be assessed on their “Fat and Skinny Questions, after meeting teacher approval. Therefore, students will be assessed on their “Fat and Skinny Questions” and answer notes sheet, along with their participation in the class newspaper by a rubric. // 6th Grade Objectives // · Students will research questions on the Titanic using valid resources and legitimate websites. · Students will practice presentation and public speaking skills as they present information at a Wax Museum. · Students will apply knowledge from research to create two projects of their choice. · Students will read personal accounts and base a narrative writing piece off of that perspective. Students will be expected to work responsibly on this research paper to gather information from a variety of legitamate sources. Student writing will be analyzed by a Narrative Writing Rubric, and Wax Museum and project choices will be considered via a checklist. All students are expected to turn in a writing perspective narrative, two projects that met parent and teacher approval, and to participate in the Wax Museum.

[|titanic checklist.docx] [|4th grade Titanic Rubric.docx]__**
 * __<span style="color: #00b050; font-family: 'Kristen ITC'; font-size: 16pt; line-height: 115%; text-decoration: none;">[|Narrative_Writing_Rubric.jpg]

[|Titanic 1.rtf] [|Titantic2.jpg] [|Titanic3.jpg] [|TITANIC NOTES example.doc]
 * __ Student Models or Products: __**

The feedback for these lessons will be two dimensional. I will set up a time with both the fourth grade teacher and the sixth grade teacher, whether it be during a prep or a lunch date. We will discuss the following as our agenda: · What went well? · What needs to be changed? · How did students react? · How did parents react? · What did the students learn? · What was too easy for the students? · What was too hard for the students? · Were the perspective pieces enjoyable to read and did they accomplish the Standards that were to be addressed. I will type up our notes and save it in the Titanic file.
 * __ Feedback : __**

__<span style="color: red; display: block; font-family: Calibri; font-size: 14pt; line-height: 115%; text-align: center;">Comment Card <span style="font-family: 'Segoe Media Center','sans-serif'; font-size: 14pt; line-height: 115%;">. What was frustrating for you as you worked on this project? ___ How could Mrs. Smith have helped you more during this project?_ What is a way that your classroom teacher could help you better next time?_ <span style="font-family: 'Segoe Media Center','sans-serif'; font-size: 14pt; line-height: 115%;">Do you have any suggestion for next year’s “Titanic passengers?” _

__ Lesson Comparison __** Age, experiences and maturity are the main differences between these two grade levels and these two inquiries. The Titanic lessons are designed with many of the same resources and much of the same information. However, the fourth graders are learning how to conduct research for the first time, whereas the sixth graders have more than likely completed at least 2-3 research projects before this one and some in earlier grade levels. The sixth graders are provided with more choice and chances to create questions of their own, while the fourth graders follow a more guided inquiry. Sixth graders are getting their first opportunity to really write from a different perspective. Hopefully after really exploring a Titanic passenger, the concept of perspective will evolve and students will continue to write with perspective in mind. With the amount of time given to this project, perhaps they will find themselves examining characters in a book more closely, as well as looking at people from history with a different perspective. The sixth graders will progress and mature in their understanding of perspective, by reading and writing about their Titanic passenger to actually acting like their character in the Wax Museum. Sixth graders are given the chance to be “experts” of information on the Titanic. Fourth graders meanwhile are given the opportunity to be “reporters” of information about the Titanic. As a class, the fourth graders begin questioning using the KWL format as an entire class, but as the lesson continues, the questions and the fourth graders mature as they get to create their own questions for searching. Fourth graders are also exposed to the concept of note taking for the first time and get a chance to publish their work in the class newspaper about the Titanic. Both grade levels will be taking notes and gathering information on the Titanic. I do have higher expectations for the sixth graders notes, because they have done research before. We have had conversations about plagiarism, and while I certainly can’t expect them to be Information Literacy experts and completely knowledgeable about quality sources, again, they do have experience, so I expect them to show some maturity with that aspect of the project. Fourth graders, on the other hand will require patience, as they will surely attempt to copy sentences from the book to their pages! The role of the student informational scientist is different at each level because of the different experiences that the sixth graders have by being two years older. They will show maturation as an information scientist by understanding classics, experts and authority; all areas that they have had prior experience. Students will also mature throughout this project with their audience analysis at the Wax Museum. This may be the first time that they truly think about what their audience would like to see at the Wax Museum, and they may really realize what their feedback was from the audience. Developmentally, students at this age are more aware of their peers and it has value to them. Sixth graders may also have the ability to think and reflect about what they will do differently in the future for a similar project. The “Comment Card” may mean more to these students. Fourth graders will mainly show Information Scientist maturity through the experience of using quality resources to gather information, and understanding that there are authorities in different subject areas. The other area where Fourth graders will mature is through a question evolution. They will begin to notice how their questions have changed and how much more information they were able to gather based on their questions. The role the Instructional Specialist plays for sixth graders is mainly a facilitator and a teacher of Information literacy. With the goals of the sixth grade project, the Instructional Specialist is able to mainly design challenges and promote meaningful encounters with the choices of the Titanic project. The Instructional Specialist is also a teacher of Information Literacy and Media, by exposing the sixth graders to various websites, and videotaping. The role of the Instructional Specialist for fourth graders will be much more “hands-on,” than it will be for sixth graders. The Instructional Specialist will have to be a learning leader for the other teacher and his/herself, and provide effective leadership with the staff, in order to collaborate in the future. The Instructional Specialist will also be a curriculum developer, in order to create a Titanic unit that correlates with state standards. The Instructional Specialist will also practice collaborative planning with the classroom teacher, especially with the time needed to be spent in the library for this project. Finally, amongst the fourth graders, the Instructional Specialist will also practice teaching, as he/she shares how the media center works, and offers tips on finding information. The Information Literacy Standards that I addressed with both groups were: <span style="color: blue; font-family: 'Arial','sans-serif';">Inquire, think critically and gain knowledge <span style="color: black; font-family: 'Arial','sans-serif';">: 1.1.1, 1.1.4, 1.1.5, 1.1.7, 1.2.2, 1.2.4, 1.3.2, 1.3.5 Fourth graders will use a variety of books and websites to learn about an American tragedy. Sixth graders will research an individual, consider circumstances of class and gender and learn more about the Titanic. <span style="color: blue; font-family: 'Arial','sans-serif';">Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge: <span style="color: black; font-family: 'Arial','sans-serif';"> 2.1.1, 2.4.3 Sixth graders will read accounts of the Titanic and add their own information to create a narrative and two projects of their choice. Fourth graders will find answers to questions they have in order to write a summary for a class newspaper. <span style="color: blue; font-family: 'Arial','sans-serif';">Share Knowledge and participate ethically and productively as members of our democratic society <span style="color: black; font-family: 'Arial','sans-serif';">:3.1.1, 3.1.3, 3.3.1, 3.3.2 Fourth graders will collaborate to share knowledge in their class newspaper. Sixth graders will present information about their “passenger,” to the school community at the Wax Museum. <span style="color: blue; font-family: 'Arial','sans-serif';">Pursue personal and aesthetic growth <span style="color: black; font-family: 'Arial','sans-serif';">: 4.2.2, 4.4.4. Fourth graders will grow as they learn how to ask better research questions. Sixth graders will mature with perspective, and their narrative writing skills.

Lesson Addition by Ramona
=== Overview: 3rd grade students will read fiction and nonfiction books of the sailing of the Titanic. They will use the Internet to further their knowledge about the Titanic. The students will read //Tonight on the Titanic//, a fictional trade book that includes nonfiction accounts of the fateful ship’s first and final voyage. They will be involved in guided reading groups, partner reading and comprehension, vocabulary and reader response activities. ===

1.1.8 Demonstrate mastery of technology tools from accessing information and pursuing inquiry.
=== Collaboration: The media specialist will collaborate with the classroom teacher in teaching the students how to use the Internet as a researching tool, create a timeline using Kidspiration and create a PowerPoint as their final product. === === Lesson: Week 1 – The students will read //Tonight on the Titanic// in small guided reading groups. Throughout the week they will focus on vocabulary and comprehension. After each chapter, the students will take notes by using a format similar to the Cornell note format. The students will record the main idea, meaningful details/facts, and a summary for each chapter. ===

Week 3 – Students will use the Internet to answer any questions they might have regarding their notes. The students will plan and create their final products.
=== Student Performance: After reading both fictitious and non fictitious accounts of the Titanic, students will create a timeline using Kidspiration. The timeline will include at least 10 major events that occurred from the time of its departure to its ultimate sinking. For example, 12:00 p.m. Titanic leaves Southampton, England. === === Using the timeline as a guide, the students will create a PowerPoint of the events. Each slide will include at least 2 statements describing the event. The students will also use pictures, clip art, and charts. ===

Addition #2 from Stephanie A. Schene
=== I love this topic, and you have shown that it can be the basis for projects at nultiple levels. For my substantial wiki addition, I would like to consider an activity for an 11th or 12th grade English or social studies class. I would like to address the ethical issues involved in accessing the wreckage of the RMS Titanic. At present access is restricted, based on a multinational agreement constructed after Robert Ballard's discovery and exploration of the site. I would present to students the question, "Should the remains of the Titanic remain undisturbed as a memorial to those who perished, or should it be explored and artifacts preserved for study and viewing in museum collections around the world?" Students would be responsible for constructing an opinion statement, then executing an inquiry project to support/defend that opinion. The product would be a presentation in the medium of the student's choice - a short video, webpage, Power Point, persuasive speech, editorial, etc. - which would demonstrate the student's level of mastery of both inquiry and presentation. There are so many directions to come from on this topic that students with interests in the arts, ecology, marine issues, exploration, could all approach it from their own perspectives. I would definitely encourage students to look at alternative sources such as Discovery Education's streaming video and artifacts ([]), as well as its virtual dive to the ship ([]). This project at the 11th or 12th grade level supports AASL standards 1, 2, 3, and 4. ===