Topic: Titanic passenger Grade: 3 Brittney Lucero

experience journals

Lesson #2 in a series
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
2 Literacy Strategies: 1. Independent Study and Presentations 2. Computer Simulations
Social Studies Standard: 3.SS.4.3.1 Identify ways children and adults can participate in their community and/or local governments.
Curricular objective: Student will be able to write a short journal with no grammatical errors acting as if they were a titanic passenger writing to
future generations and complete a self-directed packet accurately.
Vocabulary terms and definitions:
Distress: in need of immediate help
Shipwreck: wrecked or ruined ship
Survivors: people who have stayed alive
Voyage: long journey to a distant land
Wreckage: the remains of something that has been destroyed
Technology Integration: 3-5.ICT.3.1.3 Demonstrate navigation skills in accessing information resources
Accommodations: Students who are on an IEP or my student that has down-syndrome will be asked to tell me their journal entry orally and may draw pictures
of what their experience looked like. I will do a voice recording of their journal entry that they can keep and will send it to their school email account.
Time What the teacher will say and do. What the student will say and do. Materials
5 Gain Attention: Teacher will read a real The students will listen to the journal entry with their eyes shut. Titanic Journal Entry:
journal entry from someone who was aboard The teacher will turn off the lights so they can picture in their mind https://www.encyclopedia-
the titanic when it sank. what this experience must be like. After listening to a passage from titanica.org/survivor-titanic-
“"I saw a ring of people-mostly men-and in someone’s journal, they will discuss how they feel and what they disaster-tells-grim-
the centre were two men of the Gospel and think it would have been like to experience such a tragedy. I will experiences.html
they were praying. There were about 30 or then invite them to think of what it would have been like for
40 of them, and the people started singing someone who is there same age.
‘Nearer My God to Thee.’" Oxenham walked
some more, he said, and met an artist he had
become aquatinted with on the ship, a Mr.
Stanford, and they talked about what had
happened. "Then the boat started to go down
faster and Stanford and I went to the port
 side and we both jumped overboard. We
were swimming around for about 20 minutes
when we bumped into an overturned boat,
the next thing I knew was straddling the boat
and Stanford had disappeared. Later on,
about five or six persons were holding onto
the boat," Oxenham said.
5 Recall Prior Knowledge: In the first lesson The students will discuss the excitement that lead up to the voyage Virtual Tour of the Titanic:
they learned about the sinking of the Titanic of the Titanic “The whole world was waiting!” https://www.youtube.com/watc
and the common facts known about her: The The students will discuss the differences in classes and how they h?v=nw1_0zk6ohA
voyage, the structure, the different classes of had very different experiences (first class was wealthy and could go
people, the iceberg, how the people were anywhere on the boat, third class was very poor and had
saved and how some people got left designated areas where they could go).
behind…etc. The teacher will then show a They could talk about different experiences that children, families,
video of a virtual tour of the titanic. The adults had based on their backgrounds.
teacher will have them list things that stood
out to them in the video.
25 Teacher Input: The teacher will explain the Students will write a half page/one page journal entry of what it Paper and Pencil
task of writing a journal entry as if they were was like for a child their age to be on the Titanic. They can
a child aboard the Titanic. The teacher will brainstorm ideas with a partner and then write their own journals
explain that they will decide where the child separately. They will have the opportunity to feel a realm of
is from, why they were aboard the titanic, emotions as they write about the experience of their character.
what class were they in, the family members Each journal will be unique and show different perspectives of
they traveled with, what it was like when it different children and their backgrounds. They will use the 6+1
began to sink, and what happened to the writing traits to write a fluent journal entry with minimal
child in the end. They will be asked to base mechanical errors. After they have finished, they will read their
their fictional experiences off of facts they journal entries to small groups of 3-4 students.
have been taught and will research on their
own from websites that are provided in the
packet about the titanic (must be as realistic
as possible). The teacher will give out the
handout for the 6+1 writing traits for them to
refer to when they are writing their journals.
 Once they have finished, they will present
their journals to small groups.
20 Procedures and Direction for Independent Students will sit at their desks or at the computers as they complete Packets, Pencils, Computers, and
Learning: Teacher will hand out learning the packet. They will have readings and activities to complete that iPad’s
packets pf the Titanic to each student. The will deepen their understanding of the events of the titanic.
teacher will explain that the packets are to be
completed individually, not as a group. They
are invited to use the computers in the
classroom and the iPad’s.
5 Closure Read one last Journal entry from an actual child: “Put your lifebelts on! Here put em on immediately!” the Journal Entry:
butlers shrieked as they barged into our cabin, and grabbed the safety belts from the closet and threw them at us. I http://www.teenink.com/fiction/
looked over at my mom for direction, but the worried look in her eyes made me feel anxious and nervous for this historical_fiction/article/225956/
particular situation.“Quick girls, get them on and gather a few of your things, only the necessities. We don’t have Titanic-Journal-Entry-2/
time, so hurry!” My mother demanded. As we both did what she ordered we practically ran out the door, down the
corridor, and on our way to the elevator. I jabbed the up button but as the gate opened a waterfall of brisk ocean
water poured out like a waterfall. There was so much that it was almost filling the hallway around our ankles. But
then I looked around me to see that the three of us were the only ones left coming out of the third class suites. The
clock above the overhead of the elevator read 12:02 A.M. and before I could ask any questions, I ran down the end
of the hallway hoping for an answer.”

n/a Curricular assessment: Accuracy of packet information completed correctly, Well written journal entry of realistic Packet, Journal Entry Sheet
description of what a child could have gone through.

Reflection (done after the lesson) Teacher reflects on lesson: What went well? What needs to be changed if this lesson were taught again in the future? Were
management strategies effective? Why or why not? Was the objective met? Does anything need to be retaught or reviewed? (Hypothetically the lesson went
well! They may need more time to write and share journal entries and may have to take home the packet to complete it. The strategies worked well for these
group of students! Objective was met.)