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Standards Correlations
R.1, R.2, R.3, R.4, R.6, R.7, W.2, SL.1, L.4, L.6
Learning Objective
Students will read an article about the search for the wreck of the Titanic and identify text evidence to support conclusions drawn from the text.
Key Skills
text evidence, text features, vocabulary, central idea and details, cause and effect, problem and solution, compare and contrast, critical thinking, making connections, informational writing
Complexity Factors
Purpose: The text describes the search for the wreck of the Titanic and the role technology played in that quest.
Structure: The text includes narrative and informational passages.
Language: The text includes some figurative language.
Knowledge Demands: No prior knowledge is required.
Levels
Lexile: 500L-600L
Guided Reading Level: R
DRA Level: 40
Lesson Plan: Searching for the Titanic
Essential Questions
Literature Connection
1. Preparing to Read
Preview Text Features (15 minutes)
Guide students to locate the article. Preview the text features by asking the following questions:
Preview Vocabulary (10 minutes)
Make a Plan for Reading
Before students start to read, walk them through a reading plan:
2. Reading and Unpacking the Text
Guide students to read the article. Once they understand it well, discuss the following close-reading and critical-thinking questions.
Close-Reading Questions (15 minutes)
Critical-Thinking Questions (10 minutes)
3. Skill Building and Writing
Learn-Anywhere Activity
An enrichment activity to extend the learning journey at home or in the classroom
Design your dream ship
The Titanic was the fanciest passenger ship of its time, with beautiful bedrooms, dining halls, and even a swimming pool. If you could design your dream ship, what would you put in it? Would it have a movie theater? A mini golf course? What kind of food would you serve? Would there be concerts on board?
Use the sidebar “Ship of Dreams” as a model to create a slideshow of your dream ship. Using pictures you find online, or your own illustrations, show the special features of your ship and write a caption for each picture. Then give your ship a name that goes with its special features.
ELL Springboard
Use a Timeline to Record Sequence of Events
The article describes a number of developments that contributed to Ballard’s success in his quest to find the Titanic. After they read the article, ask students to create a timeline that lists the important events in the text. Encourage them to look for years (such as 1960 and 1977) in the text.
To offer extra guidance, you can create a blank timeline and fill it in as a class, asking students questions like, “When did the Titanic sink?” and “When did Ballard finally find the wreck?”
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