Extra! Extra! Titanic Sinks - Unit Plan
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Unit Plan
Extra! Extra! Titanic Sinks
Students act as journalists to relate the dramatic story of the sinking of the Titanic on April 12,
1912.
By Genia Connell Grades: 3–5
Overview
Students will gain a new perspective when they step back in time to create their very own newspaper page
filled with facts about the sinking of the Titanic in 1912. Prior to the lessons in this unit, students will have
spent 1-2 weeks reading, listening to, and discussing expository material on the Titanic. In this unit, they
assume the roles of reporters, editors, and even survivors in order to put together a comprehensive front-
page newspaper report that alerts the world to the disaster. Although these lessons focus on the Titanic
tragedy, they can easily be adapted for use with other disasters or world events you may be teaching about
in your classroom.
Objective
Students will:
1. Retell the story of the Titanic by writing a concise summary article about the disaster
2. Write critical-thinking questions about the disaster in order to conduct an interview
3. Listen and take notes during a live interview
4. Be able to answer five interview questions regarding the sinking with factual accounts
5. Compare and contrast different accounts of an event
6. Understand the cause-and-effect relationship that led to the sinking of the Titanic
7. Follow step-by step directions to put their article and interview into a front-page news format
Lesson Plans for this Unit Lesson 1: Summing Up the Disaster Lesson 2: The Interview of a Lifetime Lesson 3: Front-Page News Reproducibles River Flow Chart Student Publishing Checklist Five Point Scoring Rubric Note to Students My Titanic Interview Passenger Ticket Sample of Newspaper Layout Culminating Activity The culmination of this unit is the final display of all the newspapers in the school hallway. My students beam with pride as their hard work is showcased and each year former students stop by to admire the annual display of newspapers and comment on their memories of "Titanic." I realized a few years ago the positive impact these newspapers made when two students I had taught several years earlier told me they still had their papers hanging up in their rooms. There are few 3rd-grade projects that would still elicit pride from a middle-school student!
Lesson Plan #1
Summing Up the Disaster
Students draft, edit, and publish a newspaper article on the Titanic after
researching the "Who," "What," "When," "Where," "Why," and “How."
By Genia Connell Grades: 3–5
Unit Plan: Extra! Extra! Titanic Sinks
Overview
In this lesson, students will learn that news writing is concise, factual, and informative by writing
and publishing an article in a newspaper style using a word processing program.
Objective
Students will:
1. Research and identify relevant events and details
2. Answer the questions "Who? What? When? Where? and Why?" in their news articles
3. Sequence events in a logical order
Materials
• Several resource books with information on the Titanic.
• Photo of Titanic newsboy
• One or more very short pieces of expository articles to share on Day 1. Find material in a newspaper,
textbook, encyclopedia, or other nonfiction resource.
• Multiple copies of a short informative article from a periodical of your choice.
• Transparency and overhead projector
• River Flow Chart
Note: The river rocks pass nicely for icebergs on this one!
• Student Publishing Checklist
• Five-Point Scoring Rubric
• Highlighters
• Pencils/paper
• Computer/printer
Set Up and Prepare
1. Gather a collection of Titanic books to teach about the disaster for students' research.
2. Print and make enough copies of the River Flow Chart and the Student Publishing Checklist for your
students. Also make transparencies if you plan to model the reproducibles on an overhead projector.
3. Find a photo of a newsboy selling an "Extra" edition in one of your resource books or on the Internet. I found
several by typing the words Titanic newsboy image into a popular Internet search engine. Print or bookmark
any Internet images you plan to use.
4. Find a concise expository article in the newspaper or another periodical that you can model for your
students. Make enough copies for each student.
5. Develop a word bank you want students to use in their articles and place on a bulletin or chalk board for Day
2. Suggestions include: iceberg, watertight compartments, lifeboats, wireless operator, crow's nest, Atlantic
Ocean, Carpathia, Californian, Captain Edward Smith, steerage, crew, passenger, ocean liner, vessel,
Millionaire's Special.
6. Print the Five Point Scoring Rubric reproducible for assessment.
7. Create a list of peer groups for Day 3's Peer Editing process.
Directions
Prior to teaching this unit, spend 1-2 weeks building background by sharing and discussing Titanic
expository material.
Day 1
Step 1: Distribute copies of your expository article to each student. Read the article together. As you read,
ask your students to identify and highlight the main idea, important figures, when and where events took
place, and why the news is important.
Step 2: Explain how all articles inform their readers by answering the questions What? Who? When?
Where? and Why? Write these words on the board.
Step 3: Review the Titanic information they've learned. Show your class the image of the Titanic newsboy.
The most famous photo and easiest to find has a headline that proclaims "TITANIC DISASTER GREAT
LOSS OF LIFE." Tell your class that when that disaster happened, people all over the world wanted to know
the answers to those five questions on the board. "Extra" editions were offered three times a day to keep the
public up-to-date. Say something like the following:
"Imagine you're the editor of a big city newspaper. You have people desperate for information lined up
outside your offices. But you've heard many different reports. Some say everyone survived and some say
few survived. Some wired messages say the ship broke into two and sunk, while others say she's still afloat
and being towed to Newfoundland. As the best editor in the city, you want to be responsible and you want
your news to be accurate. You decide you're going to have to write the story yourself! Your job, boys and
girls, is to become that editor. You are going to write a story that informs the world about what really
happened that cold April night."
Step 4: Begin the writing process. Hand out copies of the River Flow Chart. Ask students to write "What?"
at the top of the first "iceberg". Have students label the tops of the remaining icebergs: 2) Where? 3) Who?
4) When? and 5) Why?
Step 5: Guide students with the following ideas to help them complete their graphic organizers:
1. What? This should include main idea information. I teach my students to answer to at least three of the "W"
questions in their very first sentence. For example: The Wondership Titanic sunk off the coast of
Newfoundland after striking an iceberg late Sunday night.
2. When? How long had the ship been travelling? When did it hit the iceberg? When did it sink? When did
Carpathia come? When is the ship due to land in New York?
3. Where? Where did the ship launch from? Where was it headed? Where did it sink?
4. Who? Who was on board? Who died? Who survived?
5. Why? Why did the unsinkable ship sink? Why didn't the crew sail around the iceberg? Why didn't more
people survive? Why weren't their enough lifeboats? Why didn't more ships come to the rescue?
Day 2: Rough Draft Step 6: Students should begin writing the rough drafts of their news article. Make your Titanic resources available for the students to use to gather details and extra facts. Using the Word Bank, share the vocabulary with your students and give them a minimum number of bank words to use. Include different ways to say "Titanic," such as ocean liner, Wondership, Millionaire's Special, Floating Palace, The Unsinkable Ship, and vessel. Encourage students to vary their word choice in their writing. If students have not finished their rough drafts at the end of class time, you may choose to assign them for homework. Day 3: Revise and Edit Step 7: Use peer groups you have predetermined for peer editing. You may need to guide peer-editing sessions depending upon your students' age and experience. I have my students use the Student Publishing Checklist. Day 4: Publishing the Articles Step 8: Have students type their articles in the computer lab or on classroom computers using a word processing program. These articles fit nicely into the newspapers from Lesson 3 if they're created in single or double columns. I model the page setup on my computer first before students begin. In keeping with the look of 1912, my students will normally choose a size 12 or 14 traditional style font, like Times New Roman, in italics. Monitor the students as they type their articles, helping as necessary. When the interviews are complete, print them in black and white. Supporting All Learners I've had great success teaching this lesson with students at all ability levels. As always, adapt it to your classroom by varying the length and depth of the article you would expect from students who may not write proficiently. For example, I may work with a student just becoming familiar with English to produce five sentences instead of five paragraphs. Lesson Extensions There are many extras that your "editors" can use to inform their audience. Some ideas to extend the learning include: Editorial: Write a persuasive paper taking a stand on whether the Titanic should have been left alone at the bottom of the Atlantic as Robert Ballard requested. Should it be a final resting place for the many who died there or should salvage crews have brought up artifacts to share with the world? Mapping: Map every leg of Titanic's journey including the: 1) Departure from the shipyard in Belfast, Ireland 2) Launch from Southampton 3) Two stops in Ireland and France
4) Its way across the Atlantic
5) Its final resting place.
Weather Forecast: Research average temperatures during the middle of April in your region or in New
York.
Obituaries: Write a brief paragraph remembering the illustrious career of Captain Edward J. Smith or one of
the Titanic's other notable passengers, such as J.J. Astor or Isadore Strauss.
Home Connection
Students may need to complete rough drafts at home. Parents can be an extremely useful resource in this
lesson if your students are not proficient word processors. Ask parent volunteers to come in to help type the
articles.
Assignments
1. Complete a graphic organizer answering What? Who? When? Where? and Why?
2. Publish a final draft of the news article using a word processing program.
Evaluation
1. Did students use the graphic organizer correctly?
2. Did students use reference materials effectively?
3. Were students hesitant to criticize others during peer editing or able to give constructive tips?
4. Was the Student Checklist filled out accurately?
5. Was enough time provided for the lesson?
6. What was the class average on the five-point rubric?
7. Which area of the six traits from the rubric seems to need the most reinforcement?
8. Are word processing skills adequate to complete publishing in a timely manner?
Reproducibles
River Flow Chart
Student Publishing Checklist
Five Point Scoring Rubric
Assess Students
1. You may formally assess the students' final product by scoring their papers with the Five Point Scoring
Rubric.
2. Were students able to use the graphic organizer effectively? Did they include accurate information for Who,
What, When, Where and Why?
3. Was the article written in a logical sequence?
4. Did students work well during peer editing?
5. Did they use the Student Checklist accurately?
Lesson Plan #2
The Interview of a Lifetime
Students interview each other, posing as journalists and as survivors of the
sinking of the Titanic.
By Genia Connell Grades: 3–5
Unit Plan: Extra! Extra! Titanic Sinks
Overview
In this lesson students will learn the different effects of the disaster, engage in survivor and reporter role
play, and learn how to pose open-ended questions in order to conduct an effective interview.
Objective
Students will:
1. Write five questions that require critical thinking to answer.
2. Evaluate and revise these five questions in a peer group, so that they elicit interesting and important
answers.
3. Act as "reporters" and conduct an interview by asking and transcribing answers to their interview questions.
4. Act as "survivors" and answer interview questions with factual accounts of the disaster.
5. Dress or use props in accordance with the styles of 1912 while taking part in the interview.
6. Write a question/answer format interview using their questions and "survivor" answers.
7. Use a word processing program to publish their interviews.
Materials
• Note to Students (PDF)
• My Titanic Interview (PDF)
• Passenger Ticket (PDF)
• Paper cutter or scissors
• Chart paper and marker
• Props students bring from home
• Paper and pencils
• Computer and printer
Set Up and Prepare
1. Print and make copies of the Note to Students and My Titanic Interview printables. Schedule the interview
dates and give students notes with their dates.
2. Print, copy, and cut out copies of the Passenger Ticket printable for your students. I print the tickets on an
ivory cardstock to make them more "authentic." Note: You can add your students' real names before
handing the tickets out or ask them to add the name of the survivor they're personifying when they get them.
3. Lay out a clean sheet of chart paper for brainstorming. Or you may want to use your chalk or white board.
4. For the actual interviews on Day 3, you will need to split the class into equal groups of reporters and
survivors. Make a list of each group's members.
5. Decide where you'd like students to conduct their interviews and make any necessary arrangements for that
space. I've used both my classroom and our school's media centre. Although each worked well, the media
centre gave the students more space to break off into small clusters for their question-and-answer sessions.
Directions
Day 1
Your enthusiasm and excitement are key to any classroom role-playing. I find students eager to participate if
I've built up the excitement and importance of what they are doing.
Step 1: Begin this lesson by reinforcing the importance of the Titanic's story around the world. Ask students
to imagine that they are a reporter from the year 1912. Say to your class:
"You have just been given the opportunity of a lifetime. Your editor has asked you to be waiting on the docks
th
in New York when the Carpathia arrives on the evening of April 17 . You will be given the chance to
interview a Titanic passenger who has survived the disaster. There is one catch: you can only ask five
questions. If you ask good questions and get good responses for your interview, your boss will put your
interview on the front page and give you a big promotion. If you ask questions that aren't important or have
obvious answers, you'll be fired and you'll have no way to support your family."
Step 2: Ask the class to brainstorm questions they might want to ask the survivors. Write all of them on the
chart paper or white board. Leave space next to each one in order to record the answers in Step 3.
Typically, after learning about all aspects of the ship and its voyage for over a week, my class will come up
with a list that includes these kinds of questions:
• Did you feel the ship hit the iceberg?
• Were you scared?
• What did you eat for dinner on the last night?
• How long did it take for the ship to sink?
Step 3: Looking at the list, remind the class that they can only ask five questions and they must be ones the
world is eager to have answered. Review the questions one by one and ask students to answer them.
Record their answers next to the questions.
Step 4: Discuss whether each would be a good question to ask during "the interview of a lifetime." Point out
that people want to read details and the best reporters ask questions that give their readers important
information from the survivors' perspective. Tell your class the best types of questions are commands that
often begin with words like "explain, describe, tell me everything you can remember about…" Finally, ask
your class to write questions that would elicit better answers . These are some examples of how the initial
questions could be improved:
• Did you feel the ship hit the iceberg? "Yes." Point out how "boring" that answer would be to a reader. It
doesn't really give them much information. A better question might be: "Describe the situation on board
when Titanic hit the iceberg." This answer would be longer and would demonstrate how passengers were
not concerned at first, but later realized the graveness of the situation.
• Were you scared? "Yes." Tell your class that when they're writing their own questions they want to avoid
those with obvious answers. Ask them if they could imagine someone answering, "No, it was really a lot of
fun," to that question. A good reporter might instead say, "Please tell me everything you can remember from
the time you boarded the lifeboat until Carpathia rescued you from the Atlantic."
• What did you eat for dinner on the last night? Many of my students are able to give a list of what the first and
third class passengers ate on Sunday, April 15, because it seems to be an area of interest during our earlier
study of Titanic's voyage. Remind students that they can only ask five questions and this is probably not one
of the most important ones.
• What lifeboat were you on? "Number 7." Again, questions should be important and elicit detailed
information. A better question might be, "Could you please explain why so few people made it onto
lifeboats?" Tell students that this question would elicit a response that there weren't enough lifeboats, many
of the first lifeboats were lowered half empty, and many third-class passengers were unable to get to the
upper decks.
Step 5: Before students begin drafting their questions, tell them they will need to select the name of their
newspaper — real or fictional. Write names of possible choices on the board. To help students make an
informed decision, I tell them that newspapers all over the world reported on the disaster. Those at the
forefront included: The Boston Daily Globe, New York's The Evening Sun, The New York Times and the St.
Louis Dispatch. In fact, vacationing reporter Carlos Hurd from the St. Louis Dispatch was a passenger on
board Carpathia and had already written the first complete story when the ship docked in New York.
Step 6: Before they begin, give them one freebie question that does not count as one of their five. Write the
following introduction on the board and direct students to copy the "free" question onto their papers:
Excuse me, Madam/Sir. My name is ________ and I work for the ________. May I please ask you a few
questions? First of all, could you please tell me your name, what class you boarded under, and how you
came to be sailing on Titanic?
Step 7: Ask students to independently draft their interview questions on paper. I advise my students to come
up with seven to ten questions initially so that they can narrow them down to the best five.
Step 8: Distribute copies of the Note to Students. Discuss how they will have the opportunity to become
reporters and survivors in two days when they conduct their interviews "for real." Brainstorm the types of
items or outfits they may like to use. Review any photos from the Titanic resources you have been using in
the classroom. I always remind students that dressing up is optional so as not to make anyone feel
uncomfortable.
Day 2
Step 1: Divide students into small groups of 3-4 to test out the questions they have written.
Step 2: One person should read their five best questions. The other members of the group should answer it.
The group should then help the writer decide if his questions elicit the type of answer the reporter needs.
Continue around the group until everyone has shared and received feedback.
Step 3: Writers should revise their questions either independently or cooperatively with their groups. Meet
with students as needed to aid with editing.
Step 4: Pass out copies of the My Titanic Interview printable. Students should use this to write their five
final questions.
Step 5: Before the day ends, get your students thinking about the next day's interview. Pass each student a
Titanic Ticket. Allow students time to fill in them out if you haven't done so already. Collect the tickets.
Day 3: Interview Day!
Step 1: Explain that half of the class will be reporters first and the other half will play survivors. Read the
names of the two groups.
Step 2: Allow students a few minutes to gather props, put on costumes, and prepare for their role. Reporters
will need their My Titanic Interview sheets.
Step 3: Separate the survivors from the reporters so they are out of earshot from each other. I usually have
reporters inside the room and the survivors in the hall with the door closed.
Step 4: Speak to one group at a time to build up what they're about to do. I speak to the reporters first to
ensure they take on their task with seriousness and empathy. My speech to them goes something like this:"Reporters, I want to thank you very much for waiting so patiently here on the pier. The Carpathia has just docked and I've been told the Titanic passengers will be disembarking very shortly. I know many of you have travelled many miles and are eager to get the interview that could make you famous. I wish you luck, but please remember one thing; these people have just been through the biggest disaster of their lives. Only two days ago they watched their husbands, sons, daughters and friends perish before their eyes in the icy waters of the Atlantic. Imagine their pain, their heartbreak. I beg you to treat them kindly. Be gentle with your approach and ask their permission to be interviewed after you introduce yourself. Please wait here quietly while I help prepare the survivors." Step 5: With the door closed, speak to your survivors in order to get the most out of their role-playing. My speech goes something like this: "Titanic survivors, I know your trip has been long and hard. I understand you are extremely sad and distraught by the events of the past few days. I can tell many of you have been crying and I see no smiles on your faces at all. You have just been through the worst experience of your life. You need to know there are reporters waiting on the other side of this door to talk to you. They will be kind. The whole world is waiting to hear your stories. Please do your best to tell them everything you remember when you are asked a question. Are you ready, survivors?" At this point I open the door and call off the survivor names from the ticket they completed the day before. I hand them their ticket and send them towards the reporters. Step 6: Reporters gently take the survivors one by one until everyone is engaged in the asking and answering of questions. Circulate throughout the room. I encourage my students to interview more than one survivor. Step 7: Tell the class it's time to switch roles when you observe the interviews have been completed. Allow a few minutes for students to change their props. Repeat Steps Five and Six. Days 4-5 Step 1: Explain that most interviews are printed word for word. But tell students that they will be allowed to edit and revise their answers to make them as complete and factual as possible. After editing and revising, students are ready to publish. Step 2: Have students type their interviews in the computer lab or on classroom computers using a word processing program of your choice. I model the page set-up on my computer before the students begin. Monitor students as they type their interviews, helping as necessary. When the interviews are completed they should be printed in black and white. Supporting All Learners Create a list of "good" questions on hand to use with any students who struggle with writing their own higher-level questions. Sit down with these students and either modify what they've written using your questions as models, or have them choose appropriate questions from your list. Lesson Extensions Titanic Theme Day: This past year, my students were so enthusiastic about playing the role of either reporter or survivor that many of them came to school dressed in complete period outfits. When 9-year-old boys willingly and eagerly wear three-piece suits to school, you know they're into the assignment. Although I wasn't planning to conduct the interviews until the afternoon, I asked students if they'd like to wear their props that morning and every single child who wasn't already decked out (no pun intended) took me up on the offer. This year I decided to have a "Titanic Theme Day" where students are encouraged to wear their
garb all day, design and write a postcard home describing their trip, and we have a formal afternoon tea with
period music.
The Titanic Diaries: If your students enjoy role-playing, do a bit more during their writing time. Ask students
to put themselves onboard the Titanic and complete three diary entries. Before each entry, I set the mood by
turning off the lights and providing the setting, some imagery, and their writing goal. Here's one way you
could proceed:
Start with the launch date of April 10 and ask students to write about their first few minutes on the ship and
th
to describe their stateroom. For April 12 's entry, have students write about the activities, meals, and
th
encounters with other passengers or crew members. For April 14 , your students can write about the cold
weather and the large number of icebergs they have seen throughout the day. I usually have my students
finish their diary when the ship sways slightly and the engines die.
When complete, we cover each diary with water-stained construction paper so that it looks like the books
were "rescued."
Home Connection
If you like, write a separate note to parents asking for help in gathering props or costumes for the interviews.
Many families may have extras that they would be happy to share. Parents can also be an extremely useful
resource in this lesson if your students are not proficient word processors. You may want to ask parent
volunteers to help type the interviews.
Assignments
1. Write a list of five to ten possible questions to ask during the interview.
2. Participate in a peer group, evaluating each of the five questions.
3. Revise and edit interview questions, then record the five best on the My Titanic Interview sheet.
4. Record answers to interview questions.
5. Publish interview using a word processing program on the computer.
Evaluation
1. Did your students have enough information about the disaster to write and answer the interview questions
adequately?
2. Did the students have enough time to gather and bring in props?
3. Was enough time provided for the interview?
4. Did every child participate in the interview? Did anyone feel uncomfortable because they did/did not have
props?
5. Were students able to publish on their own in a timely manner? Would parent volunteers be helpful for
publishing?Reproducibles
Note to Students
My Titanic Interview
Passenger Ticket
Assess Students
1. How were the students interacting?
2. Was everyone doing their "best" in order to help classmates write successful interviews?
3. Did "reporters" prompt their subjects if they were not getting complete answers?
4. Did students answer questions in accordance with the character they chose?
5. For example, did the first class passengers act and answer like first class passengers?
Written Outcome: Assess the final interview. Were students able to write higher level thinking questions? Did
they edit answers effectively?Lesson Plan #3
Front-Page News
Students create a front-page newspaper article and layout, including photos,
about the sinking of the Titanic.
By Genia Connell Grades: 3–5
Unit Plan: Extra! Extra! Titanic Sinks
Overview
Using their Titanic article, interview, and appropriate images, students will create a Titanic Front Page
newspaper.
Objective
Students will:
1. Select 3-5 appropriate images from the Internet that are reflective of the content of their front-page
newspaper
2. Write explanatory captions that fit each image
3. Lay out all of their newspaper components in an organized and logical manner.
Materials
• 18 x 64-inch sheets of white paper for each student
• Sample of Newspaper Layout (PDF)
• Students' completed summary articles from Lesson One
• Students' completed interviews from Lesson Two
• Samples of newspaper front pages from at least two different papers
• Picture of Titanic Newsboy from Lesson Two
• Titanic resource books
• Sheet of displaying 4 sample fonts
• Note to parents (optional: see Home Connections below)
• Paper/pencils
• Black ink pens
• Glue sticks
• Scissors• Rulers/yard sticks
• Computer/printer
Set Up and Prepare
1. Gather enough sheets of 18 x 24-inch paper for each student.
2. Print the Sample of Newspaper Layout printable for your reference.
3. Select front pages from at least two different papers. If possible, choose editions when "big" news occurred
and the main headlines are larger than usual. I have several reproductions of actual newspapers written at
the time of the disaster.
4. If you haven't prepared Lesson Two, find a photo of a newsboy selling an "Extra" edition in your resource
books, or on the Internet by typing Titanic newsboy image into a search engine.
5. Visit various websites that have photographs from the Titanic. Find these by typing Titanic images into a
search engine. Write down or bookmark the addresses of one or two sites you'd like your students to use to
find pictures for their newspapers. You may want to ask parents to help their children find these at home.
6. Using the computer, write the word TITANIC in four different fonts sized 100 point or larger. Choose fonts
you think would be authentic-style typeface for the large headlines on the students' newspapers. Print to use
as a display for the students. You will use this sheet to help students select a font when they're typing their
own headlines.
Directions
Day 1
Step 1: Display front pages you've collected where everyone can see them. Ask your class to compare the
pages. Ask: What does each have in common? Write answers like: each has a name, headlines, bylines,
pictures, price, and weather on the board.
Step 2: Tell students they're going to create their own front page about the Titanic disaster.
Step 3: Remind students how people waited eagerly to hear news about the Titanic, that many of the early
th
headlines were incorrect, and that the most accurate accounts were printed in pages dated April 17 and
after. Use this teachable moment to discuss how technology has changed how quickly news spreads around
the world.
Step 4: Show the photo of the newsboy holding the paper. Discuss the types of headlines and the size of
the print. Tell students those types of headlines are called "screaming headlines" and their purpose is to
"shout" at the reader in order to grab their attention.
Step 5: Have students take a few minutes to write their "screaming headline" about the Titanic tragedy. Help
proofread and correct any spelling errors.
Step 6: Next, instruct students to choose and write down the name for their newspaper. You can remind
them that certain papers were in the forefront when it came to reporting the news. (Background you may
want to share with your students: The New York Times was criticized heavily early on because it was the
first major paper to publish reports saying the ship had sunk and lives had been lost. Many people thought it
was irresponsible to report that an "unsinkable" ship had sunk.)
Step 7: Tell students that no front page is complete without a few attention-grabbing photos. Show
photographs from your Titanic resource books and discuss the types of photos they may want on their front
page. Give students the website addresses you found and ask students to find three to five appropriate
images for their papers. Remind them that many will select the same photos as their classmates because
there aren't that many images available. Students should print their images and trim away the white space.
Step 8: Have students write brief explanatory captions for each image to go underneath.Day 2
Step 1: Using the computer lab or classroom computer centre, have students type and print the following
using landscape view for the page setup: (Please see the Sample of Newspaper Layout for your
reference.)
1. In a 200-point font of the student's choice, type your "screaming headline."
2. In a 100-point Old English style font, type name of newspaper.
th
3. In an italic 18 point Times New Roman font, type April 17 , 1912 and Price 2 cents.
4. In an italic 24 point Times New Roman font, type Editor-in-Chief along with the student's first and last name.
5. In an italic 12 point Times New Roman font, type appropriate captions for their pictures.
Step 2: Model how to trim the words they just printed. Take a ruler and draw a very light line around the
name of the newspaper, leaving 1/8 of an inch of white space. Have students do the same. Monitor to make
sure students don't leave too much white space around the title. Many students will have to splice together
words from their headlines that printed on different pages or lines.
Step 3: Show the class how to carefully trim the newspaper name, cutting on the line you just drew. Ask
students to do the same.
Step 4: Model the outlining and cutting of the other typed items they completed in Step One. Students
should then outline and trim their remaining pieces.
Step 5: Have students use a ruler to outline and trim the white space away from their summary article and
their interview from Lessons One and Two.
Step 6: Using the Sample Newspaper Layout as a guide, model each step of this process very
carefully. To begin, give each student a ruler and a black pen. Ask students to follow these steps:
1. Measure 7.5 cm from the top. Draw a line straight across with a black pen. Glue the newspaper name in the
center of this space. The Editor-in-Chief (student name) goes in the upper right hand corner.
2. Measure 1.5cm under the first line. Use the ruler to draw a straight line all the way across. Glue the date on
the left side and the price on the right side.
3. Lay the screaming headline underneath the dateline. Make sure students have it centred before allowing
them to glue it down.
4. Draw a black line under the screaming headline.
5. Arrange the article, interview, and photos with captions in the remaining space. Note: This is a very quick
process for some students and very challenging for others. I always encourage the students who finish early
to help others with their layout and gluing.
6. Allow students to glue down the main part of their paper only after you've given them the okay.
Step 7: If possible, laminate the completed newspapers to give them a smooth, professional look.
Step 8: Proudly display your students' newspapers in a place for all to see.
Supporting All Learners
You'll find your visual learners benefit a great deal from all of your modelling and from seeing the actual
newspaper pages. Those students with spatial intelligence are likely to design and layout their papers nicely.Use those students to coach others who may not be able to visualize how all of the parts should go together
on the large paper.
Lesson Extensions
Many of your students' newspapers will have room for additional material. I allow my students to use
classroom resources to write "Five Fantastic Facts" about the Titanic. This gets glued on with the other
newspaper components on Day Two. I also give students the option of adding a chronological timeline
starting with the idea of the ship to its sinking.
Home Connection
You may want parents to help students gather Titanic images from the Internet that can be used on their
front page. Send a note home a few days before you begin Lesson 3. Remember to include addresses for a
few sites with images to get them started.
Having all of your students put the newspapers together at the same time can be challenging if you have a
large class (and sometimes even if you don't!). You may want to invite parent volunteers to work with small
groups and ensure students trim the components properly and lay them out in an organized format.
Assignments
1. Write a "screaming" headline for their paper.
2. Search for and select 3-5 photos using the Internet.
3. Write brief explanatory captions that fit each picture.
4. Type and print headings in appropriate font sizes.
5. Trim typed pieces and photos.
6. Layout components of newspaper so every item fits completely on the page.
Evaluation
1. Did you model enough?
2. Were students able to follow your directions or did they seem confused about what went where?
3. Was there enough space in your classroom for all of the newspapers to be spread out?
4. Were parent volunteers needed?
5. Did students organize their layout in a logical, attractive way?
6. Did students have any difficulty finding photographic images on the Internet?
7. Did the papers look similar to real pages when they were displayed?Reproducibles
Sample of Newspaper Layout
Assess Students
1. Were students able to follow the step-by-step directions in the correct order?
2. Were the captions brief and did they fit the pictures?
3. Did students work well together?Name:
My Titanic Interview
My Titanic Interview
“Excuse me, Madam/Sir. My name is _______________________
and I work for the ______________________ (name of
newspaper). May I please ask you a few questions? Thank you.
First of all, could you please tell me your name, what class you
boarded under, and how you came to be sailing on the Titanic?”
Answer:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Question 1:
__________________________________________________________
__________________________________________________________
Answer:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Page 1
http://www.scholastic.comQuestion 2:
__________________________________________________________
__________________________________________________________
Answer:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Question 3:
__________________________________________________________
__________________________________________________________
Answer:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Question 4:
__________________________________________________________
__________________________________________________________
Answer:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Page 2
http://www.scholastic.comQuestion 5:
__________________________________________________________
__________________________________________________________
Answer:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Question 6:
__________________________________________________________
__________________________________________________________
Answer:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Additional Notes from My Interview:
Page 3
http://www.scholastic.comYou can also read
