Tonight on the Titanic: Teacher Guide
Chapters 2&3
Introduction
1. Welcome class
2. Review rules
Enrichment – Morse Code
1. Make sure computer is ready to go with website (Beginner): http://www.classbraingames.com/2009/12/learn-morse-code/
2. Introduce Morse Code.
a. Definition: Morse Code is a way to send information using tones, lights or clicks. The crew of the Titanic used Morse Code to call for help.
b. Ask: Does anyone know what letters they used to call for help?
3. Distribute the Morse Code charts
a. Review the letters
i. Have students repeat after you for each letter.
ii. As they improve, allow them to guess how the next letter should be read.
iii. **dots = “dit”, dashes= ”dah”**
b. Demonstrate letters with the tone.
i. Use the computer to play a few letter
ii. Have students try to guess what word you’re sending them through Morse Code
1. Use short, easy words like “the”
c. Writing
i. Distribute notebooks
1. Have students turn to next available page
2. Ask students to write their first names in Morse Code
a. Students who finish quickly, can be asked to write out their full names
ii. Have students share their names in Morse Code
1. Use the computer to send the students their names in Morse Code, after each student shares
iii. Vocabulary (define words as you go along)
1. Explain next part of activity
2. Assign students a vocabulary word by writing it into their notebooks (leave plenty of open space)
3. Ask students to write the word is Morse Code
a. They will get a chance to send their word using the computer.
4. After all students are done, ask them to number their page from 1-4 (this should all be on the same page.)
5. Allow students to write out their words using the computer
a. The rest of the class must receive the words and write them after the appropriate number in their notebooks
6. After all students are done, turn the page in the notebooks and do a second round
7. Correct answers as a class. Did everyone get all the words?
iv. 911
1. Ask: Have you ever experienced an emergency? What happened?
2. Turn to new page of notebook
3. Students may choose a real or pretend emergency to write about.
a. Ask students to write out what they would say to 911 about their emergency.
b. Then, have students translate their statements to Morse Code
v. If there’s lots of extra time, have students read their statements out loud in Morse Code, see if the other students can guess what happened.
Reading
1. Pre-Reading
a. Look at the titles of Chapters 2 and 3
i. Ask: What do you think thes chapters will be about? Why do you think that?
2. Reading
a. Read Chapters 2 and 3 silently
3. Post Reading
a. Ask: Why do you think Jack and Annie’s clothes changed magically? Why do you think that?
b. Ask: What is Jack and Annie’s goal on the ship?
c. Ask: Why did Jack and Annie think it was a good idea to go into the The Unsinkable Ship book (at first)?
i. Ask: Was it actually a good idea? Why or why not?
d. Ask: How do you think Jack and Annie were feeling when they discovered that they were on the Titanic?
i. Ask: After learning that they were on the Titanic and therefore in danger, Jack and Annie had a choice to make. What was that choice? (To stay or leave)
ii. Ask: What did they decide?
iii. Ask: What would you have done?
e. Ask: What time was it? When was the SOS signal? (11:40pm)
i. Set one of the clocks to 11:40pm
f. Ask: At what time did the titanic sink? (2:20am)
i. Set other clock to 2:20am.
ii. Label clocks by placing clocks on the lip of the white board and writing its label above it.
g. Ask: How long do Jack and Annie have before the ship sinks? Is that a long time or a short amount of time?
h. Ask: How did Jack and Annie know that not everyone would be safe? (Not enough life jackets)
i. Ask: How does it make you feel to know that it was nearly impossible for everyone to survive?
Journal-Writing
1. Tell students about journal-writing and how it can be helpful.
2. Have students turn to the next blank page.
3. Ask students to fill up 2 full pages about the following topic:
a. What do you think it was like to be on the Titanic?
i. What was it like when it hit the ice berg?
ii. What do you think all the people did after the Titanic hit the ice berg?
iii. What do you think the people were doing when the Titanic hit the ice berg?
iv. What do you think the weather was like?
Appendix
#1 – Vocabulary Words
bamboo – a type of tube-like wood. “The furniture was made of bamboo.”
climb – to move upward, usually using hands and feet only. “He climbed up the mountain.”
columns – pillars, usually cylindrical, that are usually used to support ceilings. “I snaked my way through the columns of trees in the forest.”
cozy – snug, comfortable, warm. “I feel most cozy in my bed, snuggled with my mom and my favorite toy.”
distress – to make someone feel strained and frustrated. “The ship sounded its distress signal when pirates were quickly approaching.
engine – a machine that makes energy into motion. “The engine makes my car go.”
fancy – not plain, beautiful/handsome/rich, ornamental. “I only wear my fancy clothes when I go to special events, like my grandma’s birthday party, my auntie’s wedding, or my cousin’s quinceañera.
gaze – to look at something that you’re interested or curious about. “I gazed at the yummy birthday cake while the baker brought it to our table.”
glisten – to sparkle or shine. “The water in the pool listened in the bright sunlight.”
iceberg – a large floating mass of ice. “Boats sailing in the cold waters near Greenland should watch out for ice bergs.”
life preserver – a device used to help keep you afloat in the water. “My little cousin, who doesn’t know how to swim, fell into the deep end of the pool. The lifeguard jumped in with a life preserver to get my cousin out of the pool.”
ocean liner – a large passenger ship. “I sailed on an ocean liner from England to New York.”
pajamas – clothes worn for sleeping. “I like to wear my Dora the Explorer pajamas when I go to bed.”
pane – a flat plate of glass. “Watch your step! A pane of glass just broke where you’re standing.”
prairie – a big field of grass. “It was difficult to play soccer because the grass in the prairie was so high.”
scruffy – messy, untidy. “My hair was scruffy after my dad messed it up by rubbing my head.”
shiver – to tremble or shake because of cold air. “When I walked into the huge freezer, I shivered.”
smokestacks – a pipe used to allow smoke to escape from a room where. “Careful near the smokestacks! The smoke is very hot!”
stormy – having the qualities of a storm, like dark skies and cold and wet weather. “I like to curl up with hot cocoa and a book on stormy nights.”
surprise – something unexpected. “I thought everyone forgot my birthday, but they were really just keeping my surprise party a secret.”
voice – the unique sound of a person talking or singing. “My voice is naturally quiet, so people are always telling me to speak up.”
voyage – a long journey. “I voyaged all the way to Santa Monica on my bike. It took me a whole hour and I had many adventures along the way.”
whimper – a soft cry, usually due to pain or deep sadness. “My dog whimpers when my little brother kicks him.”