(Pass out Page 2 & 3 "Iceberg! Right Ahead!') Review the inferring equation with the students. What do we do when we find unfamiliar words in our reading?

(Using the Elmo) model how we infer meaning of words from the article (Page 2 and 3). Have the students read the article one time to themselves and circle any words that they are unfamiliar with. Read the article out loud as a class and stop at the first unfamiliar word. Using the Elmo, complete the 4 Column Inferring Form (four columns labeled: Word, Inferred Meaning, Text Clues, and Sentence).

When we come across a word that we are not sure about, we need to consider clues to help infer the meaning. Thinking back to our equation, BK+TC=I, we will use our background knowledge and merge it with text clues to infer the meaning and fill in the form on the overhead. 

Can you see how I used clues from the text to find clues to the meaning of the word? (Have the students turn and discuss)

Continue reading the article and record unfamiliar words in the first column and then write what we infer the word means in the second column. In the third column write down what clues helped infer the meaning. In the fourth column, you will write a sentence using the word. 

One of the reasons we write the word in a sentence is that if we can do that, we probably understand the meaning. 

Ask the students what we do when we come to unfamiliar words in our reading? How do we make inferences? Review with the students that we will have to make inferences on unfamiliar word. Pass out the Article and start reading the article together. Stop when you get the first unfamiliar word "Colossus". Fill out the 4 Column Inferring Form for the Colossus. 

Have the students read the article "Building a Colossus" one time through. Then have them read it a second time, and this time through have them circle any words they are unfamiliar with. 

Have the students share the words they circled and create an anchor chart as new vocabulary in their Reading Journal. 

Pass out the 4 Column Inferring Form and have them complete it for the article. 

 (If there is more time, pass out the Inference Worksheet and have the students practice.)

Yesterday, we discussed that good readers always search for additional clues in the text. Why? (Because the more clues we have the more likely our inferences are correct)

Yesterday, we looked at different pictures of the titanic crew and passenger tickets and inferred where they were or what they were doing. Today we are going to practice inferring that some more. Using the Elmo, show the pictures and discuss as a class what we can infer from them. 

Pass out the one of the Inferring Picture Worksheets and complete it together. Then have the students complete the second one on their own. 

Review with their students about inferring and facts. Can the students tell you what the difference are? Review with the students the essential question we are reading to answer. 

Have the students pull out their article and continue reading from paragraph 10-22. The students will read the article one time through and then re-read it. On the second read they will be looking for evidence to answer their essential question in the reading journal, "Could the accident have been prevented?". Make sure the students know that they must include evidence in their writing to prove their inference. 

Explain to the students that after they finish their research on their ticket's passenger, they will create a Power Point presentation to show the class on Friday. The big finale of the presentation will be whether their person lived or died (Make sure the students know NOT TELL ANYONE).

Using the Elmo, walk through the Graphic Organizer as an example (John Doe). The students need to write down the example Graphic Organizer on their paper. After completing the Graphic Organizer draw names for the students to come and choose their Passenger's name as their research.

Make certain the students write down their passenger's name in their Writing Journal so they can start on their research tomorrow. (Make a teacher's list in case a student loses theirs). 

Have student pull out their Graphic Organizer from yesterday. Today they will start on their research of their passenger using the website link provided. Before having students get computers remind them that they are NOT allowed to be on any other websites than the one provided and no emailing each other. Tell the students that they will go to the teachers Web Page and assess the link for Titanic Research. Once on this page they will find their passenger and click on their name. Once on this website they will not have to leave this site. (Model for the students using the computer how to get to the website.)

Have the students get a computer and start their research on their passenger. Walk around the class and monitor the students making sure they are on track and completing their Graphic Organizer. 

Before having the students get a computer have them each pull out their Graphic Organizer. Ask the students how they get to the link for the research website. Have students get a computer and finish their research. 

The students should be encouraged to finish their research today. Walk around and make sure the students are wrapping up gathering information on their passenger. When the students finish their Graphic Organizer they need to have it checked off and approved by the teacher. 

If a student is having a hard completing the Graphic Organizer work one on one with them in gathering their information. 

If a student finishes early, have them read an article from the Titanic books or read quietly.

Have all students get a computer and sit on the carpet to easily assist them all. Tell the students that you are going to teach them how to create their Power Point for their presentation. Have the students all open Power Point on their computer. 

Walk step by step on the Power Point using the Smart Board and teacher computer. Create an example Power Point using the John Doe Graphic Organizer from earlier.

Show the students how to name their Power Point based on their Passenger and walk through with the students to help them create their Title Page, which will include their name and their passenger's name. Have the students return to their seats to complete their Title Page. Once all the students have completed their Title page, show the students how to go to the Next Slide.

Before starting the next slide, tell the students about the size and style of the font to be used (14 Time New Roman). Remind the students that they need to focus more on the information on the slides rather than the style and look of each slide. Express that their Power Point presentation is about showing their passenger information NOT an entertainment slide show. The most that the students should be changing until the end is changing the background on their slides- Show the students how they can do that. 

Explain that you can help them with little tricks and tools about Power Points once they have finished their Power Point presentation with all their needed information. 

Show the students the rubric that you will be grading their Presentation of off. Review the needed information and what all you will be looking for. This will allow students to know what all needs to be included and what you will be expecting. 

Before having students put up their computers, show the students how to save their Power Point correctly and remind them that they need to save it throughout their presentation.

(Also, remind the students that they cannot start on their Power Point until they have completely finished their Graphic Organizer.)

Before having students get computers, review with the students what needs to be on their Power Point. What details and what do they not need to worry about? 

Have the students pull out their Graphic Organizers and work on their Power Point presentation. Walk around and assist the students put their information on the slides. Remind the students of different basic tools to create their power point and encourage students to ask questions if they are stuck or need help. 

Make sure to walk around frequently to check their internet usage and make certain they are on task.

The students will use their Graphic Organizer to complete their Power Point presentation. The students need to complete their presentation to be able to share the next days! 

Students that have put together all their basic needed information need to get their Power Point approved by the teacher. You can also show them some tips and tools of Power Point to add to their presentation. Once the Power Point has been approved and the student is happy with their work, they need to email the teacher their final project. 

Before the students present they need to learn how to give a presentation. Using the Smart Board Lesson show the students how they will give a presentation to the class. Go through the Smart Board Lesson with the students and model to them how to give a speech (You can use the John Doe passenger from the Graphic Organizer). Also explain to the students that they will be graded by you and their classmates. Each student will have a rubric and will be responsible for completing it for each presenter to ensure they are staying engaged. 

Review with the students the rubric you will be using to grade their Power Point presentation. Review what you will be looking for.

Have the students wrap up any last minute fixes and adjustments they need to make on their Power Point presentation. Make sure that once the students are finished they get their Power Point approved and email it to the teacher.