Grade 2 Novel StudyMagic Tree House #17: Tonight on the Titanic by Mary Pope Osborne and Sal MurdoccaTitanic by Will Osborne and Mary Pope Osborne (Fact book supporting novel)General Outcome 2 – Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.General Outcome 3Students will listen, speak, read, write, view and represent to manage ideas and information.

Chapter

Engaging Activity ELA Specific Outcomes

Other curricular connectio

ns1

A New Mission

-Discuss the setting – KWL chart - What do you know about Magic Tree House stories? Making the connection that a story can take you places… Riddles that need to be solved throughout the story – Where do you think you can find the gifts? – predictions

2.1 - preview book covers and titles;look for familiar words, phrases and story patterns to assist with constructing and confirming meaning.2.3 - identify main characters, placesand events in a variety of oral, printand other media texts

2The

Web what the students know about the Titanic –

3.3 - categorize related ideas and

Unsinkable

Ship

add to web as the book continues, can be done on Kidspiration or an ongoing bulletin board display

information using a variety of strategies, such as finding significant details and sequencing events in logical order

3SOS

-Titanic Timeline – start the timeline -SOS – Morse code – what forms of communication could we use today if we are in trouble – If you are in trouble what do you do? What did they do, what do we do? Comparison – Past and present (and future)

3.3- as above2.3 -identify and explain the use of various communicationtechnologies

Social Studies 2.S.2 develop skills of historical thinking:• correctly apply terms related to time (i.e., long ago, before, after)• arrange events, facts and/or ideas in sequenceHealth -W–2.10 identify members ofpersonal safetysupport networksand how to accessassistance; e.g.,family members,teachers, BlockParents, police,clergy, neighbours

4Put on Your Life

Belts!

What would you say to the passengers to help them believe that the ship is really sinking? Acting it out – persuade the passengers to get off the ship!

Fine Arts-drama• explore emotion, express emotion, role play, learn to respond to stimuli; e.g., music, pictures,objects, literature

5William and Lucy

-Draw a picture of the characters in the story using the descriptions in the chapter – describe

-Class discussion -

2.2 - identify words in oral, print and other media texts that create clear pictures or impressions of soundsand sights

2.2- connect

Travelling without your parents – how would you feel?

situations portrayed in oral, print and other media texts to personal and classroom experiences

6Women and children first

– Read poems on the topic, show pictures of women and children in lifeboats -Create own poems – using words that elicit emotion – type the poem on netbook

2.2 - respond to mood established in a variety of oral, print and othermedia texts- identify and use words and sentences that have particularemotional effects

7The Gift

-The gift of their fathers’ watch – -Students can write a new ending, the chapter leaves them hanging – When Annie gets left in the lifeboat – Drawing or writing an ending.

2.2 – suggest alternative endings for oral, print and other media texts

8Every Man for

Himself

Students break into groups to write a good question on the chapter – Class discussion - What makes a good question? Students answer each other’s questions

3.1 - ask questions to focus on particularaspects of topics for own investigations

9Time Stops

-Music tied to the chapter and students create a creative dance/movement correlating the moments in the chapter – different types of classical music – feature music that was

2.4 - use own and respond to others’ideas to create oral, print and other media texts

PE - A2–8 demonstrate basicdance steps andmovement; e.g.,creative, folk, line,sequence and novelty, alone and with others,

played as the ship was going down.

by using elements ofeffort, space andrelationshipA2–9 perform simple movement sequences by using elements of body and space awareness andrelationships, aloneand with others

10A

Touch of

Magic

Write a journal entry – fact or fiction, or a combination of both, as the children return home in Frog Creek, Penn.

2.2- express thoughts or feelings relatedto the events and characters in oral,print and other media texts

Final -As a class create a patchwork quilt of nouns, with illustrations – compare quilts between classes

-Individual work- write one question, 2 per chapter – and use sentios to answer the question – graphing the answers – class discussion from the answers

Science - Facts for you and Jack - items that are on boats today because of the Titanic – before and after. What did we learn from the Titanic?

Through-out

the novel

- pick out words they don’t know – build a list of vocabulary - picking out nouns and compound words throughout the story.

- continue to build Titanic timeline throughout the story. Could be built as an ongoing display or on the SMART board.

-use of Smart board – anagrams – create activities for each other, sort fiction and non-fiction,

2.1- figure out, predict and monitor the meaning of unfamiliar words tomake sense of reading, using cuessuch as pictures, context, phonics,grammatical awareness andbackground knowledge

-use knowledge of word parts, contractions and compound wordsto read unfamiliar words in context

2.2 - retell the events portrayed in oral,print and other media texts in sequence

Math - Survivors – how many from each class, how many children?

-sort beginning-middle-end, sorting sentences – building it for each other, -post questions created by students

2.4 - create narratives that have beginnings, middles and ends;settings; and main characters that perform actions

http://www.titanicuniverse.com