Titanic Reading Workshop | I Survived! the Sinking of the Titanic,1912
In this 10-day course, Students will read about an historic event while learning Literary Devices
Ms. Anastasia
Average rating:
4.9
Number of reviews:(45)
What's included
10 live meetings
10 in-class hoursClass Experience
Class Experience
Description
10 Days Literature Circle studying I Survived! the Sinking of the Titanic,1912
Taking this class is like taking a snapshot of my 1:1 classes and reading information I teach in depth, along with reading and writing skills.
Learners will be reading the book, as well as learning the background of history and science that created the event.
Every few days, each Learner will be given a role, such as:
Literary Luminary (illuminates figurative language)
Vocabulary Detective (Highlights robust or enriched vocabulary)
Plot Captain (Keeps track of the rising tension, along with other plot points)
Connector (Makes connections within the book and to life, as well as other books)
Day 1: 40 Minutes- Front Loading
Mini Lessons on:
Plot Maps
Basic characterization
In depth characterization: Flat and Round Characters
The 4 types of conflict
Basic figurative language
ForeShadowing, Irony
Basic words vs Robust vocabulary
Making connections
Assign roles;
DAY 1
30 mins- Start reading chapter 1 and discuss as we read.
HW: The Learner will write at least 2-3 sentences explaining what they discovered, aligned with the role the student has been assigned. It should be written in Classroom conversation AND in a Learner's Notebook.
****Teacher will send copies of all necessary material, such as a copy of plot structure, to Classroom Conversation****
Day 2:
10 mins:Go over homework, discuss findings. Learners will copy the findings in their notebooks
10 mins: Video on how Titanic was constructed with real video and photographs
Read the rest of chapter 1 -3 and discuss literary devices as we read.
HW: The Learner will write at least 2-3 sentences explaining what they discovered, aligned with the role the student has been assigned. It should be written in Classroom conversation AND in a Learner's Notebook.
Day 3:
10 mins: Go over homework, discuss findings. Learners will copy the findings in their notebooks
10 mins Game using NearPod and questions created from the book and our discussions
35 mins- Read Chapter 3 and Chapter 4 and discuss as we read. We will learn the important people who created and built the titanic.
HW: The Learner will write at least 2-3 sentences explaining what they discovered, aligned with the role the student has been assigned. It should be written in Classroom conversation AND in a Learner's Notebook.
Day 4
10 mins: Go over homework, discuss findings. Learners will copy the findings in their notebooks
10 mins: A video showing the history of the ship
30 mins- Read Chapter 5 and Chapter 6 and discuss as we read.
10 mins Game using NearPod and questions created from the book and our discussions
Day 5 ****Swap roles, each Learner will randomly be given a new role***
10 mins: Go over homework, discuss findings. Learners will copy the findings in their notebooks
10 mins: A video showing the history of the ship
35 mins- Read Chapter 7 and Chapter 8 and discuss as we read.
10 mins Game using NearPod and questions created from the book and our discussions
Day 6
10 mins: Go over homework, discuss findings. Learners will copy the findings in their notebooks
10 mins: A video showing the history of the ship
30 mins- Read Chapter 9 and Chapter 10 and discuss as we read.
10 mins Game using NearPod and questions created from the book and our discussions
Day 7
10 mins: Go over homework, discuss findings. Learners will copy the findings in their notebooks
10 mins: A video showing the history of the ship
30 mins- Read Chapter 11 and Chapter 12 and discuss as we read.
10 mins Game using NearPod and questions created from the book and our discussions
Day 8****Homework will now consist of comprehension questions***
10 mins: Go over homework, discuss findings. Learners will copy the findings in their notebooks
10 mins: A video showing the history of the ship
30 mins- Read Chapter 13 and Chapter 14 and discuss as we read.
10 mins Game using NearPod and questions created from the book and our discussions
Day 9
10 mins: Go over homework, discuss findings. Learners will copy the findings in their notebooks
10 mins: A video showing the history of the ship
30 mins- Read Chapter 15 and Chapter 16 and discuss as we read.
10 mins Game using NearPod and questions created from the book and our discussions
Day 10.
10 Minutes: Teacher will model how to answer a question, in paragraph form, similar to those below
30 Minutes: Learners will work in pairs, in a break out room, to write the answer to one of three questions:
- How was calling the Titanic a form of Irony? Use examples
- What type of conflict was shown in this book? Use examples
- Explain the Plot Mountain and how this book uses each step of it.
The teacher will pop into each room to answer questions and help where needed
25 Minutes: Students copy their paragraphs into the Classroom Conversation and read it to the class. The class will offer encouragement and what they liked about the writing.
After class, students will be sent a student feedback form, so the teacher can use the information to adjust and improve the class.
The class must have at least 3 students to run.Learning Goals
Students will learn about several kinds of Literary Devices
Students will learn how to look for Literary Devices while they are reading
Students will learn several new concepts, such as a new form of plot structure, and literary devices, such as irony
Students will learn to work together to discuss a book and later write a short reflection
Other Details
Parental Guidance
The Sinking of he Titanic is a story where many people died. The book and class does not focus on these details, but it does discuss this topic. The additional resources also do not focus on the great loss of death. The addition sources give a historic background as well a brief explanation of a tsunami.
Supply List
***A notebook*** to write daily notes and their homework- as well as the findings of other students. Student must have a notebook, so they are able to review their notes and answer questions that are spiral through the class content. A copy of I Survived! The Sinking of The Titanic, 1912, by Lauren Tarshis ****If student does not have the book, Ms. Anastasia will she showing the on screen Kindle Version. It is advisable for the student to have a copy of the book, to complete the short homework assignments. A personal Kindle version is suitable for this.
Language of Instruction
English
External Resources
In addition to the Outschool classroom, this class uses:
Joined August, 2021
4.9
45reviews
Teacher expertise and credentials
B.A. Alvernia University Education, English, and Psychology; Special Needs Cert.
Graduate: Oxford University- English
Career background working Grade 4 through 12 in the International Baccalaureate in English and Special Needs, abroad and in The U.S.
Example homework:
HOMEWORK:
Write 1 paragraph for each line you wrote (2 lines below) SHOWING/Describing, instead of telling.
My example
Telling: “Teenage clothes:”
Showing: "She wore her hair in spike punk-rock style, with five earrings on one ear and three in the other. Her self-cropped sweater hung off one shoulder, revealing a white tank top underneath. I loved to look at her shoes. When we would ride in my grandma's car, in 1986, there were not laws yet for the safety of a child, so I always sat on her lap, in the front seat, and stared at her shoes. They were basic white canvas tennis shoes, covered in colorful friends signatures, funny pictures, and sayings. She was cool, and everyone knew it. She did not care what people thought of her, and I wanted to be just like her when I grew up.
The problem was, only one of us got to grow up."
A written review from a freshman at Howard University:
Mrs Anastasia is one of the best teachers I’ve ever had. She taught me Mathematics and English in grades 6 and 7. As a student with a skills deficit in maths, I did not know what it felt like to understand everything in math class until Mrs Anastasia. She is the kind of teacher that takes the extra time to explain a concept in various ways until you understand. Even 7 years out, I remember her little trick for dividing fractions, “skip, flip, then multiply”– it has saved me on many exams. She also revisits the concepts after a few days to make sure they’re really embedded and that you have the necessary foundation to build on that concept. For the first time in several years, I did well in mathematics under her instruction.
For English class, she used discussion-based learning and gently asked questions to make sure that I’d wrapped my head around every facet of an idea. This was particularly helpful for more difficult concepts in harder books. Then there’s the writing. Ever since class with Mrs Anastasia, I have been commended by every teacher I’ve ever had on my written communication skills. Her instruction on language that is clear, coherent, and beautiful has been a foundation on which I’ve been building for years now.
I would recommend Mrs Anastasia to any student or parent
****
ABOUT ME:
I have worked in many different countries teaching various subjects, and working as a curriculum monitor. The work I did was through the IB (International Baccalaureate). I feel teaching is in my very soul. Teaching comes rather easy. Parents and Students have always found me very easy to work with, with that said I am a bit strict about completing assignments and students needing to put in their own work, on their side. If students don't do the work, I find it difficult to help them improve. It's that simple. My proudest moment as a teacher is when a student who had graduated, came back the next year and said, “I’m so glad I had you for two years. All the other kids at school are scrambling and my professor think I'm some kind of writing genius. Thank you, Mrs. Anastasia”
I have a B.A. In Elementary Education, English Education, and Psychology. Blending the three together is how I reach my philosophy/style. My classes are always project based and group discussion sessions. I teach a lesson and then we talk about how each student can apply the new material to the project.
I also have an ESL certificate, as well as A Special Need certificate.
I love Shakespeare. I would drink in his plays and sonnets all day. I adore when I am able to pass along the same love to my students.
Outside of teaching, I live a pretty quiet life. I have three children. Gardening is a favorite pastime as is painting, baking and making jams. I am also a writer, formerly freelance, having been published in many trade and consumer magazines and now a novelist.
My favorite place to live while teaching was Tortola, BVI.
ABOUT MY CLASSES:
In addition to group writing classes, that are longer than a one-time class, I will schedule a 30 minute one-on-one once a week in order for me to understand how to adjust lessons for your child or if your child is advanced, I will adjust to deepen content. There is no extra cost, it is built into the price.
Writing classes include: Creative Writing, Expository Writing, Opinion Writing/ Writing, 5 Paragraph Formula Writing (It’s easy! Give it a try), along with High school essay, SAT essay, and college writing classes
Other classes will be described within the class itself. Message me if you have questions!
Does your child have a school assigned book that you’d like me to help with reading and writing a reflection? I provide one-one services for this. Message me for details!Reviews
Live Group Class
$48
for 10 classes5x per week, 2 weeks
60 min
Completed by 4 learners
Live video meetings
Ages: 8-11
3-6 learners per class
