Lesson Plan Development

Lesson Title: Titanic Research Movie

Common Core and/or State Standard:

Writing Standards K-5: Research to Build and Present Knowledge 7. Conduct short research projects that use
several sources to build knowledge through investigation of different aspects of a topic. Include sources and/or
topics by and about American Indians.

Writing Standards K-5: Research to Build and Present Knowledge 8. Recall relevant information from experiences or
gather relevant information from oral, print and digital sources; summarize or paraphrase information in notes and
finished work, and provide a list of sources.
Lesson Objective:
Students will recall
relevant information Assessment of Learning: Students will create an iMovie using digital photos and voice
from their research over important information learned from their research.
and create a movie
about the Titanic.
Lesson Objective:
Students will analyze
several sources to
Assessment of Learning: Students will create a list of at least 3 sources used for
build knowledge
the movie they create.
through
investigation of the
Titanic.

Based on the lesson objectives, select an appropriate teaching model 5E

Indian Education For All (IEFA) No Yes. If yes, please describe

Lesson Classroom
Procedures/Activitie Materials Managemen
s t Needs
Engage: Titanic photos taken from Students will
https://www.history.com/topics/titanic/pictures be sitting at
Students will be desks when
presented with several the task is
iconic photos of the Video: https://www.youtube.com/watch?v=POj_I8DSvZI explained.
Titanic. Ask students to After the task
write a question or any is explained,
information they know students will
about the picture on a have the
sticky note. The freedom to
students will then do a walk around
“gallery walk” and and view the
place their sticky notes photographs
on the photos. as they write
(10 minutes) on their sticky
notes.
Ask students to meet
you at the rug for a Students are
video. Show video. sitting in their
Read aloud the facts in learning lines
the video. Ask students on the rug
what they thought during the
about the video. What movie and
stood out to them? assignment
What did they think description.
was fantastic? What
questions do they have Student pairs
after seeing the video? have already
What questions that been assigned.
they wrote on their
sticky notes were As the teacher
answered? reads out the
(5 minutes) partners, they
will get one
“I know that in your worksheet
technology class you from the
have been working with designated
iMovie. Today I am place and their
going to introduce a Chromebooks.
project to you where
you will get to use
those skills.

“Over the next week we

will be honing in our
research skills and
learning about the
Titanic. After the
research is complete,
you will create an
iMovie with photos and
voice over important
information gained
from the research.

“Today we will be
getting into partners
and working on your
Macbooks to fill out a
note-taking guide.
Remember, just like
when writing
explanatory texts, we
want to focus on Who?
When? Where? Why?
and How? (point to
anchor chart on wall).

“You are also going to

get a checklist of all the
items you will need to
have to complete the
project. Notice on the
checklist is a list of
sources, you need at
least three and one
resource needs to one
that you find, not off
the list I have e-mailed
to you.” Show list as it
is being talked about.
(5 minutes)

Call out partners from

the list.
(5 minutes)

Explore: List of websites e-mailed to students’ school Gmail. Students may

 https://kids.nationalgeographic.com/explore/history/a- work
Students will work on titanic-anniversary/#TitanicInterior1.jpg wherever they
researching the Titanic  https://www.ducksters.com/history/us_1900s/titanic.php are
through provided comfortable
websites with the and not
requirement of adding disruptive.
at least one of their Checklist Students are
own websites. familiar with
(Amount of time will MacBook this structure
vary, but the research and know
part should take 20 Note-taking guide expectations
minutes the first day of reasonable
and 20 the next.) voice level and
working hard.
Explain: iMovie software This is done at
the students’
Students will write a Volunteer who knows how to use iMovie own pace, but
script of what they with a
would like to say in deadline in
their video. The script mind.
will need to designate Deadline may
who will be talking be moved
when. Students will around
have script approved by depending on
teacher and will need how much
approval before time the
recording. students need.

Students will record Students will

their script and then again be
find photos to place working where
along with their script. they are
comfortable
If students struggle, and not
they will be asked disruptive
questions to get them with same
going in the right expectations
direction. For instance, as before.
they may be asked
what they would tell a Teacher will
friend if that friend had be walking
never heard of the around
Titanic. assisting
groups.
(This could take
multiple blocks of 30
minutes)
Extend/Elaborate: Projector/Computer Students will
be sitting in
Once everyone has iMovie software desks
finished their iMovie, watching the
movies will be Worksheet to record movies.
presented. Students
will be asked to write Pencil Teacher will be
one thing they learned watching
and one question they movie, but
still have for five peer’s also managing
movies. classroom
(This will be broken up behaviors.
in 15-20 minute
increments until all
movies are watched).
Evaluate: Photos from Pre-Assessment Students will
be sitting at
Ask students the rug in learning
questions that were lines so that
posted on the photos everyone will
and have a class be able to see
discussion of what each the photo
photo is of and what is being
significant about it. discussed.

Evidence of Lesson Effectiveness/Student Learning: Will be measured by the movie created, script of the
movie, source list, and reflections on peer movies.