lesson 11 teacher’s guide iceberg ahead! 11 teacher’s guide iceberg ahead! by nate pervil...

Number of Words: 1,240

L E S S O N 1 1 T E A C H E R S G U I D E

Iceberg Ahead! by Nate Pervil

Fountas-Pinnell Level RNonfictionSelection SummaryEleven stories high, costing $7.5 million, the enormous passenger ship Titanic promised a memorable voyage for its 2,200 passengers. Little did anyone know that only 705 passengers would live to tell of the missed radio warnings, moonless night, and still waters that led to the ships fatal collision with a massive iceberg.

Copyright by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre Nonfi ction

Text Structure Third-person narrative Numbered points Log entries listed in time sequence

Content The historical sinking of the Titanic Heroism and tragedy

Themes and Ideas Even the big and powerful can be defeated. Some people become heroes during times of crisis. Panicking in an emergency can cost lives.

Language and Literary Features

Dramatic language punctuated by exclamation points Vivid verbs: looming, jutted, blares, slams Metaphoric language: hungry for news

Sentence Complexity Multiple series of short sentences add to the drama of the scene. Exclamations

Vocabulary Many ship terms, most of which should be familiar: captain, radio operator, warning bell, crew, lifeboats, on board

Words Multisyllable words: carrying, happened, anotherIllustrations Photos, map, and replicated documents (poster, newspaper) support the text.

Book and Print Features Fourteen pages of text, brief chapter headings, and illustrations on most pages. Table of contents and index

2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

collided crashed into forcefully, p. 6

desperation a hopeless, very anxious feeling, p. 9

dismay sudden unhappiness or worry, p. 7

eerie weird in a disturbing way, p. 9

frothing foaming and bubbly, p. 10

jutted stuck out or up sharply, p. 6

looming coming into view in a threatening way, p. 6

mounting increasing or growing, p. 9

receded moved back or away from a point, p. 13

stabilize provide balance and security, p. 9

Iceberg Ahead! by Nate Pervil Build BackgroundHelp students use their knowledge of ships to visualize the selection. Build interest by asking questions such as the following: Have you ever ridden in a boat or a ship? What do you remember most about your trip? Read the title and author and talk about the cover illustration. Explain that the passenger ships were the only way people could travel across oceans in the early 1900s.

Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

Page 3: Explain that this is a selection about the 1912 voyage, or sailing trip, of the passenger ship Titanic. Suggested language: Turn to page 3 of this book. Read the caption. The poster says that the Titanic was the largest steamship in the world. Why do you think this fact appeared on the poster?

Pages 45: Point out that captions can give clues about information in the text. Explain that the Titanics captain received warnings about ice in the water. Ask: What do the captions on these pages tell you?

Pages 68: Read the caption on page 8. Explain that the Titanic collided. Ask: What do you imagine the passengers might have felt and heard when the ship hit the iceberg? Why would passengers feel dismay if they knew ice was looming?

Page 9: Explain that the Titanic splits in half with a loud roar, before all lights go out and an eerie silence follows. Why do you think the author chose eerie to describe the silence? How do people react to eerie sounds?

Now return to the beginning of the selection and read to learn more about what happened when an unsinkable ship met a massive iceberg.

2 Lesson 11: Iceberg Ahead!Grade 6 Houghton Mifflin Harcourt Publishing Company

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ReadHave students read silently while you listen to individual students read. Support their understanding of the text as needed.

Remind students to use the Summarize Strategy and to briefl y restate in their own words the important parts of the text as they read.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection.Suggested language: Why did the Titanic collide with an iceberg and sink? How do you think this disaster could have been prevented?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

The Titanic set sail for New York having been warned about an ice fi eld.

Failing to receive later warnings, the Titanic collided with an iceberg.

Although some passengers left in lifeboats, most died with the ship or in the icy waters.

People need to stay calm in an emergency.

Some people act like heroes in an emergency.

People who are responsible for the safety of others need to carefully do their jobs.

The dates and times in the section heads build suspense for the reader.

The short sentences in the logged section of text sound realistic, as if someone were actually writing a log or journal in an emergency.

The author includes lots of details about the iceberg and surroundings to help the reader visualize the horrible situation.

2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Suggest that

they try reading a couple of pages of the log as if they were a broadcaster reporting the event.

Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that a syllable can be a single vowel sound in a word. For example, the word collided (page 6) has three vowel sounds and, therefore, three syllables: col lid ed. Words are also composed of morphemes. A free morpheme is the smallest unit of meaning in a word, while a bound morpheme is a morpheme that is always attached to another. The word collided contains two morphemes: the free morpheme collide and the bound morpheme, the suffi x ed.



Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 11.1.

RespondingHave students use their Readers Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: eerie)

Reading Nonfi ctionNonfiction Features: Index and Text Structure Remind students that nonfi ction has many features to help readers fi nd and understand important information. The index and the text structure are two of these features. Explain that an index contains key words and phrases in the text as well as the number of the page on which each can be found. An index helps the reader fi nd a particular idea or topic in a text. Reading the index in a nonfi ction book is a quick way to locate information the reader wants to review or relearn. Have students fi nd a word from the text that they feel should be added to the index.

Text structure is another important source of information. The way information is presented helps the reader organize and understand the text. Have students look again at the text on pages 511. Ask how the structure of the text on these pages helps the reader (organizes events by time, shows the increasing desperation of the situation, builds suspense, helps the reader understand how quickly things happened). Then have students use the same structure to write an entry about something passengers may have done between two listed times in the text.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts Why is the fi rst paragraph on page 3 important to the book?

Which words on page 9 help the reader understand the meaning of the word mounting?

What is the authors point of view on the subject of the Titanics accident?



Target VocabularyFill in the blanks in the Column Chart below with your ideas about the Target Vocabulary words. Then complete the Column Chart with three of the remaining Target Vocabulary words.

eeriestabilizerecededjutted

frothingdismaydesperation

mountingloomingcollided

Vocabulary

Word and Definition This word makes me think of . . .

This word might alsobe useful for talking

about . . .

eerie: strange or causing uneasiness

an abandoned house a dark night,

receded: went back floodwaters disappearing, an army retreating

jutted: a peninsula of land, like Florida

a child sticking out his lower lip, a mountain cliff

Name Date

Iceberg Ahead!Target Vocabulary

Target Vocabulary Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 11B L A C K L I N E M A S T E R 1 1 . 1

Grade 6, Unit 3: Going the Distance3

the tide

stuck out

watching a scary

movie

Possible responses shown.

11.01_6_246260RNLEAN_Target VocaSec1:3 Sec1:3 12/12/09 1:17:39 AM

First Pass

English Language DevelopmentReading Support Pair English-speaking and English language learners so that they can check their understanding with each other.

Cultural Support The Titans were powerful gods in mythology that, according to legend, ruled Greece during the Golden Age. The word titanic, therefore, means of enormous size, strength, and power, which certainly fi ts the ship of the same name.

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students English profi ciency level Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What is the book about?

Speaker 2: the sinking of the Titanic

Speaker 1: When did the Titanic leave England?

Speaker 2: April 10, 1912

Speaker 1: Why does the radio operator ignore ice warnings on April 14?

Speaker 2: He ignores ice warnings because he is busy sending passengers messages.

Speaker 1: Why is the Californian better able to help the Titanic than the Carpathia?

Speaker 2: The Californian is closer to the Titanic.

Speaker 1: Why was Molly Brown a heroine in the Titanic disaster?

Speaker 2: Molly Brown was a heroine in many ways. She gave her warm fur coat to a man who was wet and cold. She helped row the lifeboat in which she was riding. She also gave comfort to women who had to watch their husbands die with the sinking Titanic.



Name Date

Iceberg Ahead!Thinking Beyond the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

On page 12, the narrator says: Newspaper reporters are there gathering information. They know that their readers are hungry for news. What does the expression hungry for news mean? Should people be hungry for news of a disaster? Why or why not?


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Target VocabularyFill in the blanks in the Column Chart below with your ideas about the Target Vocabulary words. Then complete the Column Chart with three of the remaining Target Vocabulary words.

eeriestabilizerecededjutted

frothingdismaydesperation

mountingloomingcollided

Vocabulary

Word and Definition This word makes me think of . . .

This word might alsobe useful for talking

about . . .

eerie: strange or causing uneasiness

an abandoned house a dark night,

receded: went back floodwaters disappearing, an army retreating

jutted: a peninsula of land, like Florida

a child sticking out his lower lip, a mountain cliff

Name Date

Iceberg Ahead!Target Vocabulary

Lesson 11B L A C K L I N E M A S T E R 1 1 . 1



1414242

Student Date Lesson 11

B L a c k L i n e m a s t e r 1 1 . 2 3

Iceberg Ahead!Running Record Form

Iceberg Ahead! level r

Behavior Code Error

Read word correctly cat 0

Repeated word, sentence, or phrase

cat

0

Omission cat 1

Behavior Code Error

Substitution cut cat 1

Self-corrects cut sc cat 0

Insertion the

cat1

Word told T cat 1

page Selection Text Errors Self-Corrections

3

On April 10, 1912, a ship left England for New York City. It

was carrying more than 2,200 passengers and crew. The ship

was called the Titanic and what a fitting name. It was huge!

The Titanic was as tall as an 11-story building. It was as

fancy as some of the best hotels in the world. And many

people thought that it was so well built, it could not sink. But

they were wrong.

The Titanic never reached New York City. Only 705 people

who boarded the Titanic would survive. What happened to the

Titanic?

Comments: Accuracy Rate (# words read

correctly/96 100)

%

Total Self- Corrections



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lesson 11 teacher’s guide iceberg ahead! 11 teacher’s guide iceberg ahead! by nate pervil...

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