Old Ironsides

Created by:

Julie O'Brien

Title/Role:

Student Masters Program

Organization/School Name:

The San Miguel School

Location:

Massachusetts

Grade Level:

Type of Lesson:

Stand-alone lesson

Type of Schedule:

Combination

Collaboration Continuum:

Moderate

Content Area:

Language Arts

Content Topic:

US History and Poetry

Standards for the 21st-Century Learner

Skills Indicator(s):

2.1.4 Use technology and other information tools to analyze and organize information.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

Dispositions Indicator(s):

1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.

2.2.4 Demonstrate personal productivity by completing products to express learning.

Responsibilities Indicator(s):

1.3.1 Respect copyright/intellectual property rights of creators and producers.

1.3.5 Use information technology responsibly.

4.3.1 Participate in the social exchange of ideas, both electronically and in person.

Self-Assessment Strategies Indicator(s):

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

1.4.4 Seek appropriate help when it is needed.

3.4.2 Assess the quality and effectiveness of the learning product.

Scenario:

To begin a unit on poetry, the TL and classroom teachers met to plan a multimedia project encompassing the poem Old Ironsides by Oliver Wendell Holmes and the USS Constitution. The students will come to the library to begin the creation of a travel guide in the form of either a website or brochure for tourists to utilize when taking a walking tour of the naval vessel. A history of the ship, visual images, and present-day issues are among the concepts to be addressed on the guide. The TL will review proper web search strategies, the importance of a work cited page, and the use of a LibGuide before instructing the students on the use of Weebly.com to create their websites. The TL and the classroom teachers will monitor the students' progress while in class. The students will have the opportunity to complete their project at home. A rubric and student evaluation for the assignment is included on the LibGuide.

Overview:

In exploring a unit on Poetry, students will research the USS Constitution and construct a guide that a tourist could follow while taking a walking tour of the vessel. The students are asked to consider the following essential questions: What are some present day uses of the USS Constitution? What is the significance of the naval vessel to Massachusetts, Oliver Wendell Holmes and his poem, Old Ironsides?

Final Product:

The students will create a travel brochure or website that a tourist could follow while taking a walking tour of the naval vessel, USS Constitution. The students will include a history of the ship and a visual presentation of its layout, as well as a list of present-day uses. The final product must contain a properfly formatted MLA works cited page or section.

Library Lesson:

The students will analyze the poem Old Ironsides by Oliver Wendell Holmes. The students will learn the history and present-day uses of the USS Constitution. The students will learn how to create a travel brochure or website using Weebly.com.

Estimated Lesson Time:

75 minutes

Assessment

Product:

The students' travel brochure or website for the USS Constitution will be evaulated on attractiveness, correlation on the poem Old Ironsides and the USS Constitution vessel including the incorporation of the poem in some form on the website or brochure, and the use of multiple electronic and non-electronic sources that are cited properly.

Process:

The TL will instruct the students on the use of the LibGuide and Weebly.com. The TL and classroom teachers will monitor the students' progress on this project while in the library.

Student self-questioning:

Upon completion of this project the students will reflect and respond to the following: Is my travel brochure informative and attractive to a tourist? Did I cite appropriate web resources? Did I enjoy using Weebly.com for this project? Will I look forward to using Weebly.com for future assignments and projects, and if so, how?

Instructional Plan

Resources students will use:

Dataset (ie. lists, tables, databases)

Moving Image (i.e. animations, movies, tv program, video)

Interactive Resource (i.e. webpages, multimedia learning objects, chat services)

Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:

http://bishopstang.libguides.com/ussconstitution

Resources instructor will use:

Projector

Laptop

Instruction/Activities

Direct instruction:

The classroom teachers will review the poem Old Ironsides by Oliver Wendell Holmes with the students before coming to the library. The TL will review the information contained on and explain the relevance of the materials contained in the LibGuide. The TL will instruct the students in the creation of a website using Weebly.com. Both the classroom teachers and TL will instruct students on expectations of the type of final product expected from this lesson.

Modeling and guided practice:

The TL will introduce and take the students through the process of using the American Literature LibGuide. The TL will review the Web 2.0 tool Weebly.com and guide the students through the process of creating their project with this tool.

Independent practice:

The students will have time to practice using the LibGuide and Weebly.com to begin their product. The classroom teachers and TL will aid the students one-on-one as needed. If warranted, the students will work indepedently outside of class time to complete their project.

Have you taught this lesson before:

Strategies for differentiation:

In this lesson, the students will be able to complete their assignment in the library and at home. The TL and classroom teachers will be available during the school day for assistance.

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.9-10.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (9,10)

CC.9-10.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (9,10)

CC.9-10.L.3.a » English Language Arts » Knowledge of Language » a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type. (9,10)

CC.9-10.W.6 » English Language Arts » Production and Distribution of Writing » 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (9,10)

CC.9-10.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (9,10)

CC.9-10.L.4.c » English Language Arts » Vocabulary Acquisition and Use » c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. (9,10)

CC.9-10.W.5 » English Language Arts » Production and Distribution of Writing » 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (9,10)

CC9-10WH/SS/S/TS1b » Writing Standards » b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns. (9,10)

CC.9-10.W.1.c » English Language Arts » Text Types and Purposes » c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (9,10)

CC9-10WH/SS/S/TS2a » Writing Standards » a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (9,10)

CC.9-10.W.2.b » English Language Arts » Text Types and Purposes » b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. (9,10)

CC9-10WH/SS/S/TS2c » Writing Standards » c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. (9,10)

CC9-10WH/SS/S/TS2d » Writing Standards » d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. (9,10)

CC9-10RS/TS7 » Reading Standards for Literacy in Sci Tech » 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (9,10)

CC9-10RH/SS7 » Reading Standards for History » 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. (9,10)

CC.9-10.L.1 » English Language Arts » Conventions of Standard English » 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (9,10)

CC.9-10.L.2 » English Language Arts » Conventions of Standard English » 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (9,10)

CC.9-10.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (9,10)

CC.9-10.W.2.c » English Language Arts » Text Types and Purposes » c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (9,10)

CC.9-10.W.2.d » English Language Arts » Text Types and Purposes » d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. (9,10)