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Internet Resources: Web Sites To Support Instruction and Research
1. The National Park Service Statue of Liberty National Monument http://www.nps.gov/stli/prod02.htm At this address you will learn about the Statue of Liberty, including her history, museum exhibits, a Statue of Liberty Handbook, photos, and other topics of interest.
2. The Statue of Liberty Facts, News and Information http://www.endex.com/gfbuildings/liberty/liberty.html This site shares important facts about the Statue of Liberty as well as offers web links to other sites; a photo gallery and a link to other great statues.
3. The Library of Congress link to the Statue of Liberty http://memory.loc.gov/cgi-bin/query This site provides many pictures of the Statue of Liberty, historical photos, and magazine articles.
4. Interactive Site http://travel.discovery.com/convergence/americanicon/ladyliberty/statue.html An interactive site with a wealth of information about the Statue of Liberty.
5. Project page on Library Web Site (to be developed as unit progresses) http://www.ourlibrary.net/x92/statue_of_liberty.htm Print Resources Ross, Alice and Ross, Kent. The Copper Lady (On My Own History). Illustrated by Leslie Bowman. First Avenue Editions. November 1996. Historical Fiction - Reading Level: 1, 2, 3 A Parisian orphan, Andre works with Frederic August Bartholdi and helps to build the Statue of Liberty. Because he is mistreated by his guardian, he stows away on the ship that is bringing this gift to America. During a terrible storm that threatens the ship and its cargo, Andre makes himself known and becomes a hero. The ship's captain takes pity on him and allows him to work as a cabin boy in exchange for his passage to America and his dream. Stevens, Carla. Lily and Miss Liberty. Little Apple. December 1993. Historical Fiction - Reading Level: 3, 4, 5 Lily Lafferty's enthusiasm for the French gift that is coming to America, Miss Liberty is not shared by everyone, especially Lily's mother. "Miss Liberty" needs a pedestal before she can be assembled and many students donate money to share this expense. Out of desperation, Lily makes cardboard crowns to sell to help raise the needed funds. The directions and pattern for making these crowns are found at the end of the book. Lily not only raises money for the pedestal, but comes to realize the statue's true symbolism. Curlee, Lynn. Liberty. Atheneum Books for Young Readers. April, 2000. Non Fiction - Reading Level: 2, 3, 4, 5 The story of how the Statue of Liberty came to be built. Illustrations by Curlee are full page acrylic paintings that support the text.
This 40 page book lists specifications for the statue, a timeline, and a bibliography. Maestro, Betsy. The Story of the Statue of Liberty. Illustrated by Giulio Maestro. Mulberry Books. May 1989. Non Fiction - Reading Level: K, 1, 2, 3 A beautifully illustrated picture book that accurately tells the history of the Statue of Liberty. It includes the most important people and events in the making of the statue of liberty. Penner, Lucille Recht. Statue of Liberty (Step into Reading, Step 1). Illustrated by Jada Rowland. Random House. July 1995. Non Fiction - Reading Level: K, 1 (Easy Reader) An overly simplified story of how the Statue of Liberty was planned, built, and brought to America. It tells about the symbolism of the statue. Quiri, Patricia Ryon. Edited by Shari Joffe. The Statue of Liberty (True Books, American Symbols). Children's Book Press. August 1998. Non Fiction - Reading Level: 2, 3, 4 The story of how the Statue of Liberty was planned, built, dedicated, repaired and then restored in the 1980's is told.
Roles and Responsibilities of Collaborative Partnership Between the Librarian and Teacher(s): Library Media Specialist Will:
o Collaborate with the Classroom teacher prior to the start of the unit.
o Meet with classroom teacher on days 1, 3, 5, 8 and 10 to evaluate students' progress in meeting the unit's goals and adjust the schedule as needed.
o Collaborate as liaison of Classroom teacher and coordinate and schedule staff and teachers to support students in their research and project development.
o Search out appropriate web sites and resources that support student research. o Prepare a class hyperlink through the Library's Virtual Library of hot lists and other useful web sites.
o Respond to the students through their Response/Reflection Journals o Instruct the students in use and location of print and non-print resources; citing work in a bibliography; web evaluation; software applications, etc.
Teacher(s) Will:
o Collaborate with the School Librarian prior to the start of the unit.
o Meet with librarian on days 1, 3, 5, 8 and 10 to evaluate students' progress in meeting the unit's goals and adjust the schedule as needed.
o Prepare the Evaluation Rubric by working together with the students to create the rubric for evaluating the projects and presentations.
o Work with students to prepare their Response/Reflection Journals to respond to the students through their Response/Reflection Journals
o Organize students into cooperative work groups
o Informally observe student work and progress
o Use the poem,"The New Colossus" by Emma Lazarus, followed by an art activity as a motivator for the unit. o Work with students to complete the Know and What portions of the K-W-H-L graphic organizer.
o Assist students in creating a guest list of people to invite to their final presentation.
o Collaborate with the art and technology teachers to assist students in creating invitations to their final presentation of their projects.
o Tabulate Evaluation Rubric scores and comments for each student group.
Day 1: Using the poem, The New Colossus by Emma Lazarus, the teacher will read it with the students. The students will be asked to visualize what the poet is talking about. Students will then work in pairs to create a quick sketch, according to their interpretations, of what is described in the poem. Students will display their sketches and the class members will identify similarities and differences among the pictures. Students will be critiquing the "art" work to identify commonalities, and to see which piece of art best reflects the poem. Through discussions and comparisons of the Drawings students will be able to infer that the poem is about the Statue of Liberty.
The teacher will direct the students, through discussion, in completing the Know (What students already know.), What (Questions students generate and would like answers to.) and How (Resources students may use to find answers to the questions.) columns of the K-W-H-L graphic organizer.
The teacher will share with the students that they will be using the school library on the next day, to research answers to the What? questions. Collaborative students groups of "four" will be formed. Students will create their reflections/dialog journals and write their reflection of the day's events. Teacher will read journals and provide written comments and dialog.
Day 2: The students and teacher will work in the school library for approximately two and one-half hours. The students will present the K-W-H chart to the librarian, to ensure that the librarian has a clear understanding of their tasks. The driving (essential) questions will be combined and prioritized. Each group will choose their topic for research. The librarian will show a short video to the class about the Statue of Liberty. They will have clip boards and paper for taking notes as they watch the video. Utilizing the video as a resource, the librarian will model with the students (and teacher) how to fill out a prepared sheet with needed bibliographic information.
The librarian will then introduce the available print resources using brief book talks. Students will view a brief presentation and demonstration of the online web pages that will be available for reference. Students will use print resources to begin their research. During this time the teacher and the librarian will circulate among students assisting, encouraging, asking questions, etc. when needed The librarian will take one group to the computers and work with them in their initial Internet quest for information. As the students locate information they will receive direct instruction in evaluating web sites. They will create the criteria for web evaluation which will be posted next to each computer.
Students will also receive instruction in inserting pictures into a word processing document for printing. Note taking skills (with paper and pencil) will be supported, rather than working with students to take notes in a word processing application program, as well as record keeping strategies and formats for bibliographic sources will be taught. During this small group instruction, the students will be "learning" and become the class "experts" so they will be able to help their classmates learn these same skills, using evaluation and research strategies while searching the Internet. The teacher will be circulating among the other student groups that are working and encouraging individual students as needed. Prior to the end of the session, students will learn how to return resources to their proper locations and organize their materials for continued work. Students will write their reflections of the day's events in their reflection/dialog journals. Teacher and/or librarian will read journals and provide written comments and dialog.
Day 3: (Two hours.) Research will continue in the library with students working in cooperative groups. The teacher and librarian will be circulating between groups offering instructional strategies, positive feed back, inquiry questions, etc. Students who have become the class "experts" in using the Internet will teach other students computer literacy skills and Internet web searching and evaluation strategies. The librarian will assist with this group as needed. Students who have finished their research may begin their project. These students may need to use the Computer Lab and/or Art Room. Students will write their reflections of the day's events in their reflection/dialog journals. Teacher and/or librarian will read journals and provide written comments and dialog.
Day 4: (Two hours.) Research will continue in the library with students working in cooperative groups and the teacher and librarian circulating between groups offering instructional strategies, positive feed back, inquiry questions, etc. Students will continue to teach their peers computer literacy skills and Internet web searching and evaluation strategies. Students who have finished their research may begin/continue their project. These students may need to use the Computer Lab and/or Art Room. Students will write their reflections of the day's events in their reflection/dialog journals. Teacher and/or librarian will read journals and provide written comments and dialog.
Day Five: (Two hours.) Students will analyze and synthesize their research and begin creating their final project and presentations. A presentation schedule will be created so parents can be invited. Final projects will be displayed and presentations will be made in the library. The predefined rubric will be used to evaluate each cooperative group's presentation. The students and resource personnel will arrange additional time needed to complete the projects and preparation of the final presentation. Students may continue to come into the library individually and/or in small groups. Students will write their reflections of the day's events in their reflection/dialog journals. Teacher and/or librarian will read journals and provide written comments and dialog.
Days 6 through 7: Students will be given time to complete their research/project presentation preparation. Students may choose to enlist the assistance of other professionals, parents, librarian, etc. The students and resource personnel will arrange additional time needed for project completion.
Day 8: Students will be given time to complete their research/project presentation preparation. Students may choose to enlist the assistance of other professionals, parents, librarian, etc. The students and resource personnel will arrange additional time needed for project completion. Students will work with the classroom teacher, art teacher and the technology teacher to create invitations to send to parents and other guests who may wish to attend their Statue of Liberty Showcase exhibiting their project displays and listening to their presentations of their projects. In class the students will work with their teacher to generate a guest list and then distribute their invitations to invited guests, which will include an RSVP.
Days 9 through 10: Students will be given time to complete their research/project presentation preparation. Students may choose to enlist the assistance of other professionals, parents, librarian, etc. The students and resource personnel will arrange additional time needed for project completion.
Day 11: Students will set-up and display their projects in the Library. They will participate in a "dress rehearsal" for their oral presentations The Evaluation Rubric will have been duplicated and will be distributed to staff and students during this practice preliminary assessment. Students will have time to make changes/revisions as necessary.
Day 12: Students will be able to revise any part of their presentation and display they wish.
Day 13: Student presentations in front of their invited guests will take place, followed by light refreshments in the classrooms.
Day 14: Students participate in a group brainstorming discussion with the teacher and librarian on the strengths and challenges of the research and cooperative processes that were used in this unit. Ideas may be recorded through the use of a T-Chart graphic organizer. Ideas are filed for future use.
