The lesson plan aimed to help students understand what freedom means. Students would first write their own definitions of freedom, then listen to and discuss readings about Harriet Tubman and poems about freedom. They would analyze poetic elements like rhythm, rhyme and meaning. Students would also work in groups to search the library catalog on keywords like freedom and poetry. The goal was for students to think critically about freedom and gain experience using the library catalog.

1. Lesson plan: What is freedom?
Describe what students already know about this inquiry: The previous week students were
introduced to searching for books using Destiny. In Social Studies they are learning about history
and wars. In Language Arts they are learning about the aspects of poetry such as rhythm, rhyme,
alliteration, figurative language, etc.
Essential question(s) that guide(d) this inquiry: What does freedom mean?
In Willingham’s book read for LIBS 6142, he describes the story structure of a good lesson.
Describe how one of the four Cs was an important element of your lesson.
What you want students to be able to do at the conclusion of this inquiry: At the end of the lesson
I wanted students to be familiar with the different aspects of poetry and for them to listen to the
emotion and expression used when reading poetry. I also wanted students to learn to use the
computer to locate the library catalog, enter search items, and locate items in the library. I
wanted to get them interested in the topic of freedom and to think about it in terms of their daily
lives.
Materials/resources needed for inquiry: paper, pencils, computers with internet access and library
catalog, speakers, paper copy of Still I Rise, by Maya Angelou, cut into stanzas
Describe the inquiry lesson:
Hand out paper and pencil to each student and ask each student to write down what freedom
means to them.
• Have students read their papers aloud to the class. In whole group discuss and elaborate
on the meanings and differences in how we see freedom.
• Listen to Harriet Tubman, read by Maya Angelou, and discuss how it was read-
emotion/rhythm and meaning. http://www.freedomarchives.org/downloads.html
• http://www.freedomarchives.org/audio_samples/Mp3_files/Harriet_Tubman.mp3
• Using the overhead, read the poem Universal Freedom, by George Krokos.
http://www.poemhunter.com/poem/universal-freedom-is/ Stop throughout to discuss the
properties of poetry-stanza, rhyme, rhythm, word choice, and using context clues to
figure out meaning.
• Hand each student a stanza from the poem Still I Rise, by Maya Angelou.
http://www.poemhunter.com/poem/still-i-rise/ Have students read their stanza quietly to
themselves and write their interpretations/what they think it means. Have students read
their stanzas out loud and discuss interpretations as a group.

2. • Assign groups of 2 students to each computer. Have students locate and open the card
catalog and use the keywords freedom, poetry, or search for a biography about a person
who fought for freedom. Have students scroll through each category and identify the
number of books available, titles, and call numbers. After searching all of the given
categories, have student chose 1 of the books and find it in the library.
Standards:
Common Core State Standards: English Language Arts
R.CCR.4 Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone.
R.CCR.6 Assess how point of view or purpose shapes the content and style of a text.
NC Essential Skills: Social Studies
5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales and art
forms) reflect the lifestyles, beliefs and struggles of diverse ethnic groups.
P21 Skills: Critical Thinking and Problem Solving
Make Judgments and Decisions
• Synthesize and make connections between information and arguments
• Interpret information and draw conclusions based on the best analysis
• Reflect critically on learning experiences and processes
AASL Standards for the 21st-century Learner:
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions,
main and supporting details, conflicting information, and point or view or bias.
NC/DPI draft standards for Teacher-Librarians:
Standard 1: Teacher librarians demonstrate leadership, advocacy, and collaboration.
Standard 2: Teacher librarians demonstrate knowledge of learners and learning and promote
effective instructional practices in a 21st Century learning environment.
Standard 3: Teacher librarians facilitate the implementation of a comprehensive 21st Century
library program TL as a Media Program Facilitator.

3. Standard 4: Teacher librarians build a learning environment that meets the instructional needs of
all students.
http://it.ncwiseowl.org/UserFiles/Servers/Server_4500932/File/resources/NCSLMA2011/TLProfessional
STANDARDS.pdf