School Library Monthly

Into the Curriculum Learning Plan

Leanna Hampton
Youth Information Service Specialist
lhampto3@kent.edu
Submission: July 10, 2014
Students will discuss and demonstrate understanding of intellectual property, copyright, and
fair use concepts.
Students will learn about Creative Commons and the symbols and terms associated with the
use of CC licenses.
Students will demonstrate understanding of the above concepts through a multimedia poetry
project of their choosing that combines poetry and manipulated media content gathered
from the Creative Commons. Students will create new multimedia content and cite it
properly giving credit to original works.
Information Literacy/Inquiry Objectives:
AASL Standards for the 21st Century Learner
3.1.6 Use information and technology ethically and responsible.
Ohio Library Guidelines Information Literacy Benchmark A
Grade 9 Information Literacy Benchmark A - 7. Discuss intellectual property, copyright, and
fair use.
Grade 10 Information Literacy Benchmark A -9. Demonstrate an appreciation of intellectual
property rights and awareness of intellectual property issues.
Curriculum Objectives:
Common Core English Language Arts Science and Technical Subjects Grades 9-10
4. Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 9-10
texts and topics.
Common Core English Language Arts Reading Standards for Literature Grade 9-10
10. By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 910 text complexity band proficiently, with scaffolding as needed at
the high end of the range. By the end of grade 10, read and comprehend literature,
including stories, dramas, and poems, at the high end of the grades 910 text complexity
band independently and proficiently.
Common Core English Language Arts Writing Standards for Literacy Grade 9-10
6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technologys capacity to link to other
information and to display information flexibly and dynamically.
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Grade Levels: 9-10

Resources:
Books
American poetry: The nineteenth century. (1993). New York: Penguin Books.
Gabbin, J.V. (ed.). (2004). Furious flower: African American poetry from the Black arts
movement to the present. Charlottesville: University of Virginia Press.
Niatum, D. (ed.). (1988). Harpers anthology of 20th century Native American poetry. New
York: Harper & Row.
Parisi, J. and Welton, K. (eds.) (2008). 100 essential modern poems by women. Chicago: Ivan
R. Dee.
Rita, D. (ed.). (2010). The Penguin anthology of twentieth-century American poetry. New
York: Penguin Books.
Videos
Creative Commons Aotearoa New Zealand. (n.d.). Creative Commons Kiwi. Retrieved on 9
July 2014 from http://creativecommons.org/videos/creative-commons-kiwi
Faden, E. (2007). A fair(y) use tale. Bucknell University. Retrieved from
http://www.youtube.com/watch?v=CJn_jC4FNDo
Online Presentation
Roberts, A., Rojer, R., and Phillips, J. (2007). Creative Commons presents: Sharing creative
works. Retrieved from http://wiki.creativecommons.org/Sharing_Creative_Works
Electronic Database
Literature Online: American and English Literature. Retrieved from INFOhio at
http://www.infohio.org/er/literaturehelp.html
Instructional Roles: (for the teacher and the library media specialist)
After teaching a unit on 19th and 20th Century American poetry, the literature teacher can
use this collaborative lesson to show students comprehension of poetry themes, while
producing a multimedia project that respects copyright laws and fair use. The literature
teacher will be instrumental in collaborating with the library media specialist (LMS), helping
students choose a poem they would like to use to create a multimedia project. Additionally,
the teacher will also help students to understand the themes within the poems if students need
help connecting a media piece to their poem. The teachers roles will be fulfilled through
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discussion with individual students and discovery learning by helping students navigate the
poetry anthologies or Literature Online database to select poetry.
The library media specialist (LMS) will introduce the themes of copyright, fair use, and
Creative Commons through two introductory videos. The LMS will lead discussion on the topics
of copyright and Creative Commons. The LMS will also introduce the multimedia project,
explain the discovery handout, and guide students during the discovery learning and creation
aspects.
Procedures for Completion (what you did)Addressing Inquiry (connect to prior knowledge,
demonstrate/model a concept/idea; provide guided practice):
The first class will take place in the school library or computer lab where one-to-one
access to computers and internet is available. The LMS will begin with a five minute period of
time where the learning goals will be outlined for the lesson and the concepts will be
introduced. The LMS will pass out the notes entitled Copyright Video Notes and ask the
students if they know anything about the four headings on the page. Next, the LMS will show
the 10 minute Disney parody video, A Fair(y) Use Tale, about copyright to the whole class,
instructing them to fill out the note sheet. When the video is finished, the LMS will ask the class
to report any questions and also read the answers of the notes aloud. Next the LMS will show a
5 minute video, Creative Commons Kiwi, that explains Creative Commons and reviews
copyright law. Students will pair together after the video and review the presentation on
Creative Commons licenses and symbols, called Creative Commons Presents: Sharing Creative
Works. The class will end with a 3 minute verbal check of understanding before the students
leave.
The second class will begin with the LMS explaining the Multimedia Poetry Project to
the students and handing out the two-page step-by-step instructional handout. The literature
teacher can remind students of specific ideas that related to the finished unit, such as theme,
symbolism, and imagery, which may help students when they decide the type of media they
want to pair with their poem. The LMS and the literature teacher will release the students to
use the provided books on 19th and 20th Century American poets or they can use the Literature
Online database, which provides a searchable index of full-text poems and poets. The rest of
the lesson will be spent picking out a poem and exploring Creative Commons for ideas to pair
with their poem.
The third and fourth classes will consist of students using multimedia editing internet
sites or applications and programs on the schools provided tablets or computers. The LMS
(and the literature teacher, if available) can help students make sure they are using media that
is in the public domain or has been licensed for adaptation. At the end of the fourth class,
students will email their projects to the teachers and complete the two-page handout for the
following class.
During the fifth class, students will hand in their handouts, and they will present their
new media content to the rest of the class.
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Student Assessment/Reflection: (describe and provide supporting materials used to assess

student learning and guide students in self-assessment (e.g., rubrics, checklists, exit slips, etc.)
The completed two-page Multimedia Poetry Project handout will be graded for
completion. The student reflection questions on the handout will help the LMS to determine if
the learning objectives were accomplished. The multimedia project itself will be co-graded by
the LMS and literature teacher for accuracy in using appropriately licensed media from the
Creative Commons site, clearly indicating the proper attributions for original media, and
showing a creative connection between the poem and the media used.
Professional Reflection: (self-assessment and instructional assessment)
The completed handouts will allow the LMS to reflect on teaching methods and student
learning. The time to complete the actual multimedia creation portion of the assignment may need to
be extended depending on students mastery of technology. The literature teacher may want to have
the students explain their poetry and media choices from a literary perspective on the presentation day
to ascertain if the students understood the poetry concepts that had been covered in the poetry unit.

Name_______________________

Date________
Copyright Video Notes

Chapter One Copyright definition

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Chapter Two What things can be copyrighted?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Chapter Three Copyright duration and the Public Domain

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Chapter Four Fair Use

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Questions?
____________________________________________________________________________
____________________________________________________________________________
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Name_______________________

Date________
Multimedia Poetry Project

Step 1. Choose a 19th or 20th Century poem to use for the project
Author___________________
Title__________________________

Year______

Step 2. Brainstorm some ideas about the themes in the poem that could be communicated
through music, video, or images. Write your ideas below.
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________________

Step 3. Go to the Creative Commons website http://search.creativecommons.org/ and begin

searching for multimedia that you can adapt or re-mix to create your own poetry multimedia
piece. Remember the symbols below and make sure the media you choose is allowed to be
adapted and changed. Make sure you write down the attribution details for the original work
you choose AND write the attribution details at the bottom of your multimedia piece.
Original Work details (title, creator,
license type, or symbols used)

Sharing creative works by Rebecca Rojer is licensed under CC BY CC0 1.0

Step 4. Begin to edit, change, manipulate, set to music, add text, etc. to your multimedia piece.
Please consider the time allotted to complete the project, and that unless you already know
how to use a video editing software or a music mashup app, you may want to start at a
beginning level. Pixlr is a free image editing software that can be used in a browser or as an
app. http://pixlr.com/editor/ Any other free mashup apps and sites can be used.
Step 5. Make sure your media will be able to be viewed by everyone, using standard file types,
such as MP3, MP4, .png, .jpg, etc. Email a final copy to your teacher, or post it to the class
Intranet site. Optional: Feel free to publish your work on creative commons with a free license!
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Step 6. Explain your decision making process and why you paired your poem with the media
you chose.
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________________

____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________________

Step 7. Answer the reflection questions below.

After viewing my classmates projects, something I could have done differently or would like to
try in the future is..
____________________________________________________________________________
____________________________________________________________________________
Please answer these questions.
I understand

Not at all
1

Sort of
2

Pretty Good Im a pro!

3
4

Copyright Law
Fair Use
Creative Commons License Symbols
Creative Commons Search
Public Domain
Intellectual Property

Step 8. I would like to learn more about.

____________________________________________________________________________
____________________________________________________________________________

Bibliography
American Association of School Librarians (2007). Standards for the 21 st Century learner. Retrieved
from
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstand
ards/AASL_LearningStandards.pdf
American poetry: The nineteenth century. (1993). New York: Penguin Books.
Common Core State Standards. (2014). English Language Arts Standards: Science and Technical
Subjects Grades 9-10. Retrieved from http://www.corestandards.org/ELA-Literacy/RST/9-10/
Creative Commons Aotearoa New Zealand. (n.d.). Creative Commons Kiwi. Retrieved on 9 July 2014
from http://creativecommons.org/videos/creative-commons-kiwi
Faden, E. (2007). A fair(y) use tale. Bucknell University. Retrieved from
http://www.youtube.com/watch?v=CJn_jC4FNDo
Gabbin, J.V. (ed.). (2004). Furious flower: African American poetry from the Black arts movement to
the present. Charlottesville: University of Virginia Press.
Literature Online: American and English Literature. Retrieved from INFOhio at
http://www.infohio.org/er/literaturehelp.html
Niatum, D. (ed.). (1988). Harpers anthology of 20th century Native American poetry. New York:
Harper & Row.
Ohio Department of Education. (2010). Ohios new learning standards: English Language Arts.
Retrieved from http://education.ohio.gov/getattachment/Topics/Ohio-s-New-LearningStandards/English/ELA-Standards.pdf.aspx
Parisi, J. and Welton, K. (eds.) (2008). 100 essential modern poems by women. Chicago: Ivan R. Dee.
Rita, D. (ed.). (2010). The Penguin anthology of twentieth-century American poetry. New York:
Penguin Books.
Roberts, A., Rojer, R., and Phillips, J. (2007). Creative Commons presents: Sharing creative works.
Retrieved from http://wiki.creativecommons.org/Sharing_Creative_Works
Rojer, R. (2007). Sharing creative works IMG-14. Retrieved from
http://wiki.creativecommons.org/index.php?title=File:Sharing_creative_works_IMG14.png&oldid=10168
State Board of Education of Ohio. (2003). Library Guidelines. Retrieved from
http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Library-Guidelines