Participant Name(s): Patricia Roszyk and Donna McDonough

The Last Great Canal

Curriculum Project: Social Studies, Music, Language Arts, Writing, Art

Unit/Lesson Title: Multiple Intelligences and The Illinois & Michigan Canal

Intended Grade Level Third

Approximate Length: 2-3 weeks

Goals/Objectives along with Applicable Standards:

Key Codes:

a. SWBAT = Students Will Be Able To . . .

b. TW = Teacher Will . . .

c. ST = Students Will . . .

d. T&SW = Teacher and Students Will . . .

SWBAT understand how music and art reflects everyday life.

Benchmarks:

25.B.2 Understand how elements and principles combine within an art form to express ideas

27.B.1 Know how images, sounds and movement convey stories about people, places, and times.

· SWBAT listen, speak, act, write, and illustrate with understanding in order to communicate information.

Benchmarks:

2.B.1c Relate character, setting, and plot to real-life situations

3.B.2b Establish central idea, organization, elaboration, and unity in relation to purpose and audience

4.B.1a Present brief oral reports, using language and vocabulary appropriate to the message and audience

5.C.1a Write stories based on acquired information

· SWBAT understand Illinois environmental history, locate, describe and explain places and features of the state of Illinois along with understanding the historical significance of geography

Benchmark

16.E.1(US) Describe how the local environment has changed

over time

16.E.2c(US) Describe environmental factors that influenced the

development of transportation and trade in Illinois

17.A.2B Use maps and other geographic representations to

gather information about people, places, and

environment

17.D.1 Identify changes in geographic characteristics of a local

region (I&M Canal)

Procedures:

Introductory Activities:

Prerequisite (skills)

In small increments

Teach / model how to

Thoughtfully listen to a music selection

Visualize a piece of music

Act out the music selection

Write one’s interpretation of the story

Illustrate one’s interpretation of the story

SWBAT demonstrate an understanding of the above

While proceeding through the regularly scheduled curriculum, familiarize students with the music to be used as the impetus for writing during quiet times throughout the day for approximately one week. Play the music softly, in the background without any explanation.

Lesson Development:

Anticipatory Set:

Show need for lesson: Parent/teacher concerns over students’ reluctance/desire to write

Motivate: You’ve greatly improved upon your writing skills this year. Remember the Underground Railroad essays, pet store essays, Froggy books, Schubert’s Trout?

Engage: I’d like to work with you on something new. Are you ready to try to write a story about the music you’ve been listening to this past week?

Instructional sequence based on content:

o T&SW discuss the topic of “canal”

o TW give a synopsis of I&M Canal

§ T&SW then discuss

o SW play act different characters involved with the I&M Canal

o TW play the music CD as students formally listen to the selection

§ Heads down eyes closed

o SW once again listen to the music CD

§ Closed eye “visualization” of the selection

o TW monitor as students form a web (graphic organizer) of their own individual interpretations of I&M Canal

o TW facilitate as SW write their sloppy copy 1 of I&M Canal

o TW monitor as SW break into partnerships for peer editing of sloppy copy 1

o TW play the video of Prairie Tides as a visual aid to enable students to elaborate on their writing interpretations

o TW facilitate as SW write their sloppy copy 2 of I&M Canal

o TW monitor and facilitate as students break into cooperative groups to peer critique each others’ writing using a Plus / Delta format and rubric

o TW monitor as each SW write his/her good copy of I&M Canal

o TW scaffold and monitor as each SW illustrate his/her unique insight of I&M Canal

Check for understanding:

On-going analysis . . .

Re-teach if necessary

Practice

Evaluate

Instructional strategies: (as described in How the Brain Learns – A Classroom Teacher’s Guide)

o Music in the Classroom

o Listening to music in the classroom can promote student focus and productivity at all grade levels as long as the music played enhances rather than interferes with the situation or task. The number of beats per minute in the music is very important since music can affect a person’s heart rate, blood pressure, and emotional mood. Calming music beats at 40 to 50 beats per minute. Music that plays at about 60 beats per minute corresponds with the average heartbeat rate. Music at 80 to 90 beats per minute should be chosen for fast-paced activities.

o Novelty

o Today’s students’ shorter attention spans and tendency to bore easily are offset by their affection for music in the classroom.

o Humor

o Comic enactments of students’ experiences with characters on the canal, create a positive climate, and increases retention.

o Connecting to prior learning

o Students used their personal and shared experiences in order to write about the I&M Canal

o Concept Mapping

o Students organize and represent the relationships between and among the components of their stories

Materials:

Supplies – Equipment - Technology

Video – Prairie Tides

Distributed by the Canal Corridor Association

www.canalcor.org

Songbook with Music CD – Lake Rhymes: Folk Songs of the Great Lakes

Region

Lee and Joan Murdock

The Canaller’s Songbook

William Hullfish

I&M workshop materials

Appropriate grade level trade books on the subject of canals (fiction & non-fiction)

If You’re Not from the Prairie

David Blouchard

A Full Hand

Thomas F. Yezerski

Canals are Water Roads

Lee Sullivan Hill

Canals and Waterways

Chris Oxlade

Towpaths to Tugboats: A History of American Canal Engineering

William H. Shank. P.E., et al

A Great Lakes Fur Trade Coloring Book (bilingual edition)

Chet Kozlak

Exploring the I&M Canal: An Activity and Coloring Book That Celebrates

the History of the Illinois and Michigan Canal

Brian “Fox” Ellis

Student created webs (graphic organizers)

Writing Supplies

Art Supplies

Word Searches – www.puzzlemaker.com

Regular Education and Adapted

Vocabulary / Definition Charts

Regular Education and Adapted

Resources (traditional & electronic):

Video (see above)

Music CD (see above)

I&M workshop resources

Songbooks (see above)

www.puzzlemaker.com

http://go.hrw.com/ndNSAPI.nd/gohrw_rls1/pKeywordResults?sr9%20rubrics

Assessment:

Informal – Work in progress

Anecdotal notes

View student-created web (graphic organizers)

Sloppy copy 1

Sloppy copy 2

Plus/Delta Peer Critique

Formal – Finished product(s) -

Writing rubric

Artwork rubric

Field Trip to a selected area on the I&M Canal Heritage Corridor

Oral test upon return to classroom

Determined by the teacher in accordance with student ability level

VOCABULARY / DEFINITION CHART

Word	Definition
Abraham Lincoln	president who agreed with the building of the I&M Canal
barge	flat bottomed boat that carries cargo
canal	a narrow waterway
canallers	today tells stories about the early days of the I&M Canal
cargo	goods carried by boat, or barge
disease	sickness or illness, sometimes contagious
dolomite	another name for limestone
grain	seeds, plants, cereal grasses (like wheat or corn)
Illinois River	I&M Canal joined this river to Lake Michigan
laborer	worker on the canal who did the digging
Lake Michigan	I&M Canal joined this lake to the Illinois River
limestone	rock formed by an accumulation of organic remains such as shells, coral, etc.
lock	divides a portion of a body of water using wooden gates which allow boats to move to higher or lower water levels
locktender	person who opened and closed the wooden gates of lock
mule	rope-tied animal led by the mule driver to tow the boats on the canal
mule barn	barn built for the mules to rest
mule driver	the person (usually a young boy) who led the mules pulling the barge through the canal
Nell	smartest mule on the I&M Canal – was able to get herself home without a mule driver
packet boat	transported passengers on the canal
portage	carrying of boats, goods, etc. over land
prairie	large area of grassland
scrip	given to workers instead of wages – often lost its value or became worthless
tillerman	steered the boat
toll	sum paid in order to pass through the lock
toll path	path on which the mule driver led the mule

VOCABULARY / DEFINITION CHART (adapted)

Word	Definition
barge	flat bottomed boat that carries cargo
disease	sickness or illness, sometimes contagious
limestone	rock formed by an accumulation of organic remains such as shells, coral, etc.
mule driver	the person (usually a young boy) who led the mules pulling the barge through the canal
canal	a narrow waterway
grain	Seeds, plants, cereal grasses (like wheat or corn)
lock	divides a portion of a body of water using wooden gates which allow boats to move to higher or lower water levels
prairie	a large area of grassland
cargo	goods carried by a ship, boat, or barge
laborer	worker on the canal who did the digging
mule barn	barn built for mules to rest
scrip	given to workers instead of wages – often lost its value or became worthless
portage	carrying of boats, goods, etc. over land

I&M Canal Word Search


ABRAHAMLINCOLN	BARGE	CANAL
CANALLERS	CARGO	DISEASE
DOLOMITE	GRAIN	ILLINOISRIVER
LABORER	LAKEMICHIGAN	LIMESTONE
LOCK	LOCKTENDER	MULE
MULEBARN	MULEDRIVER	NELL
PACKETBOAT	PORTAGE	SCRIP
TILLERMAN	TOLL	TOLLPATH

__ __ __ __ __   __ __ __ __ __ __   __ __ __   __ __ __ __ __   __ __   __ __ __ __   __ __ __ __   __ __ __ __ __ __

I&M Canal Word Search Solution

T E J A M E S B U T L E R A T

O N C A N A L L E R S W B E A

L O C K T E N D E R N R S L O

L T C M L L O T O A A A A A B

P S K A U S K G M H E N O B T

A E E C N L R R A S W N A O E

T M L S O A E M I N E L L R K

H I U W C L L D S C R I P E C

I L M L L I D B R I L L H R A

I L L I N O I S R I V E R I P

C K T C O K + + + + V + + B +

+ + O N A G I H C I M E K A L

+ L D O L O M I T E + + R R +

N + + N R A B E L U M + + G +

E G A T R O P G R A I N + E +

(Over,Down,Direction)

ABRAHAMLINCOLN(14,1,SW)

BARGE(14,11,S)

CANAL(3,4,SE)

CANALLERS(3,2,E)

CARGO(5,8,NE)

DISEASE(8,8,NE)

DOLOMITE(3,13,E)

GRAIN(8,15,E)

ILLINOISRIVER(1,10,E)

LABORER(14,3,S)

LAKEMICHIGAN(15,12,W)

LIMESTONE(2,9,N)

LOCK(6,8,NW)

LOCKTENDER(1,3,E)

MULE(3,9,N)

MULEBARN(11,14,W)

MULEDRIVER(4,4,SE)

NELL(10,7,E)

PACKETBOAT(15,10,N)

PORTAGE(7,15,W)

SCRIP(9,8,E)

TILLERMAN(3,11,NE)

TOLL(8,4,W)

TOLLPATH(1,1,S)

James Butler was known as Wild Bill Hickok

Illinois and Michigan Canal (adapted)


BARGE	CANAL	CARGO
DISEASE	GRAIN	LABORER
LIMESTONE	LOCK	MULEBARN
MULEDRIVER	PRAIRIE	SCRIP

__ __ __ __ __ __ __

Illinois and Michigan Canal (adapted) Solution

M U L E D R I V E R P O R E L

L A B O R E R S L O C K T I I

C A G E + + + C + + + + + R M

+ A + + + + + R + + + + + I E

+ + R + + + + I + + B + + A S

L + + G + + + P + + + A + R T

M A + + O N + + + + + + R P O

+ U N + I + E S A E S I D G N

+ + L A + + + + + + + + + + E

+ + R E C + + + + + + + + + +

+ G + + B + + + + + + + + + +

+ + + + + A + + + + + + + + +

+ + + + + + R + + + + + + + +

+ + + + + + + N + + + + + + +

+ + + + + + + + + + + + + + +

(Over,Down,Direction)

BARGE(11,5,SE)

CANAL(5,10,NW)

CARGO(1,3,SE)

DISEASE(13,8,W)

GRAIN(2,11,NE)

LABORER(1,2,E)

LIMESTONE(15,1,S)

LOCK(9,2,E)

MULEBARN(1,7,SE)

MULEDRIVER(1,1,E)

PRAIRIE(14,7,N)

SCRIP(8,2,S)

portage

NAME: _____________________ # ______ Date: _________

Peer Critique

Of my

I&M Canal

Writing

+ Plus ∆ Delta

RUBRIC 3

ARTWORK

DIRECTIONS: This form is designed to help you evaluate student-created artwork. Read the

statements below. Then indicate the number from the following scale that reflects your assessment of the student’s or group’s work.

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. The artwork contains all the required items or information.

1 2 3 4 5

2. The artwork is clean and neat.

1 2 3 4 5

3. The artwork is colorful and creative.

1 2 3 4 5

4. The information in the artwork is well organized.

1 2 3 4 5

5. The spelling, punctuation, and grammar of text that accompanies the artwork are

accurate.

1 2 3 4 5

6. The artwork shows an understanding of the concepts or topics being depicted.

1 2 3 4 5

7. The information in the artwork is appropriate to the topic.

1 2 3 4 5

8. If a group project, every member of the group appears to have participated in

developing the artwork.

1 2 3 4 5

9. The student or group did a good job presenting the artwork to the class.

1 2 3 4 5

10. Overall, the final result represents the student’s or group’s full potential.

1 2 3 4 5

Additional Comments:

Total Points/Grade: ____________

RUBRIC 41

WRITING TO EXPRESS

DIRECTIONS: This form is designed to help you evaluate expressive writing assignments.

Read the statements below. Then indicate the number from the following scale that reflects

your assessment of the student’s work.

Assignments.

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. The student introduces the topic or experience in a way that draws in the audience.

1 2 3 4 5

2. The student clearly states the topic or experience.

1 2 3 4 5

3. The student focuses on his/her personal thoughts and feelings about the topic or experience.

1 2 3 4 5

4. The student uses memorable sensory description in relaying specific details.

1 2 3 4 5

5. The student presents events in chronological order or in another order that the audience can

follow.

1 2 3 4 5

6. If appropriate, the student compares his/her reactions to the topic or event to his/her

reactions to another topic or event.

1 2 3 4 5

7. The student expresses the personal meaning or value of the topic or event.

1 2 3 4 5

8. The student concludes in a way that reiterates his/her attitude toward the topic or experience.

1 2 3 4 5

9. The spelling, punctuation, and grammar on the writing assignment are accurate.

1 2 3 4 5

10. The writing assignment is neatly typed or handwritten.

1 2 3 4 5

Additional Comments:

Total Points/Grade: ___________