Is the Sculpture Aileron an appropriate Monument to the History of the Land that is currently McCabe Park?

Length: 2 class periods; 50 minutes each

In the spring of 2012, the Aileron sculpture was installed in McCabe Park. This is the former location of the McConnell airfield. The sculpture represents the biplane of the early 20th century. It was fabricated by artist Michael Dillon using traditional blacksmithing techniques and tools that were used in the manufacturing of railroad equipment—another historic reference to Sylvan Park.

In this Social Studies Lesson, students will:

Students will be formatively assessed through discussion in whole group and small group.
Students will mark the texts for evidence that supports their claim.
Students will engage accountable talk.
Students will be formatively assessed through discussion in whole group and small group.
Students will provide evidence of thorough analysis through the use of an evidence graphic organizer.
If students choose to write a letter to the editor, the letter will be assessed using a rubric for writing.
If students choose to create a presentation, the presentation will be assessed using a rubric.
For the Letter to the editor and the presentation, an assessment criteria will be the incorporation of facts regarding the changes to the landscape and the historical discoveries made on the land that is now McCabe Park.

Full Lesson Plan

Lesson Materials

Standards & Objectives

Academic standards

CCSS.ELA-Literacy.L.7.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.7.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a...
CCSS.ELA-Literacy.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RI.7.6: Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
CCSS.ELA-Literacy.RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient...
CCSS.ELA-Literacy.RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or...
CCSS.ELA-Literacy.RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
CCSS.ELA-Literacy.SL.7.3: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
CCSS.ELA-Literacy.SL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use...
CCSS.ELA-Literacy.SL.7.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language...
CCSS.ELA-Literacy.W.7.1: Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.7.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)...
CCSS.ELA-Literacy.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis...
CCSS.ELA-Literacy.W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event...
CCSS.ELA-Literacy.W.7.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with...
CCSS.ELA-Literacy.W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further...
CCSS.ELA-Literacy.W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each...
CCSS.ELA-Literacy.W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
GLE 0701.2.6: Deliver effective oral presentations.
GLE 0701.3.3: Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.
GLE 0701.4.1: Define and narrow a problem or research topic.
GLE 0701.4.2: Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
GLE 0701.4.3: Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
GLE 0701.4.4: Write a research paper, using primary and secondary sources and technology and graphics, as appropriate.
SPI 0701.1.20: Recognize and use grade appropriate and/or content specific vocabulary within context.
SPI 0701.2.4: Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).
SPI 0701.3.5: Select the appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0701.3.8: Select an appropriate concluding sentence for a well-developed paragraph.
SPI 0701.4.1: Select the most focused research topic.
SPI 0701.4.3: Determine the most appropriate research source for a given research topic.
SPI 0701.7.2: Select the visual image that best reinforces a viewpoint or enhances a presentation.
TSS.ELA.7.RI.IKI.8: Trace and evaluate the argument and specific claims in a text, assessing whether the evidence is relevant and sufficient to support the claims.
TSS.ELA.7.SL.CC.3: Explain a speaker's argument and specific claims, focusing on whether the reasoning is sound, relevant, and sufficient.
TSS.ELA.7.SL.PKI.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use...
TSS.ELA.7.SL.PKI.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
TSS.ELA.7.W.RBPK.7: Conduct research to answer a question, drawing on multiple sources and generating additional related, focused questions for further research and investigation.
TSS.ELA.7.W.RBPK.8: Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding...
TSS.ELA.7.W.TTP.1: Write arguments to support claims with clear reasons and relevant evidence.
TSS.ELA.7.W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of...
TSS.ELA.7.W.TTP.3: Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and...

Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.

Learning objectives:

Tennessee Content Standards:

7.5.02 Recognize that places change over time.

Clear Learning Targets:
“I can” statements:

I can decide if Aileron is an appropriate monument for the history of McCabe Park, based on the various uses of the land and the many transitions that the land has gone through.
I can base this decision on evidence from primary and secondary documents.
I can express my opinion on the appropriateness of Aileron in a letter to the editor or a presentation to my class.

Essential and guiding questions:

Assessing Questions:

Base closely on the work student has produced;
Clarify what the student has done and what the student understands about what s/he has done;
Provide information to the teacher about what the student understands.

Advancing Questions:

Use what students have produced as a basis for making progress toward target goal;
Move students beyond their current thinking by pressing students to extend what they know to a new situation;
Press students to think about something they are not currently thinking about.

Lesson Variations

Blooms taxonomy level:

Analyzing

Differentiation suggestions:

ELL Modifications: How will I provide access to the academic content and/or make modifications for the student whose primary language is one other than English?
SPED Modifications How will I provide access to the academic content and/or make modifications for the student who has an IEP?

Interdisciplinary opportunities:

Cross-curricular Connections:

There is a strong connection between this ELA lesson and the following 7th grade Visual Arts Standards:

3.2 Demonstrate knowledge of contexts, values, and aesthetics that communicate intended meanings in artworks.
3.3 Reflect on the effective use of subject matter, symbols, and ideas.

Helpful Hints

Materials and Resources:

Picture of Aileron sculpture (primary document)
Site information from Metro Arts Council (secondary documents)
Metro Arts Council RFQ Call to Artists (primary document)
Graphic organizer for picture “read”
Accountable Talk illustration and goal setting handout
Graphic organizer for areas of focus on text analysis
Yes/No/Consensus Graphic Organizer
Handout of options for deliverables
Rubric for letter and presentation assessment
Rubric for sculpture aligned with RFQ Call to Artists

Originator:

Ayers Institute for Learning & Innovation