Cheyenne11Cheyenne (Donna Kolody)LLSS 436--001 Teaching of
EnglishJill Jeffery12/12/2012The Evolution of the American
DreamRationale
"That dream of a land in which life should be better and richer
and fuller for every man, with opportunity for each according to
his ability or achievement."James Truslow AdamsThe American dream,
often described as a set of ideals in which freedom includes the
opportunity for prosperity and success (contributors), evolves over
the course of time. The perspective of our forefathers almost
certainly differs from the perspective of todays American teen; in
addition the concept and attainability of the American Dream may
differ according to ethnicity, gender, age and socioeconomic
status, while others argue that the American Dream has died. For
some the American dream may be tied to political viewpoints or
appear to be unobtainable due to immigration status, discrimination
or financial constraints; for others the American dream may still
symbolize the opportunity to succeed through hard work. Still
others may feel, as F. Scott Fitzgerald appeared to portray in The
Great Gatsby, that material excess and greed corrupted the American
Dream. As educators one of the goals we have for our students
should be to prepare them for the real world; to me this means
assisting them in developing an ideology. They [the students] need
the ability to analyse and compare ideas, philosophies, and the
viewpoint of a variety of writers as they work to formulate their
own opinions. The unit will address these essential questions - Is
the American Dream attainable by all? Has the pursuit of
materialism corrupted the American Dream? And finally, what is your
vision of the American Dream? In this unit we will be looking at
the perspective of several different authors utilizing multiple
media formats. Utilizing the common core standards for 11th grade
Reading Literature, Reading: Informational Text, Writing, Speaking
and Listening and language will provide the rationale for the texts
I have chosen and the activities the class will participate
in.Standards: From the Language Arts College and Career Readiness
#8They come to understand other perspectives and cultures.Students
appreciate that the twenty-first-century classroom and workplace
are settings in which people from often widely divergent cultures
and who represent diverse experiences and perspectives must learn
and work together. Students actively seek to understand other
perspectives and cultures through reading and listening, and they
are able to communicate effectively with people of varied
backgrounds. They evaluate other points of view critically and
constructively. Through reading great classic and contemporary
works of literature representative of a variety of periods,
cultures, and worldviews, students can vicariously inhabit worlds
and have experiences much different than their own.
11th Grade - Reading Literature Strand 99. Demonstrate knowledge
of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or
more texts from the same period treat similar themes or
topics.Corresponding College and Career Readiness (CCR) Anchor
Standard9. Analyze how two or more texts address similar themes or
topics in order to build knowledge or to compare the approaches the
authors take.
The novel The Great Gatsby and the short story Winter Dreams by
F. Scott Fitzgerald addressed the theme of the opulence and the
self gratification of the Jazz Age. Fitzgerald portrayed the 1920s
as an era where materialism and greed ultimately resulted in the
corruption of the American Dream in The Great Gatsby; Winter Dreams
explores the American Dream through Dexters eyes and comments on
the high cost of success. They share several thematic and stylistic
elements; however the protagonists achieve their material success
through different means. Reading: Informational TextIntegration of
Knowledge and Ideas7. Integrate and evaluate multiple sources of
information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words in order to address a
question or solve a problem.Corresponding College and Career
Readiness (CCR) Anchor Standard7. Integrate and evaluate content
presented in diverse formats and media, including visually and
quantitatively, as well as in words.
Reading: Informational TextCraft and Structure6. Determine an
authors point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute
to the power, persuasiveness or beauty of the text.Corresponding
College and Career Readiness (CCR) Anchor Standard6. Assess how
point of view or purpose shapes the content and style of a
text.
Four works of nonfiction and an assortment of short video clips,
which span a time period from the 1930s through the 21st century,
present varying perspectives on an American Dream that does not
depend on materialism. James Truslow Adams, who is credited with
coining the phrase "the American Dream," stated "the very
foundation of the American dream of a better and richer life for
all is that all, in varying degrees, shall be capable of wanting to
share in it." Martin Luther King Jr., and countless immigrants
lobbying for the Dream Act, described an America where the American
dream is denied them based on race and/or immigration status while
The New York Times described a generation of college graduates with
bleak prospects in a weakened global economy. In addition, the
Fetzer Institute and Bill Moyers set out on a quest to reassess the
definition of The American Dream asking: Is the American Dream a
vision or an illusion? Does social change depend on personal
change? What values should the U.S. demonstrate in today's world?
Are there ways to think beyond geographic boundaries toward a
common dream for our world? (Moyers). The opinions of guests and
viewers, available as video clips and transcriptions, offer the
opinion of people from all walks of life. These texts offer the
students varying perspectives on the meaning of the American Dream,
and its attainability according to the authors viewpoint. Reading:
LiteratureCraft and Structure4. Determine the meaning of words and
phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices
on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.)Corresponding
College and Career Readiness (CCR) Anchor Standard4. 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.
Building on the same theme an assortment of poetry and
multimedia texts offers perspectives mirroring or contrasting the
views presented by Faulkner. For example, juxtaposing the short
story Winter Dreams with the YouTube presentation of American Dream
by Casting Crowns or Hotel California by The Eagles offers the
students similar perspectives (the high cost of upward mobility)
using two different approaches to literature. The language of
poetry and song often utilizes figurative or connotative meanings
of words to deliver a message or evoke feelings. Conservative
parents and school administrators may argue that contemporary music
and poetry cannot serve the same purpose as canonical and
informational texts in the understanding of literature. My response
to that argument is that using these types of texts allows students
to understand the knowledge transmitted by these classic texts in
ways that are relevant to the real world, or the world the students
are familiar with.
Speaking & ListeningComprehension and Collaboration1.
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 1112 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.Come
to discussions prepared having read and researched material under
study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.Work with peers to
promote civil, democratic discussions and decision-making, set
clear goals and deadlines, and establish individual roles as
needed.Propel conversations by posing and responding to questions
that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative
perspectives.Respond thoughtfully to diverse perspectives;
synthesize comments, claims, and evidence made on all sides of an
issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the
investigation or complete the task.
Utilizing these texts, along with informal writing assignments,
to facilitate student-generated discussions which involve the whole
group but rely on students to produce the content of the discussion
(Smagorinsky 33) encourage students to synthesize information and
construct meaning. This construction of knowledge results in an
authentic learning experience; this is in stark contrast to a
teacher generated discussion which often involves memorization and
recall. The goals for this unit plan cover the main types of essays
students must focus on mastering to meet the CCSS standards. We
begin with a Person Response Journal similar the Dialectical
Journal Notes my students are familiar with. The Response Journal
takes these notes one step further and invites the students to
connect the readings to their personal values. The goals that
follow take the students through argumentative, analytical and
persuasive writing assignments. Goal number 4 assists the students
in mastering the literary devices they will need to make their
culminating text successful. The multi genre media presentation
planned as the culminating text for the unit offers students the
opportunity to utilize diverse methods of generating knowledge
(Smagorinsky 90). Presenting the final project to the class aligns
with CCSS Speaking and Listening standards. Presentation of
Knowledge and Ideas, Strand 4 and Strand 54. Present claims and
findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen
details; use appropriate eye contact, adequate volume, and clear
pronunciation.5. Integrate multimedia and visual displays into
presentations to clarify information, strengthenClaims and
evidence, and add interest.
The units grammar lessons will come from ongoing analysis of the
students needs, beginning with the introductory activity. The class
I am currently working with has problems with some basic spelling
rules (many of the students speak English as a 2nd language),
homonyms, comma placement and complex sentence structure; this was
determined by reading their class work and I feel this is the most
efficient way to address grammar needs.
The Evolution of the American DreamMajor Texts for Unit Plan
Novel The Great Gatsby by F. Scott FitzgeraldShort Story Winter
Dreams by Francis Scott Fitzgerald
Non Fiction Excerpt from The Epic of America by James Truslow
Adamshttp://www.gerdthiele.de/Talkolleg/epic.htmNon Fiction -
TheAmerican Dream A speech given by The Reverend Dr.Martin Luther
King,Jr. February 5, 1964 Non Fiction - The DREAM Act - University
of
Louisvillehttp://louisville.edu/culturalcenter/hispanic-latino-initiative/dream-act(includes
a link to a YouTube video
http://www.youtube.com/watch?v=Y2k4oCqC4o0Opinion - The American
dream vs. the American nightmareNew York Times - American Dream Is
Elusive for New GenerationOpinion - Rethinking the American Dream
Speech - Arnold Schwarzenegger 2004 Republican National Convention
Address (full text plus video)
Poem -A Haudenosaunee "Thanksgiving" Prayer Poem - Let America
be America Again - byLangston HughesSpoken Poetry- littlemoh -
american dream - spoken word poetry
Music - American Dream - Casting Crowns (Have lyrics)Music Hotel
California The Eagles Music We Take Care of Our Own by Bruce
Springsteen (Have lyrics)
Video clips -
http://www.pbs.org/moyers/journal/americandream/text.html
Images - an assortment of advertising from the 1950s through
today
The Evolution of the American DreamIntroductory Activity
The introductory activity for this unit serves two purposes; the
students will write an essay expressing what the American Dream
means to them, which will serve as the introduction to the unit.
The essay will serve as my introduction to the student's ideals,
hopes and dreams; this information will give me insight into the
students personalities and backgrounds. In addition, it serves as
an opportunity to assess the students writing abilities; using this
information I can plan for mini lessons to address problems I may
see with grammar, punctuation and formatting.The class schedule is
a block schedule; Tuesday and Thursday classes are 98 minutes,
Fridays class is 48 min.Beginning of class bell ringer activity TW
select a current news article which may relate in an abstract way
to one interpretation of the American Dream. Students will be given
a copy of the article and asked to offer their opinion on the
article, using complete sentences. Time 15 minutes. (TW use the
first 5 minutes to take attendance while the students read)
Housekeeping the topic for the upcoming unit will be introduced.
The teacher will explain that over the next several weeks we will
be studying various forms of literature that relate to The American
Dream. A list of the reading material, videos and music will be
passed out to the students. Time 10 min.Introduction: First day
introductory activity, the teacher will define the term "The
American Dream" in a traditional sense. Following the description
TW play the YouTube video, listed in my major texts as spoken
poetry - American Dream Spoken Word Poetry, and several video clips
from pbs.org, Bill Myers Journal Deepening the American Dream. Time
15 Min. The students will be broken up into small groups and given
the opportunity to discuss the videos and what the American dream
meant to the people in those videos compared to their (the
students) views. Prompt Each of the videos we just watched conveys
an attitude about the American Dream according to the perspective
of the speaker; how do these views compare or contrast with yours?
Time 15 min. Each group will choose a spokesperson; the
spokesperson will summarize the opinions of the group for the whole
class. Time 5 min. per group, approximately 25 min. total.The
remainder of the class time (approx 20 min.) will be devoted to the
students composing an informal essay; the topic will be: What the
American Dream Means to Me. (Students will be allowed to return
this essay next class if they haven't had enough time to complete
it in class.)
Lesson PlansLesson One Tuesday 98 Minutes5 Minutes Attendance
and Housekeeping 10 Minutes Define vocabulary words found in this
weeks readings.13 Minutes Mini Grammar Lesson/review based on weak
areas (from last assignments).20 Minutes Introduce metaphor/simile
with a video from ed.ted
http://ed.ted.com/lessons/jane-hirshfield-the-art-of-the-metaphor
and follow with verbal metaphor creation. Teacher supplies the
first half and students complete the metaphor. (i.e. - The
half-dead flowers in the vase look like( a cluster of disappointed
kids, the ones who havent been picked for a team, standing there
with their shoulders slumped, their faces closing up against
showing what they feel). From Dig Deeper section on Ted Ed
Lessons)15 Minutes Form small groups to brainstorm common metaphors
and the ways we use them in everyday language. 20 Minutes- In class
practice essay. Prompt: How do metaphors affect our view of the
world around us, for example how do the statements shesailed
throughher exams or Iploughed throughthe work affect your
perceptions?5 Minutes- Assign Homework for Thursday Read Winter
Dreams by F. Scott Fitzgerald, cleanup and exit.Objectives SWBAT
identify metaphors and similes. SWBAT identify how metaphor/simile
changes the tone and meaning of a text. SWBAT identify how
metaphor/simile is used in everyday language and how these colorful
phrases affect our viewpoints/perceptions.
Lesson #2 Thursday 98 Minutes5 Minutes Attendance and
Housekeeping 10 Minutes Define vocabulary words found in this weeks
readings.13 Minutes Mini Grammar Lesson/review based on weak areas
(from last assignments).25 Minutes Divide class into 7 groups and
give each group 2 pages from Winter Dreams, number off in their
groups (silently) the teacher will pick a random number, the group
member with that number will be the group scribe . The task will be
a search for metaphor, simile and figurative language in their
section of Winter Dreams. Group members will mark the text by
underlining those elements and discuss possible interpretations.
The group scribe will record. 35 minutes Each group will have 5
minutes to report on and discuss their findings with the class. 10
Minutes Close out discussion, answer any questions, cleanup and
exit.Objectives SWBAT identify metaphors and similes used in Winter
Dreams SWBAT identify how metaphor/simile changes the tone and
meaning of a text. SWBAT identify how metaphor/simile is used to
express a point of view and how these affect your view of the
characters/text.
Lesson #3 Friday 48 Minutes5 Minutes Attendance and Housekeeping
10 Minutes Define vocabulary words found in this weeks readings.5
Minutes Pass out copies of the lyrics to Hotel California (marked
off and numbered -7 stanzas) and reform the 7 groups from Thursday.
Random assignment of new scribe.8 Minutes Play YouTube video of
Hotel California15 Minutes The task will be a search for metaphor,
simile and figurative language in their stanza from Hotel
California. Group members will mark the text by underlining those
elements and discuss possible interpretations. The group scribe
will record.5 Minutes Tell students we will continue on Tuesday of
next week. Homework go over song lyrics/notes and notes from Winter
Dreams. Cleanup and exit.Objectives SWBAT identify metaphors and
similes used in Hotel California SWBAT identify how metaphor/simile
changes the tone and meaning of a text. SWBAT identify how
metaphor/simile is used to express a point of view and how these
affect your view of the scene/text.
Unit Plan Goals and Rubrics1. Goal #1 Personal Response Journal
*For the next five weeks we will be reading a variety of textsa
novel, a short story, non-fiction pieces, several poems, some music
and video clipsthat explore the concept of the evolution of the
American dream. Each week you will be asked to write and submit a
journal entry (minimum of 1 page) that has to do with the
particular text that we are discussing in class. You may want to
select a passage or a line within a text and respond to it. Your
discussion should include questions, analysis, reflection, and
evaluation. Please keep in mind that your journal entry must have
something to do with the authors treatment of the American dream,
how that sentiment or belief is represented in todays society, and,
hopefully, how it relates to you. Do not summarize what you read,
rather explain how your vision of the American dream has expanded,
contracted or changed. Remember to include quotations and examples
from the texts to support your ideas. Since this is a personal,
reflective journal, the tone of your writing can be informal and
conversational. The best way to convey your feelings and
experiences is through a first-person narrative. Make sure you
fully explore and develop your ideas as this is what I will be
weighting in grading these entries. Please type your entries and
conform to standard format (12-pt., Times New Roman font,
double-space). Your name, class period, and the date should be in
the upper left corner of your paper and textual evidence should be
cited MLA format. I will try to allow for you to have some computer
lab time on Thursdays so that you may type your entries then.
However, I cannot guarantee that this will always be the case, so
please plan ahead. Entries are due at the beginning of class every
Friday.Finally, please be aware that I am required to share any
thoughts or suggestions of violence, suicide, substance abuse,
family abuse, or other harmful behavior with the school
counselors.**Your entries will be graded as follows:1) Punctuality
20 pts. Journals that are turned in late without an approved
absence will lose 5 points. 2) Content/Ideas 30 pts. Use creative
and original ideas; look for the connection to your personal
values.3) Well-developed ideas 30 pts. Your entries must show
evidence of reflective thought and the ability to relate the
concept of the American dream in the text to contemporary society
and/or your life experience.4) Organization 20 pts. Your
introduction contains a thesis statement and each of your
paragraphs contains a topic sentence that is supported by textual
evidence. Your evidence is correctly cited in MLA format. TOTAL:
100 points
*Adapted from: The American Dream: Fact or Fiction? Jennifer A.
Howell (Smagorinsky)** Rubric adapted from: The American Dream:
Fact or Fiction? Jennifer A. Howell (with slight modifications)
(Smagorinsky)
2. Goal #2 Analytical Essay How has advertising shaped the new
American Dream?In the Vanity Fair article Rethinking the American
Dream David Kamp states Nothing reinforced the seductive pull of
the new, suburbanized American Dream more than the burgeoning
medium of television While this particular reference refers to the
family sitcoms of the 1950s, and Americans desire to emulate that
lifestyle, advertising in general plays a powerful role in one of
the possible interpretations of the American Dream. Using your
notes from the article, the images contained in the article along
with the images from the slides and your Photo Analysis worksheet
write an essay to address the prompt. Support your statements with
a combination of textual evidence and your analysis of the visual
evidence provided. Make sure you fully explore and develop your
ideas. Please type your paper and conform to standard format
(12-pt., Times New Roman font, double-space). Your name, class
period, and the date should be in the upper left corner of your
paper and textual evidence should be cited MLA format. I will try
to allow for you to have some computer lab time on so that you may
type your paper then. However, I cannot guarantee that this be
enough time, so please plan ahead
*Analytical Essay Rubric: How has Advertising Shaped The
American Dream
Teacher Name: Cheyenne Kolody Kolody (Plus 1 point for returning
your rubric form with your essay)
Student Name: ________________________________________ CATEGORY
4-AboveStandards 3-MeetsStandards 2-ApproachingStandards
1-BelowStandards
Focus or Thesis Statement The thesis statement names the topic
of the essay and outlines the main points to be discussed. The
thesis statement names the topic of the essay. The thesis statement
outlines some or all of the main points to be discussed but does
not name the topic. The thesis statement does not name the topic
AND does not preview what will be discussed.
Argumentation Paper has clear, strong arguments that go beyond
description Paper has discernible arguments but may be somewhat
unclear or weak Paper has arguments but often falls into
description Paper has little to no arguments, spends most time
describing
Support for Position Includes 3 or more pieces of evidence
(facts, statistics, examples, real-life experiences) that support
the position statement. The writer anticipates the reader\'s
concerns, biases or arguments and has provided at least 1
counter-argument. Includes 3 or more pieces of evidence (facts,
statistics, examples, real-life experiences) that support the
position statement. Includes 2 pieces of evidence (facts,
statistics, examples, real-life experiences) that support the
position statement. Includes 1 or fewer pieces of evidence (facts,
statistics, examples, real-life experiences).
Originality Demonstrates excellent analytical originality,
either in creating new arguments or in relating facts in new ways
(beyond what is covered in course material) Demonstrates some, but
not a great deal of, analytical originality, either in creating new
arguments or in relating facts in new ways Demonstrates little
analytical originality, relies mainly on arguments and evidence
already covered in class Makes no attempt to provide original
analysis
Sentence Structure All sentences are well-constructed with
varied structure. Most sentences are well-constructed and there is
some varied sentence structure in the essay. Most sentences are
well constructed, but there is no variation is structure. Most
sentences are not well-constructed or varied.
Grammar & Spelling Author makes no errors in grammar or
spelling that distracts the reader from the content. Author makes
1-2 errors in grammar or spelling that distract the reader from the
content. Author makes 3-4 errors in grammar or spelling that
distract the reader from the content. Author makes more than 4
errors in grammar or spelling that distracts the reader from the
content.
Total points available 25 * Rubric Created with Rubistar and
selected elements from Teaching Argumentative EssaysDate Created:
Dec 09, 2012 12:16 pm (CST) *Some thoughts borrowed and adapted
from: Writing the American Dream. Tamara Francis (Smagorinsky)
3. Goal #3 Argumentative Essay - The American Dream: Idealism or
Materialism?Throughout the unit we have discussed the evolution of
the American dream and the various perspectives of Americans. Your
task is to write an essay in which you take a stand on whether you
believe the American dream is a set of ideals we should strive to
attain or a materialistic dream defined by consumerism in todays
society. In your essay please include the following:
A definition of what you perceive the American dream to be. An
introduction paragraph which contains a clear thesis sentence that
states your position. Provide three reasons why you have taken this
position. For each reason, provide an example from the literature
we have read, current events, and your personal experiences that
illustrate your belief. For each reason, provide a counterexample
from the literature we have read, current events and your personal
experiences. For your whole argument, a counterargument expressing
the viewpoint of someone who might disagree with you. For the
counterargument, a rebuttal in which you defend your position.
Conventional grammar, spelling, punctuation, and usage throughout
your essay. Evidence of having written at least one rough draft
that has been submitted for peer evaluation. Use standard MLA
format procedures: 12-pt., Times New Roman font. A reference
page*Adapted from The American Dream: Fact or Fiction? Jennifer A.
Howell (Smagorinsky)Rubric Argumentative Essay - The American
Dream: Idealism or Materialism?
Teacher Name: Cheyenne Kolody (Plus 1 point for returning your
rubric form with your essay) Student Name:
________________________________________ CATEGORY 4-AboveStandards
3-MeetsStandards 2-ApproachingStandards 1-BelowStandards
Claim Introduces a well thought out claim at the beginning of
the essay Introduces a claim later in the essay Claim is not as
clear as it should be Hard to find the claim or there is no
claim
Opposing Claim Acknowledges alternate or opposing claims
Opposing claims are not strong or relevant to the claim Opposing
claims are unclear Hard to find opposing claims or not
addressed
Sentence Structure All sentences are well-constructed with
varied structure. Most sentences are well-constructed and there is
some varied sentence structure in the essay. Most sentences are
well constructed, but there is no variation is structure. Most
sentences are not well-constructed or varied.
Closing paragraph The conclusion is strong and leaves the reader
solidly understanding the writer\'s position. Effective restatement
of the position statement begins the closing paragraph. The
conclusion is recognizable. The author\'s position is restated
within the first two sentences of the closing paragraph. The
author\'s position is restated within the closing paragraph, but
not near the beginning. There is no conclusion - the paper just
ends.
Grammar & Spelling Author makes no errors in grammar or
spelling that distracts the reader from the content. Author makes
1-2 errors in grammar or spelling that distract the reader from the
content. Author makes 3-4 errors in grammar or spelling that
distract the reader from the content. Author makes more than 4
errors in grammar or spelling that distracts the reader from the
content.
ReferencesAll references are present and cited in MLA formatAll
references are present there may be errors in MLA formatReferences
are not complete References are missing entirely
Total points available 25 Rubric Created with Rubistar Date
Created: Dec 09, 2012 12:34 pm (CST)
4. Goal #4 Metaphor, Simile & Analogy as persuasive
techniques. We think in terms of images and literary devices
provide compelling visuals when used in speech or literature. The
use of these literary devices may cause an emotional response,
which may be the element that persuades a reader to accept the
point of view presented by the speaker or author. Choose two texts
from the list of texts we have covered in this unit that present
opposing or similar viewpoints. Identify a minimum of 3 Metaphors,
Similes or Analogies in each text. Interpret these for meaning;
explain how they affected the tone and subtext of the text.
Finally, explain how these affected your viewpoint did they change
the way you perceived the American Dream or did they support your
vision of the American Dream?Rubric Analysis of A Work: Metaphor
Simile and Analogy
Teacher Name: Cheyenne Kolody Student Name:
________________________________________ CATEGORY 4 3 2 1
Description Makes a complete and detailed description of the
subject matter and/or elements seen in a work. Makes a detailed
description of most of the subject matter and/or elements seen in a
work. Makes a detailed description of some of the subject matter
and/or elements seen in a work. Descriptions are not detailed or
complete.
Analysis Accurately describes several dominant elements or
principles used by the writer/artist and accurately relates how
they are used by the writer/artist to reinforce the theme, meaning,
mood, or feeling of the work. Accurately describes a couple of
dominant elements and principles used by the writer/artist and
accurately relates how these are used by the writer/artist to
reinforce the theme, meaning, mood, or feeling of the work.
Describes some dominant elements and principles used by the
writer/artist, but has difficulty describing how these relate to
the meaning or feeling of the work. Has trouble picking out the
dominant elements.
Interpretation Forms a somewhat reasonable hypothesis about the
symbolic or metaphorical meaning and is able to support this with
evidence from the work. Student identifies the literal meaning of
the work. Student can relate how the work makes him/her feel
personally. Student finds it difficult to interpret the meaning of
the work.
Closing statement The conclusion is strong and leaves the reader
solidly understanding the writer\'s position. Effective statement
of the position statement begins the closing paragraph. The
conclusion is recognizable. The author's position is stated within
the first two sentences of the closing paragraph. The author\'s
position is stated within the closing paragraph, but not near the
beginning. There is no conclusion - the paper just ends.
Rubric Created with Rubistar Date Created: Dec 09, 2012 12:53 pm
(CST)
5. Goal #5 Your Vision: Multimedia ProjectBy now you've decided
what your vision of the American Dream is and how to attain it.
Your task is to sell me the American dream of the 21st century.
Create a text that will persuade me, and other Americans, that the
dream is attainable. You may select from one of the following
formats Advertisement (slogan and artwork) Radio script (drama
designed to be performed on the radio) Short, silent film clip Song
Spoken Poetry Newspaper editorial**Rubric for Multi-Genre
ProjectAdvertisement(If working individually submit one
advertisement; if working in a pair submit two advertisements.)*
Creative, original ideas that are captured by a simple, but
memorable slogan 35 pts.* Artwork that symbolizes/represents your
slogan and the American dream 35 pts.* High quality design work.
Attention is paid to minute details, including color, texture,
graphics 30 pts. (You will be asked to show and explain your
advertisement(s) to the class.)Radio ScriptDuration: 8-10 minutes*
Creative, original ideas that are conveyed either through an
announcement or radio drama. You should define your idea of the
American dream in your text. 40 pts.* Sound effects, dialects, and
professional polish. 30 pts.* Perform your script for the class.
You may ask your classmates in advance if they will participate in
reading your script. You might wish to have a rehearsal. See me. 30
pts.Short Silent Film ClipDuration: 5-8 minutes* Creative, original
ideas conveyed through symbolic body language. It should be clear
to viewers what your definition of the American dream is 40 pts. *
* Attention is paid to the setting, costumes, backdrops, props and
professional polish 30 pts.* Silent films were always accompanied
by live orchestra music. Select contemporary music to accompany
your film. Make sure that your selection helps to convey the
message of your film 30 pts. (Film clips will be shown in
class.)Song or Spoken PoetryDuration: 5-8 minutes* Creative,
original ideas conveyed through catchy lyrics. Your idea of the
American dream is clear to your audience 80 pts.* Perform your song
or poetry for the class 20 pts.(You have the option of videotaping
yourself and playing that tape for the class if you prefer not to
perform live.)Newspaper EditorialMinimum: Two, typed, double-spaced
pages* Creative, original ideas conveyed persuasively to your
audience 35 pts.* Your argument is well organized and detailed 35
pts.* Grammar/Conventions 30 pts.You will be asked to read your
editorial to the class.*Adapted from The American Dream: Fact or
Fiction? Jennifer A. Howell (Smagorinsky)** From The American
Dream: Fact or Fiction? Jennifer A. Howell (with slight
modifications) (Smagorinsky)
ReferencesContributors, Wikipedia. American Dream. Vers.
523198684. 15 November 2012. Wikipedia, The Free Encyclopedia. web.
18 November 2012. <
http://en.wikipedia.org/w/index.php?title=American_Dream&oldid=523198684>.Moyers,
Bill. "Bill Moyers Journal."Deepening The American Dream. Public
Affairs Television , 2008. Web. Web. 12 Dec. 2012.Smagorinsky,
Peter.Teaching English By Design, How To Create And Carry Out
Instructional Units. Portsmoth,NH: Heinemann Educational Books,
2007. Print.Smagorinsky, Peter. "Virtual Library of Conceptual
Units."UGA English Education Home Page. n.p.. Web. 9 Dec 2012.
.
The Evolution of the American DreamAppendix A -
ToolsHandouts:
How the American Dream Works printed from
http://people.howstuffworks.com/american-dream.htm/printable
Concept map using images created to illustrate How the American
Dream Works (above) https://mm.tt/229148389?t=LpotRtURLj Lyrics to
the songs used in the unit. Bruce Springsteen - We Take Care Of Our
Own, Hotel California The Eagles and American Dream - Casting
Crowns. Assorted Images from the 1950s and the Photo Analysis
Worksheet from
http://www.archives.gov/education/lessons/worksheets/photo.html
Peer Editing worksheets/Proof reading worksheets
(Concept Map tool)Photo Analysis Worksheet
A.Study the photograph for 2 minutes. Form an overall impression
of the photograph and then examine individual items. Next, divide
the photo into quadrants and study each section to see what new
details become
visible.___________________________________________________________________________
B.Use the chart below to list people, objects, and activities in
the photograph.PeopleObjectsActivities
Step 2. Inference
Based on what you have observed above, list three things you
might infer from this photograph.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Step 3. Questions
A.What questions does this photograph raise in your mind?
___________________________________________________________________________
___________________________________________________________________________
B.Where could you find answers to them?
___________________________________________________________________________
Advertizing Photos The American Dream? Slide 1
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Slide 2
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Slide 3
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Slide 4
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Slide 5
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Slide 6
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Slide 7
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Slide 8
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Slide 9
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Slide 10
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Slide 11
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Slide 12
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Slide 13
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Slide 14
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Slide 15
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Slide 16
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Peer Editing Worksheet example (borrowed from
http://www.huffenglish.com/?page_id=15)Literary Analysis Essay
Topic:Author:
Reader 1: (name)
On a scale of 1 to 5,How strong is this authors analysis?1 2 3 4
5Label the authors Thesis Statement:
What particularly interested you in the essay?
Did the author incorporate evidence, quotations, and examples?
YES / NOWhat could the author add to or change in this analysis to
better explore the topic? (Complete sentences)
Reader 2: (name)
On a scale of 1 to 5,How strong is this authors analysis?1 2 3 4
5Label the authors Thesis Statement:
What particularly interested you in the essay?
Did the author incorporate evidence, quotations, and examples?
YES / NOWhat could the author add to or change in this analysis to
better explore the topic? (Complete sentences)
Reader 3: (name)
On a scale of 1 to 5,How strong is this authors analysis?1 2 3 4
5Label the authors Thesis Statement:
What particularly interested you in the essay?
Did the author incorporate evidence, quotations, and examples?
YES / NOWhat could the author add to or change in this analysis to
better explore the topic? (Complete sentences)
Reader 4: (name)
On a scale of 1 to 5,How strong is this authors analysis?1 2 3 4
5Label the authors Thesis Statement:
What particularly interested you in the essay?
Did the author incorporate evidence, quotations, and examples?
YES / NOWhat could the author add to or change in this analysis to
better explore the topic? (Complete sentences)
http://www.glogster.com/coldheartedjones/1950s/g-6mcq97l412no5s1o76kk3a0
http://kctr.com/how-to-make-men-happy-according-to-1950s-home-economics/
http://www.antiquewireless.org/otb/tvearly1008.htm
http://ryankamstra.blogspot.com/2010/08/1950s-dream-house.html
http://theblackboxspeaks.org/god-country-american-dream.html
http://envisioningtheamericandream.wordpress.com/2012/07/04/remembrance-of-july-4th-parades-past/
http://www.vanityfair.com/culture/features/2009/04/american-dream200904
http://supabenton1.wikispaces.com/JORDAN
http://www.orangejuiceblog.com/2011/03/chasing-the-american-dream/
http://prairiefirenews.com/we-were-lied-to-its-been-happening-for-years/
http://envisioningtheamericandream.wordpress.com/2012/09/24/a-blueprint-for-the-middle-
http://envisioningtheamericandream.wordpress.com/2012/09/24/a-blueprint-for-the-middle-class/
http://style.time.com/2012/10/23/fresh-faces-13-young-celebrity-ad-campaigns/slide/mila-kunis-for-dior-2012/