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.

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Step 3. Questions

A.What questions does this photograph raise in your mind?

___________________________________________________________________________

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B.Where could you find answers to them?

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Advertizing Photos The American Dream? Slide 1

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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/