Cheyenne

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Cheyenne (Donna Kolody)
LLSS 436--001 Teaching of English
Jill Jeffery
12/27/2014
The Evolution of the American Dream
Rationale

"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 Adams

The 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.

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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 #8
They 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 9
9. 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 Standard
9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.

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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 Text
Integration of Knowledge and Ideas
7. 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 Standard
7. Integrate and evaluate content presented in diverse formats and media, including
visually and quantitatively, as well as in words.
Reading: Informational Text
Craft and Structure
6. 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 Standard
6. 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

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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: Literature
Craft and Structure
4. 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 Standard
4. 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

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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 & Listening

Comprehension and Collaboration
1. 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 studentgenerated 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

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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 5
4. 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,
strengthen
Claims 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.

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The Evolution of the American Dream

Major Texts for Unit Plan
Novel The Great Gatsby by F. Scott Fitzgerald
Short Story Winter Dreams by Francis Scott Fitzgerald
Non Fiction Excerpt from The Epic of America by James Truslow Adams
http://www.gerdthiele.de/Talkolleg/epic.htm
Non Fiction - The American Dream A speech given by The Reverend Dr. Martin Luther
King, Jr. February 5, 1964
Non Fiction - The DREAM Act - University of Louisville
http://louisville.edu/culturalcenter/hispanic-latino-initiative/dream-act
(includes a link to a YouTube video http://www.youtube.com/watch?v=Y2k4oCqC4o0
Opinion - The American dream vs. the American nightmare
New York Times - American Dream Is Elusive for New Generation
Opinion - 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 - by Langston Hughes
Spoken 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

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The Evolution of the American Dream
Introductory 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

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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.)

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Lesson Plans
Lesson One Tuesday 98 Minutes
5 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/janehirshfield-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 she sailed through her exams or I ploughed
through the 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.

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Lesson #2 Thursday 98 Minutes

5 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 Minutes

5 Minutes Attendance and Housekeeping
10 Minutes Define vocabulary words found in this weeks readings.

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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 California
15 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 Rubrics

1. Goal #1 Personal Response Journal *

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For the next five weeks we will be reading a variety of textsa novel, a short story, nonfiction 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.

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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

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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:

________________________________________

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4-

3-

2-

1-

CATEGORY Above Standards Meets Standards Approaching Standards Below Standards

Focus or

The thesis

The thesis

Thesis

statement names statement names outlines some or all of

statement does

Statement

the topic of the

the topic of the

the main points to be

not name the

essay and

essay.

discussed but does not

topic AND does

name the topic.

not preview what

outlines the main

The thesis statement

The thesis

points to be

will be

discussed.

discussed.

Argumentation Paper has clear,

Paper has

Paper has arguments

Paper has little to

strong arguments discernible

but often falls into

no arguments,

that go beyond

arguments but

description

spends most time

description

may be

describing

somewhat
unclear or weak

Support for

Includes 3 or

Includes 3 or

Includes 2 pieces of

Includes 1 or

Position

more pieces of

more pieces of

evidence (facts,

fewer pieces of

evidence (facts,

evidence (facts,

statistics, examples,

evidence (facts,

statistics,

statistics,

real-life experiences)

statistics,

examples, real-

examples, real-

that support the

examples, real-

life experiences) life experiences) position statement.

life experiences).

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that support the

that support the

position

position

statement. The

statement.

writer anticipates
the reader\'s
concerns, biases
or arguments and
has provided at
least 1 counterargument.

Originality

Demonstrates

Demonstrates

Demonstrates little

Makes no

excellent

some, but not a

analytical originality,

attempt to

analytical

great deal of,

relies mainly on

provide original

originality, either analytical

arguments and evidence analysis

in creating new

originality,

already covered in class

arguments or in

either in creating

relating facts in

new arguments

new ways

or in relating

(beyond what is

facts in new

covered in course ways

material)

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Sentence

All sentences are Most sentences

Most sentences are well Most sentences

Structure

well-constructed are well-

constructed, but there is are not well-

with varied

constructed and no variation is

constructed or

structure.

there is some

varied.

structure.

varied sentence
structure in the
essay.

Grammar &

Author makes no Author makes 1- Author makes 3-4

Author makes

Spelling

errors in

2 errors in

errors in grammar or

more than 4

grammar or

grammar or

spelling that distract the errors in

spelling that

spelling that

reader from the content. grammar or

distracts the

distract the

spelling that

reader from the

reader from the

distracts the

content.

content.

reader from the

content.

Total points available 25

* Rubric Created with Rubistar and selected elements from Teaching Argumentative Essays
Date Created: Dec 09, 2012 12:16 pm (CST)
*Some thoughts borrowed and adapted from: Writing the American Dream. Tamara Francis
(Smagorinsky)

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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.

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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:

________________________________________

4-

3-

2-

1-

CATEGORY Above Standards Meets Standards Approaching Standards Below Standards

Claim

Introduces a well Introduces a

Claim is not as clear as Hard to find the

thought out claim claim later in the it should be

claim or there is

at the beginning

essay

no claim

of the essay

Opposing

Acknowledges

Opposing claims Opposing claims are

Hard to find

Claim

alternate or

are not strong or unclear

opposing claims

opposing claims relevant to the

claim

or not addressed

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Sentence

All sentences are Most sentences

Most sentences are well Most sentences

Structure

well-constructed are well-

constructed, but there is are not well-

with varied

constructed and no variation is

constructed or

structure.

there is some

varied.

structure.

varied sentence
structure in the
essay.

Closing

The conclusion is The conclusion

The author\'s position is There is no

paragraph

strong and leaves is recognizable.

restated within the

conclusion - the

the reader solidly The author\'s

closing paragraph, but

paper just ends.

understanding

position is

not near the beginning.

the writer\'s

restated within

position.

the first two

Effective

sentences of the

restatement of

closing

the position

paragraph.

statement begins
the closing
paragraph.

Grammar & Author makes no Author makes 1- Author makes 3-4

Spelling

Author makes

errors in

2 errors in

errors in grammar or

more than 4

grammar or

grammar or

spelling that distract the errors in

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spelling that

spelling that

reader from the content. grammar or

distracts the

distract the

spelling that

reader from the

reader from the

distracts the

content.

content.

reader from the

content.

References

All references are All references

References are not

present and cited are present there complete

in MLA format

References are
missing entirely

may be errors in
MLA format

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.

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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

Description

________________________________________

Makes a

Makes a detailed Makes a detailed Descriptions are

complete and

description of

description of

not detailed or

detailed

most of the

some of the

complete.

description of the subject matter

subject matter

subject matter

and/or elements

and/or elements

and/or elements

seen in a work.

seen in a work.

Accurately

Describes some

Has trouble

describes several describes a

dominant

picking out the

dominant

couple of

elements and

dominant

elements or

dominant

principles used

elements.

principles used

elements and

by the

by the

principles used

writer/artist, but

seen in a work.

Analysis

Accurately

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writer/artist and

by the

accurately relates writer/artist and

has difficulty
describing how

how they are

accurately relates these relate to the

used by the

how these are

meaning or

writer/artist to

used by the

feeling of the

reinforce the

writer/artist to

work.

theme, meaning, reinforce the

mood, or feeling theme, meaning,
of the work.

mood, or feeling
of the work.

Interpretation

Forms a

Student identifies Student can

Student finds it

somewhat

the literal

relate how the

difficult to

reasonable

meaning of the

work makes

interpret the

hypothesis about work.

him/her feel

meaning of the

the symbolic or

personally.

work.

metaphorical
meaning and is
able to support
this with
evidence from the
work.

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Closing

The conclusion is The conclusion is The author\'s

There is no

statement

strong and leaves recognizable.

position is stated conclusion - the

the reader solidly The author's

within the

paper just ends.

understanding the position is stated closing

writer\'s position. within the first

paragraph, but

Effective

two sentences of not near the

statement of the

the closing

position

paragraph.

beginning.

statement begins
the closing
paragraph.

Rubric Created with Rubistar Date Created: Dec 09, 2012 12:53 pm (CST)

5. Goal #5 Your Vision: Multimedia Project

By 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)

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Short, silent film clip

Song

Spoken Poetry

Newspaper editorial

**Rubric for Multi-Genre Project

Advertisement(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.)

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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)

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References
Contributors, 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. <http://smago.coe.uga.edu/VirtualLibrary/index.html>.

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The Evolution of the American Dream

Appendix A - Tools
Handouts:

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

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(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.
People

Objects

Activities

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Step 2. Inference
Based on what you have observed above, list three things you might infer from this
photograph.
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_____
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_____
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_____
Step 3. Questions
A
.

What questions does this photograph raise in your mind?

______________________________________________________________________

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_____
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_____
B
.

Where could you find answers to them?

______________________________________________________________________
_____

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Advertizing Photos The American Dream?
Slide 1

http://www.glogster.com/coldheartedj
ones/1950s/g6mcq97l412no5s1o76kk3a0

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Slide 2

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Slide 3

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Slide 4

http://kctr.com/how-to-make-menhappy-according-to-1950s-homeeconomics/

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Slide 5

http://www.antiquewireless.org/otb/t
vearly1008.htm

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Slide 6

http://ryankamstra.blogspot.com/201
0/08/1950s-dream-house.html

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Slide 7

http://theblackboxspeaks.org/godcountry-american-dream.html

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Slide 8

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Slide 9

http://envisioningtheamericandream.
wordpress.com/2012/07/04/remembr
ance-of-july-4th-parades-past/

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Slide 10

http://www.vanityfair.com/culture/fe
atures/2009/04/americandream200904

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Slide 11

http://supabenton1.wikispaces.com/JORDAN

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Slide 12

http://www.orangejuiceblog.com/2011/03/ch
asing-the-american-dream/

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Slide 13

http://prairiefirenews.com/we-were-lied-toits-been-happening-for-years/

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Slide 14

http://envisioningtheamericandream.wordpres
s.com/2012/09/24/a-blueprint-for-the-middle-

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Slide 15

http://envisioningtheamericandream.wordpres
s.com/2012/09/24/a-blueprint-for-the-middleclass/

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Slide 16

http://style.time.com/2012/10/23/fresh-faces13-young-celebrity-ad-campaigns/slide/milakunis-for-dior-2012/

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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,

Label the authors Thesis Statement:

How strong is this
authors analysis?

What particularly interested you in the essay?

12345

Did the author incorporate evidence, quotations, and examples? YES / NO

What 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,

Label the authors Thesis Statement:

How strong is this
authors analysis?

What particularly interested you in the essay?

12345

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Did the author incorporate evidence, quotations, and examples? YES / NO

What 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,

Label the authors Thesis Statement:

How strong is this
authors analysis?

What particularly interested you in the essay?

12345

Did the author incorporate evidence, quotations, and examples? YES / NO

What 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,

Label the authors Thesis Statement:

How strong is this
authors analysis?

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What particularly interested you in the essay?

Did the author incorporate evidence, quotations, and examples? YES / NO

What could the author add to or change in this analysis to better explore the topic?
(Complete sentences)