Digital Unit Plan Template Unit Title: Chasing the American Dream Content Area: English

CA Content Standard(s)/Common Core Standard(s): RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking adva ntage of technologys capacity to link to other information and to display information flexibility and dynamically. W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation including footnotes and endnotes. SL.9-10.1.a. 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. Big Ideas: We can define the "American Dream" in many different ways. People from different time periods (such as the Great Depression, the Civil Rights Movement, or the modern day Recession) face various obstacles on the path to achieving the "American Dream." Depending on people's background and experiences, the American Dream can be viewed as either a myth or a reality. In spite of their perseverance, some people may never see their dream realized. The American Dream can have endless definitions, and all of these versions are worthy of listening to, reading, or writing about. Unit Goals and Objectives: Objective #1: After reading Of Mice and Men by John Steinbeck and discussing elements of the Great Depression, students will be able to explain in class discussions, a quick write assignment, and Cornell Notes what The Great Depression meant for the United States from an economic, historical and social standpoint, how it impacted the idea of the American Dream for our country, and how Steinbeck highlights these themes in his novel.

Name: Angie Vargas Grade Level: 9

Objective #2: Students will read poetry inspired by the Civil Rights Movement from Langston Hughes and Maya Angelou in order to investigate and define how the American Dream changed during this time period, what values became important, and how it compares to older definitions and contemporary definitions. Students will accomplish this by completing a Webercise activity and taking an online quiz on the selected poems. Objective #3: By brainstorming independently and collaboratively interacting in groups using organizational tools, students will analyze and evaluate the perspectives and definitions writers, speakers, and characters have towards the American Dream and their struggles, triumphs and roadblocks in efforts to attain this dream. Students will achieve this by independently completing a Venn Diagram assignment and later collaborating in pairs to complete an online Popplet concept map.

Unit Summary: Students will read, study, and analyze a novel, poems, articles and video clips that center around the idea of what people from different time periods have had to endure and struggle through to chase after their version of The American Dream. Students will objectively analyze why various groups of people have different values and see the dream differently and students will also compare these findings to their own subjective definitions of the American Dream. The class will investigate how historical, political, and social events shape American values. They will consider whether everyone is entitled to the same dream and opportunities and why some people have their dream realized while others never do. Students will discuss why the dream has changed over time as they compare and contrast literary themes found in classic literature by John Steinbeck, poetry by Langston Hughes and Maya Angelou, and information by other contemporary journalists/writers. Students will consider these big ideas individually, in small groups, and as a class. Several writing assignments and technology-rich projects will take place throughout the unit in order to give students the opportunity to put these conversations into projects and reflective essays that look at where our society's values stem from and what these values might be 50 years from now. Assessment Plan: Entry-Level: Quick Write: What does the American Dream mean to you? How do you think this American ideal changes through different generations? Formative: Cornell Notes: Notes from The Great Depression teacher lecture & literary elements, themes, plot points, and characters/character traits with commentary, analyses and questions Webercise: Guided Internet research to investigate and analyze how the American Dream was portrayed in poetry inspired by the Civil Rights Movement and essays/articles from other time periods. Quiz: Ideas and literature inspired by the Civil Rights Movement Venn Diagram (Graphic Organizer): Compare differences and similarities between personal definitions of the American Dream with those described in readings Popplet Concept Map (Graphic Organizer): Explain how the concept of the American Dream has changed in present times based on provided video clips and articles Lesson 1 Student Learning Objective: Students will explain and take notes on what The Great Depression meant for the Acceptable Evidence: Students write about what they know regarding the evolution of the Instructional Strategies: Communication Collection Collaboration Presentation
Lesson Activities: Students engage in a Quick Write topic: What does the American Dream mean to you? How do you think this American ideal changes through different generations? Teacher gives a presentation on how The Great Depression, the Hoover

Summative: Essay: Choose one character or speaker from the book or the poems we have read. Discuss their version of the American Dream, what social/historical implications of the time shape those dreams, and craft an argument that explains what elements could have been different to ensure that their dreams were fulfilled. Prezi: Work in pairs to create a Prezi presentation (that includes a minimum of 5 pictures, video clips, and/or sound clips) that is reflective of a modern day definition of the American Dream. Explain how dreams and values from the past helped to shape our dream today. 10 chunk minimum.

United States from an economic, historical and social standpoint, how it impacted the idea of the American Dream, and how John Steinbecks novel, Of Mice and Men, highlights these themes.

American Dream, pose questions about the American dream during the Great Depression, and discuss their ideas regarding this time period and Steinbecks novel. Students take notes on The Great Depression and elements of Steinbecks Of Mice and Men.

Organization Interaction

Administration, and the Roosevelt Administration affected the lives of many Americans, how many struggled to achieve The American Dream, and how these historical implications changed attitudes and lifestyles. This presentation gives students a better understanding of the context and historical period that John Steinbeck was writing about in Of Mice and Men. Students continue reading Of Mice and Men and take Cornell notes as they make their way through the novel. Cornell notes should emphasize themes, character traits, plot points, figurative language, authors intent and style, and any other elements that are worthy of noting. Students should write their reactions to these findings in the left column, while words, phrases, or aspects from the novel they find confusing should be located in the bottom section of their notes. Quotes and page numbers should be cited in notes (right hand column).

Lesson 2 Student Learning Objective: Students will focus on reading poetry inspired by the Civil Rights Movement from Langston Hughes and Maya Angelou in order to investigate and define how the American Dream changed during this time period, what values became important, and how it compares to older definitions and contemporary definitions. Students will demonstrate their understanding by completing a quiz and a Webercise assignment. Lesson 3 Student Learning Objective: After watching video clips and reading a New York Times article, students will independently complete a Venn Diagram and later collaborate in pairs to Acceptable Evidence: Students will conduct guided Internet research and write several responses to different definitions of the American Dream as well as engage in interactive online activities. Students take a quiz on themes, voice, and figurative language in the selected Langston Hughes and Maya Angelou poems. Acceptable Evidence: Students will complete a Venn Diagram that compares and contrasts their personal view, a characters or Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction
Lesson Activities: Students will complete a Webercise on the topic, Chasing the American Dream. The Webercise will guide students through specific websites where they will read and analyze different literary pieces, search for information, and engage in online interactive activities. Upon completing the Webercise, students will have the opportunity to present their Literary Graffiti Art activity with the class, and explain in greater detail what the poem they chose meant to them in the context of the American Dream. After reading and discussing Harlem and Let America Be America Again by Langston Hughes, and Still I Rise by Maya Angelou, students will take an online quiz (on QuizStar) on themes, figurative language, voice, and how these elements are linked to ideas of the American Dream.

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities: As part of a homework assignment, students will be instructed to watch three selected clips from the movie entitled, A Better Life. After watching these clips, students will read an article from The New York Times called What Happens to the American Dream In a Recession? And finally, students will be required to watch an additional video clip, The Impossible American Dream, which looks at how what the dream means and whether or not it is attainable from a teenagers perspective.

complete an online Popplet concept map to analyze and evaluate the perspectives and the definitions writers, speakers, and characters have towards the American Dream and their struggles, triumphs and roadblocks in efforts to attain this dream.

speakers view, and the modern view of the American Dream. Students will work in pairs to create a Popplet concept map of how the American view is shaped by the views of different characters and modern values.

After watching the assigned clips and reading the article, students will complete a Venn Diagram on their own. There should be 3 circles that reflect their own views on the American Dream, a character or poetic speakers view on the dream, and finally, a modern view on the American Dream. Students will then later share their findings with their partner. Partners will complete a Popplet concept map together that compiles their findings from the characters they watched in the movie clips (A Better Life), the article they read, and the additional video clip (The Impossible American Dream).

Unit Resources:
Of Mice and Men by John Steinbeck What Happens to the American Dream in a Recession? (The New York Times) Let America Be America Again (poem by Langston Hughes) Harlem (poem by Langston Hughes) Paradox and Dream (essay by John Steinbeck) Still I Rise (poem) by Maya Angelou (VIDEO) How close are we to losing the American Dream? (VIDEO) Defining the American Dream (MOVIE) A Better Life

Useful Websites:
Paradox and Dream (essay by John Steinbeck): http://politicalsystems.homestead.com/ParadoxAndDream.html What Happens to the American Dream in a Recession? (The New York Times): http://www.nytimes.com/2009/05/08/us/08dreampoll.html Let America Be America Again (poem by Langston Hughes): http://www.poets.org/viewmedia.php/prmMID/15609 Still I Rise (poem by Maya Angelou) http://www.poets.org/viewmedia.php/prmMID/15623 http://www.readwritethink.org/classroom-resources/lesson-plans/chasing-dream-researching-meaning-30925.html?tab=3#websites (VIDEO) How close are we to losing the American Dream? http://www.glennbeck.com/2013/09/05/how-close-are-we-to-losing-the-american-dream/ (PICTURE) Migrant Mother http://www.loc.gov/pictures/item/fsa1998021539/PP/ (VIDEO) Defining the American Dream http://www.nytimes.com/video/us/1194840031120/defining-the-american-dream.html (MOVIE) A Better Life http://www.youtube.com/watch?v=vha1dmIXVqY