Tag Archive for american dream

American Lit: Working Toward the Dream

Standard: ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Learning Target: I can analyze multiple texts to identify the development of a recurring idea or theme.

Opening Session: Dolly Parton – 9 to 5

Work Session: Today we’re going to be talking about working towards the American Dream. We will be reading two pieces – a poem, “Who Burns for the Perfection of Paper” by Martin Espada, and an essay, “Roberto Acuna Talks about Farm Workers” by Studs Terkel. After we read and discuss, we will compare and contrast the two pieces, and then do the Second Read questions and chart on page 88 and 92.

Closing Session: 

Do the “Check your Understanding” Venn Diagram on page 92 in the book. Consider the ideas and tones of each piece we read today, and then compare and contrast them in a venn diagram 🙂

Assessment: 

Formative (Class discussions)

Differentiation:

Process (scaffolding, varied text length)

American Lit: I hear Osborne Singing

Standard(s):

ELAGSE.11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

ELAGSE.11-12.RL.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

ELAGSE11-12RL4: 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.)

Learning Target(s): ✓ I can cite evidence from a text in order to answer questions about theme and poetic language

Opening Session: (Required) Photo Gallery Walk or Collage: What do these photos have in common?
Work Session Read I Hear America Singing — Model and Mark the words used that contribute to imagery and tone

In Groups Read and mark the words that contribute to imagery and tone for I Too Sing America. Complete chart on pg 18.

*Differentiation Use a Double bubble map comparing/contrasting the two with SWDs or lower level readers

Go Over how to do a constructed response again. Use an exemplar from Day 2 as a model.

Closing: Answer Explanatory text question on page 18 as a Brief Constructed Response: What do the two poems mean in reference to singing?

Assessment Strategies: Formal: product assessment/writing

AP Lang: Is the American Dream Still Alive? Essay, Day 2

Standards

  • RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Common Core State Standards English
  • RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Common Core State Standards English
  • RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Common Core State Standards English
  • RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Common Core State Standards English

Objective
Students will compose an essay responding to the prompt “Is the American Dream still alive?”

Opening Session
Let’s gather our sources! Today you are writing a synthesis essay, meaning you must take several different sources and put them together to answer a question. In this case, you’re answering the question “Is the American Dream still alive?” and your sources are the clipped stack of articles on your table, the articles in the textbooks we had presentations on, and This Is America.

You must use at least three sources. One must be from the Springboard articles on your table, one must be from the presentations, and the third is your choice.

Work Session
You will have the entire class period today to finish the essay. It must be uploaded and turned in when you return on Tuesday after the long weekend.

Closing Session
How to upload, one more time!

Assessment
Summative (essay)

Differentiation
Process (scaffolding), Product (student choice of sources).

AP Lang: Is The American Dream Still Alive? Essay Day 1

Here are the Springboard articles you’re using in your essay:

americandreamarticles

Standards

  • RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Common Core State Standards English
  • RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Common Core State Standards English
  • RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Common Core State Standards English
  • RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Common Core State Standards English

Objective
Students will compose an essay responding to the prompt “Is the American Dream still alive?”

Opening Session
Let’s gather our sources! Today you are writing a synthesis essay, meaning you must take several different sources and put them together to answer a question. In this case, you’re answering the question “Is the American Dream still alive?” and your sources are the clipped stack of articles on your table, the articles in the textbooks we had presentations on, and This Is America.

You must use at least three sources. One must be from the Springboard articles on your table, one must be from the presentations, and the third is your choice.

Work Session
You will have the entire class period today to write the essay! Work hard, people.

Closing Session
Recap: MLA format, citing sources, and uploading your essay to the class Google Drive when you’re done!

Assessment Strategies
Summative (essay)

Differentiation
Process (scaffolding), Product (student choice of sources).

AP Lang: This Is America

Standards

  • ELAGSE11-12RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Georgia
  • ELAGSE11-12RI2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Georgia
  • ELAGSE11-12RI3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Georgia

Objective
Students will be able to watch and perform a rhetorical analysis on a controversial music video.

Opening Session
Let’s have a brief discussion on what exactly is a rhetorical analysis! Like, what am I asking you to do?

I remember rhetorical analysis by thinking “somebody does something because reasons.” And then I try to write about who is doing what and what reasons they have for doing it. You should also explain HOW they do it, but I personally think the HOW is less important than the WHY.

Work Session
We’re going to be watching a music video today for our rhetorical analysis! You’ve probably seen this before – it’s called “This Is America” by Childish Gambino.

If you have not already seen the video, or if you have and do not wish to see it, this is your content warning. The video IS fairly violent, but part of our analysis will be discussing WHY the artist chose to include such graphic imagery.

There’s a lot going on in this video, so I want to take some time to analyze it as a class. What did you think? What stood out to you? What imagery stuck in your head? What do you think Childish Gambino and the director, Hiro Murai, were trying to accomplish with this?

After we discuss as a class, I want everyone to take about half an hour to individually write a one-page response to this video, analyzing its purpose and why you think Childish Gambino and Hiro Murai made these specific choices. You should make sure to address how the video relates to the American Dream and whether or not it is still alive.

Closer
Debrief: Turn and talk to a neighbor about what we did today, and get their thoughts on it. Turn in your one-page writing assignment on the way out!

Assessment
Formative (essays for completion)

Differentiation
Process (scaffolding), Interest (high interest music video)