Unit Plan
2
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Junior English
Hernandez
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American Dream
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Texts
The American Dream: A Short History of an Idea That Shaped a Nation, Jim Cullen (Informational)
• The Great Gatsby, F. Scott Fitzgerald (eBook) • “Ex-Basketball Player,” John Updike • Acts 1 and 2 of The Death of a Salesman, Arthur Miller • “The Egg,” Sherwood Anderson • “I Hear America Singing,” Walt Whitman • “Let America Be America Again,” Langston Hughes
Informational Texts
“Volume II: Chapter XIII, Why the Americans Are So Restless in the Midst of Their Prosperity,” Alexis de Tocqueville • “The Fallacy of Success,” G. K. Chesterton • “A Quilt of a Country,” Anna Quindlen • “American Dream Faces Harsh New Reality,” Ari Shapiro
Nonprint Texts (Fiction or Nonfiction) (e.g., Media, Video, Film, Music, Art, Graphics) •
Gallup Poll Results on Religion •
“Americans Say More Religion in US”
| Introduction
Students will explore how foundational American literature treats the topic and consider different perspectives. Students will analyze authors’ choices in their development of theme/central ideas, compare and contrast similar ideas across multiple texts. Students will conduct topical research and write an argument. They will support claims with evidence from research and multiple texts. This unit asks students to explore three essential questions: What is the American Dream? To what extent has the American Dream been achievable? Does the American Dream exist? The texts that we will read and evaluate to come to each student’s conclusions on these questions are “I Hear America Singing” by Walt Whitman, “Let America be America Again” by Langston Hughes, The Great Gatsby by F. Scott Fitzgerald, and Death of A Salesman by Arthur Miller.”This unit asks students to explore three essential questions: What is the American Dream? To what extent has the American Dream been achievable? Does the American Dream exist? The texts that we will read and evaluate to come to each student’s conclusions on these questions are “I Hear America Singing” by Walt Whitman, “Let America be America Again” by Langston Hughes, The Great Gatsby by F. Scott Fitzgerald”
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Number of Lessons in Unit
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18-22
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Literacy Skills and Habits
- Read closely for textual details
- Annotate texts to support comprehension and analysis
- Analyze the impact of style and content on the text
Analyzing the impact of an author’s choices on the development of meaning in a text
Reading and understanding complex informational texts •
Comparing how different texts treat similar ideas or concepts
- Engage in productive evidence-based discussions about text
- Independently develop questions for further textual analysis
- Collect and organize evidence from texts to support analysis in writing
- Independently read and annotate text in preparation for evidence-based discussion
- Make claims about texts using specific textual evidence
- Use vocabulary strategies to define unknown words
- Independently practice the writing process outside of class
- Practice speaking and listening skills in preparation for a college interview
Standards for This Unit
Essential Questions
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How does the time in which one lives impact one’s beliefs and actions?
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CCS Standards: Reading —
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RL.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.
RL.11-12.2. Determine two or more themes or 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.
RL.11-12.4. 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.)
RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range
. 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. RI.11-12.6. Determine an author‘s 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.
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CCS Standards: Writing
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W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
W.11-12.7. 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 7 appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
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CCS Standards: Speaking & Listening
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SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others‘ ideas and expressing their own clearly and persuasively.
SL.11-12.3. Evaluate a speaker‘s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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CCS Standards: Language
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L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
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Note: Bold text indicates targeted standards that will be assessed in the unit
Unit Assessments
Ongoing Assessment
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Standards Assessed
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CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.11-12.1.B-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others‘ ideas and expressing their own clearly and persuasively
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Description of Assessment
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Exit Slips, Literary Analysis and Argumentation guides
Formative assessment
Chapter comprehension seminars
Content/Skills Assessed: Listening, speaking, tone, volume, engagement, use of evidence, leadership
Title and Brief Description of Task: Ask and answer clarifying questions about the current chapter.
Multiple Entry Points
Content/Skills Assessed: comprehension and demonstration of skill using a complex question that meets the needs of multiple students
Title and Brief Description of Task Take detailed and complete Cornell notes
Turn & Talks
Content/Skills Assessed: Listening, speaking, tone, volume, engagement, interaction to answer MEP
Title and Brief Description of Task Discussion to MEP response
Lecture notes
Content/Skills Assessed Organization of information, paraphrasing, completeness of content, summarization, questioning.
Title and Brief Description of Task Take detailed and complete Cornell notes
Journal Responses
Content/Skills Assessed Writing thoughtful reflections in conjuction with reading excerpts
Title and Brief Description of Task Write a well developed response following the prompt
Guided Seminars/Student-led Seminars
Content/Skills Assessed Listening, speaking, tone, volume, engagement, use of evidence, leadership
Title and Brief Description of Task Use a discussion format to answer a complex question about a common text or a particular topic.
Daily Exit Assignment
Content/Skills Assessed Comprehension of content or demonstration of skill proficiency or mastery
Title and Brief Description of Task– open-ended response
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Mid-Unit Assessment
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Standards Assessed
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Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
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Description of Assessment
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Discuss the American Dream as described by Cullen and relate his ideas to at least two other texts from the unit. What are two central ideas Cullen develops in The American Dream? How do the ideas interact and build on each other over the course of the text? How do the various texts in the unit treat the topic of the American Dream as described by Cullen? (RL.11-12.9, RI.11-12.2, RI.11-12.3, RI.11-12.9) Write an essay responding to the prompt above that conveys complex ideas clearly and accurately through the effective selection, organization, and analysis of text. Be sure to demonstrate a strong command of the conventions of standard English grammar and usage when writing. (W.11-12.2a-f, L.11-12.1, L.11-12.2ab, L.11-12.3a)
Use strong and thorough evidence from the text to support your analysis •
Organize your ideas in a cohesive and coherent manner •
Maintain a formal style of writing •
Follow the conventions of standard written English
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End-of-Unit Assessment
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Standards Assessed
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See above standards-Cumulative
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Description of Assessment
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FINAL PERFORMANCE TASK
Text-Analysis Response
Your Task: Discuss the American Dream as described by Cullen and relate his ideas to at least two other texts from the unit. What are two central ideas Cullen develops in
The American Dream? How do the ideas interact and build on each other over the course of the text? How do the various texts in the unit treat the topic of the American Dream as described by Cullen?
Ø Write an essay responding to the prompt above
Ø Convey complex ideas clearly and accurately
Ø Select effective evidence and provide a strong analysis
Demonstrate a strong command of the conventions of standard English grammar and usage
(Guidelines: Be sure to:
- Identify a central idea in the text
- Analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
- Use strong and thorough evidence from the text to support your analysis
- Organize your ideas in a cohesive and coherent manner
- Maintain a formal style of writing
- Follow the conventions of standard written English
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Unit-at-a-Glance Calendar
Lessons
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Learning Outcomes/Goals
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1
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Chapter 1 -3 Aspects of Cullen’s American Dream
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2
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Chapter 4 Aspects of Cullen’s American Dream
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3
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Analyzing Characters in the GG in relation tp cullen’s american Dream
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4
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Evaluating Tocqueville's argument in conjunction with the GG
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5
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Evaluating the impact of The American Dream on Daisy
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6
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Evaluating the impact of The American Dream on Nick
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7
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Evaluating the impact of The American Dream on Gatsby
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Preparation, Materials, and Resources
Preparation (What tasks do I need to complete before I teach)
- Choose texts, modify
- Compose MEP’s supporting content and skills
- Choose visual texts for vocabulary instruction
Materials and Resources (List copies of texts, rubrics, notebooks, highlighters etc. students will need)
- Texts, highlighters, chart paper, note taking guides, argument guides, argument starters
- Identifying and evaluating Jim Cullen’s the America Dream as a baseline for other texts.
- Determining commonalities between the GG and Cullen.
- Tying the GG to current ideas and trends ie “Hollwood and The American Dream” and “The Demise of the American Dream”-New York Times
- Analyzing Daisy, Nick, Tom and Gatsby as prototypes of the American Dream
- Evaluating the silences and insults in The Great Gatsby
- Composing Argument using MLA Format
