Teach21 Teach21 Project Based Learning
Living the Dream
Reading and English Language Arts Tenth Grade
Page 1 of 7
Title
Living the Dream
Creator:
Spinks, Juanita [email protected]
Source:
Secondary PBL Project, 2008-2009
Project Idea:
Students will research the American Dream, what it means to different people and cultures, how it changes, and how
it manifests itself in politics, religion, education or entertainment. In addition, students will define their own
American Dreams and explore obstacles and adjustments they might need to make.
Entry Event:
The local Historical Society needs you to help chronicle the American Dream through the decades. Your
group will research, organize and present a media project on the decade of your choice to members of the
Historical Society. The media projects will then be available for viewing in the local Historical Society
museum. Individually, you will create a Commonplace Book that represents your American Dream. A
Sample Script for Historical Society has been provided.
Power Standard:
The student will apply pre-reading skills and comprehension strategies, while extending independent reading, and
will organize and synthesize information that will be used to plan, create, organize and present an age appropriate
media product.
Content Standards
& Objectives:
Objectives Directly Taught or
Learned Through Discovery
Identified Learning Target
RLA.O.10.1.3 extend the amount of
independent reading with emphasis
on fiction and nonfiction.
Increase independent reading
Apply pre-reading skills and
comprehension strategies to ask
questions during reading and post
reading
RLA.O.10.1.4 apply various
pre-reading skills and
comprehension strategies for
activating prior knowledge and
asking questions during reading and
post reading for literary experience,
examining textual information and
performing an assigned task.
Order and synthesize information
from print and electronic sources
RLA.O.10.2.5 plan and incorporate
varied note taking skills to organize
and synthesize information from
print and electronic sources (e.g.,
Internet research, electronic
databases for periodicals and
newspapers, print reference
materials) into an outline for a
composition or research project
(introduction, thesis/hypothesis,
main points, supporting
details/examples, conclusion).
Evidence of Success in
Achieving Identified Learning
Target
Journal responses in Commonplace Book
Commonplace Book
References to literature, speeches, etc.
in media project
Group discussions
Commonplace Book
Bibliography
Appropriateness of Sources Rubric
Note check
Creating and organizing product
Demonstrating understanding of
format, purpose, audience, and
medium
Media product (Presentation Rubric)
RLA.O.10.3.7 plan, create, organize,
and present an age appropriate media
product that demonstrates an
understanding of format, purpose,
audience, and choice of medium.
21st Century
Skills
Learning Skills & Technology
Tools
Teaching Strategies Culminating
Activity
Evidence of Success
Teach21 Teach21 Project Based Learning
Living the Dream
Reading and English Language Arts Tenth Grade
Page 2 of 7
Information and
Communication
Skills:
21C.O.9-12.1.TT4 - Student
uses audio, video, pictures, clip
art, moviemaker programs,
webpage design software,
electronic documents and other
files to collaborate for the
creation of electronic products
that inform multiple audiences
both inside and outside the
school environment.
Research evidence of the American
Dream in literature, motion pictures,
nonfiction and documentaries.
21C.O.9-12.1.TT7 - Student
Proper and effective use of
uses advanced features and
presentation software.
utilities of presentation software
(e.g., slide transitions, master
slides, narrations and timings,
creating web-enabled
presentations, creating a
non-linear presentation) to
communicate ideas to multiple
audiences.
21C.O.9-12.1.TT10 - Student
implements various Internet
search techniques (e.g., Boolean
searches, meta-searches, web
bots) to gather information;
student evaluates the
information for validity,
appropriateness, content, bias,
currency, and usefulness.
Group minutes and notes
Bibliography
Media product
Media presentation which
demonstrates knowledge of proficiency
in use of digital camera, video, Power
Point, LCD projector, etc.
Appropriateness of Sources Rubric
Proper and effective use of research
Bibliography
data.
Understanding of bias and propaganda.
Thinking and
Reasoning Skills:
21C.O.9-12.2.TT2 - Student
Research to determine how the
collaborates with peers, experts “dream” has evolved over the years
and others to contribute to a
content-related knowledge base
by using technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
Notes from group discussions
Interview notes
Media product (Presentation Rubric)
Personal and
Workplace Skills:
21C.O.9-12.3.TT2 - Student
Group work and notes
works collaboratively to acquire Group assignment of topics (Manage
information from electronic
the project)
resources, conducts online
research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
Media product (Presentation rubric)
Bibliography
Teach21 Teach21 Project Based Learning
Living the Dream
Reading and English Language Arts Tenth Grade
Page 3 of 7
Performance
Objectives:
Know:
Note taking skills
How to outline
How to work collaboratively
How to determine a source as reliable
How to conduct interviews
Create a Commonplace Book
Research decade assigned group
Create a media project
Do:
Driving Question:
What will it take to achieve the American Dream?
Assessment Plan:
Major Group Products
Major Individual Projects
Assessment and
Reflection:
Rubric(s) I Will Use:
Media product
Group minutes and notes
Classroom discussion
Bibliography
Commonplace Book of individual American Dream
Collaboration
X Written Communication
Critical Thinking & Problem
Solving
Content Knowledge
Oral Communication
Other Classroom Assessments
For Learning:
Reflections:
X Other
Self-Assessment
Commonplace Book
Quizzes/Tests
Practice Presentations
Self-Evaluation
X Note Check
Peer Evaluation
Checklists/Observations
Group Observation Checklist
Online Tests and Exams
Concept Maps
Survey
Focus Group
Discussion
Reflection/Fishbowl
Other
Progress Report
Appropriateness of Sources
Product: Group Media Product
Knowledge and Skills Needed
1. Internet Etiquette
Already Have
Learned
Taught
Before the
Project
X
2. Effective teamwork/Collaboration
X
3. Evaluating sources
4. Research skills
5. Presentation Skills
6.
X
X
X
X Task Management Chart
Journal Writing/Learning Log
Map The Product:
X
X
X
X
Teach21 Teach21 Project Based Learning
Living the Dream
Reading and English Language Arts Tenth Grade
Page 4 of 7
Resources:
School-based Individuals:
Counselors
Teachers
Media specialist and school TIS
Technology:
Internet and other computer skills
Videotaping
Digital Photos
Graphic Design
Podcasts
Community:
Historical Society
Financial planners
Immigrants living in area
Nursing homes
Local politicians
Family members
Materials:
Computers/Internet
Books
Magazines
Music
Flip Cameras
Digital Cameras
Movie Maker
Films, music, and artwork that will help students understand the American Dream through the decades
Web Resources:
Audacity.com (Podcasts)
www.lib.purdue.edu/ugrl/staff/sharkey/interneteval/index.html (Evaluating Internet Sources and sites)
www.owl.english.purdue.edu/owl/resource/-50k (MLA Style Sheet)
www.tedi.uq.edu.au/downloads/presentation_skills.pdf (Teaching presentation skills)
Inspiration Software – Good for outlining and synthesizing
www.library.yale.edu/beinecke/compb.html (History of Commonplace Book)
http://memory.loc.gov/ammem/ndlpedu/collections/thomas/langarts2.html (Defines Commonplace Book with
references to Thomas Jefferson)
http://images.library.uiuc.edu/projects/tdc/lessonplans/AmericanDream.html (Interpreting the American Dream at
the turn of the century – 19th to 20th)
http://usa.usembassy.de/classroom/americandream.htm (Information Resource Center covering topics such as
literature, history, media, culture, etc.)
http://www.history.com/home.do (Site for many American Dream searches)
Manage the
Process:
Students will be divided into groups of four. The teacher may assign the groups or let students group
themselves. The teacher may assign the decades to groups by random drawings or the teacher may
choose to have the groups “lobby” for the decade of their choice. The duration of the project could run
from 3 to 6 weeks.
Regular team meetings will be necessary to review the progress of the project – completion of
tasks, progress of research, and assignment of day’s tasks to be completed. There will be regularly
scheduled work days for teams. The teacher will conference with groups and individual students
determining progress, ascertaining if further instruction is needed and monitoring student work. Students
will work in groups on the media presentation dealing with the decade the group selected to research.
Individually, students will create and submit a Commonplace Book in which they will discuss and
detail their personal American Dream. The Commonplace Book can include journal entries, artwork,
recipes, clippings, pictures, and anything else the students might feel depicts their own dream. The
teacher can choose to make the Commonplace Book digital.
Students will have access to speakers from the business and financial world to enhance
knowledge of how the American Dream has evolved. This would be especially important now given the
Teach21 Teach21 Project Based Learning
Living the Dream
Reading and English Language Arts Tenth Grade
Page 5 of 7
financial difficulties facing many Americans. Local politicians could be helpful in discussions of current
difficulties. Students will also have access to the local Historical Society. In many areas, nursing homes
will allow student access to residents. Students can arrange to interview and record residents.
Students will have the opportunity to incorporate their learning preferences into their
presentations. Teams will divide duties based on their team members’ strengths. The library and
computer lab will be reserved to ensure research access for all students. Media products will be
presented to a panel from the local Historical Society.
The steps for this project are not necessarily done on consecutive days. Block scheduling and other
class assignments could interfere with project days.
Step One
Teacher will launch the entry event and assign groups. When possible use personnel from the
local Historical Society to do the
launch.
Introduce students to Commonplace Books.
Step Two
Journal #1 (Journal topics are provided, but the teacher could ask for reflective journal entries
leaving the topics to student choice) Journal Topics
Groups will meet to develop contract and assign tasks
Teacher will provide calendar of due dates
Step Three
Journal #2
Students will begin research and reading for media project – library/computer lab time scheduled
Signed contracts due from each group
Step Four
Journal #3
Continued research time/discussion of possible local residents available to students for interviews
and artifacts from different
decades
Step Five
Journal #4
Submit a list of web sites for possible use in project
Step Six
Journal #5
Continued research time/filming, editing, etc. of final presentation
Step Seven
Journal #6
Teacher meets with groups to discuss progress of research and media project. Groups will
provide the teacher with a list of specific
duty assignments.
Step Eight
Journal #7
Group work – finalize plans and assignments for individual members
Step Nine
Journal #8
Inform teacher of any problems or difficulties with project
Step Ten
Journal #9
Continued research (if needed)
Problem solving and troubleshooting
Teach21 Teach21 Project Based Learning
Living the Dream
Reading and English Language Arts Tenth Grade
Page 6 of 7
Step Eleven
Journal #10
Practice presentations
Step Twelve
Submit Commonplace Book
Step Thirteen
Final presentations and peer assessments
Step Fourteen
Final Reflections
Peer Collaboration Assessments
Debrief
Project Evaluation: Students will evaluate the success of the project by using the Self Assessment Rubric. In groups, the
class will complete the Progress Report following the media presentation. The class will generate a list of
successes and failures for evaluation of the project.
Resource Files
Uploaded
Resource Files
UP3281WS2.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3281WS2.doc)
UP3281WS3.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3281WS3.doc)
UP3281WS4.doc
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UP3281WS5.doc
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UP3281WS6.doc
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UP3281WS7.doc
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UP3281WS8.doc
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UP3281WS9.doc
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UP3281WS10.doc
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UP3281WS11.doc
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UP3281WS13.doc
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UP3281WS14.doc
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UP3281WS15.doc
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UP3281WS16.doc
Teach21 Teach21 Project Based Learning
Living the Dream
Reading and English Language Arts Tenth Grade
Page 7 of 7
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3281WS16.doc)