Didriksen,+Joanne

Deliverable #2 American Dream Definition: An Ongoing Understanding Introduction: Junior English students will be visiting the concept of the American Dream throughout the year as it applies to the information presented in American History and the novels read and discussed in American Literature. In order to adapt personal understanding with the new ideas introduced through history and literature, students will discuss, research, interview, and develop their personal definition of the American Dream. The students will develop a collage of images supporting their definition, post a definition to our class blog, and read and evaluate the definitions of their classmates. As an extension of this lesson, students will also revisit the idea of the American Dream after reading each major novel and short story. In order to adapt their understanding a different writing prompt will be given for students to analyze how the concept of the American Dream is demonstrated in these major works. Objectives:  Students will develop a personal understanding of the concept of the American Dream  Students will use research, interviews, and literature to assist in understanding the diversity and complexity of the American Dream  Students will use multimedia format to communicate an understanding of the American Dream including a poster/collage and the classroom blog  Students will apply their understanding of the American Dream to the themes and motifs presented in American Literature Activities: 1. Introduce the concept of the American Dream by reading a brief overview from teacher notes. Ask students to brainstorm ideas that help define the American dream and write these ideas on classroom whiteboard. Assign the discussion of concept with parents or grandparents and summarize understanding in a paragraph.

2. Share out information gained from discussion with parents or grandparents. Assign research of American Dream. Allow students to select their own sites, but provide the following resources as options. Resources: American Dream links from Library of Congress: http://memory.loc.gov/learn/lessons/97/dream/thedream.html American Dream on Wikipedia: http://en.wikipedia.org/wiki/American_Dream American Dream on PBS: http://www.pbs.org/search/search_results.html?q=American+DreaM&btnG=GO American Dream as portrayed in American novel: http://www.pbs.org/wnet/americannovel/resources.htmlMultimedia Other options of American Dream: Podcasts:http://www.pbs.org/wnet/americannovel/podcasts.html Video:http://americandreamproject.org/centers/community/videos.php

3. Draft a personal definition of the American Dream. Use specific details to elaborate abstract terms such as happiness and success. Include resources that helped clarify concepts of the American Dream.

4. Peer-edit drafts of American Dream. Using peer-edit form, check for errors in grammar, punctuation, and usage; offer assistance in reaching specifics when generalizations impede clarity of ideas; make recommendations for including references from reliable resources. Assign collage of images to accompany definition and hand out criteria for poster.

5. Demonstrate posting to class blog using projector in classroom. Provide criteria for final definition that will be posted to blog. Brainstorm appropriate and inappropriate response to blog. Assign post.

6. Throughout the year develop writing prompts related to the concept of the American Dream as it is displayed in the literature read by students. Direct students to the class blog to respond to writing prompts and to respond to messages posted by classmates.

Standards: -Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. -Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience -Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. -Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. -Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Content Standard #1: Students construct meaning as they comprehend, interpret, and respond to what they read. Content Standard #4: Students select, read, and respond to print and nonprint material for a variety of purposes. Content Standard #5: Students gather, analyze, synthesize, and evaluate information from a variety of sources and communicate their findings in ways appropriate to their purposes and audiences. Content Standard #1: Students write clearly and effectively Content Standard #4: Students write for a variety of purposes and audiences Content Standard #4: Students distinguish among, evaluate, and appropriately use current and emerging media and technology in the inquiry process Content Standard #3: Students use a variety of technologies for communication Content Standard #6: Students apply technological abilities and knowledge to construct new personal understanding.
 * National Standards for Teaching English:**
 * National Standards for Teaching Technology:**
 * Montana Standards:**
 * Reading-**
 * Writing-**
 * Library Media-**
 * Technology-**

Extensions: Students with increased interest or ability will be encouraged to include the following in their posts:  Links to interesting articles or sites that help clarify the definition of the American Dream  A podcast of an interview or a video cast of an interview about the American Dream  Link to flickr to display the collage develop to complement the definition

Adaptations: Students with specific accommodations will work individually with classroom teach and librarian to fulfill the assignment. Assistance will be provided as accommodations require. Such accommodations may include:  verbally creating definition of the American Dream and teacher/librarian will post  locating and reading articles referencing concept with teacher/librarian assistance  creating collage with teacher/librarian assistance

Assessment: Use the following rubric for evaluation of blog, responses to student comments, and collage Preparation/Process: 5-exmplar, 4-not quite exemplar, 3-developed, 2-not quite developed, 1-limited Content knowledge: 5-exmplar, 4-not quite exemplar, 3-developed, 2-not quite developed, 1-limited User contribution: 5-exmplar, 4-not quite exemplar, 3-developed, 2-not quite developed, 1-limited Format and Structure: 5-exmplar, 4-not quite exemplar, 3-developed, 2-not quite developed, 1-limited Text Communication: 5-exmplar, 4-not quite exemplar, 3-developed, 2-not quite developed, 1-limited Image Communication: 5-exmplar, 4-not quite exemplar, 3-developed, 2-not quite developed, 1-limited

Separate participation points will be awarded based on contribution to class discussion and evaluation of peer editing efforts. (I have a more detailed version of my rubric but did not know how to attach it)

Deliverable 3 July 26, 2008 I would like to inform you of my plan to integrate a classroom weblog into my instruction and ask for your support in this endeavor. With your approval I would like to set up a class weblog, also known as a blog, to serve as a communication tool with parents and students.

A weblog is an interactive website where an author can share information that is accessible for anyone with an internet connection. Posting to the site can be done from any computer and does not require specialized knowledge of computer codes. This format also has a comment component which allows visitors to interact with the author and with other visitors at the discretion of the author.

I believe that this service will fill a need at our school because as of now there is no interactive service that allows the classroom community—teacher, students, and parents—to communicate openly and share information conveniently. In the past I have used email and a static web site to communicate with my students and parents. I was only able to provide feedback to each parent and student once grades were assigned. With a weblog I could provide a site for parents and students to find information, ask questions, and receive feedback before grades are assigned, thus allowing more of an opportunity for improvement and self advocacy.

The following resources will provide you with examples of successful blogs, as well as professional articles that explain the possibilities of blogs in an educational setting.

•Bud Hunt is at the forefront of using web 2.0 technology and has a vast amount of material on the web to demonstrate how the read/write web can be used in education. The following link is particularly related to my plan because it addresses the possibilities that can happen when one builds community using the web. Build Community: http://budtheteacher.com/blog/2008/07/01/goal-1-build-community/

•The Following link is a conversation happening between teachers that reflects on how important it is for teachers to stay connected to students and families beyond our time in class with students. This conversation debates how much is expected from teachers--more proof that the ease of communication is very important to busy teachers and families. Who Is Responsible: http://inpractice.edublogs.org/2008/06/25/who-is-responsible/

•Alisa Miller has compiled an inclusive list of resources to demonstrate the uses of blogs, articles supporting their use, and tools that can assist anyone interested in putting blogs to use in the classroom. On this page Alisa includes hosting sites, tools to expand blogging possibilities and practical articles that reflect on the benefits and challenges of using blogs in schools. Blogging Tools: http://www.teachingtips.com/blog/

•Mr. Miller’s blog encompasses many of the aspects I would like to incorporate in my class blog. Here he has an assignment calendar, links to his syllabus, instructions about blogging assignments, and a vast amount of blog topics with comments from his students. His contributions are broad and his interactions with students and parents are clearly beneficial. Mr. Miller's Blog: http://millersenglish10.blogspot.com/search/label/homewor

There are possible roadblocks to consider before blindly implementing this technology; however, because my proposal is limited to my classroom, I believe that there are fewer challenges to consider. One challenge that is first foremost on most educators’ minds is security. I have already designed my blog to minimize the security risks by having all post sent to my email before they appear on the blog. I will provide my students with a clear and concise set of rules for blogging before they are introduced to classroom blog. A contract has been drawn up and will be sent home with students for parents to review and approve. As with all technology, the students and parents will be reminded often that any use of technology for educational purposes must fit within the Acceptable Use Policy administered by the school district. Another possible roadblock may be lack of participation. I realize that this is a new concept for students and parents and it may take awhile before the benefits are truly realized. Therefore, I will not require the use of the blog right away, but will continue to encourage parents and students throughout the first quarter to visit the blog. I may even put in an incentive program for those who leave comments. The issue of time to manage the blog may also be seen by some as a roadblock. However, I believe that once the parents and students are comfortable with visiting the blog I will be spending less time sending individual emails, filling out progress reports, and making/receiving phone calls. Once in place, updating the blog can be accomplished with the first half of my prep period or before school begins each day.

I will be using software provided by Blogger because it is provided for free, is user friendly, and includes several tutorials that explain how to use it most effectively. Because the software is free and easy to use many other teachers may be interested in setting up their own blogs. Once I have implemented this in my classroom I would like to work with other teachers who are interested and help them set up their own classroom blog. This could easily meet my contractual obligation for a professional service commitment. Teachers may benefit from the successes and challenges that I will have experiences.

Thank you for your time and consideration. I look forward to visiting with you further about my proposal to implement a classroom weblog.

Final Project

Joanne Didriksen English Teacher Helena High School Helena, Montana

Defining the American Dream Using Literature Introduction: Junior English students will be visiting the concept of the American Dream throughout the year as it applies to the information presented in American History and the novels read and discussed in American Literature. In order to adapt personal understanding with the new ideas introduced through history and literature, students will discuss, research, interview, and develop their personal definition of the American Dream. The students will develop a collage of images supporting their definition, post an initial definition to our class blog, and read and evaluate the definitions of their classmates. The culminating activity will require the students to write an essay creating a personal definition of the American Dream using reference to the influence of literature. As an extension of this unit, students will also revisit the idea of the American Dream after reading each major novel and short story. In order to adapt their understanding a different writing prompt will be given for students to analyze how the concept of the American Dream is demonstrated in these major works. Objectives:  ü  Students will develop a personal understanding of the concept of the American Dream  ü  Students will use research, interview, and literature to assist in understanding the diversity and complexity of the American Dream  ü  Students will use multimedia format to communicate an understanding of the American Dream including a poster/collage, the classroom blog, personal blog, a podcast, and a wiki.  ü  Students will apply their understanding of the American Dream to the themes and motifs presented in American Literature Standards: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Content Standard #1: Students construct meaning as they comprehend, interpret, and respond to what they read. Content Standard #4: Students select, read, and respond to print and nonprint material for a variety of purposes. Content Standard #5: Students gather, analyze, synthesize, and evaluate information from a variety of sources and communicate their findings in ways appropriate to their purposes and audiences. Content Standard #1: Students write clearly and effectively Content Standard #4: Students write for a variety of purposes and audiences Content Standard #4: Students distinguish among, evaluate, and appropriately use current and emerging media and technology in the inquiry process Content Standard #3: Students use a variety of technologies for communication Content Standard #6: Students apply technological abilities and knowledge to construct new personal understanding. Resources: Lesson Outline: Lesson 1: Introduction to class blog Lesson 2: Response to //The Crucible// Lesson 3: Response to Huck Finn Lesson 4: Response to Gatsby Lesson 5: Interview with Vietnam Veteran Lesson 6: Final reflection posted to classroom wiki Introduction: In this lesson the students will be formally introduced to the concept of the American Dream. The students will also be introduced to the class blog and given information regarding blogging safely and in accordance with the Acceptable Use Policy administered by the school. The students will explore the etiquette of blogging and responding to the posts of fellow students. Goals:  ü  Students will form a personal definition of the American Dream  ü  Students will understand how the American Dream has been defined by others  ü  Students will post a definition of the American Dream to the class blog  ü  Students will use the class blog safely and appropriately  ü  Students will contribute to class discussion regarding the American Dream and the use of a classroom blog Pre-Activities: 1. Introduce the students to the concept of the American Dream by sharing a brief overview from teacher notes. 2. Using the white board allow students to write words or phrases that articulate concepts related to the American Dream. Discuss responses. 3. Introduce blogs by sharing a definition and asking for familiarity with using blogs. Share examples of blogs. 4. Begin a discussion about using blogs safely and appropriately by posing the following questions to students:  ü  How could a blog risk the safety of a student?  ü  What precautions must be in place in order to use blogs safely?  ü  What are possible inappropriate responses to a blog?  ü  How can a blog be used as an appropriate and collaborative tool? 5. Using the projector, display the class blog and instruct students how to post comments using the anonymous option. Remember to establish a protocol for students to identify their posts without using names. 6. Handout blogging contract and read through with students. Writing Assignment: Using your understanding of the American Dream create a personal definition in two paragraphs. Your response must avoid generalization and strive to demonstrate the specific components that you believe are necessary concepts of the American Dream. Carefully edit your response for accurate use of spelling, grammar, and punctuation. Post your response to the class blog. Post-Activity: View the comments of your classmates and respond specifically to a minimum of two definitions by posting a new comment. Remember to refer to the post you are commenting on by including the identifier, not the student’s name. Extensions: Students with increased interest or ability will be encouraged to include the following in their posts:  ü  Links to interesting articles or sites that help clarify the definition of the American Dream  ü  A podcast of an interview or a video cast of an interview about the American Dream Adaptations: Students with specific accommodations will work individually with classroom teacher and librarian to fulfill the assignment. Assistance will be provided as accommodations require. Such accommodations may include:  ü  verbally creating definition of the American Dream and teacher/librarian will post <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  locating and reading articles referencing concept with teacher/librarian assistance <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  creating collage with teacher/librarian assistance Assessment: Students will be assessed on the contribution to class discussion and on meeting the writing assignment criteria. Contribution: 5-three or more thoughtful comments added to discussion/highly attentive to comments of others 4-three comments added to discussion/attentive to comments of others 3-two comments added to discussion/attentive to comments of others most of the time 2-one comment added to discussion/not always attentive to comments of others 1-no comments added, not attentive to comments of others Writing Assignment Criteria: 5-Reponse is correctly posted to blog, contains less than 2 errors in grammar and mechanics, uses vivid language and specific references in description, fully developed definition in at least two paragraphs. 4-Response is correctly posted to blog, contains less than 3 errors in grammar and mechanics, uses vivid language and specific references in description most of the time, developed definition in two paragraphs. 3-Response is correctly posted to blog, contains less than 5 errors in grammar and mechanics, uses adequate language and somewhat clear description, definition nearly reaches two paragraphs. 2-Response is posted to blog, contains more than 5 errors in grammar and mechanics, language makes understanding difficult at times and references are not specific, developed definition in one paragraph. 1-Attempted to respond to blog, several errors in grammar and mechanics, language impedes understanding and no references presented. Introduction: After reading the Arthur Miller play //The Crucible// students will respond to how the American Dream was influenced by the early American’s persecution and search for religious freedom. The focus of this lesson is on understanding the early influence by using information learned from the play, from the background of Arthur Miller, and from information presented in American history class. Goals: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will use their understanding of early America to adapt their definition of the American Dream <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will understand how the American Dream has been defined by others <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will use the class blog safely and appropriately <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will learn about unjust persecution during the Puritan era and during the Red Scare Pre-Activities 1. Discuss the early American experience as it relates to a search for religious freedom and fear of persecution. 2. In small groups allow students to identify three ways that The Crucible demonstrates a search for freedom from religious persecution. Connect this characteristic to students understanding of early American history and the Puritans experience in America. 3. Share group work and discuss how a fear of persecution influences the early American Dream. 4. Generate a list of actions and experiences from The Crucible that demonstrate a search for religious freedom or freedom from persecution. Writing Activity: Using specific references to the play The Crucible by Arthur Miller or evidence from the McCarthy era, explain how the early American experience has influenced the American dream. Connect your explanation specifically to the desire of securing individual freedom without fear of persecution. Carefully edit your response for accurate use of spelling, grammar, and punctuation. Post your response to the class blog. Post-Activities: After reading class blogs, students will use information gathered from classmates post and relate responses to modern day fear of persecution. In a brief post students will list two or three examples of limits placed on individual freedom today. Extensions: Students with increased interest or ability will be encouraged to include the following in their posts: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Include links to examples of limits placed on individual freedoms throughout American history <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Research and include examples from persecution regarding communism experienced during the 1950s <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Expand explanation by comparing/contrasting individual freedom outside of America Adaptations: Students with specific accommodations will work individually with classroom teacher and librarian to fulfill the assignment. Assistance will be provided as accommodations require. Such accommodations may include: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Verbally responding to prompt and teacher/librarian will post <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  View the movie The Crucible and discuss individual freedom with teacher/librarian <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Respond to prompt using a shorter written response with assistance of teacher/librarian Assessment: Student’s grade will be determined by completion of two posts (25%) and meeting criteria in first post (75%). Criteria for Writing Assignment: A: Includes more than two references to play or event from history using specific details or examples; explanation is organized effectively with clear beginning, middle, and end; voice is convincing and knowledgeable; incorporates vivid and accurate word choice; fewer than two errors in grammar and mechanics. B: Includes at least two references to play or events from history using specific details or examples; explanation is organized adequately with emerging beginning, middle, and end; voice demonstrates understanding of topic; word choice is accurate; fewer than three errors in grammar or mechanics. C: Includes one reference to play or event from history with specific details or examples; explanation shows effort to organize but lacks clear beginning, middle, and end; voice does not always demonstrate originality; word choice is common and at times incorrect; fewer than four errors in grammar and mechanics. D: Includes one reference to play or events from history without the use of specific details or examples; organization is lacking a clear beginning, middle, and end; voice is unoriginal but appropriate for topic; word choice is uninteresting and at times inaccurate; more than four errors in grammar and mechanics. F: Incomplete or lacking connection to play or history; grammar and mechanics impede understanding; lack of organization prevents ability to follow ideas logically. Introduction: In this lesson the students will use their understanding of the characters in __The Adventures of Huckleberry Finn__ by Mark Twain and the climate of pre-Civil War America to reflect on the nature of the American Dream. Goals: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will use their understanding of pre-Civil War America to adapt their definition of the American Dream <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will understand how the American Dream has been defined by others <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will use the class blog safely and appropriately <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will demonstrate an understanding of the conflicts faced by characters in Huck Finn Pre-Activities: 1. Students will read and respond to The Adventures of Huckleberry Finn using a variety of activities 2. Using a graphic organizer, students will identify aspects of the American Dream from the perspective of a variety of characters from Huck Finn including Huck, Tom, Jim, Pap, Sophie or Buck Grangerford, Wilks sisters, and the Duke and Dauphin. 3. Students will choose a character to use for writing assignment and gather quotes for the novel to support reflection. Writing Assignment: Create a two to three paragraph definition of the American Dream from the perspective of a character selected from the novel The Adventures of Huckleberry Finn. In your response stay true to the character’s attitude and beliefs, but do not use language that would be considered inappropriate today. Remember to include your understanding of the conflict that slavery posed to Americans during this era and include this understanding in your character’s definition. Carefully edit your interpretation for accurate use of spelling, grammar, and punctuation. Post your response to the class blog. Post-Activity: Chose one post and write a short response commenting on what you liked most about this classmates interpretation. Identify which character might see this student’s definition as dangerous or ignorant. Extensions: Students with increased interest or ability will be encouraged to include the following in their posts: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Include a video cast role playing the character reciting his/her definition <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Link to references that support the character’s position on the American Dream <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Include the view of a character who may oppose your first character’s response Adaptations: Students with specific accommodations will work individually with classroom teacher and librarian to fulfill the assignment. Assistance will be provided as accommodations require. Such accommodations may include: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Verbally responding to prompt and teacher/librarian will post <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  After reading or listening to novel, view the movie The Adventures of Huckleberry Finn Huck, Jim, or Pap’s view of individual freedom with teacher/librarian <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Respond to prompt using the perspective of someone who supports slavery or opposes slavery rather than a character from novel Assessment: Students will be assessed on the completion of graphic organizer (15%) and meeting criteria for the writing assignment posted to class blog (85%). 5 (exemplar): Uses creativity in establishing voice of the character; stays true to character’s beliefs and values; successfully incorporates specific details from the novel; language is vivid and convincing; less than two errors in grammar and mechanics; clearly organized; an appropriate length for topic. 3 (developed): Establishes the character’s voice most of the time; includes aspects of the character’s beliefs and values; includes some details from novel; language is adequate for topic; less than four errors in grammar and mechanics; organization is emerging; length is acceptable. 1 (limited): character’s voice is not obvious to reader; limited inclusion of character’s beliefs and values; no reference to novel is included; language is uninteresting or inaccurate; more than six errors in grammar and mechanics, lacks organization; length in underdeveloped. Introduction: The students will establish a personal blog in this lesson using the computer lab at school with the assistance of the teacher and librarians. When students submit their first post they will use their understanding of the themes presented in The Great Gatsby by F. Scott Fitzgerald and research information they have gathered about the Jazz Age to determine historic influences on the American Dream. Goals: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will apply an understanding of influences from Gatsby and the Jazz Age to their definition of the American Dream <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will use technology to establish a personal blog <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will research the Jazz Age using Thomson Gale databases and internet resources Pre-Activities: 1. Students will read and respond to the novel The Great Gatsby by F. Scott Fitzgerald using a variety of activities. 2. Students will research topic related to the Jazz Age using the Scavenger Hunt Worksheet and the electronic resources provided by the library. 3. Students will complete theme worksheet designed to analyze the concepts presented in the novel The Great Gatsby. 4. Using the computer lab and help of teacher and librarian students will view a blogging tutorial and establish a personal blog. Writing Assignment: Choose a theme presented in the Great Gatsby and demonstrated by events in the Jazz Age and determine its influence on the modern concept of the American Dream. Write a two to three paragraph response noting how you believe this influence has affected your understanding of the American Dream. Post your response to personal blog and submit address to teacher/librarian. Post-Activity: Using the links established on the class blog read the post of at least 5 classmates and submit a comment to the post noting aspects of the post that you believe are insightful or well supported by evidence from the novel or research. Extensions: Students with increased interest or ability will be encouraged to include the following in their posts: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Use the tools provided by Blogger to enhance personal blog <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Include links to the novel or to research found about the Jazz Age <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Include pictures related to selected theme in post Adaptations: Students with specific accommodations will work individually with classroom teacher and librarian to fulfill the assignment. Assistance will be provided as accommodations require. Such accommodations may include: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Verbally responding to prompt and teacher/librarian will post to class blog <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  After reading or listening to novel, view the movie The Great Gatsby and discuss themes individually with teacher/librarian <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Establish a personal blog with individual assistance of teacher/librarian <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Research Jazz Age and establish blog with fellow students who has mastered research and technology Assessment: Students will be assessed on completion of the Jazz Age Worksheet (10%), success of establishing blog (40%), and meeting the criteria of the writing assignment (50%). 5-exemplar: Post makes compelling connections to themes presented in Gatsby and evidenced from research of the Jazz Age; organization establishes a clear beginning, middle, and end; uses language that is vivid and precise; has less than two errors in grammar and mechanics; personal voice establishes a thought provoking perspective of the American Dream. 3-developed: Post makes adequate connection to the themes presented in Gatsby and presented in research of the Jazz Age; organization shows evidence of a beginning, middle, and end; language used is clear and appropriate for topic; has less than four errors in grammar and mechanics; personal voice is emerging and connection to personal view of the American Dream is present at times. 1-limited: Post does not make clear connections to themes presented in Gatsby or discovered in research from Jazz Age; organization is lacking and does not establish a clear beginning, middle, and end; language in appropriate for topic or inaccurate; has more than six errors in grammar and mechanics; lacks personal voice and personal view of the American Dream is not presented. Introduction: In this lesson the students will read the novel The Things They Carried, research the Vietnam War and the influence of the war on American society and use this new knowledge to establish interview questions which will be posed to a Vietnam veteran. The interview will be recorded, edited, and posted to the class blog using podcasting resources. Goals: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will apply their understanding of the Vietnam War and this era in America to compose interview questions and conduct an interview with a Vietnam Veteran <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will work successfully in groups when developing interview questions, conducting interview, recording and editing interview, and posting interview to class blog <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will use technology to record and post a podcast interview with Vietnam Veteran Pre-Activities 1. Students will read and respond to The Things They Carried by Tim O’Brien using a variety of activities. 2. Students will research the influence of the Vietnam War on the climate in America during the late 1960s and 1970s. 4. Teacher will review the protocol for group work and share strategies for writing interview questions and establishing an appropriate rapport with the veteran who will be interviewed 5. Using the equipment and computers in the library, teacher and librarians will demonstrate how to conduct, record, edit, and post an interview. 6. In large groups students will prepare for interview, conduct interview, and post a written and recorded copy of interview to class blog. Writing Assignment: Develop questions for an interview with a Vietnam veteran that will assist other in understanding the impact the Vietnam War had on American soldiers and American society during this era in America. Questions should be accompanied by an explanation of the purpose of the interview and the goals students hope to accomplish by through the interview experience. The explanation and goals will be shared with veteran before interview is conducted. Post-Activity: Write and send correspondence to the Veteran interview thanking him/her for the contribution to the project and reflecting on the aspects of the interview that were particularly helpful. Extensions and Adaptation: Because students will be working in large groups, this lesson will offer extensions and adaptation by establishing more difficult or less demanding roles in group work. Students who are more advanced will take a leadership role in group work and students who have specific accommodations or learning challenges will take a more supportive role in group work. These roles will be determined by teacher with input from students. Assessment: Students will be assessed by successfully recording and posting podcast and transcript of interview (50%), group evaluations of individual contribution to project (30%), and drafting interview questions (20%). Introduction: In this lesson the students will be finalizing their personal definition of the American Dream by writing definition essay, creating a collage of images that support this definition, and posting their reflection to the class wiki. This lesson should pull together all the information students have gathered throughout the year regarding aspects of the American Dream that are presented through literature and historical events. Goals: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will write a personal definition of the American Dream using effective language, organization, and support. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will post personal definition to class wiki <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will give feedback to classmates post using critical analysis and specific detail <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will display images that support their personal definition in a clear and organized media <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Students will use references to literature and history when articulating their definition of the American Dream Pre-Activities: 1. Review the writing assignments and novels related to lessons involving the American Dream 2. Share former students final definitions and collages and discuss strengths and weakness in examples presented 3. Demonstrate how to post to the class wiki and review expectations of acceptable use and plagiarism 4. Complete graphic organizer outlining the themes and events of novels which demonstrate information related to the American Dream 5. Peer-edit drafts of American Dream. Using peer-edit form, check for errors in grammar, punctuation, and usage; offer assistance in reaching specifics when generalizations impede clarity of ideas; make recommendations for including references from reliable resources 6. Assign collage of images to accompany definition and hand out criteria for poster Writing Assignment: Write a personal definition of the American Dream using information you have gained throughout the year in American Literature and American History. In your definition use specific details to elaborate abstract terms such as happiness and success. Include specific reference to resources that helped clarify concepts of the American Dream. Post-Activities: 1. Share personal definition and collage with the class in a formal presentation. 2. Post comments to two definitions written by classmates and share response to specific aspects of the definition that you found particularly interesting or insightful. Extensions: Students with increased interest or ability will be encouraged to include the following in their final post: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Links to interesting articles or sites that help clarify the definition of the American Dream <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  A podcast of an interview or a video cast of an interview about the American Dream <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  Link to flickr to display the collage (slideshow) developed to complement the definition Adaptations: Students with specific accommodations will work individually with classroom teach and librarian to fulfill the assignment. Assistance will be provided as accommodations require. Such accommodations may include: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  verbally creating definition of the American Dream and teacher/librarian will post <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  locating and reading articles referencing concept with teacher/librarian assistance <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> ü  creating collage with teacher/librarian assistance Assessment: Students will be assessed by completion of graphic organizer (10%) and by assessing the success of the writing assignment, collage, and comments to classmates using the following rubric (90%). || ** 5 Exemplar ** || ** 4 Not Quite Exemplar ** || ** 3 Developed ** || ** 2 Not Quite Developed ** || ** 1 Limited ** || ** 0
 * National Standards for Teaching English: **
 * National Standards for Teaching Technology: **
 * Montana **** Standards: **
 * Reading- **
 * Writing- **
 * Library Media- **
 * Technology- **
 * Audacity: a tool for recording and editing audio. http://audacity.sourceforge.net/
 * Blogger: a tool for blogging. http://www.blogger.com/
 * Wikispaces: a tool for establishing wiki pages. http://www.wikispaces.com/
 * American Dream links from Library of Congress: [|Library of Congress]
 * American Dream on Wikipedia: [|Wikipedia]
 * American Dream on PBS: [|PBS]
 * American Dream as portrayed in American novel: [|PBS]
 * Multimedia options of American Dream: [|Podcasts]; [|Video]
 * __ The Crucible __ by Arthur Miller
 * __ The Adventures of Huckleberry Finn __ by Mark Twain
 * __ The Great Gatsby __ by F. Scott Fitzgerald
 * __ The Thing They Carried __ by Tom O’Brien
 * __ Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms __ by Will Richardson
 * Web2 Tools:[| http://www.internet4classrooms.com/web2.htm]
 * Lesson 1: Introduction to Class Blog/American Dream Introduction **
 * Lesson 2: Early America—Influence of Persecution on the American Dream **
 * Lesson 3: Character Interpretation of the American Dream **
 * Lesson 4: Themes Presented in __The Great Gatsby__ **
 * Lesson 5: Class Interview with Vietnam Veteran **
 * Lesson 6: Final Reflection of the American Dream **

** || ** Weight ** || ** Actual Score ** || ** Total Points ** || Preparation Process || Identifying clear and relevant purpose with extensive preparation tasks. Member contributed to a unified project using diverse and appropriate resources for a rich, vigorous experience for others. ||   ||   Purpose partially evident or implied with adequate preparation tasks. Member contributes to a general unified project using adequate resources to develop interesting experiences for others. ||   ||   Purpose unclear and unfocused with missing or weak preparation tasks. Weak with member developing independent projects that loosely create project unity with missing or weak resources that develop a superficial experience for others. ||   ||   ____ *  ||   ____ =  ||    ||  Content Knowledge  || Purpose clearly stated with challenging cognitive tasks and participatory elements broadening users understanding with innovative tasks consistent with the project theme – others would greatly benefit || ||  Purpose implied with adequate cognitive tasks and basic participatory elements supporting understanding with adequate tasks mostly consistent with the project theme – others would find useful. ||   ||   Purpose unclear beyond entertainment and technical experiences with superficial cognitive tasks and elementary participatory elements which are inconsistent with project theme – may be fun or motivating, but not likely to be beneficial or useful to others. ||   ||   ____ *  ||   ____ =  ||    ||  User Content Contribution  || Generative – continual, collaborative user contributions evolving over time. ||   ||   Interactive – user contributions useful but not collaboratively. ||   ||   User opportunity for contribution limited or missing. ||   ||   ____ *  ||   ____ =  ||    ||  Format and Structure  || Complex design (linking to external/internal resources) used, coherent and well organized project unity. Strong linkage between all tasks and purpose using substantial resources that add great value for others. ||   ||   Basic design (linking to only internal sources) used with adequate organization but lacks consistent unity. Most tasks linked to purpose with adequate sources creating interest for others. ||   ||   Token superficial participation design used with poor organization. Tasks loosely linked to purpose with weak or missing resources creating superficial value or experiences for others. ||   ||   ____ *  ||   ____ =  ||    ||

|| ** 5 Exemplar ** || ** 4 Not Quite Exemplar ** || ** 3 Developed ** || ** 2 Not Quite Developed ** || ** 1 Limited ** || ** 0

** || ** Weight ** || ** Actual Score ** || ** Total Points ** || Text Communication || Communication is highly fluent and detailed expression with powerful, vivid word choice. Only minor or no mechanical errors. ||   ||   Communication is fluent with some details and acceptable word choice. Few mechanical errors. ||   ||   Communication lacks fluency and details using words that are dull, weak, or inappropriate for audience. Many mechanical errors. ||   ||   ____ *  ||   ____ =  ||    ||  Image Communication  || Add richness, have high impact, and extend meaning of the topic. Tone, style and theme are consistent and striking. Quality is high. ||   ||   Relevant and add interest to topic. Tone, style and theme is attempted but not sustained. Quality is adequate. ||   ||   Not relevant to or inconsistent with topic. Tone, style and theme are not developed. Quality is not acceptable. ||   ||   ____ *  ||   ____ =  ||    ||  Design of Communication  || Overall design has aesthetic appeal. Design theme is creative, striking and maintained consistently. Design elements (white space, unity and flow of elements, transitions, fonts, special effects) are superior and extend the topic’s message. ||   ||   Overall design has adequate appeal. Design theme is appropriate but uses pre-made templates. Design elements apparent and applied satisfactorily. ||   ||   Overall design unappealing and inappropriate to topic and audience. Design theme is used inconsistently or inappropriately. Design elements confuse or detract from the topic’s message. ||   ||   ____ *  ||   ____ =  ||    ||  Presentation of Communication  || Eye contact, voice, use of visual and auditory aides, and body language extend the meaning of message. Message exhibits confidence, poise and personal style and also actively engages the audience in reflective thinking. ||   ||   Eye contact, voice, use of visual and auditory aides, and body language are used satisfactory. Message exhibits relaxed delivery and also rhetorically engages audience in reflective thinking. ||   ||   Eye contact, voice, use of visual and auditory aides, and body language are inappropriate or distracting to the message. Message exhibits nervous or detached delivery and does not engage the audience. ||   ||   ____ *  ||   ____ =  ||    ||