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Digital Storytelling: The American Dream Digital Storytelling: Voices from the Past Reflecting on Today’s American Dream || Related Lessons: The Original Dream(s), The Founders’ Visions, Transcendentalism, Steinbeck’s //Of Mice and Men//, Fitzgerald’s //The Great Gatsby//, The Lost Generation, Hansbury’s //A Raisin in the Sun//, Problem Based Learning, Digital Storytelling ||  || Content Standards: Content Standards from Wisconsin’s Common Core Standards Initiative (2010): · 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. · Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. · Initiate and participate effectively in a range of collaborative discussions (one-on-one, 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. · Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. · 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. · 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.  x  Creativity and innovation x Communication and collaboration x <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Research and information fluency  || <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> x <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> Critical thinking, problem-solving, & decision-making x <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> Digital citizenship x <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> Technology operations and concepts || <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Instructional objective(s): <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Continuing to explore the course’s major theme the American Dream, students, again in the same three to four person groups that they used in the previous two lessons, will create a digital story that shows their selected fictional characters’ and historical figures’ reactions to the present American Dream. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Each the group will decide how they want to creatively design their digital story and put it together. Video, photos, music, and narration are all potential modes of communication to incorporate into their digital stories. For example, in a five minute digital story, students may select to have the historical voices of Henry David Thoreau, John Steinbeck, and Loraine Hansbury as well as the fictional characters’ voices of Huckleberry Finn from //The Adventures of Hucklberry Finn// and George and Crooks from //Of Mice and Men.// · <span style="font-family: "Times New Roman","serif";">Students will present the American Dreams and reactions to the status of current American Dreams according to authors and literary fictional characters. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Before-class preparation: Students will have completed the collaborative learning lesson. Besides completing the collaborative learning lesson, students will need to receive instructions explaining how to create a digital story. While some students will know how to create one, others will need more thorough instructions. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Day 1: 25 minutes <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Day 1: 15 minutes <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Day 2-5: 40 minutes/class <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Day 6-7: 40 minutes/class || <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Students will be introduced to digital storytelling by watching a few sample digital stories. They will note characteristics that make a strong digital story. Small group and large group discussions will be used to share these observations. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">The digital storytelling assignment will be introduced and thoroughly explained. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">During these four class periods, students are able to select photos, video, cut music and video clips, record or write narration, or any other task associated with creating a digital story. I have supplied four class periods, but if groups seem to work mostly outside of school, I might cut the in-class work time from four to two or three days. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Each group will present a four minute digital story to their peers. After completing their presentations, group members will self-evaluate and reflect on the learning experience. || <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Projection unit and screen with Internet access, sample digital stories <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Copies of rubric and assignment <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Computers, Internet access, video and sound editing software, recording software or an Mp3 recorder <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Projection unit and screen with Internet access <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> || <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Notes: Student groupings, environmental modifications needed, etc. ||  <span style="color: windowtext; font-family: "Times New Roman","serif"; font-weight: normal;">MONITOR <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Ongoing assessment(s): <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">I will be continuously monitoring the students’ progress in creating their digital stories. Because I am allowing class time to develop the digital stories, I am able to easily check in with each group to monitor progress and provide assistance. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Backup plan: If the digital storytelling does not work, students could create a radio broadcast interviewing their selected characters. The radio broadcast would be completed as a podcast. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">I will assess the digital storytelling presentation and its content using a rubric, which was provided to the students when the project was assigned. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Students will also monitor their learning by completing a self-evaluation and reflection of the learning experience. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">A group that is particularly proud of their creation may post their digital story on [|www.youtube.com] to receive feedback from a real audience.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Lesson Title:
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Grade Level: High School Language Arts, 11-12 || <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Unit: The American Dream
 * <span style="color: windowtext; font-family: "Times New Roman","serif"; font-weight: normal;">GOALS  ||
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">ISTE NETS-S
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will use collaborative online tools, specifically a wiki, to access and synthesize information.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will collaborate using a wiki (pbworks.com) to post links, the character’s and author’s dreams, and the character’s and author’s reactions to the contemporary state of their dreams.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will support their character’s and author’s positions with resources found in the text or online.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will create a digital story to present findings pertaining to the American Dream.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will cite their findings properly within the credits of their digital story.
 * <span style="color: windowtext; font-family: "Times New Roman","serif"; font-weight: normal;">ACTION  ||
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">During class
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Time || <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Instructional Activities  || <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Materials & Resources  ||
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will keep the groupings from the previous two content-area lessons.
 * <span style="color: windowtext; font-family: "Times New Roman","serif"; font-weight: normal;">EVALUATE AND EXTEND  ||

________________________________________________________________________________________________________________________________________

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach Daily Lesson GAME Plan Template Online Collaboration: Historical Perspective on the American Dream to Today. || **Related Lessons**: The Original Dream(s), The Founders’ Visions, Transcendentalism, Steinbeck’s Of Mice and Men, Fitzgerald’s The Great Gatsby, The Lost Generation, Hansbury’s A Raisin in the Sun, Problem Based Learning, Digital Storytelling || Content Standards from Wisconsin’s Common Core Standards (2010): · 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. · Initiate and participate effectively in a range of collaborative discussions (one-on-one, 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. · Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. · Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. · 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. · 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.
 * **Lesson Title:**
 * **Grade Level**: High School Language Arts, 11-12 || **Unit**: The American Dream ||
 * ** GOALS ** ||
 * ISTE NETS-S

x Creativity and innovation x Communication and collaboration x Research and information fluency || x Critical thinking, problem-solving, & decision-making ¨ Digital citizenship x Technology operations and concepts || Instructional objective(s): A central theme that permeates the texts of my American Literature course is the American Dream. However, the American Dream is not a concrete and collective dream shared by all citizens throughout history, but rather, it is a malleable Dream that changes over the years, decades, and centuries. Over the course of the semester, the students will be working to define the American Dream and identify how the Dream has changed. In this lesson, students will build on the previous lesson’s problem of Is the American Dream alive today? Having read texts that cover some of America’s history, students will return to these texts, analyze character’s and author’s dreams, and have them provide a commentary on the state of the character’s and author’s dreams in contemporary society. Through collaborative technology students will be able to work together – outside and inside of school – to develop the reactions of three authors and three characters in regards to the status of their dreams. · Students will define the American Dreams according to authors and literary fictional characters.
 * Students will utilize technology to locate American Dream online resources that may provide insight into their characters and authors.
 * Students will evaluate the relevance and authenticity of their resources.
 * Students will refer back to literary texts previously analyzed during the semester.
 * Students will gather and synthesize data pertaining to the historical American Dream.
 * Students will collaborate using a wiki (pbworks.com) to post links, the character’s and author’s dreams, and the character’s and author’s reactions to the contemporary state of their dreams.
 * Students will support their character’s and author’s positions with resources found in the text or online.
 * ** ACTION ** ||
 * Before-class preparation:
 * A rubric will be prepared to assess the collaboration between group members as well as the content posted on the wiki.
 * Some online resources connected to the author’s and the texts will be linked to a class wiki for all students to access.
 * Students have been prepped in a previous class in how to use and collaborate on [|www.pbworks.com.]
 * Materials:
 * Computer and Internet access for all students or, at the minimum, for each group
 * Digital recording devices for each group or access to a private recording space for interviews.
 * The Great Gatsby, Une Generacion Perdue, Of Mice and Men, A Raisin in the Sun, essays by Ben Franklin and Henry David Thoreau, excerpts from Walden, and poetry by Walt Whitman (Students will not use all of these texts – although, we cover each of them over the course of the semester. They are expected to reference three authors and three characters from the above list of texts.) ||
 * ** During class ** ||
 * Time || Instructional Activities || Materials & Resources ||
 * Day 1: 10 min

Day 1: 30 min

Day 2-4: 40 min and out of class time

Day 5: 40 min || Retaining the groupings of three or four students assigned in the previous lesson, each group will be combined with an additional group from my other American literature class. One member from the first class will create a wiki from pbworks.com. The login information will be posted for the second group. Each group will submit their web address to me and provide me editing access.

With computer and Internet access in the classroom, students will discuss and narrow the list of authors and characters that they want to address in this lesson. Due to the collaborative nature of the assignment, the first group will post their suggestions and receive the second group’s response later that day. The second group will be responsible for designing specific pages for each character and author that has been selected. If disagreements arise, the two groups will be able to work it out through the wiki discussion board.

Having each author and character linked to the group’s wiki homepage will allow students to edit the pages nearly simultaneously. One of the limitations of using pbworks.com is that only one student can edit the page at a time. In order to alleviate that issue, students will create specific pages for each author and character.

During these three class periods, students will work to compile evidence that reveals these characters’ and authors’ dreams and potential reaction to the state of their American Dreams in today’s world.

Students will be creatively connecting historical authors and fictional characters to the present day. Because no one knows specifically how these figures would react to the present, my students will need to creatively use support from texts and other resources to develop these individuals’ stances.

At the end of the fifth day, the wiki page will be finalized. Authors’ and characters, dreams will be explained thoroughly on wiki with strong support from Internet resources and textual references. || Access previously used texts from the semester

Rubric for collaboration and content on wiki.

Computer and Internet Access.

Computer and Internet Access

Computer and Internet Access || Notes: Student groupings, environmental modifications needed, etc. || ** MONITOR ** ||
 * Students will maintain the groups that they had in the previous lesson. They will be collaborating with another group from a second American literature class in the building. If only one class is offered, other potential collaborative partners may be pursued from other districts. This, however, would need to be planned in advance and a partnership developed. If another class is not offered and a partnership with another school is not established, then the group would collaborate amongst themselves using the wiki.
 * Earlier in the semester, students take a technology survey that reveals which technologies they are familiar with and/or have access to. If particular students do not have regular technology access, then the groups will work together to solve the real-life problem. For students without this access, I would recommend the following procedure. Due to the online collaboration component of the lesson, students would need to utilize technology opportunities within the school day such as study halls, before and after school lab time, and even using the public library, if that is an option.
 * If students struggle to type, they would be suggested to record their findings using a podcast. This way they would continue to participate and provide information, but in a fashion that fits their needs.

I will be monitoring my students’ learning by viewing each group’s wiki to summatively assess my students’ involvement using a rubric, which was distributed the first day of the class. I am able to see how regularly students posted to the wiki to monitor their involvement in the creative learning experience. In addition, I am able to provide formative feedback on the wiki discussion board for students to consider as they develop their understandings. While a wiki is generally a safe environment for collaboration, I would have students and parents sign a permission form, provided at the beginning of the school year, covering the different collaborative resources that will be used during the year. I would prefer to keep the wiki available for public viewing since teachers, students, administration, and even the public might be interested. However, if a concern arose, I can limit viewing to just the group collaborating on it.

I will be evaluating my students’ wikis according to the rubric distributed the first day of the project. For extension, my students would be able to demonstrate their characters’ and authors’ dreams and reactions in a variety of ways. While providing links, a written understanding, and synthesis of support may be the method that some students opt to take, others are encouraged to creatively demonstrate their understandings using podcasts, video, or other technological resources as long as they can be linked to the group’s wiki.
 * ** EVALUATE AND EXTEND ** ||

A Standards-Based Approach** Daily Lesson GAME Plan Template **
Problem-Based Learning: Defining today’s American Dream and how the Dream has changed throughout history. || **Related Lessons**: The Original Dream(s), The Founders’ Visions, Transcendentalism, Steinbeck’s //Of Mice and Men//, Fitzgerald’s //The Great Gatsby//, The Lost Generation, Hansbury’s //A Raisin in the Sun//, Online Collaboration, Digital Storytelling || · 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. · Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. · Initiate and participate effectively in a range of collaborative discussions (one-on-one, 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. · Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. · Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. · 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. · 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.
 * ** Lesson Title: **
 * **Grade Level**: High School Language Arts, 11-12 || **Unit**: The American Dream ||
 * ** GOALS ** ||
 * Content Standards from Wisconsin’s Common Core Standards (2010):**
 * < **ISTE NETS-S**

x Creativity and innovation x Communication and collaboration x Research and information fluency ||< x Critical thinking, problem-solving, & decision-making x Digital citizenship x Technology operations and concepts || A central theme that permeates the texts of my American Literature course is the American Dream. However, the American Dream is not a concrete and collective dream shared by all citizens throughout history, but rather, it is a malleable Dream that changes over the years, decades, and centuries. Over the course of the semester, the students will be working to define the American Dream and identify how the Dream has changed. In this lesson, students will solve the following problem: //Is the American Dream alive today?// The problem is relevant to today’s students because the American Dream is often at the heart of American literature and the history of the American people. Rather than simply learning what the American Dream once represented, these students will determine the current status of the American Dream and make connections from their findings to the past.
 * Instructional objective(s):**
 * Students will define today’s American Dream and show how the American Dream has changed or stayed the same.
 * Students will utilize technology to locate American Dream online resources relevant to the problem.
 * Students will evaluate the relevance and authenticity of their resources.
 * Students will draw on literary texts previously used in the semester.
 * Students will gather and synthesize data pertaining to the American Dream.
 * Students will collaborate to present their findings to the class using technology: (A) vodcast, (B) wiki, (C) PowerPoint or (D) another technology presentation tool.
 * ===** ACTION **=== ||
 * **Before-class preparation:**
 * A rubric, an evaluation tool, will be prepared to assess the problem-based learning presentations (Laureate Education, Inc., 2009).
 * Some online resources connected to the American Dream will be linked to a class wiki for all students to access.
 * Students have been prepped in previous classes in how to use www.wikispaces.com
 * **Materials**:
 * Computer and Internet access for all students or, at the minimum, for each group
 * Digital recording devices for each group or access to a private recording space for interviews.
 * //The Great Gatsby, Une Generacion Perdue, Of Mice and Men, A Raisin in the Sun,// essays by Ben Franklin and Henry David Thoreau, excerpts from //Walden//, and poetry by Walt Whitman (These may or may not be used, but students have them to use as part of their solution.) ||
 * ** During class ** ||
 * ** Time ** || ** Instructional Activities ** || ** Materials & Resources ** ||
 * Day 1: 10 min

Day 1: 30 min

Day 2: 40 min

Day 3-4: 40 min/class

Day 5: 40 min || Students, divided into groups of 3 or 4, will brainstorm, prior to using the Internet, what they believe is the state of the American Dream, using the class definition constructed earlier in the semester.

The groups of students will then develop a plan to address the question: //Is the American Dream alive today?// //If so, what is it?// Students will have to determine what they already know about the American Dream and what they will need to find out about the Dream. Once they determine this, they can decide on an approach to finding the solution. Some groups will take the full thirty minutes determining the steps that they will take, while other groups, moving more quickly, can begin collecting data.

In order to collect data concerning the American Dream, students will be suggested gather what other teachers, parents, students, and community members believe is the American Dream. They can do this by using anonymous surveys, surveys with follow up questions, or interviews.

Students will determine the most effective means of data collection. Once questions are constructed, students are able to begin collecting data.

Groups will synthesize their findings and utilize a wiki or Google.Docs as a means to store information to be accessed outside of school by group members.

While some groups will move quickly from the data collection to the synthesis stage, other groups will need more time collecting data and synthesizing it. Next the students will decide how they will present their findings to the class. I will suggest vodcasts, podcasts, written synthesis posted on a blog or wiki with links, or a PowerPoint. Of course, tech savvy students can come up with additional presentation ideas.

Group Presentations || Access to the definition of the American Dream.

Rubric for data collection, synthesis, and presentation.

Computer and Internet Access.

Computer and Internet Access

Mp3 or another digital recording device (If possible, these technologies may be checked out from the library or media specialist.)

Computer and Internet Access

Mp3 or another digital recording device (If possible, these technologies may be checked out from the library or media specialist.)

Computer, Internet, Projector and Screen, Speakers (if audio) ||
 * Notes: Student groupings, environmental modifications needed, etc.**
 * Students will self-select their groups.
 * Earlier in the semester, students take a technology survey that reveals which technologies they are familiar with and/or have access to. If particular students do not have regular technology access, then the groups will work together to solve the real-life problem. I would suggest that that student(s) perform the interviews to collect data.

|| ** MONITOR **


 * I will be monitoring my students learning by viewing each group’s wiki in order to formatively assess strengths and weaknesses. I will offer suggestions on how groups may improve their data collection. In addition to the wiki, I will interact frequently with the groups during class to help provide guidance during the problem solving experience.

Students will also have the ability, using the rubric, to self-monitor their progress. They can check to see if they are completing the necessary tasks or are in need of assistance. ||  || I will be evaluating my students’ presentations of their findings according to the previously distributed rubric. In addition to the rubric, students will be asked to provide a learning reflection that explores the groups’ strengths and weaknesses as well as a personal reflection of strengths, weaknesses, what that individual is proud of, and what that individual might do differently. In addition to my students’ reflections, I will reflect on the effectiveness of the problem-based learning experience for my students.
 * EVALUATE AND EXTEND **