Unit 1

Week of 9/9 – 9/13

Quickwrite

• What is the American Dream?

• What is an argument?

The Newsroom

• Watch the clip carefully. On your paper jot down what the main character, Will, says is the American Dream – he does not say explicitly. You will have to infer.

• Listen for:– Ideals– Dreams– Nostalgia– Hopes

The Newsroom

• Now watch again. Change your lens this time. Pay attention to what Will’s argument is.

• Write down:– THE quote that addresses his argument– Emotional appeals he makes (pathos)– Logical appeals he makes (logos)– Ethical appeals he makes (ethos)

Quickwrite

• What do you think? Do you agree with Will’s statements? Are there any flaws in his argument? What is he missing, perhaps?

Terms for Study

• Write down the following terms. – Embedded Assessment– Unpacking– Primary Source– Secondary Source– Image– Denotation– Connotation

• Now, with a partner, try to define these in your own words. What do you think they mean?

In-Class Write

• Review your quickwrite from Friday (specifically, the last piece we wrote)

• Using a clean sheet of paper, put a proper heading at the top:– First and last name– Period– Date– In-class write

In-Class Write

• In a multi-paragraph argumentative essay, answer the following prompt in your best writing. Consider content, organization, style, and conventions as you write.

• Often times, America is described as “the land of opportunity.” It has built its persona on the idea that there is “liberty and justice for all.” Take a position on the American Dream, arguing whether all people are able to attain the American Dream or not. Use details, anecdotes, and facts to support your position.– You may use the video clip from Friday, other texts you’ve read,

information from history classes, your own experiences, etc.

Unit 1 Essential Questions

EQ 1: In what ways does the American Dream manifest itself in American life?

EQ 2: How does one create a personal definition of the American Dream?

• Read through the Unit Overview on page 1 silently.

Unit 1 Goals

• To understand and define the concept of the American Dream

• To identify and synthesize a variety of perspectives that exist about the American Dream

• To conduct a survey and use primary sources as a functional text to prove or disprove an assumption

Page 4 – Learning Focus

• As you read the learning focus for this section, mark the text.

• Highlight or underline the words/ideas/concepts you already know.

• Put a question mark (?) by the words/ideas/concepts you don’t know.

Lesson 1.1 Page 5

• Turn to a partner and work on questions 1 and 2 together.

• Then, predict what you think this unit will be about based on your reading/investigations today

Unpacking

• Every unit has TWO Embedded Assessments (EAs).

• We are going to go through a process called “unpacking”

Purpose: To help you identify the skills and knowledge you will need to succeed on EA1

Unpacking Pages 81-82

Do (skills) What (knowledge)

Work in pairs

Develop Findings of survey

Conduct “”

Interpret “”

Present “”

Prove/disprove Assumptions about AM. Dream

Unpacking Pages 81-82

• Now look at the rubric on page 82• Add any skills or knowledge you will need in

order to excel on EA1 to your Do/What chart

Groups

• In your group of four, discuss what skills and knowledge you will need.

• Write 3 skills on 3 sticky notes and 3 pieces of knowledge on 3 sticky notes

• Apply them to the chart at the front of the room

1.2 page 6

• Read the directions silently• Rate each of the items listed • Share with your group your responses• In the Quickwrite section of your WNB,

quickwrite on TWO of the items you wish to discuss further. Elaborate on your ranking and give evidence to support.

1.3 Page 7

• Work in groups to list examples of primary sources and secondary sources you have used in school/classes.

• Write these in the Academic Vocab section of your WNB

Primary: An original document containing firsthand information about a subject

Secondary: Summary of discussion about or commentary on a primary source. The

key feature of a secondary source is that it offers an interpretation of information gathered from primary sources.

Accessing Prior Knowledge

• In the next two minutes, write what you know about your ancestors (family members who lived before you).

• What do you know about them? Where are they from originally? How did they end up in the United States? Why did they come here? What jobs did they have? How long has your family line been in the US?

1.4 Coming to America Pg 8

• Daily Work Section – Brainstorm a list of characteristics or traits you believe are part of the American Dream. Consider:1. Words that describe the dream2. Qualities of someone who could achieve the

dream3. Words associated with attainment of the dream

Coming to America Pg 8

Take out your WNB and add this Quickwrite to your table of contents. Then, turn to the Quickwrite section of your WNB.Title: Coming to America• Quick Write: – Choose one trait and elaborate on why this

characteristic is important to the idea of the American Dream.

Coming to America Pg 8

Turn to the Academic Vocab section of your WNB – Title: Image• “Ellis Island” –poem by Joseph Bruchac• Image (imagery): a mental picture or sensation

created by vivid language.

Coming to America Pg 8

• Video Clips: While watching the first video clips, look for and note – images that relate to the ideas of the American

Dream– for the second video also look for words/data in

addition to images• http://m.youtube.com/watch?v=20zToMCzFw

8• http://www.history.com/topics/ellis-island/vid

eos#deconstructing-history-ellis-island

Coming to America Pg 8

• “Ellis Island” –poem by Joseph Bruchac• Read the poem silently to yourself.• As we read the poem out loud, underline the

dreams and disappointments of the different people as they are expressed in the poem.