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PBL Unit :

PBL Unit Joseph Yurchak Dr. Melissa Ralston Technology and Problem-based Learning

DRIVING QUESTION:

DRIVING QUESTION What does it mean to achieve the American Dream?

Unit Introduction:

Unit Introduction 11 th & 12 th grade AP Language & Composition at LEAD Academy High School 3.5 Weeks Group & Individual products produced

Standards Addressed:

Standards Addressed CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. CCSS.ELA-LITERACY.WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-LITERACY.WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-LITERACY.WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation . 21C.O.9-12.1.TT4 - Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic documents and other files to collaborate for the creation of electronic products that inform multiple audiences both inside and outside the school environment. 21C.O.9-12.1.TT7 - Student uses advanced features and utilities of presentation software (e.g., slide transitions, master slides, narrations and timings, creating web-enabled presentations, creating a non-linear presentation) to communicate ideas to multiple audiences. 21C.O.9-12.1.TT10 - Student implements various Internet search techniques (e.g., Boolean searches, meta-searches, web bots) to gather information; student evaluates the information for validity, appropriateness, content, bias, currency, and usefulness. 21C.O.9-12.2.TT2 - Student collaborates with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. 21C.O.9-12.3.TT2 - Student works collaboratively to acquire information from electronic resources, conducts online research, and evaluates information as to validity, appropriateness, usefulness, comprehensiveness and bias. Common Core 21 st Century

Individual Project: Commonplace Book:

Individual Project: Commonplace Book

Group Project:

Group Project What did the American Dream look for different people in different times?

Online Resources:

Online Resources

Texts:

Texts “I Hear America Singing” by Walt Whitman, “I, Too, Sing America” by Langston Hughes, and “Who Will Survive in America (Comment #2)” by Gil Scott Heron. “ Declaration of Independence” and other founding documents “ Seven” by Edwidge Danticat Obama’s 2008 Inauguration Speech

Assessments:

Assessments Formative assessments include rubrics on collaboration (by peer), oral communication of final product, and check-in meetings with each group . Summative assessments will include the written responses within each journal activity, a rhetorical analysis essay, and the collaborative presentation (rubrics below) Students will also informally assess themselves through peer-reflection, end-of-unit Socratic Seminar, and keeping an individual task management reflection list. To give students the opportunity to critique and revise their work, students will go through a practice presentation protocol in groups. Individually, students will have structured time to revise their understanding of the American Dream.

Voice & Choice:

Voice & Choice Who and when? What is the American Dream?

Public Audience:

Public Audience Teacher AP U.S. History Teacher Peers Local Historic Society Members

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