Katherin Pereira

American Dream Unit Plan

Grade Level: 11
th
grade English

Rationale:
The American Dream is a reoccurring theme in American Literature. The unit goal is to
push students to think critically about the concept of the American Dream by studying a
number of texts that represent diverse cultures throughout different time periods. Students will
analyze why the American Dream is such a popular concept in our society and how there are
multiple interpretations of the dream. The unit texts follow a number of characters that make
various sacrifices for the dream, while others reject the very same idea. There are diverse views
on whether the American Dream is a possibility or a cause of disillusionment. Students will
also be aware of how socioeconomic issues play an important factor on a persons chance to
achieve the American Dream.
In this unit plan I want students to participate and collaborate with their peers. I want
them to analyze and view situations form various perspectives. There are many times in the unit
plan in which students partake in group work. John Dewey expresses that to prepare him for
future life means give him command of himself; it means so to train him that he will have the
full and ready use of all his capacities (78). I do not want students to view me as the one that
holds all the knowledge. I would like to be the guide in the learning process. Students need to
understand that their opinions and prior knowledge are valuable in the classroom environment. In
group discussions students will be able to express themselves and learn from their classmates.
I expect to have students with diverse strengths and weaknesses and I want to use
instructional strategies that all students will find useful. Not all students learn exactly the same
and that is why I think it is important to incorporate differentiated instruction. I use bell work
assignments throughout my lessons to introduce new topics by activating prior knowledge. Every
bell work assignment is directly linked to the topic being discussed that day. Through these
assignments I will be able to tell how much each student knows about the topic. I also
incorporate technology into my unit plan. I use power point presentations, video, and audio clips
to help students better understand concepts or ideas. All of the strategies that I use throughout
my unit plan will help students achieve the learning goals and enhance their learning.
































Essential Questions:
How do the characters represent the concept of the American Dream?
What does it mean to reach the American Dream as depicted by the texts?
Can the American Dream be reached or is it just a myth?

Standards:
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.RL.11-12.2 Determine two or more themes or central ideas of a text and
analyze their development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used
in the text, including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem
(e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare and one play by an
American dramatist.)
CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-
twentieth-century foundational works of American literature, including how two or more texts
from the same period treat similar themes or topics.

Learning Goals according to Common Core Standards:
1. Cite strong evidence to support analysis of what the text says.
2. Cite strong evidence to support analysis of inferences drawn from text.
3. Determine themes or central idea of text.
4. Analyze the development of themes and how they interact and build in the text.
5. Determine meaning of words and phrases as used in text.
6. Analyze the impact of words on meaning and tone.
7. Analyze multiple interpretations of story, drama, or poem.
8. Evaluate each interpretation of source text.
9. Demonstrate knowledge of 19
th
, and early 20
th
century works of American literature.
10. Demonstrate knowledge of similar themes or topics in same period texts.



Materials:
What Happens to the American Dream in a Recession? by Katharine Q. Seelye
More people express uncertainty in chance to achieve the American Dream. by Carol
Morello, Peyton M. Craighill and Scott Clement
I Hear America Singing by Walt Whitman
Let America be America Again by Langston Hughes
The Devils Highway excerpt
The short story Visitors by Aimee Phan from We Should Never Meet
Teen Ink Gatsby Poem

DAY ONE: Introducing the American Dream
Objectives:
Students will be able to identify the concept of the American Dream as depicted through pictures.
Students will be able to analyze two articles and determine what the New American Dream is.
Students will be able to compare and contrast the old and new ideas of the American Dream.

Standards:
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is particularly fresh,
engaging, or beautiful. (Include Shakespeare as well as other authors.)

A. 5-7 min.
Bell Work:
(Bell work is usually written on the board as soon as students walk into the classroom. They know that
they have to take out their notebooks and begin writing right away)
In their writers notebooks, students will answer the following questions:
What do you know about the phrase the American Dream?
What does the American Dream mean to you?

Students will then share their responses with the rest of the class.

B. 10-12 minutes.
Guided Practice:

There will be a short power point presentation which contains pictures that represent the stereotypical
American Dream.
The power point will contain six to seven images that students will analyze and write about in
their notebooks.
I will ask students to keep in mind to look at the way people are dressed, what their surroundings look
like, and any writing that they see that sparks their interest.

(Group Discussion)
Once the power point presentation is over I will ask the following questions:
What did you see in the pictures?
What did the people look like? What were they dressed like in some of the pictures?
What material belongings do you see in the picture?
Did you notice anything that every picture had in common?
Do you think the images represent your idea of the American Dream? Why or why not?

Students will share their responses and make any comments that are relevant to the topic.
I will then ask students to tell me if they think this idea of the American Dream is still relevant today.

C. 15-22 minutes.
Independent Practice:
Students will be put into small groups of 3 to 4 students per group. When students are arranged into
groups I will hand out two newspaper articles.
What Happens to the American Dream in a Recession? by Katharine Q. Seelye
More people express uncertainty in chance to achieve the American Dream. by Carol Morello,
Peyton M. Craighill and Scott Clement

I will give them explicit instructions to read the articles (either as a group or individually. It is their
personal preference). After reading the two articles, as group, they will use what they read in the articles
to form a list of what they think the new American Dream entails.
They can include:
What the new dream is
The means it takes to achieve the new American Dream.
Any old values they feel still are a part of the new dream.

While students are working on their lists, I will be walking around the room making sure students are on
task. I will also take the time to answer any questions they may have about the articles or their lists.

D. Final 5-7 minutes of class:
During the final minutes, each group will share their lists with the rest of the class.
Once every group has shared their ideas, I will explain to that during this unit we will be reading
various texts that revolve around the concept of the American Dream. We will analyze if the
characters we come across are striving to achieve the old or new American Dream.

Homework:
In a paragraph compare and contrast the old American Dream with the new American Dream.
Make sure to answer the following questions:
How are they the same?
How are they different?
What must someone do to achieve these dreams?
DAY TWO: The American Dream through Poetry: Walt Whitman
Objectives:
Students will be able to define symbolism, tone, word choice, and sentence structure.
Students will be able to analyze an audio recording of the poem I Hear America Singing
by Walt Whitman.
Students will be able to analyze the effectiveness of tone, word choice and symbolism in the
poem.

Standards:
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as
other authors.)
CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem
(e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare and one play by
an American dramatist.)
CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of nineteenth- and early-twentieth-
century foundational works of American literature, including how two or more texts from the
same period treat similar themes or topics.


A. 5-7 min.
Bell Work:
The following quote will be written on the board:

The genius of the United States is not best or most in its executives or legislatures, nor in its
ambassadors or authors or colleges, or churches, or parlors, nor even in its newspapers or inventors,
but always most in the common people.
-Walt Whitman
Students will answer these questions in regards to the quote:
What is the author of this quote saying about the United States?
Who are these common people?
How do they represent the U.S.A?
Students will respond to these questions in their notebooks and their interpretation of this quote. We
will answer these questions aloud as a class.

B. 10-12 minutes.
Guided Practice:
To begin the lesson I will introduce:
Symbolism
Tone
Word choice
Sentence structure

As we discuss each one of these terms I will write the definition on the board and give students
examples of each.

Symbolism- the use of symbols to represent an abstract theme or idea. Any object, person,
place, action, or word can represent an idea very different from its literal sense. The meaning
of symbols may change according to the context or situation in which it is used.
Examples: The color blue can represent boys or depression. The color red can
represent love. Green can represent money.
Tone- is an attitude the author is trying to convey through the text. The tone of text can be
formal and informal and can project a number of emotions. Happy, angry, excited, etc. It
creates the mood in which a piece of literature should be written.
Examples: He said, Thats great! I cant wait to go fishing next Saturday!
She yelled, WHERE DO YOU THINK YOU ARE GOING!
Word choice- writers choose certain words to evoke emotion or develop a specific tone in
their writing. The correct choice will emphasize the theme or central idea of the piece. To
add effect or to get a point across sometimes authors will repeat a word over and over in the
piece of writing.
Examples: ". . . and look at this, the packaging. Malibu Style kind is labeled 'From
Ralph's Private Selection.' Private, as in 'Not everyone is welcome, no entry to YOU,
especially you, wetback. Go back!'" (From Attention Shoppers, we had read this
story in an earlier unit and students are familiar with the story.)
Sentence structure- Writers use a variety of sentence structures to convey specific moods or
to add depth to a theme or central idea represented in the text.
Examples: A writer may use choppy sentences to express that a character is angry
and does not want to talk. Longer sentences may be used to give important details
about an event important in the text.
(Definitions from http://literary-devices.com/ )

Once we have discussed the terms above and students seem to have an understanding of the terms I
will introduce Walt Whitman. I will give students some background information about him.

Walt Whitman was an American poet, journalist, essayist, teacher, government clerk and a
volunteer nurse during the Civil War. He spent most of his life time perfecting his greatest work of
literature Leaves of Grass. He wrote poetry is representative of the common people of America.
(http://www.poets.org/poet.php/prmPID/126)

Once I have introduced Walt Whitman. I will hand out the poem I Hear America Singing
(Appendix A).
We will listen to an audio clip of a narration of the poem. As students listen to the poem they should
think about tone of voice in the poem and about what words stand out to them.
We will discuss the tone of voice of the reader and students will describe words that caught their
interest. Students can give their interpretation of the poem.

C. 15-22 minutes.
Independent Practice:
Students will be paired in groups of two. Each group will be handed a copy of the directions for the
activity (Appendix B, but same as listed below).
The directions will ask students to do a number of activities in regards to the poem.
1. You and your partner will take turns reading the poem. One of you will read it
in an excited tone of voice and the other will read it in an angry tone of voice.
Now discuss the following questions: How did the mood of the change from
the first to the second reading of the poem? Did the effectiveness of the poem
change or stay the same?
2. The Poem repeats the word singing throughout the poem. Now replace the
word singing for the word crying. Read the poem aloud to your partner.
What was the effect of the word change? Did your interpretation of the poem
change?
3. Look at the original poem. What symbolism do you see represented in the
poem?
As students are doing their work I will walk around to make sure students are on-task. I will observe
student progress in the meanwhile.


D. Final 5-7 minutes of class:
In the final minutes of class we will go over the activity. Students give their responses to the
assignment.
Students will also answer discussion questions:
What is Walt Whitman trying to say about America through this poem?
Who represents America?
Do you see the American Dream characterized in the poem? Why or why not










DAY THREE: Langston Hughes
Objectives:
Students will be able to identify the Harlem Renaissance.
Students will be able to analyze a video clip.
Students will be able to analyze the poem Let America Be America Again.
Students will be able to compare and contrast the Langston Hughes and Walt Whitman
poems.

Standards:
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text
and analyze their development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an objective summary of the
text.
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as
other authors.)
CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of nineteenth- and early-
twentieth-century foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics.


A. 5-7 min.
Bell Work:
On the board:
Name five things you know about the Harlem Renaissance. Write and reflect on your response in
your writers notebook.
I will go around the room and everyone will share their responses.

B. 10-12 minutes.
Guided Practice:
I will do a quick review of Tone, Symbolism, Word Choice, and Sentence Structure. Students will
give the definition and examples of each one of these terms.
Next I will introduce students to the Harlem Renaissance by showing the following video clip:
http://www.youtube.com/watch?v=UmJNAEllpYQ

Students will write a response to the video. They should think about:
What did the Harlem Renaissance mean for the African American Culture?
What did the movement lead to?
How influential was the Harlem Renaissance? Is it still influential today?

Students will then share their answers with another student.
While students are discussing their reactions to the video I will walk around listening to the points
students make. I will keep these points in mind for the next portion of the activity.
After everyone has had a chance to participate in the activity we will answer the questions as a
group.
I will introduce Langston Hughes and describe his influence in the Harlem Renaissance.
Langston Hughes wrote novels, short stories, and poetry and was heavily influenced by the world
of Jazz. He made many great contributions to the Harlem Renaissance and wrote about the
common experience of Black America. He told stories that were authentic to their culture.
(from: http://www.poets.org/poet.php/prmPID/83)

We will read the poem Let America Be America Again together.

C. 15-22 minutes.
Independent Practice:
Students will be put into four groups. Each group will focus on a different aspect of the poem such
as Symbolism, Sentence Structure, Tone, and Word Choice.
Each group will re-read the poem and focus on their assigned term. They will think about how
each term affects the reading. They will also think about:
What does Langston Hughes mean by Letting America Be America Again?
What is his ideal America?
Does it reinforce the idea of the America Dream that we have discussed? Why or why
not?
(Questions will be written on the board)
We will then have a group discussion about these questions.

D. Final 5-7 minutes of class:
Exit Ticket:
Students will briefly in three to four sentences compare and contrast Langston Hughes poem and
Walt Whitmans poem. They will hand in their responses.








DAY FOUR: Pedro Pietri
Objectives:
Students will be able to analyze and make a prediction about what the poem is about
through the tea party activity.
Students will be able to analyze and identify the central idea and how word choice
reinforces stereotypes in the poem.
Standards:
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text
and analyze their development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an objective summary of the
text.
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as
other authors.)
CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of nineteenth- and early-
twentieth-century foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics.

A. 5-7 min.
Bell Work:
As students walk into the classroom they will grab an index card with a phrase written on it. Some
phrases may be repeated in the pile.
On the board:
Please write a response to the phrase written on your note card. If you have any questions, you
should write them down and well discuss them once everyone is finished.
As a class we will have a discussion about the phrases.

B. 15-22 minutes.
Independent Practice:
Every student should have an index card that was handed out at the beginning of class. I will
explain to students that each index card is part of a text we will read.
I will give student explicit directions. The directions will also be written on the board.
1. You will move around the room with your index card and share your index card with
another student. You should speak to one person at a time only.
2. Try to meet with as many other students as you can.
3. Read the phrase written on your index card with another student. Discuss what you think
the text is about through these phrases. Keep in mind to think about symbolism, repeated
words, interesting word choices, and the different types of sentence structure.

Students will talk to others trying to figure out what the text is about and trying to connect the
phrases to one another. I will walk around the room listening to the theories students are coming up
with and make sure their conversations are relevant to the task at hand.

After 10-12 minutes I will put students into groups of 3-4. They will re-read the phrases to each
other and try to make sense of the phrases. They will write down a group prediction about what
they think the text is about.
Once every group has written down their predictions, each group will share the prediction with the
rest of the class. They will also explain how they came to that conclusion.

C. 10-12 minutes.
Guided Practice:
I will give students a little background about Pedro Pietri.

Pedro Pietri was a Puerto Rican poet. He grew up in NYC and served in the Vietnam War. His
poetry reflects the hopes, dreams, and struggles of Puerto Ricans (Nuyoricans: Puerto Ricans that
live in New York) who moved to NYC in search of the American Dream. He had a distinctive
writing style and incorporated Spanish and English in his poetry.
(latinopoetrycommunity.org)

I will hand out copies of an excerpt from the poem Puerto Rican Obituary by Pedro Pietri. We
will analyze the poem together.
We will focus the tone, symbolism, word choice, and the poem structure.
I will ask students to consider the following questions:
How close was your prediction to the actual text?
What is the author saying about the concept of the American Dream?
How are people from different cultures represented in the text?
Are stereotypes reinforced? Why or why not?
What is the tone of the poem? What word or phrases lead you to that conclusion?
Why do you think the author uses Spanish words or phrases in the poem? What effect does
it have on ones reading of the poem?

D. Final 5-7 minutes of class:
Students will write a response about the poem.

In your notebook reflect on what the poem means to you.

Homework:
Continue working on the response for the poem and bring it to class tomorrow.




DAY FIVE: The Devils Highway excerpt
Objectives:
Students will be able to analyze and determine what the dangers are for the people that risk
their lives crossing the border between the US and Mexico through the video clip.
Students will be able to make predictions and inferences by analyzing The Devils
Highway.


Standards:
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.RL.11-12.7 Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating
how each version interprets the source text. (Include at least one play by Shakespeare and
one play by an American dramatist.)


A. 5-7 min.
Bell Work:
The bell work assignment will be written on the board. Students will write their answers in their
notebooks.
The questions will be the following:
What do you know about the border between Mexico and the USA?
Why do you think people decide to cross the border into the United States?
We will have a discussion about what students wrote down in their notebooks.

B. 10-12 minutes.
Guided Practice:
Before introducing the excerpt, I will explain to students that every day hundreds of people from
Mexico and other Central American countries leave family and everything behind to try to reach
American soil illegally. They sacrifice everything they have to try and make something of
themselves in the United States. They want to prosper, but many do not make it. Im going to
show a video from a documentary done by PBS that shows how deadly crossing the border can be.

Purpose for watching: Please take notes while the video is playing of anything that catches your
attention.
The students will then be shown a video clip:
http://www.youtube.com/watch?v=Hl77OkCMtSM The Undocumented documentary trailer
from PBS. (The video depicts the problems and situations immigrants face when crossing the
desert by the Arizona- Mexico border.)

Once the video is over, we will have a group discussion.
I will ask students to answer some discussion questions.
From what you saw in the video, what do you think are some the problems about
crossing the border from Mexico into the USA?
If crossing the border is so dangerous, why do people risk their lives every day to
take this journey through the desert?
What do you think are the roles and duties of the Border patrol along the border?
Students will share their responses with the class.
I will then explain that we will be reading excerpts from a non-fiction book called The Devils
Highway by Luis Alberto Urrea.

About the author: Luis Alberto Urrea was born in Tijuana, Mexico. His mother is American and
his father is Mexican. He has written 13 books, many poems and essays. He has won many awards
and for this book he won the Lannan Literary Award and was a finalist for a Pulitzer Prize. Many
of his books can be related to living close to the Mexican American Border (Information from:
http://www.luisurrea.com/about-luis).
The book in particular is about real people that risked their lives to come to the United States and
the struggles they dealt with during their journey across the border.

C. 15-22 minutes.
Independent Practice:
I will hand out copies of the first excerpt of The Devils Highway (Appendix E).
I will explain to students that they will be put into groups of two or three. They will each take
turns reading a portion of the text. Occasionally they are to stop reading and as a group do some of
the following:
Make a prediction
Ask a question
Clarify any misunderstandings
Make a comment
Before beginning, I will model the activity to the students. Once I have answered any questions,
students will begin to work in their groups. During the activity, I will walk around to make sure
students stay on-task. I will also be available to answer any questions students may have about the
text or activity.

D. Final 5-7 minutes of class:
During the final minutes of class I will ask each group to share any questions, predictions, or
comments they had about the excerpts. Once each group has participated, I will ask that we as a
class make a prediction together about what the outcome of the story might be.
I will then explain the homework assignment.

Homework:
For homework please read the second excerpt of The Devils Highway (Appendix F). As you read
please write down any questions you may have. Also, as you read please think about the
predictions we made. In a couple of sentences describe if the prediction we made is the outcome
or if the story took an unexpected turn.



DAY SIX: The Devils Highway excerpt (continued)
Objectives:
Students will analyze and define the themes found in the two excerpts from The Devils
Highway.
Students will be able to determine what the American Dream meant for the characters by
the end of the book.
Students will be able to write a close-reading about a passage in the text.

Standards:
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text
and analyze their development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an objective summary of the
text.
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as
other authors.)

A. 5-7 min.
Bell Work:
There will be no bell work assignment written on the board today. Instead as students are making
their way into the classroom I will hand out an Anticipation Guide worksheet (Appendix G).

The Anticipation Guide worksheet consists of:
5-7 general statements. These statements represent the themes found in the excerpts.
o Themes are: Sacrifice, Money, Power, Death
Students will have to decide if they agree or disagree with each statement.

I will explain the directions to the students and answer any questions before students begin the
assignment.
Once everyone has completed the assignment, I will read each statement and ask students to raise
their hands when they agree and then when they do not agree. After each statement I will ask
students why they agree or disagree with the statement. (We will have a group discussion)

B. 10-12 minutes.
Guided Practice:
I will ask students to share their responses from the homework assignment from the night before.
Students will share if their predictions were true or not. They can also share if they were surprised
by the outcome of the story.
I will then write the following words on the board:
o Sacrifice
o Money
o Power
o Death
I will ask students what they know about these themes and if they saw them represented in the texts.
As a class, we will come up with definitions for each of these words.
While coming up with each definition I will ask students to look for a passage in the text that they
feel represents the theme. We will analyze one passage per theme doing a close reading. Students
will focus on:
Word choice
Sentence structure
Tone
Symbolism

While doing a close-reading of the passage they will be handed a Close-reading Guide Sheet
(Appendix H). The Close-reading Guide Sheet will have a chart with questions that help students to
think critically about Symbolism, Tone, Word choice, and Sentence structure.
(We will review the impact of word choice, sentence structure, symbolism, and tone. Students are
familiar with these terms, because they have been our focus throughout this unit plan.)

C. 15-22 minutes.
Independent Practice:

Students will be put into groups of 4 according to a specific theme. When the groups have been
arranged every student will be given a Theme work sheet (Appendix I).
Students will think about the theme they are representing
On the Theme work sheet they will have to write down quotes that are in the text that
describe their theme.
They will also give an explanation of how the quote represents the theme. Keeping in mind
word choice, tone, symbolism, sentence structure.

During this time I will walk around making sure students are doing the assignment. I will also
address questions or concerns.

D. Final 5-7 minutes of class:
During the final minutes of class, I will ask each group to pick one of the quotes they wrote about
and share it with the class. They should explain why they chose this quote and how it represents the
theme. Discussing:
Word choice
Sentence structure
Tone
Symbolism




DAY SEVEN: Close-Reading The Devils Highway
Objectives:
Students will be able to analyze a short passage from The Devils Highway and determine
the central theme of the text.
Students will be able to analyze a passage from The Devils Highway and write a close-
reading essay citing textual evidence.

Standards:
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.RL.11-12.2 Determine two or more themes or central ideas of a
text and analyze their development over the course of the text, including how they
interact and build on one another to produce a complex account; provide an objective
summary of the text.
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as
other authors.)

A. 5-7 min.
Bell Work:
Directions on the board:
Pick one of the themes from The Devils Highway that you would like to write about. Then
decide on passage that you feel best represents that theme. (Students will write this in their
writers notebooks.)
Students will put this aside for later in the lesson.

B. 10-12 minutes.
Guided Practice:
I will explain to students that we will work on close-reading a short passage (Appendix J) from
another section of the text that they have not read. I will hand out copies of the text and give
them explicit instructions to take the next couple of minutes to read the text to themselves. They
will be asked to highlight, underline, or circle any words, phrases, symbols they see in the text.

Once students have read the text I will ask students what theme they think the text represents and
why. They should point to textual evidence to support their answers. In this case the theme would
be money.
As we did the day before we will analyze the text together. They will use their Close-reading
guide worksheet given out the previous day.

We will highlight important phrases, sentences, or words in the text that represent the theme. As
a class, we will write a one paragraph close-reading of this passage. I will make sure to
emphasize that to support the claim we have to cite textual evidence.

C. 15-22 minutes.
Independent Practice:
During this time I will hand out the close-reading assignment (Appendix K). We will read the
directions together. I will answer any questions students may have.

Students will then take out the passage they wrote down for the bell work assignment. They will
begin to work on the close-reading assignment. The assignment should be two to three
paragraphs. Students will use the Close-reading sheet for reference.

To make sure students are on task and understand the assignment I will meet with each student
individually during this time for two-three minutes. I want them to show me the passage they
have chosen and I will clarify any questions or misunderstanding students may have.

D. Final 5-7 minutes of class:
During the final minutes of class, I will discuss the format students should use to write this paper.
They will use Times New Roman 12 pt. font and it should be double spaced. They will write the
passage and the page number. The second part should be their analysis of the quote.
(They will be given an example along with the directions.)

Homework:
Students will work on their short close-reading paper due in two days.











DAY EIGHT: The short story Visitors by Aimee Phan from We Should Never Meet
Objectives:
Students will be able to define the Vietnam War and Operation Babylift.
Students will be able to answer evidence based questions.
Standards:
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.RL.11-12.2 Determine two or more themes or central ideas of a text
and analyze their development over the course of the text, including how they interact
and build on one another to produce a complex account; provide an objective summary of
the text.

A. 5-7 min.
Bell Work:
The following questions will be written on the board and students will answer in their writers
notebooks.
What do you know about the Vietnam War?
Do you know what Operation Babylift is?
Once students have written their responses in their notebooks I will ask students to share their
answers. I expect that many of the students will have limited to no knowledge on the subject. I
will let them know that it is okay if they do not know much about the Vietnam War or Operation
Lift.
I will then continue to explain that throughout this lesson we will learn more about Operation
Babylift and the Vietnam War.

B. 10-12 minutes.
I do:
Before introducing the story I will give a short power point presentation about the Vietnam War
and Operation Babylift. The power point presentation will give students important background
information needed to better understand the short story Visitors.
The power point will include:
Information on the Vietnam War
Information on Operation Babylift
Images of children on planes during Operation Babylift.

After the power point presentation has concluded students will be encouraged to ask questions. I
will answer their questions to the best of my ability.
I will then hand out copies of the short story Visitors (Appendix L) by Aimee Phan.

C. 15-22 minutes.
Guided Practice:
Once every one has received a copy of the text I will explain that we will spend time analyzing
this short story that is influenced by the Vietnam War and Operation Babylift. The two main
characters in the short story have been greatly affected by the Vietnam War. Their pasts greatly
affect their sentiments about life in the United States.

We will begin the short story together, as a class. As students are reading the short story, I will
stop occasionally to ask them evidence- based questions (Lemov).
These are some of the examples:
What sentence in the first paragraph lets you know that Bac Nguyen is not accustomed to
going grocery shopping by himself?
How do you know that Bac is ashamed by how he is dressed?
What details in this scene explain why Vinh is so angry with the United States
Government?
What in the scene shows that Vinh and Bac do not have the same opinion about the
Vietnam War?

D. Final 5-7 minutes of class:
Since we will only read two to three pages together, I will ask students to make a prediction
about what they think will happen between the two main characters. They will write their
answers in their notebooks.

I will give students homework instructions.

Homework:
For homework you are to finish reading the short story and we will go over the short story
tomorrow.











DAY NINE: The short story Visitors by Aimee Phan from We Should Never Meet
(continued)
Objectives:
Students will be able to compare and contrast the point of views about the U.S.A as
portrayed by the main characters.
Students will be able to explain how the generational gap between the characters causes
friction between the two main characters.
Standards:
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.RL.11-12.4 Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as
other authors.)

A. 5-7 min.
Bell Work:
In your notebook compare and contrast Vinh and Bac Nguyen.
Write down three ways they are the same and three ways in which they are different.
Cite one piece of textual evidence to support your answer.
Students will share their responses with the rest of the class.

B. 10-12 minutes.
Guided Practice:
As a class, we will go over what students read the night before and I will ask students if they see the
following themes reflected in the text. We will, as a class, come up with definitions for each of these
themes.
Gang Life
Rejection
Generational Gap

After we have defined each theme, I will ask students if they notice a generational gap between the
two characters. I will also ask if they notice that these two characters have different point of views
about the United States. We will make a short compare and contrast chart. We will write one or two
examples that emphasize the generational gap between the characters.

C. 15-22 minutes.
Independent Practice:
Students will be given explicit instructions.
Students will be asked to continue the compare and contrast chart in their notebooks on their own.
They can write down anything that they feel represents the generational gap between Vinh and Bac.
They are also asked to cite textual evidence.
While students are working on their compare and contrast chart I will walk around looking at
students charts. I will also take the time to answer any questions students may have.

D. Final 5-7 minutes of class:
During the final minutes of class I will explain to students that they will use their compare and
contrast chart to write a short paragraph about the Vinh and Bac.

Homework:
Now that you have written a compare and contrast chart focusing on the generational gap between
Vinh and Bac, you will use this chart as a tool to write a paragraph describing the relationship
between the two characters.
Make sure to:
Describe the generational gap and how it affects their views about the U.S.
Cite textual evidence
Think about how these characters represent the American Dream.












DAY TEN: Writing a poem- Visitors continued
Objectives:
Students will be able to analyze a video clip and poem based on The Great Gatsby.
Students will be able to compare and contrast the poem and the video clip.
Students will be able to write a poem based on one of the characters in the short story the
Visitors.

Standards:
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as
other authors.)
CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem
(e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare and one play by
an American dramatist.)

A. 5-7 min.
Bell Work:
Assignment written on the board:
What is a free verse poem? Please give an example of a free verse poem. (In the unit prior
students studied poetry and learned about free verse poems, so this is not the first time they
have heard of this term.)
What do you think is important when writing a poem?
Once everyone has written their response in their notebooks we will discuss and write on the board
the ideas students have come up with.

B. 10-12 minutes.
Guided Practice:
Once we have gone over the bell work assignment I will ask students to watch a youtube video. The
video is a trailer from the movie The Great Gatsby. Before starting the trailer I will give students a
short summary about the novel and they should take notes on what they see.
Students will view the following:
http://www.youtube.com/watch?v=8ud6haTTfFY
Once the video is over I will ask students the following questions:
What grabs your attention from the video?
What is the life style like?
What do you think about the character Gatsby?
We will discuss the students responses.
I will then hand students a poem from the website Teen ink (Appendix M).
(http://www.teenink.com/poetry/free_verse/article/273484/Great-Gatsby/)

We will read the poem together out loud. Students then will be asked to take a few minutes and in
their notebooks compare and contrast the poem and the trailer they just watched.
Students will then share their answers with the class.
Discussion questions:
Did the author do a good job in describing Gatsby?
Even though it was a poem, did you notice that the author was able to summarize the novel
in a couple of lines?
What was the tone of the poem?
Did you see any theme that we have discussed played out in the poem?
A group discussion will take place.

C. 15-22 minutes.
Independent Practice:
I will give students directions about the assignment. They will choose a character from the short
story The Visitors and write a poem based on either Vinh or Bac. They can use the poem we
studied above as a reference. I will make sure to emphasize the usage of tone, symbolism, word
choice, and sentence structure. The poems should be no shorter than five lines.
Students will have the class period to work on their poems.

D. Final 5-7 minutes of class:
Students will share either their entire poem or a couple of lines from their poem with the rest of the
class.
Students will hand in their poems. Those that have not finished or want to revise their poems can
hand them in tomorrow.

Homework:
Finish, revise and edit the poem that you wrote about the characters in the Visitors.
(This is for a class participation grade)










Appendix A
I Hear America Singing by Walt Whitman
I hear America singing, the varied carols I hear,
Those of mechanics, each one singing his as it should be blithe and strong,
The carpenter singing his as he measures his plank or beam,
The mason singing his as he makes ready for work, or leaves off work,
The boatman singing what belongs to him in his boat, the deckhand
singing on the steamboat deck,
The shoemaker singing as he sits on his bench, the hatter singing as he stands,
The wood-cutter's song, the ploughboy's on his way in the morning, or
at noon intermission or at sundown,
The delicious singing of the mother, or of the young wife at work, or of
the girl sewing or washing,
Each singing what belongs to him or her and to none else,
The day what belongs to the dayat night the party of young fellows,
robust, friendly,
Singing with open mouths their strong melodious songs.

http://www.poets.org/viewmedia.php/prmMID/15752














APPENDIX B
Directions:
We have just learned and defined the terms: symbolism, tone, word choice, and sentence
structure. Now you will determine how each one of these terms impacts your reading of the
poem I Hear America Singing by Walt Whitman. You can use any of the notes or definitions
as a reference if youd like. Make sure to do as each number below tells you and you can answer
any of the questions either on this sheet or in your notebook.
1. You and your partner will take turns reading the poem. One of you will read it in an
excited tone of voice and the other will read it in an angry tone of voice. Now discuss the
following questions: How did the mood of the change from the first to the second reading of the
poem? Did the effectiveness of the poem change or stay the same?
2. The Poem repeats the word singing throughout the poem. Now replace the word
singing for the word crying. Read the poem aloud to your partner. What was the effect of the
word change? Did your interpretation of the poem change?
3. Look at the original poem. What symbolism do you see represented in the poem?













APPENDIX C
Let America be America again.
Let it be the dream it used to be.
Let it be the pioneer on the plain
Seeking a home where he himself is free.

(America never was America to me.)

Let America be the dream the dreamers dreamed--
Let it be that great strong land of love
Where never kings connive nor tyrants scheme
That any man be crushed by one above.

(It never was America to me.)

O, let my land be a land where Liberty
Is crowned with no false patriotic wreath,
But opportunity is real, and life is free,
Equality is in the air we breathe.

(There's never been equality for me,
Nor freedom in this "homeland of the free.")

Say, who are you that mumbles in the dark?
And who are you that draws your veil across the stars?

I am the poor white, fooled and pushed apart,
I am the Negro bearing slavery's scars.
I am the red man driven from the land,
I am the immigrant clutching the hope I seek--
And finding only the same old stupid plan
Of dog eat dog, of mighty crush the weak.

I am the young man, full of strength and hope,
Tangled in that ancient endless chain
Of profit, power, gain, of grab the land!
Of grab the gold! Of grab the ways of satisfying need!
Of work the men! Of take the pay!
Of owning everything for one's own greed!

I am the farmer, bondsman to the soil.
I am the worker sold to the machine.
I am the Negro, servant to you all.
I am the people, humble, hungry, mean--
Hungry yet today despite the dream.
Beaten yet today--O, Pioneers!
I am the man who never got ahead,
The poorest worker bartered through the years.

Yet I'm the one who dreamt our basic dream
In the Old World while still a serf of kings,
Who dreamt a dream so strong, so brave, so true,
That even yet its mighty daring sings
In every brick and stone, in every furrow turned
That's made America the land it has become.
O, I'm the man who sailed those early seas
In search of what I meant to be my home--
For I'm the one who left dark Ireland's shore,
And Poland's plain, and England's grassy lea,
And torn from Black Africa's strand I came
To build a "homeland of the free."

The free?

Who said the free? Not me?
Surely not me? The millions on relief today?
The millions shot down when we strike?
The millions who have nothing for our pay?
For all the dreams we've dreamed
And all the songs we've sung
And all the hopes we've held
And all the flags we've hung,
The millions who have nothing for our pay--
Except the dream that's almost dead today.

O, let America be America again--
The land that never has been yet--
And yet must be--the land where every man is free.
The land that's mine--the poor man's, Indian's, Negro's, ME--
Who made America,
Whose sweat and blood, whose faith and pain,
Whose hand at the foundry, whose plow in the rain,
Must bring back our mighty dream again.

Sure, call me any ugly name you choose--
The steel of freedom does not stain.
From those who live like leeches on the people's lives,
We must take back our land again,
America!

O, yes,
I say it plain,
America never was America to me,
And yet I swear this oath--
America will be!

Out of the rack and ruin of our gangster death,
The rape and rot of graft, and stealth, and lies,
We, the people, must redeem
The land, the mines, the plants, the rivers.
The mountains and the endless plain--
All, all the stretch of these great green states--
And make America again!



APPENDIX D
Puerto Rican Obituary by Pedro Pietri
Excerpt of Poem:
Juan
Miguel
Milagros
Olga
Manuel
All died yesterday today
and will die again tomorrow
Dreaming
Dreaming about queens
Clean-cut lily-white neighborhood
Puerto Ricanless scene
Thirty-thousand-dollar home
The first spics on the block
Proud to belong to a community
of gringos who want them lynched
Proud to be a long distance away
from the sacred phrase: Que Pasa
These dreams
These empty dreams
from the make-believe bedrooms
their parents left them
are the after-effects
of television programs
about the ideal
white american family
with black maids
and latino janitors
who are well train
to make everyone
and their bill collectors
laugh at them
and the people they represent


APPENDIX E
First Excerpt from The Devils Highway
The below is just a sample of the chapter.
Chapter 2: In Veracruz (The Entire Chapter)
The state of Veracruz lies in the southeast of Mexico, its southwestern end anchoring it to the
Isthmus of Tehuantepec, the narrowest portion of the country, a slim land bridge that is echoed to
the far south by Panama. The steamy waters of the Gulf of Mexico eddy off the beaches of
Veracruz, and the air of the tropics is caught here, between the mountains and the sea. The
greenpeaks wear scarves of fog.
Its immediate neighbors to the south are Tabasco and the troubled state of Chiapas.
Mexico City lies to the west. Guatemala is less than five hundred miles away. Veracrtuz is a
name bequeathed to the region by the Conquest. It means The True Cross. But its native roots
run deeper, and more ancient names still grace the towns and villages of the region:
Coscomatepec, Chicontepec, Tlacotepec, Jototepec, Atzalan. Indigenous ghosts haunt the land.
The affix -tepec reveals much about the landscape. Tepec, in Nahuatl, means hill.
Although it is a coastal state, Veracruz is ringed by mountains. To the north, the Sierra Madre
Oriental begins; to the west rises the massive volcanic range and plateau that encircles Mexico
City; and to the south, which, due to the bend in the geographic elbow of the isthmus is Mexicos
west coast, is the Sierra Madre del Sur.
In Veracruz, things werent going well. The people were killing themselves working the
ranchos on the outskirts. The fishermen couldnt catch enough protein in the sea. The cane
cutters couldnt cut enough cane. The small peasant farmers couldnt get good enough prices to
cover the costs of planting and harvesting their coffee. Even the marijuana growers were making
meager wages once the narcos took their hit off the top and the cops got their mordidas (bribes).
But it was mostly the collapse of the coffee prices. Locals will tell you that even ten years ago,
the surge of illegal immigration to the north hadnt affected them. Rather than going away, they
were willing to stick it out, and various waves of semiprosperity affected the region. Coca-Cola
and Pepsi hired workers, the fisheries and growing tourist markets took them to the coast, and the
region was fertile crops were variously in favor. In fact, the only illegal immigration that
greatly affected Veracruz back then was the unwanted horde of aliens coming north to sample
the good life in Mexico: illegals from Guatemala and Salvador were taking all the low-paying
jobs in the cities, Panamanians were making tacos and fireworks, Nicaraguans and Colombians
were sweeping streets and cleaning toilets. Hondurans in the schools.


APPENDIX F
Second Excerpt from The Devils Highway
Below is just a sample of the chapter.
Chapter 13: The Trees and the Sun
The men Mendez left behind walked. Five of them climbed a peak to look for lights.
There, they saw a lone Migra truck patrolling in the far desert. They ran down the mountain,
falling, scraping their hands, but there was no way to reach him.
They made it to some scraggly mesquites. It was a hurricane of sunlight, and like storm
victims, the men hugged the hot trunks, clutched the trees to keep out of the killer sun, even tied
themselves to the trees. Nahum remembers them going out, one man per tree, the group widening
and dispersing as the men sought shade. Each alone, in the awful silence, hanging on with what
little strength they had left. And then the gibbering and wailing began.
Francisco Morales: I dont remember exactly what the days were. But it was in those
days, during those days, between Monday and Thursday? When it happened. Monday? Did they
start to die on Monday?
According to the Border Patrol, it had taken the men twelve hours to walk ten miles.
They walked for what few miles they could before nightfall, Monday. Survivors report that about
fifteen of the men had thorns in their feet. They had trouble walking, and they were having
trouble dealing with the pain of their injuries. Some of the men tried to do healings on the feet of
the injured.
With their last vestiges of reason, they decided to set a wild-fire. The area they were in
had bountiful dried brush, dead grass, creosote, buffel grass, the occasional tumbleweed. They
knew enough to remember they were either in, or near, a national park habitat of some sort. They
didnt know what it was, but they knew it meant Feds. They thought the little airplanes that
maddeningly flickered in the distance might see the fire and call it in.

Urrea, Luis Alberto (2008-10-23). The Devil's Highway: A True Story (Kindle Locations 2266-
2272). Little, Brown and Company. Kindle Edition.




APPENDIX G
Anticipation Guide
Directions: Read each sentence and write Yes on the line if you agree with the statement and
write No if you do not agree with the statement.
Sacrifice, Money, Power, Death
1. Power over others is the only way to get ahead in life. __________

2. People should do what it takes for money. __________

3. Sacrifices need to be made for the good of all. __________

4. Family should do whatever it takes to help each other
even if it means risking their lives. __________

5. Desperation can lead people to do things they never
thought of doing. __________

6. Death can happen at any moment, even when you least
expect it. __________























APPENDIX H
Close-Reading Reference Questions
The following questions can help you think critically about Symbolism, Tone, Word Choice, and
Sentence Structure, and the role they play in a piece of writing.


Symbolism




What symbols are found in the text?
Why did the author choose these
symbols?
What do these symbols represent?



Tone




What is the tone of voice in the text?
Formal or informal? (Is it
informational, excited, somber, angry,
or happy?)
How does the tone of voice impact
ones interpretation of the text?



Word Choice




Which words grab the readers
attention?
Is there a repetition of words?
What impact do these words have on
the readers interpretation of the text?




Sentence Structure




What grabs ones attention about the
way sentences are written?
Are these long detailed sentences, short
sentences, choppy or sentence
fragments?
How does it affect ones reading of the
passage?






Appendix I
Theme Worksheet
Theme Page number Quote Explanation of quote






















APPENDIX J
Close-reading passage from The Devils Highway
All right, then two were better than the big group. Two definitely had a better chance. Those two
chickenshits planned the whole time to book out of there and save their asses.
Or the members of the group told Mendez he had to save them and go alone to find water. And
then, at the last second, he said hed take Lauro.
He was afraid Lauro might die soon without help.
They pressed their money on him and asked him to get water, to get a vehicle and a driver.
Or he demanded money to save them.
Or he extorted money so hed have funds for himself after he saved himself and left them to die.
They said, Take all we have.
Or he said, Give me all you have.
They collected seventy dollars.
They collected ninety dollars.
Or they collected two hundred dollars.
Or he stole three hundred dollars.
The money confuses more than the terrain, more than the hyperthermia. Versions of the dollar
amount, touched and what the dollars implied, never end.
Mendez: The people asked me and the other guide to go and get water for them, and they
donated ninety dollars to us. Actually, they gave it to Lauro. I never touched the money.
U.S. Department of Justice Immigration and Naturalization Service Report of Investigation, Case
Number YUM200105000-002, page two, quotes Rafael Temich:
The group offered to pay the guides $ 70.00 U.S. Dollars to bring them water but the guides
demanded $ 200.00 Dollars more. When the two guides started to leave together the group asked one of
them to stay with them and not to go. Rafael did not know how much money the group had given the two
guides. ( ) Monday the guides left and never came back.
Urrea, Luis Alberto (2008-10-23). The Devil's Highway: A True Story (Kindle Locations 2122-
2127). Little, Brown and Company. Kindle Edition.


APPENDIX K
Close-Reading Assignment
For the past week or so we have been learning to Close-read different types of texts. Now you
will be writing a formal essay based on a passage from the text The Devils Highway.
Directions: Please choose a short passage from the text and write a close-reading about how this
text represents a specific theme (Sacrifice, Money, Power, Death). Make sure that you discuss
how the symbolism, tone, word choice, and sentence structure affect ones reading of this
passage.
Your essay should be 2-3 paragraphs, double spaced, and written in Times New Roman 12 pt.
font.
The following is an example of a close-reading assignment:
The passage-
She walked to the well as the side of the house and, placing her hands on its lip, she leaned
forward and looked down. It was too dark to see anything. She picked up the empty water bucket
and, with all her strength, threw it down into the well.
Close-reading-
In L Thi Diem Thys The Gangster We Are All Looking For water is an important
aspect in the main characters life, as a Vietnamese refugee. Water is intertwined with her
memories of grief and loss. In the passage on pages 130-131 the main characters mother is
greatly affected by the drowning of her son. Water in this passage is connected with how the
mother comes to terms with her sons death.
After her son died, the main characters mother needs to find a way to deal with her
frustrations. She goes to the well and the well was too dark to see anything. She picked up the
empty water bucket and, with all her strength, threw it down into the well (L 130-131). The
darkness is significant because it is a symbol of the unknown. The mother knows water lies at the
bottom of the well, but she is unable to physically see it. There is a parallel to what is happening
in her life and what is at the bottom of the well. The mother only has an idea about what comes
after death, but physical death is unknown to her. She does not know how to begin to process the
death of her son and she finds comfort in throwing the bucket down the hole of the well. The
bucket is representative of what she has lost. By pushing the bucket out of sight she is shoving
reality away. She has no control over life and death and her actions are the only aspect in her life
she still has power over. L says the mother uses all her strength which emphasizes how even
though she is grieving, she is able to express her outer strength. Her actions are signs of
empowerment during a time where she is powerless.

APPENDIX L
Excerpt of Visitors
Phan, Aimee. "Visitors." We Should Never Meet. New York: St. Martin's, 2004. 87-112. Print.




















APPENDIX M
Great Gatsby
The man Jay Gatsby
Only wants to be happy
Has the dream of an American
To have a wife, hes a fan
All he wants is Daisy
Just the thought of her makes him hazy
Longing for Green Light
Tom can only watch in spite
The new friend of Nick Carraway
Linking him and Daisy from across the bay
Luxurious Living in the Egg
Having lavish parties on the reg
Driving up in his Rolls Royce
Saying old sport with his voice
Having Daisy is his last hope
Without her he wouldnt be able to cope
Always a man with a lot of time
Getting around with his buddy Wolfsheim
Some say he is a man of crime
Some say he bootlegs wine
Trying his luck in a love triangle
In the end all he could do was untangle
Shot by Mr. Wilson on a pool float
He then lay dead in a blood filled moat
He leaves a legacy of a mysterious fellow
Who ended his life lying around mellow
This is the story of a man who was great
Who died in a pool with a life full of hate

From: http://www.teenink.com/poetry/free_verse/article/273484/Great-Gatsby/






Pre-Assessment
Please read each of the following questions and circle the number that best applies.
Four (4): I know it very well.
Three (3): I know some information.
Two (2): I do not know much.
One (1): I know nothing at all about it.
Topics:
1. How much do you know about the American Dream?
4 3 2 1
2. What do you know about the Harlem Renaissance?
4 3 2 1
3. Do you know the term Nuyoricans?
4 3 2 1
4. What do you know about immigration between the Mexican and American border?
4 3 2 1
5. How much do you know about Vietnam or Operation Babylift?
4 3 2 1
People:
6. Do you know who Walt Whitman is?
4 3 2 1
7. What do you know about Langston Hughes?
4 3 2 1
8. Do you know who Pedro Pietri is?
4 3 2 1
9. Do you know who Luis Alberto Urrea is?
4 3 2 1
Literary Elements:
10. Do you know how to write a close-reading essay?
4 3 2 1
11. What do you know about symbolism?
4 3 2 1
12. What do you know about tone?
4 3 2 1
13. Do you understand how word choice can affect the text?
4 3 2 1
14. Do you know the importance of sentence structure?
4 3 2 1
15. Do you know why it is important to cite textual evidence?
4 3 2 1











Summative Assessment:
Throughout the unit we have studied how the American Dream has affected the lives of
numerous characters. Write a 2 to 3 page paper using two texts (poems and/or short stories) we
have studied during this unit depicting how the concept of the American Dream is portrayed.
Choose one character or narrator from each text and explain how they achieve or fail to reach the
American Dream. Make sure to use textual evidence to support your claim.
In your paper answer the following questions:
Describe how the narrator represents the time period in which the text was written.
What does the author suggest about the concept of the American Dream through these
characters?
Under what conditions do the characters pursue their dreams? How do these conditions
aid or hurt their chances to succeed?

The paper should be typed, double spaced and written in Times New Roman 12 pt. font. You
should also include a title for your paper.















Name: ______________________ Assignment: ____________________________
Rubric:
1 2 3 4


Focus and
Detail




Thesis and main
ideas were not
stated.

Thesis and main
ideas were
somewhat
unclear.

Thesis and main
ideas are clearly
stated. Lacked
additional
supporting
details.

Thesis and main
ideas were clear.
Main ideas were
well supported
by detailed
information.


Citing Textual
Evidence and
Analysis


No textual
evidence
presented in
analysis of essay.



Little to no
textual evidence
or examples
given. Analysis
was unclear.

Textual evidence
and examples
were presented.
Lacked clear
analysis.

Textual evidence
and examples
were clear and
analysis is
evident.




Organization




No introduction
or conclusion
presented. The
structure of the
paper is
disorganized.
Introduction is
unclear and does
not give an
overview of
paper. The
sequence of the
paper is unclear.
The conclusion is
weak.
Introduction
gives an
overview of
paper.
Information is
somewhat
presented in
logical order.
Conclusion is
included.
Strong
introduction that
states the topic of
paper. The
sequence of the
paper is
consistent and
the ends with a
solid conclusion.


Sentence
structure,
grammar,
mechanics and
spelling.






Many errors that
interfere with
meaning.
Several grammar
and spelling
mistakes are
evident.
Awkward or
repetitive
sentences that
interfere with
meaning of the
paper.

Most sentences
vary in structure
and there are few
errors that do not
necessarily
interfere with the
meaning.

Variety in
sentence
structure and no
grammatical
errors.

Additional comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name: _________________________________
Class Participation Rubric:
1 2 3

Interaction with Peers


Does not engage or
listen when others are
speaking.
Makes some effort to
interact with others.
Actively engages,
supports, and
sincerely listens to
peers.

Preparation and
Participation


Does not come to
class prepared and
does not show interest
in subject or topic.
If prepared does make
an effort to participate
in class.
Always prepared and
shows fully engaged
in class or activity.


Group Work


Does not make an
effort to participate
and collaborate with
others during group
work.
Sometimes can be
disruptive during
group work, but when
engaged does fully
participate.
Collaborates and
cooperates with the
group. Makes positive
contributions to the
group.

Additional Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________






Name: ______________________ Assignment: ____________________________
Rubric:
1 2 3 4


Focus and
Detail




Thesis and main
ideas were not
stated.

Thesis and main
ideas were
somewhat
unclear.

Thesis and main
ideas are clearly
stated. Lacked
additional
supporting
details.

Thesis and main
ideas were clear.
Main ideas were
well supported
by detailed
information.


Citing Textual
Evidence and
Analysis

No textual
evidence
presented in
analysis of essay.


Little to no
textual evidence
or examples
given. Analysis
was unclear.
Textual evidence
and examples
were presented.
Lacked clear
analysis.
Textual evidence
and examples
were clear and
analysis is
evident.

Literary
Elements
(Symbolism,
Tone, Word
choice, and
Sentence
structure)


Does not discuss
at all how
symbolism, tone,
word choice, and
sentence
structure affect
the text.

Includes a small
amount of
information on
symbolism, tone,
word choice, and
sentence
structure.

Includes some
information
about
symbolism, tone,
word choice, and
sentence
structure, but
does not
elaborate.
Gives detailed
description and
successfully
elaborates on
how symbolism,
tone, word
choice, and
sentence
structure impact
the reading of
text.


Sentence
structure,
grammar,
mechanics and
spelling.





Many errors that
interfere with
meaning.
Several grammar
and spelling
mistakes are
evident.
Awkward or
repetitive
sentences that
interfere with
meaning of the
paper.
Most sentences
vary in structure
and there are few
errors that do not
necessarily
interfere with the
meaning.




Variety in
sentence
structure and no
grammatical
errors.

Additional Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________