Driving Question:
Driving Question:
How can we as writers re-define the American Dream by sharing our own stories and stories from the community?
Embedded Files
Project Summary:
Project Summary:
Students learned about the complex issues surrounding equity and opportunity in SouthEast San Diego and in the country. Students heard from experts in the city, volunteer, and interviewed community members. From those experiences, as well as through class research and the reading of The Great Gatsby students crafted interview podcasts and blogs.
Big Understandings:
Big Understandings:
Students understand the larger themes in “The Great Gatsby” surrounding ‘The American Dream’
Students understand that effective literature connects to the audience and the world around them.
Students understand that literature can be transformative.
Key Knowledge and Skills:
Key Knowledge and Skills:
(What curricular and non-curricular knowledge and skills will they need?)
Theme: The American Dream
The history behind the American Dream
Interview Questioning Skills
Narrative writing skills
Biography writing skills
Characterization in The Great Gatsby
Major Inquiries:
Major Inquiries:
(What questions did students need to answer to be successful in the project?)
Does our community (the Southeast) actually have access to the American Dream?
What does the American Dream look like? What importance do people place on a sense of “home” — whether as a physical place, group of people, an ideal, etc. — and how does it affect them? What value should people place on their relationships with others?
Does the American Dream exist?
How has the American Dream changed? What makes people happy?
Who lives in our community (SouthEast San Diego?) Why do they live here?
What does it take to conduct an interview?
What does it take to write an interview?
Student Exhibition Samples
Nene.MP4Student Leaders:
I learned to let students present, teach and disseminate information when possible. This adds ownership and buy-in for students.
Pictured here is a student leader explaining our Logo-Art contest to the class. We would meet with our production team during lunch or after school to discuss announcements and our plan of action.
Coach Ms. Willis Reflection:
Areas of Strengths
Areas of Strengths
Leadership students displayed
"Guide on the Side" Vs "Sage on the Stage"
Students showed pride in their work - The finished products
Areas for improvement
Areas for improvement
Increasing productivity and work ethic
Widening the interviewee prospects
Sound quality and tech issues
Goals
Goals
Learn more about how to co-design curriculum with students
Increase effective collaboration amongst groups
Progress monitored by students, peers and experts
Resources:
Co-Coach Mr. Sheehan Reflection:
Areas of Strengths
Areas of Strengths
Being flexible and adaptive to changes
Establishing a safe and cooperative learning environment
Accommodating students with special needs
Areas for improvement
Areas for improvement
Transformative student reflections
More effective groupings and consistent coaching
Developing meaningful lesson plans that build on students' strengths
Goals
Goals
When implemented nimbly and correctly, PBL can engage students to push themselves farther in their academics while learning real world skills. My goal is to do it again.
Page updated
Report abuse