Driving Question:

How can we as writers re-define the American Dream by sharing our own stories and stories from the community?

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:

  • 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:

(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:

(What questions did students need to answer to be successful in the project?)

  1. Does our community (the Southeast) actually have access to the American Dream?

  2. 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?

  3. Does the American Dream exist?

  4. How has the American Dream changed? What makes people happy?

  5. Who lives in our community (SouthEast San Diego?) Why do they live here?

  6. What does it take to conduct an interview?

  7. What does it take to write an interview?

Student Exhibition Samples

Nene.MP4

Student 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

  • Leadership students displayed

  • "Guide on the Side" Vs "Sage on the Stage"

  • Students showed pride in their work - The finished products

Areas for improvement

  • Increasing productivity and work ethic

  • Widening the interviewee prospects

  • Sound quality and tech issues

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

  • Being flexible and adaptive to changes

  • Establishing a safe and cooperative learning environment

  • Accommodating students with special needs

Areas for improvement

  • Transformative student reflections

  • More effective groupings and consistent coaching

  • Developing meaningful lesson plans that build on students' strengths

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.