LEARN NC

K–12 teaching and learning · from the UNC School of Education

"The American Dream"

In conjunction with a unit on Puritanism, students will define and illustrate their personal definition of "The American Dream" or their concept of the dream in general.

A lesson plan for grades 9–12 English Language Arts and English Language Development

By Becky Ackert and Deborah Belknap

About the authors

Becky has taught English at West Carteret High School for 28 years.
Deborah has taught English as a Second Language and Theatre Arts at West Carteret for three years.

Learn more

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Learning outcomes

Students will:

  • identify reasons people come to America.
  • identify personal goals in relation to the American dream.
  • create a product which expresses the American dream or the dream in general.

Teacher planning

Time required for lesson

2 days

Materials/resources

Song, “Only in America,” by Jay and the Americans

Song, “America,” by Neil Diamond

Technology resources

Teacher may need to search for songs and lyrics on the internet.

Pre-activities

This assignment can be done before beginning the study of Puritanism or as a culminating activity at the end of the unit. If done as a pre-activity, the teacher will introduce the concept of the American dream as a motivating factor in the immigration of the first settlers. As a culminating activity, the assignment will reinforce the unit. Although the time is listed as 2 days, additional time is necessary for students to complete their projects.

Activities

  1. Teacher will play copies of the two songs, “Only in America,” by Jay and the Americans and “America,” by Neil Diamond. Teacher will lead oral discussion of the lyrics in both songs.
  2. Teacher will have students orally identify motivating factors in each song which express reasons people, especially those from other countries, love America. Teacher or another student will write these on the board as responses are given.
  3. Have students compile a written list of their personal goals and desires relatedto the concept of The American Dream.
  4. Students will create a product (see attachment) expressing their personal dream or the dream in general.
  5. Students will orally present their projects to the class on the assigned date.

Assessment

Final product

Grading Guidelines

Supplemental information

The advanced limited English proficient student
will use expanded vocabulary effectively in social and academic settings with few errors and will rely much less on forms of non-verbal communication.

Learning objectives focus on:

  • comprehending academic questions spoken at normal speed
  • following multi-step directions on academic topics
  • demonstrating comprehension of various literary genres
  • initiating and participating in group discussion
  • preparing and delivering presentations
  • elaborating effectively using description and comparison
  • developing reading fluency
  • analyzing text and evaluating literature
  • understanding the elements of poetry
  • using reference materials
  • discerning cultural variations represented in texts
  • identifying literary elements of fiction and non-fiction
  • writing about complex themes
  • reflecting, evaluating, analyzing and responding to texts
  • examining cause-effect relationships

Related websites

N/A

Modifications

  • Teacher will give student a written copy of the song lyrics prior to listening to the songs in class.
  • Teacher will give student a list of critical vocabulary (listed above) to search for definitions prior to listening to the songs in class.
  • Student should have access to an English dictionary and an English/native language dictionary.
  • Student should be allowed extended time to complete the assignment if needed.

Alternative assessments

If the LEP (Limited English Proficient) student chooses to write a song or poem (see final project attachment below), teacher should allow for common errors in spelling and punctuation. Teacher should also allow for occasional errors in idiom and structure.

Critical vocabulary

Dream, Puritan, Settlers, Pauper, Classy, Huddle, Unfurled, Motivation, Goal, Affluence, Liberty

Comments

Students study the Puritan era in American literature. During this time, we identify the reasons people come to America and discuss the concept of the American Dream. This is a recurring theme throughout the semester. I always have students define their personal definition of the dream. This is an effective way to get them to express themselves in a format other than composition.

This lesson plan was developed during the English Language Development Standard Course of Study lesson planning institutes hosted by the North Carolina Department of Public Instruction and LEARN NC, June and July, 2004. It includes specific strategies, instructional modifications, and alternative assessments which make this lesson accessible to limited English proficient students. Please note that this lesson has been aligned with the goals and objectives of the N.C. English Language Development standards.
This lesson was modified for the advanced limited English proficient student. Additional modifications are needed for a novice or intermediate level student.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 11 — English III

  • Goal 1: The learner will demonstrate increasing insight and reflection to print and non-print text through personal expression.
    • Objective 1.01: Create memoirs that give an audience a sense of how the past can be significant for the present by:
      - elaborating upon a significant past episode from the student's current perspective.
      - projecting the student's voice in the work through reflective interpretation of relationships to people and events.
      -writing for a specific audience and purpose.
    • Objective 1.02: Reflect and respond expressively to texts so that the audience will:
      - discover multiple perspectives.
      - investigate connections between life and literature.
      - explore how the student's life experiences influence his or her response to the selection.
      - recognize how the responses of others may be different.
      - articulate insightful connections between life and literature.
      -consider cultural or historical significance.
  • Goal 4: The learner will critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.
    • Objective 4.03: Assess the power, validity, and truthfulness in the logic of arguments given in public and political documents by:
      - identifying the intent and message of the author or artist.
      - recognizing how the author addresses opposing viewpoints.
      - articulating a personal response to the message and method of the author or artist.
      -evaluating the historical significance of the work.
  • Goal 5: The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States.
    • Objective 5.01: Interpret the significance of literary movements as they have evolved through the literature of the United States by:
      - analyzing the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and how the selection of genre shapes meaning.
      - relating ideas, styles, and themes within literary movements of the United States.
      - understanding influences that progress through the literary movements of the United States.
      -evaluating the literary merit and/or historical significance of a work from Colonial Literature, the Romantic Era, Realism, the Modern Era, and Contemporary Literature.

English Language Development (2005)

Grades 9–12

  • Goal 1. Listening: The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States.
    • Objective AD 1.03: Comprehend academic questions spoken at normal speed.
    • Objective AD 1.04: Demonstrate comprehension of various literary genres through verbal responses with occasional restatements.
    • Objective AD 1.05: Understand academic language conventions across the content areas when spoken at a normal speed with occasional difficulty.
    • Objective AD 1.06: Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose.
  • Goal 3. Reading: The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States.
    • Objective AD 3.03: Analyze modified text by drawing conclusions and making inferences.
    • Objective AD 3.07: Identify and demonstrate knowledge of various types of communication (e.g., expressive, informational, argumentative, critical).
    • Objective AD 3.10: Understand and use elements of poetry.
    • Objective AD 3.12: Utilize reference materials for research purposes (e.g., encyclopedia, internet, thesaurus, English dictionary).
    • Objective AD 3.13: Analyze texts that contain characteristics of cultural variations represented in texts (e.g., dialect).
  • Goal 2. Speaking: The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States.
    • Objective AD 2.01: Use new vocabulary in speech.
    • Objective AD 2.02: Engage and initiate more extensive social and classroom discourse with peers and adults on unfamiliar topics by asking and answering questions, restating ideas, and soliciting information.
    • Objective AD 2.03: Use description, comparison, figurative language, and other appropriate strategies purposefully to elaborate ideas when speaking.
    • Objective AD 2.04: Use a variety of sentence patterns to convey emotions, present ideas, elaborate, and negotiate meaning.
    • Objective AD 2.05: Express an informed opinion that is logical and coherent.
    • Objective AD 2.06: Prepare and deliver presentations and reports across content areas.
  • Goal 4. Writing: The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States.
    • Objective AD 4.04: Assess writing for conventions of effective writing (e.g., audience, purpose, etc.).
    • Objective AD 4.05: React to and reflect upon print, non-print text and personal experiences by examining situations from both subjective and objective perspectives.
    • Objective AD 4.08: Interpret and evaluate experiences, literature, language, and ideas.
    • Objective AD 4.09: Demonstrate understanding of selected literature through interpretation and analysis.
    • Objective AD 4.10: Apply conventions of grammar and language usage.
    • Objective AD 4.11: Analyze and respond to texts that contain characteristics of cultural variations.