Economic Mobility and the American Dream
Literacy Design Curriculum
Daily Agenda
PREPARING FOR THE TASK
Day ONE: Bridging Conversation: Task Engagement
#1, Participate in a Pew Research center survey study on whether Americans perceive there to be conflicts between social groups and whether Americans believe that wealth is generally earned or inherited.
#2, Analyze and discuss "Tensions Between the Rich and Poor" info-graphic
#3, Record your responses on your Google Doc. Student Journal
STUDENT JOURNAL MODEL
DAY TWO: Bridging Conversation: Task Engagement
#1, Watch Economic Mobility and the American Dream and answer question in journal.
#2, Read Paul Krugman's article individually. In groups answer the following questions.
DAY THREE: Task and Rubric Analysis
#1, Read the prompt. Deconstruct by re-writing the prompt into your own words. Record in your Google Doc. Student Journal.
Inequality has deepened and economic mobility has stalled in the United States: the question is why and what are the best solutions? After researching informational texts, analyzing economic data, and watching the documentary "Inequality for All," on the lack of economic mobility, write an essay in which you argue why inequality has deepened in the US (provide at least three reasons) and what the best solutions are (provide at least three solutions). Support your positions with evidence from your research.
DAY FOUR: Task and Rubric Analysis
#1, In a quick write record your first reaction to the task prompt. Add some notes of things you know about the issue. Record your response in your Google Doc. Student Journal
#2, In your own words, what are some important features of a good response to this prompt? Record your response in your Google Doc Student Journal.
#3, Review Rubric. Write a summary for each learning objective in your student journal.
DAY FIVE and SIX: Bridging Conversation: Task Engagement
#1, Watch "Inequality for All" documentary while answering the following questions in your student journal.
#2, Write a quick write summarizing your reaction to the documentary. For example, what did you learn, what surprised you, what information from the movie will you incorporate into your essay, what are other big take-aways, etc?
READING PROCESS
DAY SEVEN: Pre-Reading: Text Selection
#1, Review resources on Scoop.it (Ms. Thompson's online magazine about Economic issues.) You may use the magazine for all your sources but I also encourage you to do your own research.
#2, Summarize where the sources come from and what the titles tell us about their content.
#3, Create an easybib.com account. This is an online platform in which you will create your bibliography and export it to Google Docs.
This is the end of using your student journal
DAY EIGHT: Active Reading: Essential Vocabulary
#1, Identify and track essential vocabulary (Google Doc.) in order to comprehend resources. In addition to the 11 words listed, you should add a minimum of 10 words to your list.
#2, Review the LDC note-taking template. As a class we will model task using "The Middle Class is Eroding"
DAY NINE, TEN, and ELEVEN: ACTIVE READING NOTE-TAKING: Ability to select important facts and passages for use in one's own writing and POST READING
ENHANCING COMPREHENSION: Ability to identify the central point and main supporting elements of a text.
#1, Read a minimum of 6 sources from Ms. Thompson's Scoop.it and complete a note-taking template for each source. (15 pts. each) Remember you will be turning these into me the "old fashioned way" NOT via Google Doc.
#2, Find 2 sources on your own and complete a note-taking template for each. (15 pts. each)
#3, Make sure you choose sources that align with the prompt. For example, choose 3 sources that provide factors that have contributed to inequality and choose 3 sources that offer solutions.
Here is a sample/model
DAY TWELVE: POST READING ACADEMIC INTEGRITY: Ability to use and credit sources appropriately
#1, Complete the following exercise on this website
#2, Select a passage from one of your resources. On a piece of paper plagiarize the passage, correctly quote the passage, and finally paraphrase the passage. Discuss in groups
TRANSITION TO WRITING
DAY THIRTEEN: BRIDGING CONVERSATION IDENTIFYING SIGNIFICANT ELEMENTS: Ability to begin linking reading results to writing task.
#1, In a quick write, note what you know now that you've read about inequality.
#2, In seminar format discuss findings
WRITING PROCESS
DAY FOURTEEN, FIFTEEN, and SIXTEEN: PLANNING THE WRITING: Ability to develop a line of thought and text structure appropriate to an argumentation task.
#1, Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence. Refer back to your resources for concrete details.
Student Sample
Day ONE: Bridging Conversation: Task Engagement
#1, Participate in a Pew Research center survey study on whether Americans perceive there to be conflicts between social groups and whether Americans believe that wealth is generally earned or inherited.
#2, Analyze and discuss "Tensions Between the Rich and Poor" info-graphic
#3, Record your responses on your Google Doc. Student Journal
STUDENT JOURNAL MODEL
DAY TWO: Bridging Conversation: Task Engagement
#1, Watch Economic Mobility and the American Dream and answer question in journal.
#2, Read Paul Krugman's article individually. In groups answer the following questions.
DAY THREE: Task and Rubric Analysis
#1, Read the prompt. Deconstruct by re-writing the prompt into your own words. Record in your Google Doc. Student Journal.
Inequality has deepened and economic mobility has stalled in the United States: the question is why and what are the best solutions? After researching informational texts, analyzing economic data, and watching the documentary "Inequality for All," on the lack of economic mobility, write an essay in which you argue why inequality has deepened in the US (provide at least three reasons) and what the best solutions are (provide at least three solutions). Support your positions with evidence from your research.
DAY FOUR: Task and Rubric Analysis
#1, In a quick write record your first reaction to the task prompt. Add some notes of things you know about the issue. Record your response in your Google Doc. Student Journal
#2, In your own words, what are some important features of a good response to this prompt? Record your response in your Google Doc Student Journal.
#3, Review Rubric. Write a summary for each learning objective in your student journal.
DAY FIVE and SIX: Bridging Conversation: Task Engagement
#1, Watch "Inequality for All" documentary while answering the following questions in your student journal.
#2, Write a quick write summarizing your reaction to the documentary. For example, what did you learn, what surprised you, what information from the movie will you incorporate into your essay, what are other big take-aways, etc?
READING PROCESS
DAY SEVEN: Pre-Reading: Text Selection
#1, Review resources on Scoop.it (Ms. Thompson's online magazine about Economic issues.) You may use the magazine for all your sources but I also encourage you to do your own research.
#2, Summarize where the sources come from and what the titles tell us about their content.
#3, Create an easybib.com account. This is an online platform in which you will create your bibliography and export it to Google Docs.
This is the end of using your student journal
DAY EIGHT: Active Reading: Essential Vocabulary
#1, Identify and track essential vocabulary (Google Doc.) in order to comprehend resources. In addition to the 11 words listed, you should add a minimum of 10 words to your list.
#2, Review the LDC note-taking template. As a class we will model task using "The Middle Class is Eroding"
DAY NINE, TEN, and ELEVEN: ACTIVE READING NOTE-TAKING: Ability to select important facts and passages for use in one's own writing and POST READING
ENHANCING COMPREHENSION: Ability to identify the central point and main supporting elements of a text.
#1, Read a minimum of 6 sources from Ms. Thompson's Scoop.it and complete a note-taking template for each source. (15 pts. each) Remember you will be turning these into me the "old fashioned way" NOT via Google Doc.
#2, Find 2 sources on your own and complete a note-taking template for each. (15 pts. each)
#3, Make sure you choose sources that align with the prompt. For example, choose 3 sources that provide factors that have contributed to inequality and choose 3 sources that offer solutions.
Here is a sample/model
DAY TWELVE: POST READING ACADEMIC INTEGRITY: Ability to use and credit sources appropriately
#1, Complete the following exercise on this website
#2, Select a passage from one of your resources. On a piece of paper plagiarize the passage, correctly quote the passage, and finally paraphrase the passage. Discuss in groups
TRANSITION TO WRITING
DAY THIRTEEN: BRIDGING CONVERSATION IDENTIFYING SIGNIFICANT ELEMENTS: Ability to begin linking reading results to writing task.
#1, In a quick write, note what you know now that you've read about inequality.
#2, In seminar format discuss findings
WRITING PROCESS
DAY FOURTEEN, FIFTEEN, and SIXTEEN: PLANNING THE WRITING: Ability to develop a line of thought and text structure appropriate to an argumentation task.
#1, Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence. Refer back to your resources for concrete details.
Student Sample
DAY SEVENTEEN and EIGHTEEN: DEVELOP AN INTRODUCTORY PARAGRAPH: Ability to establish a claim and consolidate information relevant to task.
#1, Review model opening paragraphs. Here is a guideline.
#2, Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition.
DAY NINETEEN - TWENTY ONE: DEVELOPMENT AN INITIAL DRAFT: Ability to construct an initial draft with an emerging line of thought and structure.
#1, Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.
DAY TWENTY TWO & TWENTY THREE: REVISION, EDITING, AND COMPLETION: Ability to proofread and format a piece to make it more effective
#1, In groups of three use the peer editing document to peer edit each other's drafts.
#2, Revise until the peer editing document is complete.
DAY TWENTY FOUR -TWENTY EIGHT: REVISION, EDITING, AND COMPLETION: Ability to submit final piece that meets expectations.
#1, Turn in for final grade
#1, Review model opening paragraphs. Here is a guideline.
#2, Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition.
DAY NINETEEN - TWENTY ONE: DEVELOPMENT AN INITIAL DRAFT: Ability to construct an initial draft with an emerging line of thought and structure.
#1, Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.
DAY TWENTY TWO & TWENTY THREE: REVISION, EDITING, AND COMPLETION: Ability to proofread and format a piece to make it more effective
#1, In groups of three use the peer editing document to peer edit each other's drafts.
#2, Revise until the peer editing document is complete.
DAY TWENTY FOUR -TWENTY EIGHT: REVISION, EDITING, AND COMPLETION: Ability to submit final piece that meets expectations.
#1, Turn in for final grade