Activity+and+Rubric

1. The inquiry based activity that I reviewed, American Masters: Novel Reflections on the American Dream, can be found through the PBS website or through the following link, []. Though lengthy - this activity is intended for 8 to 10 lessons - students analyze both real and ficticious stories to create their own ideas about the American dream. Students begin by researching an American author and creating a portrait of that author's experience either living or writing the American dream. Students also examine documentary clips and text passages to find qualities in characters trying to achieve the American dream. Then students explore the idea of the American dream outside the classroom by conducting an interview with a family or community member who "has achieved or aspires to achieve the American dream." Information from these interviews are synthesized into reports.

As the first part of a culminating activity, students compare these fictional and factual American dream stories. From there, students use a character sketch handout to individually develop a fictional American dream seeking character. After a brief discussion on dramatic writing, students will write monologues for their new characters. These monologues will encompass a multitude of components like particular vernacular, setting, audience, and emotional shifts. Assessment includes peer review.

2a. The following NYS ELA Standards are encompassed by this lesson:

Standard 1: Students will read, write, listen, and speak for information and understanding.

Standard 2: Students will read, write, listen, and speak for literary response and expression.

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Standard 4: Students will read, write, listen, and speak for social interaction.

2b. The following NETS-S are encompassed by this lesson:

1. Creativity and Innovation

3. Research and Information Fluency

4. Critical Thinking, Problem Solving, Decision Making

3. Inquiry Based Learning Definition:

Inquiry learning is an approach to learning that differs from other other kinds because it is student centered. Students make discoveries on their own with the teacher as facilitator rather than teacher as transmitter. Inquiry learning asks a strong, essential question to which there is not a single specified answer. It also links new information and experiences with previous knowledge and/or the outside world. Furthermore, inquiry learning focuses more on the process of learning than the results. Inquiry learning differs from research, study, review, scrutiny, and examination because proper inquiry learning asks students to create new theories, products, or solutions on the questions they've been asked.

Rubric

Student Centered 3-Highly student centered with teacher acting solely as facilitator during process. 2-Somewhat student centered by with an equal part of teacher facilitation. 1-Not student centered and solely teacher centered

Asks an Essential Question 3- Asks a strong and multifaceted question that interests students 2- Asks a somewhat strong and complex question that is of some interest to students 1- Asks a simple question that is of little interest to students

No Specified Answer 3 - Many or infinite right answers 2- Some right answers 1- One right answer

Links New Information with Prior Knowledge and/or the Outside World 3- Many strong links between new information and prior knowledge or outside world 2- Some strong links between new information and prior knowledge or outside world 1- No links between new information and prior knowledge or outside world so leanring appears as individual chunks

Process Centered 3- Much learning happens during the process and many integral steps are included 2- Some learning happens during the process and some integral steps are included 1- Focus is on the ends, rather than the means