This document outlines a lesson plan for having high school literature students conduct interviews about the American Dream. Students will research interview skills, then work in groups with roles like interviewer and producer. They will interview someone who has achieved the American Dream, take notes, and create a presentation displaying what they learned. The teacher will evaluate students based on how well they set up, prepared for, conducted and wrote a report on the interview. The goal is for students to understand different perspectives on the American Dream and practice key skills.

1. What is their “American Dream”? Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10th Grade American Literature Designed by Alycia Chapman [email_address] Based on a template from The WebQuest Page

6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Setting Up the Interview The student introduced him/herself, explained why he/she wanted to interview the person, and asked permission to set up a time for an interview. The student introduced him/herself and asked permission to set up a time for the interview, but needed a reminder to explain why he/she wanted to do the interview. The student asked permission to set up a time for the interview, but needed reminders to introduce him/herself and to tell why he/she wanted to interview the person. The student needed assistance in all aspects of setting up the interview. Preparation Before the interview, the student prepared several in-depth AND factual questions to ask. Before the interview, the student prepared a couple of in-depth questions and several factual questions to ask. Before the interview, the student prepared several factual questions to ask. The student did not prepare any questions before the interview. Notetaking The interviewer took occasional notes during the interview, but usally maintained focus on the person rather than the notes. Notes were added to immediately after the interview so facts were not lost. The interviewer took occasional notes during the interview, but usally maintained focus on the person rather than the notes. No additional notes were taken. The interviewer took notes during the interview, but did so in a way that interrupted the "flow" of the interview. Additional notes may, or may not, have been taken. The interviewer took no notes during or after the interview. Knowledge Gained Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. Student can accurately answer a few questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. Student can accurately answer a few questions about the person who was interviewed. Student cannot accurately answer questions about the person who was interviewed. Politeness Student never interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed. Student rarely interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed. Student rarely interrupted or hurried the person being interviewed, but forgot to thank the person. Several times, the student interrupted or hurried the person being interviewed AND forgot to thank the person. Report Writing The report is well organized and contains accurate quotations and facts taken from the interview. The report is well organized and contains accurate facts taken from the interview. The report contains accurate quotations and facts taken from the interview. The report is lacking facts and quotations from the interview OR the quotes and facts are not accurately reported.

7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Throughout this year we have read literature from a multitude of different authors, eras, genres, and cultures. This project will use the information we have gathered in all of our reading in order to effectively communicate what we believe the “American Dream” to be. This project allows for ample creativity as well as the opportunity to show me what you have learned. Try to incorporate as many of the skills as we have covered this year and try to be creative. Remember that I am open to any ideas you may have about the project, just make sure to approve them with me before it is too late.

8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Images were found on PowerPoint Clip Art Search. Like this format? Try these! The WebQuest Page The WebQuest Slideshare Group

9. Who Has the American Dream? [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 10 th Grade American Literature Designed by Alycia Chapman [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

15. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I believe that I will know this lesson has been successful if it meets the standards that have been stated, and that the students enjoy themselves. A few more details I look for are reports form those that were interviewed, I would like to know that my students were prepared, thoughtful, professional, a courteous. I will grade these projects individually to make sure that students get a fair shot even if the group dynamics were not perfect. I will grade based on the following rubric (adapted from Rubistar4teachers.org). I also think it is important that students flourish in the creative liberty I have given them. If students take this lesson and adapt it to their skills, talents, and interests, I will know it has been successful. Evaluation Teacher Script Conclusion

16. CATEGORY 4 3 2 1 Setting Up the Interview The student introduced him/herself, explained why he/she wanted to interview the person, and asked permission to set up a time for an interview. The student introduced him/herself and asked permission to set up a time for the interview, but needed a reminder to explain why he/she wanted to do the interview. The student asked permission to set up a time for the interview, but needed reminders to introduce him/herself and to tell why he/she wanted to interview the person. The student needed assistance in all aspects of setting up the interview. Preparation Before the interview, the student prepared several in-depth AND factual questions to ask. Before the interview, the student prepared a couple of in-depth questions and several factual questions to ask. Before the interview, the student prepared several factual questions to ask. The student did not prepare any questions before the interview. Notetaking The interviewer took occasional notes during the interview, but usually maintained focus on the person rather than the notes. Notes were added to immediately after the interview so facts were not lost. The interviewer took occasional notes during the interview, but usually maintained focus on the person rather than the notes. No additional notes were taken. The interviewer took notes during the interview, but did so in a way that interrupted the "flow" of the interview. Additional notes may, or may not, have been taken. The interviewer took no notes during or after the interview. Knowledge Gained Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. Student can accurately answer a few questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. Student can accurately answer a few questions about the person who was interviewed. Student cannot accurately answer questions about the person who was interviewed. Politeness Student never interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed. Student rarely interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed. Student rarely interrupted or hurried the person being interviewed, but forgot to thank the person. Several times, the student interrupted or hurried the person being interviewed AND forgot to thank the person. Report Writing The report is well organized and contains accurate quotations and facts taken from the interview. The report is well organized and contains accurate facts taken from the interview. The report contains accurate quotations and facts taken from the interview. The report is lacking facts and quotations from the interview OR the quotes and facts are not accurately reported.

18. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page . Evaluation Teacher Script Conclusion Throughout this year we have read literature from a multitude of different authors, eras, genres, and cultures. This project will use the information we have gathered in all of our reading in order to effectively communicate what we believe the “American Dream” to be. This project allows for ample creativity as well as the opportunity for students to show me what they have learned. I will have them try to incorporate as many of the skills as we have covered this year and try to be as creative as possible.

19. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Images were found on PowerPoint Clip Art Search. Like this format? Try these! The WebQuest Page The WebQuest Slideshare Group