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Unit - American Dreaming: Thinking Critically about the Melting Pot Cycle 1: Awareness Raising of Stress through Extensive Listening (Template Adapted from Martel, 2019 ) Framing Information School/Institution: MIIS/Custom Language Services Course: Writing Lab & Conversation Class Class Duration Time: 50 Minutes Class Meeting Times: Three times a week (Tuesday, Wednesday, Thursday) Grade/Level: Graduate School, B2 – C2 proficiency (CEFR Scale) Theme: Access to the American Dream Language: English (Mandarin First Language) Materials:
- Speaker or Audio Device
- NPR Audio: The American Dream is Harder to Find in some neighborhoods https://www.npr.org/transcripts/
- Projector for schema activating image
- Handouts (see Appendices)
- Whiteboard, markers, erasers Targeted Standards: ACTFL’s World Readiness Standards, Particularly:
- Communication : Interpersonal & Presentational Communication
- Connections : Acquiring information and diverse perspectives Essential Questions: Students will consider…..
- What is the significance of the American Dream? What shape does it take today?
- Who has access to the American Dream? Objectives: Listening Objectives:
- SWBAT demonstrate noticing attention (Rost, 2016) via listening as they listen to and make observations about word stress in the NPR audio (extensive listening)
- SWBAT show that they “get the gist” and summarize of and authentic listening text to prepare for a more in-depth cultural discussion next class Pronunciation and Pragmatics Objectives:
- SWBAT identify emphatic word stress to discuss why certain words are emphasized over others in the NPR audio “The American Dream is Harder to Find in Some Neighborhoods”
- SWBAT generate rules for emphatic stress by listening to a longer English discourse (NPR newscasting) Social Justice Objectives:
- SWBAT think critically about the American Dream and who has access to it Procedures Intro Phase Activity: Warm-up discussion (choose one bullet point!!!!)
- Expand upon homework Flipgrid posts by asking each student to share one point made in another person’s post (Question on Flipgrid : What do you think of when you hear the phrase “The American Dream?” What do you think is the “American Way” to achieve success?) If students did not do homework, ask the FlipGrid questions and go straight to Bulletpoint #2
- Think-pair-share: With your partner, write a definition for “the American Dream” and be ready to share your team’s definition orally. Proposed Timing: ~ 5 minutes Notes: Limit whole class share-out of classmate posting to 5 minutes
- Limit “think-pair-share” to 1 minute to think, 2 minutes to decide on a definition in pairs, and 3 minutes for sharing out Activity: Pre-listening & Schema Building
- Display photo (see Appendix A) and explain the function of the Opportunity Atlas (shows opportunity by income, incarceration rate, birth rate, ect.)
- Ask sts: “Do you have a similar tool for your country?”
- Distribute handout: Partial Dictation Task See Appendix B) review directions with students Proposed Timing:~ 5 minutes
- Limit description of tool to 2 minutes
- Limit going through instructions to 3 minutes During Phase Activity: 1 st^ + 2nd^ Listen - Partial Dictation Task (see Appendix B)
- Instruct sts to listen to the audio and complete the discourse as they listen
- Instruct sts to write a two - sentence summary indicating the gist of the listening text Proposed Timing: ~ 10 - 20 minutes
- ~ 14 minutes for two listens (7 for one - move forward if they don’t want a second listen)
- ~1-2 minutes to write a two-sentence summary of the audio
- 4 minutes to go over the answers Activity: 3 rd^ Listen and Awareness Raising of Stressed words (see Appendix C) Proposed Timing: ~10 minutes
Appendix A
Appendix B Partial Dictation Task. Listen to the audio and fill in the spaces. Then, write a two- sentence summary of the audio on the back. We'd like to think America is the land of equal opportunity. But that depends on exactly where in America you live. It's often said that you can predict the futures of many kids by finding out the 1. __________ where they grew up. An online data tool being made public today lets you see for yourself the link between where you are and the American dream. Here's NPR's John Ydstie. JOHN YDSTIE, BYLINE: Economist Raj Chetty has been worried about the fading American dream for years. He's crunched the numbers. And they're troubling. If you were born in the 1940s or '50s, he says, you were virtually guaranteed to achieve the American dream of earning more than your parents did. But... RAJ CHETTY: You see that for kids turning 30 today who were born in the mid- 1980 s - only 50 percent of them go on to earn more than their parents did. That is, it's a
- _________as to whether you are now going to achieve the American dream. YDSTIE: Chetty and his colleagues at Opportunity Insights, a research and policy institute located at Harvard, want to improve those odds. So they've partnered with the U.S. Census Bureau to develop an online program. It works a lot like a Google map. You can see the whole country. Or you can zoom into local neighborhoods. And you can click on a neighborhood and get an immense amount of data from incomes and racial makeup to 3.___________. CHETTY: We are able to pinpoint, you know, what are the places where we're seeing lots of kids climbing the income ladder? What are the places where the outcomes don't look as good? And we've put this all out in the form of a publicly available, interactive tool called the 4. _________________ that we hope citizens, local policymakers, nonprofits, people working on these issues can use to make better decisions. YDSTIE: Chetty found that moving out of a neighborhood with poor upward mobility to a better one increases lifetime earnings for 5. _____________kids by an average of $200,000. Of course, moving a lot of people is impractical. So the focus is on helping low-performing areas improve. Charlotte, N.C., has gotten a head start on this effort. Back in 2014, Chetty and his colleagues found Charlotte was dead-last out of 50 cities at providing upward mobility for low-income kids. That shocked many residents. OPHELIA GARMON-BROWN: If you know anything about Charlotte, Charlotte wants to be No. 1. YDSTIE: Ophelia Garmon-Brown, a prominent Charlotte physician, says that ranking ran counter to Charlotte's image of itself as a thriving banking center with an expanding high-tech sector and a city that's been a leader in job creation and wage growth over the past two decades. GARMON-BROWN: I wasn't surprised that we had done poorly. I've been a physician for a lot of years, worked with people who live in poverty. So I saw it. YDSTIE: What she saw was a segregated city where low-income black residents especially faced little chance of moving up the economic ladder. Garmon-Brown joined an effort by the Foundation for the Carolinas to address the problem. The group identified early childhood development, college and career readiness, family stability and strong social networks as key factors that enhance upward 6. __________. It singled out segregation as a key obstacle. And now Charlotte officials are learning to use the Opportunity Atlas to effectively target some remedies, things like pre-K programs and affordable housing. ALANNA WILLIAMS: So what I have up here right now is just kind of a pure map of median income in Charlotte.
Appendix B cont. Answers: (Gaps are essential to content, and intend to focus learners on the “who, what, where, how” of the article (gist-capturing)
- zip code
- Coin flip
- Marriage figures
- Opportunity Atlas
- Low-income
- Mobility
- community collaboration
- segregation
- education
- Majority
Appendix C Stressed Word Guide Directions: On the 3rd^ listen of the audio, listen specifically for words that have stress/emphasis. Then, analyze the emphasized word for grammatical function (word type) and intended meaning/reason for stress Word Stressed Location in Transcription Word Type (Adjective, noun, verb, pronoun, question word, ect.) Intended meaning/reason for stress: Other observations (specific syllable stress? Really loud? Sarcastic?) Ex: “where” Line 1, sentence 2 Adverb Emphasizing that place of origin affects ability to achieve American dream WHERE higher pitch than all other words Appendix D
_________________________________________________________________________________________________________________
V: Interviewee’s Perspectives: Who are the Interviewees? Why do you think the interviewees agreed to participate in this interview? What do you think is the perspective of the interviewers?
Pause. Share your partner’s responses with the class.
VI: Comparing Cultural Perspectives. Think about the following questions and write answers in English.
- What did you learn about accessibility to the American Dream by listening to your audio? Did it challenge what you had thought about the American Dream previously?
- How might this text be different if it were about your home community in China?
- What is your personal reaction to the text? How does it make you feel? Provide at least two reasons in English.
