American Dream Timeline: Written Component

As you wrap up your American Dream Timeline projects over the long weekend, please refer to the examples below to help you complete the writing component! Your written component should be 3-4 complete paragraphs that serve as an extension and connection of your bullet points. Be sure to include each bullet point in your explanation and separate paragraphs for different points in your life. Although the examples below only cover three years, yours must encompass all ten years on your project. 

Example 1: Going to college

  • Example bullet points:
    • 17:
      • Take the ACT and SAT
      • Start researching colleges
      • Find out more about FAFSA and financial aid
    • 18:
      • Graduate!
      • Buy a used car
      • Move into a college dorm
    • 19:
      • Save money for apartment
      • Move into an apartment off campus
      • Finish my freshman year with at least a 3.5 GPA

While I am a junior in high school, I will take my ACTs and SATs to include in my college application. I will do some research on colleges to find out what the best fit is for me, as I am looking for a school with a large population and in a metropolitan or urban area. I will also do additional research on the FAFSA and financial aid so I can make sure I am financially ready for college. At 18, I will finally graduate and would like to move into a dorm with a roommate to get the full college experience. Lastly, I will buy a used car so I can start saving some money to get my own apartment at 19.

Example 2: Entering the workforce

  • Example bullet points:
    • 17:
      • Take the ASVAB
      • Start saving money to move out
      • Buy a used car
    • 18:
      • Graduate!
      • Research training programs at Chattahoochee Tech and/or the military
      • Move into an apartment or small house to rent
    • 19:
      • Travel to New York to visit extended family
      • Attend a job fair
      • Find a job that pays at least $15/hour

While I am a junior in high school, I will take the ASVAB so I can assess my skills before entering the workforce. I can also enter the military upon graduation, or I can use my test score to enter a training program at Chattahoochee Tech. I would like to keep working at Hollister so I can save money to move out and buy a used car. Buying a used car will allow me to save more money for a down payment on an apartment or small house to rent; this will give me a sense of independence and freedom when I move out the next year. At 18 years old, I will graduate from high school and research some training programs at Chattahoochee Tech, as well as the military as a back-up plan. At 19, I would like to travel to Staten Island, New York, where most of my extended family lives, as I have not seen them in a few years. I will also attend a job fair to see what options are available for me that I did not even know about. Lastly, after attending the job fair and researching options, I will find a job that pays at least $15 an hour to help me live comfortably.

Please note that your ENTIRE project is due at the START of class on Tuesday, January 21st! 

Thursday and Friday, January 16-17, 2020: 13th

Due to school being out on Monday for MLK Day, I will need some flexibility from you regarding your American Dream Timeline projects. Today, we will be starting a documentary in class, which I do not want to break up over the long weekend. With that said, you will not have time in class today to work on your projects; however, your due date has been extended to the start of class on Tuesday, January 21st when we return. Please check tomorrow’s blog post with some examples for the written component, and do not hesitate to e-mail me or send me a text on Remind over the long weekend if you have any questions!


Before we start our reading of The Other Wes Moore, we will view and discuss Ava DuVernay’s documentary film, 13th. Please note that viewing and discussing this documentary will require us to be mature, sensitive, and inquisitive.

Please refer to the handout provided in class with the discussion questions. As you watch the documentary, be sure to take notes so you can refer to textual evidence as you build your arguments. (Yes – a documentary IS text!)

Monday-Wednesday, January 13-15, 2020: The American Dream Timeline

Welcome to the first full week of school! I hope you had a great first week back!

Today, we will start on our M.U.G. Monday log; M.U.G. stands for Mechanics, Usage, and Grammar. Every Monday, we will start class with some grammar exercises and practice. You MUST complete the warm-up; that is, every entry (sentences) must include corrections using editing marks and additional notes.

If you were absent, please be sure to get the sentences and corrections from a classmate!

american-immigrants-fate-is-everyonesThe American Dream: we’ve all heard of it, but is it the same for everyone? We’ll start class today by creating a working definition of the American Dream, its history, how it has changed, and barriers one may face when pursuing their Dream.

Today, you will start on your American Dream timeline project!

  1. You will create a timeline with a starting point of your current grade/age and an ending point of ten years from now. You should be between the ages of 26-27 depending on your current age. What does YOUR American Dream include? Be specific and make sure you have a place for every age (10 spots/years, 3 bullets each).
  2. What are your plans and what will you do to be successful between now and then? Please remember everyone’s idea of what the “American Dream” looks like is different. Some may include going to college, getting married and starting a family, while others may only include doing what is necessary to ensure they are financially stable. Please make sure you are considering EACH step in your journey. For example, if you would like to attend college, make sure that taking the SAT/ACT is on your timeline, as it is a requirement for college admission.
  3. Your timeline should be colorful, creative and detailed.
  4. A 3-4 paragraph response that describes what’s included your “American Dream” is mandatory. This should be an extension of your bullet points.

We will work on this in class today, Tuesday, and Wednesday. Please make sure to take advantage of class time and work diligently. Your project with the writing component is due on Thursday, January 16th at the BEGINNING of class. 

Thursday and Friday, January 9-10, 2020: Lifeboat Activity

252-2525688_sinking-ship-royalty-free-vector-clip-art-illustrationToday, you will complete the Lifeboat Activity in groups. Many times, we as individuals, will label, judge or stereotype people around us based on first impressions or limited information. It is important for each of us to broaden our perspective of the people around us and to stop stereotyping and generalizing people we could build relationships with. The purpose of this activity is to show that the survivors chosen were chosen because of their labels. Likewise, many of the people not chosen to survive were not chosen because of their labels.

Another component to discuss is that many times we allow these labels or stereotypes to “stick” to ourselves, which can lower our self-esteem. We can learn to recognize these labels and to not allow them to affect our sense of self-worth or self-esteem.

After completing the activity, please move on to the “Who am I?” sheet. Divide the picture below into at least 20 sections. In each of the sections, list something that describes you, your personality, or your goals. Consider what makes up your identity, rather than listing things you like or dislike. Think outside the box and be creative!


1. What personal morals and values came into play with your decisions? Did anything particular stand out to you?

2. Can people change their morals and values? If so, what does it take?

3. How can alcohol and drug use/abuse affect one’s morals and values? Give examples.

4. Based on this discussion and exercise, what might you need to work on?

Wednesday, January 8, 2020: Writing Wednesday #1

Writing Wednesday: Attitudes on English

Today is our first Writing Wednesday. Each Wednesday’s class will start with a writing prompt; look below for your first one.


Please complete this assignment on your own piece of paper; each response should be a minimum of 6-8 sentences. Refrain from “fluff sentences” such as “This is why I like English class.” If you’re stuck, provide additional details!

  1. Describe an experience that has shaped your attitude about English. This can be positive or negative, but make sure you think of a specific example.
  2. Describe a success that you have had. This can be ANY success, even if it may not seem like a big deal to someone else. Please include how you felt about it.
  3. Finally, explain what your FAVORITE thing is about English and why. Think hard; I want each of you to have at least one.

Investigative Challenge – Who is Ms. Antonacci?

In order to hone our analysis skills, you will be taking on the role of an investigator and observe the suspect (Ms. A.!) and the crime scene (our classroom). You will observe the classroom for evidence, then analyze each piece of evidence to determine what it reveals about the suspect.

So what’s the link? When we analyze texts throughout the semester, we must dig below the surface and “pick apart” each text. Like a good detective, you should analyze EVERY bit of evidence!