GRADE 11 HONORS ENGLISH/LANGUAGE ARTS CURRICULUM

COURSE DESCRIPTION This English is designed for students preparing for the world of work and provides an intensive study of forms, applications, and other integrated writing. Emphasis is placed on learning communication skills which can be applied to the workplace and students will role play situations designed to develop and refine job related communication skills.

COURSE OBJECTIVES

Students will be able to analyze a wide range of texts, write with precision and clarity, and utilize language to communicate their ideas to others.

Demonstrated Competencies: Students will…  Analyze, evaluate, and make connections between and among a variety of texts, and relate those texts to their lives and the lives of others.  Recognize literary and grammatical conventions and devices, and understand their critical roles in the conveyance of meaning.  Make use of their writing to learn, to communicate ideas, to entertain, and to reflect.

ESSENTIAL QUESTIONS  What are the defining characteristics of various genres?  How does an understanding of advanced literary devices, grammar, and vocabulary enhance one’s appreciation for and understanding of a text?  How does a facility with advanced literary devices, grammar, and vocabulary improve one’s written discourse?  How does research broaden one’s perspective on a given text?  How does one’s thoughtful speaking and listening contribute to one’s critical stance concerning a text?

INDIANA STATE STANDARDS The standards describe a connected body of linguistic understandings and competencies and are a comprehensive foundation that all students should learn. They describe the knowledge and skills that students should acquire..

Standard 1: READING: Word Recognition, Fluency, and Vocabulary Development Word Recognition involves the understanding of the basic features of words: word parts, patterns, relationships, and origins. Students use phonics, context clues, and a growing knowledge of English and other languages to determine the meaning of words and become fluent readers.

Standard 2: READING: Comprehension Comprehension involves understanding grade-level-appropriate material. Students develop strategies such as asking questions; making predictions; and identifying and analyzing structure, organization, perspective, and purpose. After Grade 5, the focus is on informational texts. Standard 3: READING: Literary Response and Analysis Response to grade-level-appropriate literature includes identifying story elements such as character, theme, plot, and setting, and making connections and comparisons across texts. Literary response enhances students’ understanding of history, culture, and the social sciences.

Standard 4: WRITING: Process The writing process includes prewriting, drafting, editing, and revising. Students progress through these stages to write clear, coherent, and focused paragraphs and essays.

Standard 5: WRITING: Applications Through the exploration of different types of writing and the characteristics of each, students become proficient at narrative (stories), expository (informational), descriptive (sensory), persuasive (emotional appeal), argumentative (logical defense), and technical writing. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

Standard 6: WRITING: English Language Conventions Conventions include the grade-level-appropriate mechanics of writing, such as penmanship, spelling, grammar, capitalization, punctuation, sentence structure, and manuscript form.

Standard 7: LISTENING AND SPEAKING: Skills, Strategies, and Applications Response to oral communication includes careful listening and evaluation of content. Speaking skills, such as phrasing, pitch, and tone are developed in conjunction with such strategies as narration, exposition, description, and persuasion and are applied to students’ delivery of oral presentations

UNITS OF INSTRUCTION (STATE STANDARDS) 1. Genre (11.1, 11.2, 11.4, 11.5) 2. Eight Parts of Speech (11.4, 11.5, 11.6) 3. Edgar Allen Poe (11.1, 11.2, 11.3) The Fall of the House of Usher, The Tell-Tale Heart, etc. 4. Mark Twain (11.1, 11.2, 11.3, 11.4, 11.5) The Adventures of Huckleberry Finn 5. Drama (11.1, 11.2, 11.3, 11.6) The Crucible 6. Research (11.4, 11.5, 11.6, 11.7) Including orientation to the media center

COURSE ASSESSMENTS Daily Preparedness for class discussions and class activities Essays Papers Tests Projects Reading Comprehension Questions Portfolios of Students Work Daily Journal TIMELINE SEMESTER ONE Week 1: Introduction to course, Writing assessment through essays “What’s the worst that can happen?” 6+1 Writing Traits (11.4, 11.5)

Week 2: Introduction to genre, genre writing project, genre presentations, “Tuesdays with Morrie” lesson 1, Puritan influence “Sinners in the Hands of an Angry God”, The Scarlet Letter read Introduction and Chapter 1-2 and vocabulary (11.2,11.3,11.4, 11.7)

Week 3: The Scarlet Letter read 3-6 and vocabulary, Tuesdays with Morrie lesson 2, Read “The Autobiography” by Benjamin Franklin (11.2, 11.3)

Week 4: Tuesdays with Morrie lesson 3, Autobiography writing assignment, The Scarlet Letter read 7-9 and vocabulary (11.2, 11.3.2, 11.4, 11.5, 11.6)

Week 5: The Scarlet Letter read 10-15 and vocabulary, Tuesdays with Morrie lesson 4, Read and research “The Declaration of Independence,” debates (11.1, 11.2, 11.3, 11.7)

Week 6: homophones, finish debates, (11.6, 11.7)

Week 7: The Scarlet Letter read 16 – 20 and vocabulary, Tuesdays with Morrie Lesson 5, Read “Letter from Abigail Adams, descriptive essays (11.2, 11.3, 11.5)

Week 8: descriptive essays, The Scarlet Letter read 21-24 and vocabulary, Tuesdays with Morrie Lesson 6, The Scarlet Letter test and writing assignment (11.2,11.3,11.4,11.5,11.6)

Week 9: Expository essays, Tuesdays with Morrie lesson 7, The Scarlet Letter movie (11.2, 11.3, 11.4, 11.5)

Week 10: (Extra week due to ISTEP testing) essay on differences in movie and book, Tuesdays with Morrie lesson 8 (11.4, 11.7)

Week 11: Introduction to gothic and Edgar Allen Poe, Read “The Fall of the House of Usher,” write expository essays on text, presentations (11.3,11.4,11.5,11.6,11.7)

Week 12: Read “The Tell-Tale Heart,” Tuesdays with Morrie lesson 9, Introduction to Mark Twain and Huckleberry Finn, Read chapters 1-11 and vocabulary, dialect (11.1,11.2,11.3,11.6)

Week 13 : The Adventures of Huckleberry Finn read 12-23 and vocabulary, drawing interpretations of chapter 19, Tuesdays with Morrie lesson 10 (11.2,11.3)

Week 14: The Adventures of Huckleberry Finn read 24-31 and vocabulary, Huck’s morals versus background, Tuesdays with Morrie lesson 11 (11.2,11.3,11.4)

Week 15: The Adventures of Huckleberry Finn read 32-42 and vocabulary, Tuesdays with Morrie lesson 12 and 13( 11.2, 11.3)

Week 16: The Adventures of Huckleberry Finn writing assignment and test, Tuesdays with Morrie lesson 14 (11.2, 11.3, 11.4, 11.5, 11.6) Week 17: The Adventures of Huckleberry Finn Socratic seminar, eight parts of speech, Tuesdays with Morrie lesson 15 and 16(11.2,11.6)

Week 18: Transcendentalism, read “Nature” and “Walden Pond,” resumes (11.3,11.5,11.6)

Week 19: Tuesdays with Morrie essay, Final exams (11.4, 11.5, 11.6) SEMESTER TWO

Week 1: Read “An Episode of War” by Stephen Crane and “Willie’s Gone to War” by Cooper and Foster, “An Occurrence at Owl Creek Bridge” Bierce, write compare/contrast essays on depictions of war (11.1, 11.3, 11.4, 11.5)

Week 2: Lincoln “The Gettysburg Address” and “Emancipation Proclamation,” vocabulary development, Introduction to Mark Twain, read “Life on the Mississippi” and “The Notorious Jumping Frog of Calaveras County,” satire and regionalism, A Farewell To Arms read chapters 1-3 note taking, ( 11.1, 11.2, 11.3)

Week 3: Harte “The Outcast of Poker Flat,” test over literature, American Dream essays, The Great Gatsby research project, A Farewell To Arms read chapters 4-6 note taking, (11.1, 11.2, 11.3, 11.4 11.5, 11.6)

Week 4: Literary Criticism, The Great Gatsby research presentations, A Farewell To Arms read chapters 7-9 note taking, (11.1, 11.2, 11.3, 11.5, 11.7)

Week 5: The Great Gatsby chapter 1-2 and vocabulary, A Farewell To Arms read chapters 10-12 note taking, (11.1, 11.2, 11.3)

Week 6: The Great Gatsby chapter 3-4 and vocabulary, A Farewell To Arms read chapters 13-15 note taking, (11.1, 11.2, 11.3)

Week 7: The Great Gatsby chapters 5-7 and vocabulary, A Farewell To Arms read chapters 16 – 18 note taking, (11.1, 11.2, 11.3)

Week 8: The Great Gatsby chapters 8-9 and vocabulary, The Great Gatsby test, A Farewell To Arms read chapters 19 – 21 note taking, (11.1, 11.2, 11.3)

Week 9: The Great Gatsby movie, A Farewell To Arms read chapters 22 – 24 note taking, Frost reading and memorization (11.2, 11.3, 11.7)

Week 10: Introduction to American Authors project, A Farewell To Arms read chapters 25 – 27 note taking, Introduction to Harlem renaissance, Hurston and Hughes (11.2, 11.3, 11.4, 11.5)

Week 11: Research, review works cited pages, A Farewell To Arms read chapters 28 – 30 note taking, creative writing short story, literary elements, ( 11.2, 11.3, 11.4, 11.5, 11.6)

Week 12: Research, thesis statements, A Farewell To Arms read chapters 31 – 33 note taking, creative writing poetry, literary elements (11.2, 11.3, 11.4, 11.5, 11.6)

Week 13: Research, drafting, A Farewell To Arms read chapters 34 – 36 note taking, creative writing poetry (11.2, 11.3, 11.4, 11.5, 11.6)

Week 14: Research, presentation ideas, A Farewell To Arms read chapters 34 – 36 note taking, The Crucible Act 1 and vocabulary (11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.7)

Week 15: Research, A Farewell To Arms read chapters 37 – 39 note taking, The Crucible Act 2 and vocabulary (11.1, 11.2, 11.3)

Week 16: Research, A Farewell To Arms read chapters 40 – 42 note taking, The Crucible Act 3 and vocabulary (11.1, 11.2, 11.3)

Week 17: A Farewell To Arms test, The Crucible Act 4 and vocabulary, begin American authors presentations (11.1, 11.2, 11.3, 11.7) Week 18: The Crucible test and essay, finish presentations, review for exams (11.5, 11.7)

Week 19: Final exams, portfolios due

COURSE MATERIALS: MAJOR TEXTS, PRINCIPAL MATERIALS AND FILMS

KEY TEXTS: Semester One Semester Two

The Scarlet Letter The Great Gatsby The Adventures of Huckleberry Finn Student’s choice of 500 pages from a list of Tuesdays With Morrie American authors The Crucible A Farewell to Arms

SUPPLEMENTARY MATERIALS: Semester One Semester Two

The Complete Works of Edgar Allen Poe Holt Literature

Holt Writing and Grammar Workbook Life Skills Workbook

Life Skills Workbook Skills Development Workbook * Parents should contact the teacher or department chair to discuss concerns with texts. If required, the teacher will provide a substitute text of comparable length that approximates the stated academic purpose. Selected essays, short stories, poems and articles will be used to teachers to augment major units.

COMMERCIAL FILMS/VIDEOS:* Teachers may select from the following: Semester One The Scarlet Letter, Digiview Productions, 2005 (Used to help clarify the complicated story)

Lessons on Living, ABC News Productions, 2005 (Used to bring to life the story of Morrie Schwartz)

Tom Sawyer, Pulse Entertainment, 1986 (Used to set up The Adventures of Huckleberry Finn)

Semester Two The Great Gatsby, Paramount, 1974 (Used to give visual information of the time period and text)

Writer’s Solution, Prentice Hall, 1996 (Used as a creative writing prompt) OTHER FILMS/VIDEOS * Semester One

The Glass Menagerie, Cineplex Oden Films, 1987 Moby Dick, Hallmark Home Entertainment, 1997

*A parent may excuse his/her child from the viewing of a commercial film/video. The parent should contact the teacher or Department Chair to discuss his/her concerns. The teacher will provide any excused student an alternative assignment of comparable length that is relevant to the stated academic purpose.