CHAMBERSBURG AREA SCHOOL DISTRICT COURSE OF PLANNED INSTRUCTION

SCHOOL CASHS DEPARTMENT ENGLISH DATE 3/01

COURSE TITLE HONORS ENGLISH 11 GRADE 11 COURSE LENGTH 1 YR.

LESSON FREQUENCY (PER WEEK) 5 TIME 45 COURSE REVISED

COURSE CREDIT 1 COURSE REQUIRED YES ELECTED

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I. MAJOR COURSE OJBECTIVES AND STUDENT PERFORMANCE INDICATORS

All Students Will

A. Read American literature and use a variety of methods to understand universal themes and techniques Reading, Writing Standard: 1.1.11, 1.2.11, 1.3.11 1. Read selected short works of fiction, nonfiction, and poetry from various periods in American literature 2. Read a minimum of six major works chosen from American literature 3. Interpret universal themes in selections from American literature 4. Analyze and apply literary elements specific to works of American literature

B. Analyze, evaluate, and respond critically in bot h oral and written form to selection from American literature Reading, Writing Standard: 1.3.11, 1.4.11, 1.5.11, 1.6.11

1. Respond critically in writing to questions about literature 2. Evaluate author’s use of literary elements

C. Understand the historical and cultural context of selections from American literature Reading, Writing Standard: 1.7.11 1. Recognize the elements of specific periods which have influenced and shaped the American voice 2. Identify historical and cultural characteristics in reading selections

D. Examine the decision-making process of figures in major American fiction Reading, Writing Standard: 1.3.11 Mathematics Standard: 2.4, 2.5 1. Identify the decision-making process of figures in major American fiction 2. Analyze the decision-making and problem-solving processes in American literature 3. Evaluate the outcomes of decisions of characters

E. Write effective multi-paragraph essays of comparison/contrast and analysis Reading, Writing Standard: 1.4.11, 1.5.11 1. Develop a directional thesis 2. Support a thesis appropriately 3. Write a correctly structured multi-paragraph essay 4. Demonstrate effective techniques for writing essays of comparison and contrast 5. Use appropriate transitions in multi-paragraph essays 6. Enhance sentence variety by using verbals 7. Use parallel form in outlining and sentence structure 8. Demonstrate effective use of basic punctuation 9. Edit writing for errors in usage and mechanics 10. Apply word-processing skills to writing

*Italics reference student expectations taught by Classroom Teacher and/or Librarian F. Write a research paper for the high school project using print and electronic sources Reading, Writing Standard: 1.5.11, 1.8.11 Mathematics Standard: 2.5. 2.6 1. Develop a working bibliography by using print and electronic sources 2. Apply MLA form to bibliographic and textual documentation 3. Develop a directional thesis 4. Research and narrow a topic using library resources and take notes to support the thesis 5. Develop an organizational plan for the paper in outline form 6. Paraphrase and summarize secondary source material 7. Compose a rough draft that integrates primary and secondary source materials 8. Make revisions, edit, and produce a final typed paper 9. Demonstrate word processing skills by producing a research paper

G. Communicate effectively about writing, vocabulary, or American literature in class and small-group discussions, oral presentations, and peer and teacher conferences Reading, Writing Standard: 1.6.11 1. Share individual responses to literature in class and small-group discussions 2. Collaborate on activities related to literature and writing 3. Participate in oral presentations related to literature or vocabulary 4. Confer with teacher about writing

H. Develop information literacy skills Reading, Writing Standard: 1.8.11 1. Access information using appropriate sources and strategies. Reading, Writing Standard: 1.8.11.B Math Standard: 2.4.11.E, 2.6.11.A, 2.6.11.G 2. Determine the validity and reliability of primary and secondary source information and use information accordingly in reporting on a research topic. Reading, Writing Standard: 1.8.11.C Math Standard: 2.5.11.B, 2.6.11.E, 2.6.11.F, 2.7.11.B 3. Effectively use technology as a resource (1.2, 1.5, 1.6, 1.8) (2.1.11.D, 2.1.11.E, 2.2.11.A, 2.2.11.F, 2.3.11.A, 2.4.11.C, 2.5.11.C) 4. Practice ethical behavior in regard to information and information technology (1.5, 1.6, 1.8).

II. CONTENT OUTLINE AND TIME ALLOCATION Suggested recommendations – alternative pre-approved selections may be substituted

A. Colonial/Revolutionary Literature (2 weeks) 1. Puritan journals, poetry, and sermons a. Selections by William Bradford b. Selections by Edward Taylor c. Selections by Jonathan Edwards d. Personal narrative by Mary Rowlandson 2 2. Enlightenment documents, essays, autobiographies 3 a. Selections from Benjamin Franklin’s Autobiography and Poor Richard’s Almanac b. “The Declaration of Independence” 5. Thematic focus 6. a. Colonial—Puritan ethics, guilt, Divine Providence b. Revolutionary—rationalism, natural rights, perfectibility of man 7. Literary techniques including metaphor, simile, conceit, apostrophe, allusion, rhetoric, propaganda techniques, and reasoning devices 8. Chronological focus a. Time frame b. Important historical and cultural events c. Social structure and values of the time d. Philosophical influences B. Romanticism/Renaissance Literature (3 weeks) 1. Irving’s “Rip Van Winkle” 2. Emerson’s “Self-Reliance” 3. Thoreau’s Walden 3. Poe’s “The Fall of the House of Usher” or “The Masque of the Red Death” 4. The Scarlet Letter or short stories by Hawthorne (“The Minister’s Black Veil” or “Rappaccini’s Daughter”) 5. New American Poetry a. Walt Whitman b. Emily Dickinson 6. Thematic focus a. Individualism b. Guilt c. Nature d. Self-reliance e. Transcendentalism 7. Literary techniques including free verse, figurative language, short story elements, imagery, symbolism, psychological effects 8. Chronological focus a. Time frame b. Important historical and cultural events c. Social structure and values of the time period C. Regionalism, Naturalism, and Realism in American Literature (3 weeks) 1. “The Outcasts of Poker Flat” 2. “An Occurrence at Owl Creek Bridge” 3. The Adventures of Huckleberry Finn 4. Supplementary selections 5. Thematic focus a. Moral values b. Freedom c. Idealism/disillusion 6. Literary techniques including dialect, local color, irony, flashback, point of view 7. Chronological focus a. Time frame b. Important historical and cultural values c. Social structure and values of the time period d. Sociological/political influences

D. Modern/Contemporary Literature (5 weeks)

1. The short story a. Selection of 5 or more short stories by Fitzgerald, Porter, O’Connor, Welty, and other modern American Writers b. Selection of 5 or more short stories by contemporary American writers such as Malamud, Tyler, Tan 2. Poetry a. Selections form Frost, Hughes, Williams, and Cummings b. Selections from contemporary American poets such as Brooks, Sexton, and Alvarez 3. Nonfiction selections from authors such as White and Wright 4. Thematic focus a. Individual vs. society b. Illusion vs. reality c. Diversity of American character and voice 5. Literary techniques including theme, stream of consciousness, characterization, point of view, conflict, tone, irony, imagery, and symbolism 6. Chronological focus a. Time frame b. Important historical and cultural events c. Social structure and values of the time period E. Major readings (a minimum of 4 to 6) (6 weeks) 1. Selected works (at least 4 novels required) a. The Scarlet Letter b. The Adventures of Huckleberry Finn c. To Kill a Mockingbird d. Of Mice and Men e. The Red Badge of Courage f. The Killer Angels g. The Crucible h. Walden i. The Glass Menagerie j. A Raisin in the Sun 4 k. Other titles from the paperback list 2. Thematic focus—themes related to specific works 3. Literary techniques a. Distinction between novel and short story b. Elements of the novel c. Other techniques related to specific works 4. Chronological focus a. Important historical and cultural events b. Social Structure and values of the time period

F. Language Skills (16 weeks) 1. Vocabulary (approximately 330 words) a. 15 workbook units 5 b. Vocabulary selected from literature 2. Composition skills a. Recognizing the steps in the writing process and applying them in selected writing assignments 6 b. Focusing the essay by writing the directional thesis c. Organizing the comparison/contrast essay d. Providing appropriate supporting details, examples, reasons, and quotations e. Using appropriate transitions within and between paragraphs f. Developing note taking skills including paraphrasing and summarizing g. Applying MLA documentation in the research paper h. Demonstrating sentence variety including the use of verbals i. Using parallel structure in outlining and sentence structure j. Revising for coherence and sentence variety k. Sentence combining l. Using effective punctuation m. Review of usage and mechanics n. Applying word-processing skills to writing o. Refining diction

3. Major writing projects a. Comparison/contrast essay about characters, themes, or other elements in American Literature b. Literary research paper fulfilling the high school graduation requirement (5-7 pages) c. Thematic analytical essays d. Supplementary creative writing projects

4. Information Literacy Skills a. Identifying reference sources related to the high school graduation requirement b. Researching literary sources using print and electronic media

III. TEXTS, MATERIALS, AND MAJOR RESOURCES

Anderson, Robert, et. al. Elements of Literature: Fifth Course (Literature of the United States). Austin: Holt, 1993. McDougal, Littell Language Network: Yellow Level. Evanston: McDougal, 2001. Shostak, Jerome, Vocabulary Workshop: Level F. Enhanced ed. New York: Sadlier, 1996. District Libraries (print and electronic sources)

IV. PROCEDURES FOR ASSESSMENT OF PA ACADEMIC STANDARDS

Teacher designed tests and quizzes and/or standard text tests Midterm and cumulative exams as designated by District policy Regular homework checks Teacher observation Class participation, small group discussion, teacher conferences Teacher, peer, and self-assessment of writing Journals, student logs, and writing portfolios Special reports and research papers Opportunity for alternative assessment as deemed appropriate by the teacher (student presentations)

V. SPECIAL CONDITIONS OR PREREQUISITES

Successful completion of Honors English 10 with at least a “C” as a final average; Successful completion of College Preparatory English 10 with an “A” as a final average.

VI. COURSE EVALUATION PROCEDURE

All planned courses will be monitored by the department chair and building administrators and revised according to the District revision policy.

Achievement data such as PSSA results will be reviewed.

V11. ACCOMMODATIONS

The needs of students in the learning support and gifted programs are met through a variety of adaptations, modifications or enrichments to the planned course. If a student has an IEP or a GIEP (Gifted Individual Education Plan), specific strategies and accommodations for that student will be identified in his or her individualized educational plan under the section called specially designed instruction. The learning support and gifted teachers are available to provide classroom teachers with any kind of assistance in providing accommodations.