Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition, and oral communication, English11 students further develop their use of language as a tool for learning and thinking and as a source of pleasure. Students practice identifying, analyzing, and composing with different elements, structures, and genres of written language. Literature instruction focuses on opportunities to read and comprehend a broad variety of literature applying appropriate reading strategies to enhance reading skills and literary appreciation. Students will identify and analyze the elements of story structure, identify literature by genre, identify the author s purpose and perspective, recognize bias and propaganda, and identify and analyze elements of drama. Students develop vocabulary through: decoding, studying Greek and Latin roots, working with literary terms and the use of glossaries, deciphering contextual clues, and reading independently. The Composition component of language arts requires students to write for various audiences and purposes while strengthening skills in multi-paragraph writing. These include (1) having a hierarchy of ideas such as, thesis, supporting points, and specific examples; and (2) the understanding that composition (regardless of type) is an organized message from an author to a specific, identified audience. Composition also provides opportunities to create multiple types of writing, including expository essays of persuasion and literary analysis, poetry, and a research report. Using technology, students receive instruction and practice in the writing process. Students attend to issues of spelling, grammar, punctuation, and style using the Modern Language Association (MLA) Chicago Manual of Style. Oral Communication (speech) emphasizes effective listening and speaking techniques and provides opportunities for students to integrate other reading and language arts skills as they learn to express ideas verbally. Oral communication should incorporate correct grammar, usage, vocabulary, reading, and composition skills. Student expectations emphasize both making presentations and being critical participants and listeners. Students have opportunities to deliver well-researched and coherently organized messages to a given audience, which demonstrate effective delivery techniques. Students sharpen critical listening and participant skills by identifying and analyzing characteristics of a speaker s tone and style of presentation, actively contributing to group discussions, note taking, and collaborating with peers to create written texts, speeches, and to make decisions. Other skills related to oral communication include understanding the meaning and consequences of Freedom of Speech, reading about and researching topics using the library and various media resources, and giving and following oral directions as expected in the workplace. Course Objectives/Demonstrated Competencies 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. 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 knowledge of and sensitivity to various cultures impact an author and a reader? What is the impact of history on a given text, author, or reader? How does an understanding of advanced literary devices, grammar, and vocabulary enhance one s appreciation for and understanding of a text? What are the appropriate methods of literary analysis in regard to universal literary themes? What are the methods authors use in characterization? How does a facility with advanced literary devices, grammar, and vocabulary improve one s written and oral communication? What are the hallmarks of effective oral presentations? What is required for effective collaboration in regard to learning, writing, and presenting? 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 from Kindergarten through high school. Standard 1: Vocabulary and Concept Development Correctly use varied and precise words when analyzing, explaining, or creating informational and literary text, descriptions, analogies, or other types of figurative language. Standard 2: Informational Text: Structure, Comprehension, and Analysis Analyze authors approaches to positions (e.g. organization and transitions, diction and tone, features, and rhetorical devices), and explain how these affect the presentation of the information. Critique the logic, truthfulness, validity, and effectiveness of informational text. Synthesize content from reliable sources for writing and speaking. Standard 3: Literary Text: Comprehensin and Analysis Identify and discuss the philosophical arguments and historical background associated with specific issues presented in texts of literary or cultural significance from different genres and subgenres including literary movements within America, Britain, and other places in the world. Evaluate how the author s treatment of the subject (including the use of characterization) help to support a position or claim. Standard 4: Writing: Informational, Research, and Persuasive Texts Use a variety of strategies to develop topics and display knowledge of how to organize pieces for different purposes, topics, and audiences. Synthesize relevant information from carefully evaluated primary and/or secondary sources. Write pieces with a well-defined thesis, supporting evidence that is presented creatively, coherently, and convincingly with a clear and well-supported conclusion. Anticipate and answer possible counterarguments. Revise writing to improve organization, word choice, and clarity. Edit writing, correctly crediting all ideas and wording from sources. Standard 5: Writing: Literary Text Use a variety of strategies to plan writing and choose an appropriate genre. Write literary text that has a clear and developed narrative voice or persona, contains varied and meaningful details, and shows a command of literary devices to structure the text and advance the plot, define character, and/or set the tone. Explain the connection of the form and devices used to the purpose and audience for the piece. Review, revise, and edit writing..
Standard 6: English Language Conventions Write paragraphs that include a variety of sentence and paragraph constructions and that communicate ideas clearly and effectively. Edit writing to correct grammar, spelling, and punctuation. Use appropriate manuscript conventions and integration of quotations and ideas from sources Standard 7: Listening and Speaking Analyze, formulate, and support judgments about the ways in which information is presented in oral and media communications. Deliver well-organized and well-supported presentations that display a command of various types of appeals, reasoning, language and/or rhetorical devices to achieve desired effects for various audiences and purposes. Standard 8: Workplace Skills Demonstrate interviewing techniques, summarizing a speaker s statements, and asking questions to understand the speaker s position. Write resumes, cover letters, reports, and documents (e.g., advertisements, brochures, agendas) for different audiences within acceptable formatting conventions using word-procession, presentation, and graphics software. Units of Instruction Short Stories (Pre-1750 to 21 st Century American Authors) and The Literary Analysis Essay(s) (Comparison and Contrast) Nonfiction Novel Unit(s) Electronic Publishing Oral Presentation(s) Drama The Crucible and the Persuasive Essay Poetry and Creative Writing The Research Paper Workplace Skills Renaissance Reader Daily Grammar Practice Course Assessments Participation in class discussions, note taking, and daily activities Group and Individual Projects and Oral Presentations Quizzes and Tests covering grammar, literature, and vocabulary Electronic Evaluations and Participation Essays and a Research Paper Final Exams Renaissance Reader Achievement Unit Descriptions (Units will be arranged by the instructor to accommodate the school and department calendars.) Short Stories (Grade 11 Standards 1, 2, 3, 5, 6, 7): Students will read a variety of short stories study context vocabulary write pieces including five paragraph essays and personal narrative responses present orally to the class as a member of a group
Nonfiction (Grade 11 Standards 1, 2, 3, 7): Students will read nonfiction selections chosen by the instructor analyze historical significance and time periods identify rhetorical devices especially in historically significant speeches interpret informational concepts analyze author s or character s perspectives Novel Unit (Grade 11 Standards 1, 2, 5, 6, and/or 7): Students will read two novels assigned by instructor (Way to Rainy Mountain and Maus [Graphic Novel)] study context vocabulary work cooperatively with a group to analyze the content, theme, real world application, literary devices, and characterization evident in the work and present analysis orally and/or in writing Electronic Publishing (Grade 11 Standards 5, 6, 7): Students will analyze children s literature for various literary devices/graphics work cooperatively with a group to write/illustrate grade-level appropriate children s book deliver and orally interpret book to assigned grade Oral Presentations (Grade 11 Standard 7): Students will compose and deliver oral presentations both individually and as a group Drama (Grade 11 Standards 1, 2, 3, 4, 5, 6, 7) The Crucible: Students will watch a video of The Crucible study context vocabulary learn terminology associated with dramatic literature study the Puritan time period write a persuasive essay Poetry (Grade 11 Standards 1, 3, 4, 6, 7): Students will read (both aloud and silently) various poems selected by the instructor study context vocabulary study the type, structure, sound devices, and figurative language of poetry write creatively to produce their own poetry and to present it either orally or electronically Research Papers (Grade 11 Standards 4, 5, 6): Students will produce a research paper utilizing at least five sources, consisting of approximately 2000 words, and following proper MLA documentation style Workplace Skills (Grade 11 Standard 8): Student will explore career path based on student interest/aptitude listen to/ask questions of guest speaker skilled in the interview process analyze various cover letters/resumes produce cover letter/resume
Technology (Grade 11 Standards 1, 2, 3, 4, 5, 6, 7): Students will utilize software for document and project production and presentation Renaissance Reader (Grade 11 Standards 1, 2, 3): Students will read self-selected material test on the content of the works in an effort to achieve points assigned according to individual achievement Grammar and Writing (Grade 11 Standards 4, 5, 6): Through the use of mini-lessons and writer s workshop, students will practice the following: punctuation use of phrases and clauses parallelism (chiastic structure) consistent verb tense word choice paragraph and essay structure (including the use and support of a thesis statement) MLA documentation style Course Materials: Text, Novels, and Films Key Text and Novels: Prentice Hall The American Experience: Selected Speeches, Short Stories, Poetry, Nonfiction N. Scott Momaday Way to Rainy Mountain Art Spiegleman MAUS Various Renaissance Reader books Commercial Video: 20 th Century Fox The Crucible * 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 by the teacher to augment major units.