COURSE
TITLE: ENGLISH 11
REVISED
2004
ENGLISH
DEPARTMENT
DURATION:
FULL YEAR
COURSE
IS REQUIRED
COURSE
PHILOSOPHY
The
eleventh grade curriculum is designed to immerse students in the literature of
GOALS/LEARNING
OBJECTIVES BY NJCCCS
v
To read a variety of genres in order to develop fluency and
comprehension
v
To identify, access, and apply personal reading strategies,
visualization techniques, and graphic organizers to develop memory retention
and comprehension when reading
v
To use knowledge of word origins and word relationships, as
well as historical and literary context clues, to determine the meanings of
specialized vocabulary
v
To identify, describe, evaluate, and synthesize the central
ideas in informational texts
v
To understand the study of literature and theories of
literary criticism, including rhetorical devices, logical fallacy, and jargon
v
To interpret how literary devices affect reading, emotions,
and understanding
v
To analyze how an author’s use of words creates tone and
mood, and how word choice advances the theme or purpose of the work
v
To analyze how works of a given period reflect historical
and social events in order to understand how our literary heritage is part of a
global tradition
v
To compare and evaluate the relationship between past
literary traditions and contemporary writing
v
To appropriately select, read, and critically analyze a
variety of works about one topic and produce evidence of reading
v
To apply information gained from several sources or books on
a single topic or by a single author to foster an argument, draw a conclusion,
or advance a position
v
To critique the validity and logic of arguments advanced in
public documents, their appeal to various audiences, and the extent to which
they anticipate and address reader concerns
Ø
WRITING – NJCCCS 3.2
v
To engage in the full writing process by writing for
sustained amounts of time
v
To analyze and revise to improve style, focus and
organization, coherence, clarity of thought, sophisticated word choice and
sentence variety, and subtlety of meaning
v
To use the computer and word processing software to compose,
revise, edit, and publish a piece
v
To use a scoring rubric to evaluate and improve own writing
and the writing of others
v
To write a range of essays and expository pieces across the
curriculum, such as persuasive, analytic, critique, or position papers using a
variety of strategies
v
To write a literary research paper using primary and
secondary sources that synthesizes and cites data using researched information
and technology to support writing
v
To select pieces of writing for a literary portfolio that
reflects a variety of genres as an assessment tool
v
To use Standard English conventions in all writing
v
To demonstrate a well-developed knowledge of English syntax
to express ideas in a lively and effective personal style
Ø
SPEAKING – NJCCCS 3.3
v
To speak in clear, concise, organized language that varies
in content and form for different audiences and purposes
Ø
LISTENING – NJCCCS 3.4
v
To listen actively to information from a variety of sources
in a variety of situations
Ø
VIEWING AND MEDIA LITERACY - NJCCCS 3.5
v
To access, view, evaluate, and respond to print, non-print,
and electronic texts and resources
v
To use technology for research, writing, editing,
publication, and presentation
STUDENT
ACTIVITIES
Ø
Define and identify the author’s tone, attitude, purpose,
and style
Ø
Evaluate the credibility of the speaker
Ø
Evaluate the media techniques and messages
Ø
Present an extemporaneous speech
Ø
Prepare a structured debate and panel discussion
Ø
Conduct interviews in real-life situations
Ø
Write for a variety of purposes such as to persuade, enjoy,
entertain, learn, inform, record, respond to reading, and solve problems
Ø
Write on self-related topics in a variety of literary forms
Ø
Write collaboratively and independently
Ø
Use a variety of strategies and activities, such as
brainstorming, listing, discussion, drawing, role-playing, note taking, and
journal writing, for finding and developing ideas about which to write
Ø
Write to synthesize information from multiple sources
Ø
Use figurative language such as simile, metaphor, and
analogy to expand meaning
Ø
Revise content, organization, and other aspects of writing,
using self, peer, and teacher collaborative feedback
Ø
Edit writing for developmentally appropriate syntax,
spelling, grammar, usage, and punctuation
Ø
Publish writing in a variety of formats
Ø
Establish and use criteria for self and group evaluation of
written products
Ø
Develop a portfolio or collection of writings
Ø
Write for real audiences and purposes such as job
applications, business letters, college applications, and memoranda
Ø
Write a research paper that synthesizes and cites data
Ø
Explore the relationship between contemporary writing and
past literary traditions
Ø
Analyze how the works of a given period reflect historical
events and social conditions
Ø
Apply appropriate literary concepts such a rhetorical device,
logical fallacy, and jargon
Ø
Analyze the effect of literary devices, such as alliteration
and figurative language, on the reader’s emotions and interpretation
Ø
Respond to visual messages of humor, irony, and metaphor
Ø
Articulate the connection between visual and verbal message
Ø
Choose and use multiple forms of media to convey what has
been learned
Ø
Integrate multiple forms of media into a finished product
Ø
Compare and contrast media sources, such as book and film
versions of a story
Ø
Solve problems using multimedia technology and be able to
browse, annotate, link, and elaborate on information in a multimedia database
Ø
Use affixes, analogies, context, roots, synonyms, and
antonyms
THE ROLE OF THE
STUDENT
Participation
in the English course of study will require each student to:
Ø
Follow the “Standards in English” Guide for all written
assignments
Ø
Meet all attendance, grading, and discipline requirements as
listed in the “Burlington City High School Student Handbook”
Ø
Keep an organized, informed, legible notebook
Ø
Be responsible for completing all assignments
Ø
Understand and apply literary terms and techniques
Ø
Understand and practice classifying, evaluating,
generalizing, and synthesizing
Ø
Develop speaking and listening skills
Ø
Develop writing skills and techniques by writing essays,
resumes, business letters, research reports, book reviews, and creative pieces
Ø
Recognize, understand, or make use of vocabulary skills such
as affixes, analogies, context, roots, synonyms, and antonyms
Ø
Write in clear, concise, organized language that varies in
content and form
Ø
Read and respond critically to narrative, informational,
workplace, and persuasive/argumentative texts
Ø
Demonstrate and use non-textual and visual information
Ø
Use the media center and computer lab effectively
Ø
Read assigned novels over the summer and complete a variety
of written and oral activities
ASSESSMENT
Ø
Assessment will measure proficiency in all types of
learners. As appropriate, students will
be assessed using:
v
Notebook evaluation
v
Research
v
Written tests
v
Oral tests/quizzes
v
Rubrics
v
Essays
v
Oral responses
v
Roles
v
Presentations
Ø
Product outcomes may include:
v
Models
v
Enactments
v
Role playing
v
Essays
v
Video productions
v
Posters
v
PowerPoint presentations
v
Projects
v
Dramas
v
Creative writings
v
Oral presentations
v
Drawings
Ø
Critical Thinking Skills–tasks to be assessed which
emphasize higher level thinking include:
v
Discerning
v
Grasping
v
Inferring
v
Facilitating
v
Creating
v
Disproving
v
Revealing
v
Proposing
v
Persuading
v
Simulating
v
Evaluating
v
Analyzing
v
Classifying
v
Shifting perspective
v
Comparing/contrasting
v
Synthesizing
ENGLISH 11
MATERIALS
Ø
Primary Text:
v
Timeless Voices/ Timeless Themes – The British
Tradition - Prentice Hall Publishers - 2004
Ø
Supplementary Texts:
v
Vocabulary for Achievement
(5th course)
v
Frankenstein – Shelley
v
David Copperfield – Dickens
v
Gulliver’s Travels – Swift
v
Jane Eyre – Bronte
v
The Mayor of Castorbridge – Hardy
v
Night – Wiesel
v
Once and Future King – White
v
Picture of Dorian Gray – Wilde
v
The Return of the Native – Hardy
v
The Secret Sharer – Conrad
v
Tale of Two Cities – Dickens
v
Tess of the D’Urervilles – Hardy
Ø
Films:
v
Beowulf
v
John Keats
v
Percy Bysshe Shelley
v
The Return of the Native
v
Shakespeare’s Sonnets – Parts 1 and 2
v
The Story of the Holocaust
v
A Tale of Two Cities
v
Tess
v
Thomas Hardy
v
The Tragedy of Macbeth
v
William Blake