ACPS Eleventh Grade English Pacing Guide

Transcription

1 ACPS Eleventh Grade English Pacing Guide Philosophy: The philosophy of the Amherst County English Department is that individual students will be appropriately challenged according to their instructional levels. The foundation component of this program is the students immersion in reading, writing, and oral communication. 1 st Nine Weeks Reading Standards 11.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms. e) Identify literary and classical allusions and figurative language in text. f) Extend general and specialized vocabulary through speaking, reading, and writing. g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. Possible Reading Selections Language Network - Chapter 30 Page 1 of The student will read, comprehend, and analyze relationships among American literature, history, and culture. a) Describe contributions of different cultures to the development of American literature. b) Compare and contrast the development of American literature in its historical context. c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres. d) Analyze the social or cultural function of American literature. e) Analyze how context and language structures convey an author s intent and viewpoint. Collection 1: Encounters and Foundations The Sky Tree Coyote Finishes His Work Here Follow Some Verses -Anne Bradstreet from Sinners in the Hands of an Angry God Jonathan Edwards from The Interesting Narrative of the Life of Olaudah Equiano from A Narrative of Captivity Mary Rowlandson

2 f) Explain how the sound of a poem (rhyme, rhythm onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Explain how imagery and figures of speech appeal to the reader s senses and experience. h) Explain how an author s specific word choices, syntax, tone, and voice support the author s purpose. i) Read and analyze a variety of American dramatic selections. j) Analyze the use of literary elements and dramatic conventions including verbal, situational, and dramatic irony used in American literature. k) Generate and respond logically to literal, inferential, evaluative, 11.5 The student will read and analyze a variety of nonfiction texts. a) Use information from texts to clarify understanding of concepts. b) Read and follow directions to complete an application for college admission, for a scholarship, or for employment. c) Generalize ideas from selections to make predictions about other texts. d) Draw conclusions and make inferences on explicit and implied information using textual support. e) Analyze two or more texts addressing the same topic to identify authors purpose and determine how authors reach similar or different conclusions. f) Identify false premises in persuasive writing. g) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text. h) Generate and respond logically to literal, inferential, evaluative, Speech to the Virginia Convention Patrick Henry from The Crisis, No. 1 Thomas Paine from The Autobiography Benjamin Franklin Collection 2: Begin Romanticism if necessary. See 2 nd Nine Weeks for specific standards and collection pieces. Novels / Drama AP/Advanced Into the Wild Walden The Narrative of the Life of Frederick Douglas The Color of Water English 11 The Crucible The Scarlet Letter Nonfiction Selections: from Sinners in the Hand of an Angry God-Jonathan Edwards from The Interesting Life of Olaudah Equiano from A Narrative of Captivity-Mary Rowlandson Speech to the Virginia Convention- Patrick Henry from The Crisis, No. 1-Thomas Paine from The Autobiography-Ben Franklin Page 2 of 15

3 Writing 11.7 The student will self and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. b) Use verbals and verbal phrases to achieve sentence conciseness and variety. c) Distinguish between active and passive voice. e) Adjust sentence and paragraph structures for a variety of purposes and audiences. f) Proofread and edit writing for intended audience and purpose The student will write in a variety of forms, with an emphasis on persuasion. a) Generate, gather, plan, and organize ideas for writing to address a specific audience b) Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions. c) Organize ideas in a sustained and logical manner. d) Clarify and defend position with precise and relevant evidence elaborating ideas clearly and accurately. e) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation. f) Revise writing for clarity of content, accuracy and depth of information. g) Use computer technology to plan, draft, revise, edit, and publish writing. h) Write and revise correspondence to a standard acceptable both in the workplace and in postsecondary education. Language Network Review rules of capitalization, punctuation, verb and pronoun usage, fragments, run-ons, active and passive voice Sentence parallelism, sentence redundancy, and sentence variety. Review paragraph structure. Verbal phrases, active verbs, and revise/edit writing for formal writing. Language Network - Chapter 22 AP 11/Advanced 11/English 11: Compose persuasive papers. Communi 11.1 The student will make informative and persuasive presentations. cation a) Gather and organize evidence to support a position. b) Present evidence clearly and convincingly. c) Address counterclaims. d) Support and defend ideas in public forums. Page 3 of 15 Language Network - Chapter 27 Topic Presentations: Persuasive paper topic presentation

4 2 nd Nine Weeks Reading Page 4 of 15 e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. f) Monitor listening and use a variety of active listening strategies to make evaluations. g) Use presentation technology. h) Collaborate and report on small-group learning activities. Standards 11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture. a) Describe contributions of different cultures to the development of American literature. b) Compare and contrast the development of American literature in its historical context. c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres. d) Analyze the social or cultural function of American literature. e) Analyze how context and language structures convey an author s intent and viewpoint. f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Explain how imagery and figures of speech appeal to the reader s senses and experience. h) Explain how an author s specific word choices, syntax, tone, and voice support the author s purpose. i) Read and analyze a variety of American dramatic selections. j) Analyze the use of literary elements and dramatic conventions including verbal, situational and dramatic irony used in American literature. k) Generate and respond logically to literal, inferential, evaluative, Current events Bio-medical and ethical concerns Possible Reading Selections Collection 2: Romanticism The Devil and Tom Walker - Washington Irving Thanatopsis - William Cullen Bryant from Nature - Ralph Emerson from Self-Reliance - Ralph Emerson from Walden or Life in the Woods - Henry Thoreau from Civil Disobedience - Henry Thoreau Dr. Heidegger s Experiment - Nathaniel Hawthorne The Minister s Black Veil - Nathaniel Hawthorne The Pit and the Pendulum - E.A. Poe The Raven - E.A. Poe Eldorado - E.A. Poe Collection 3: Whitman and Dickinson Choose selections from Collection 3. Collection 4: Begin Realism if necessary. See 3 rd Nine Weeks for specific standards and collection pieces. AP/Advanced English 11

5 11.5 The student will read and analyze a variety of nonfiction texts. a) Use information from texts to clarify understanding of concepts. b) Read and follow directions to complete an application for college admission, for a scholarship, or for employment. c) Generalize ideas from selections to make predictions about other texts. d) Draw conclusions and make inferences on explicit and implied information using textual support. e) Analyze two or more texts addressing the same topic to identify authors purpose and determine how authors reach similar or different conclusions. f) Identify false premises in persuasive writing. g) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text. h) Generate and respond logically to literal, inferential, evaluative, The Adventures of Huckleberry Finn The Scarlet Letter English 11 The Red Badge of Courage Nonfiction Selections: from Nature - Ralph Emerson from Self-Reliance - Ralph Emerson Walden or Life in the Woods - Henry Thoreau from Civil Disobedience - Thoreau Writing 11.6 The student will write in a variety of forms, with an emphasis on persuasion. Page 5 of 15 Language Network - Chapter 22

6 a) Generate, gather, plan, and organize ideas for writing to address a specific audience b) Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions. c) Organize ideas in a sustained and logical manner. d) Clarify and defend position with precise and relevant evidence elaborating ideas clearly and accurately. e) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation. f) Revise writing for clarity of content, accuracy and depth of information. g) Use computer technology to plan, draft, revise, edit, and publish writing. h) Write and revise correspondence to a standard acceptable both in the workplace and in postsecondary education. AP 11/Advanced 11/English 11: Compose persuasive papers The student will self and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use style manual, such as that of the MLA or APA, to apply rules for punctuating and formatting direct quotations. b) Use verbals and verbal phrases to achieve sentence conciseness and variety. c) Distinguish between active and passive voice. d) Differentiate between in-text citations and works cited on the bibliography page. e) Adjust sentence and paragraph structures for a variety of purposes and audiences f) Proofread and edit writing for intended audience and purpose The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. a. Use technology as a tool to research, organize, evaluate, and Page 6 of 15 Language Network Continue review of capitalization, punctuation, and common usage problems Continue review on active and passive voice, sentence parallelism and redundancy, and fragments and run-ons Review paragraph structure. Language Network - Chapter 24 Emphasis on the following: MLA format

7 communicate information. b. Narrow a topic and develop a plan for research. c. Collect information to support a thesis. d. Critically evaluate quality, accuracy, and validity of information. e. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. f. Synthesize and present information in a logical sequence. g. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). h. Revise writing for clarity of content, accuracy, and depth of information. i. Edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and sentence/paragraph structure. j. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. Research process Reliability of sources Use of technology Note and source cards Proper thesis statement Composing In-text citations Works Cited Page Publishable document Communication 11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. a) Use technology and other information tools to organize and display knowledge in ways others can view, use, and assess. b) Use media, visual literacy, and technology skills to create products. c) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. d) Determine the author s purpose and intended effect on the audience for media messages. Language Network - Chapter 27 Page 7 of 15

8 3 rd Nine Weeks Reading 11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture. a) Describe contributions of different cultures to the development of American literature. b) Compare and contrast the development of American literature in its historical context. c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres. d) Analyze the social or cultural function of American literature. e) Analyze how context and language structures convey an author s intent and viewpoint. f) Explain how the sound of a poem (rhyme, rhythm onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Explain how imagery and figures of speech appeal to the reader s senses and experience. h) Explain how an author s specific word choices, syntax, tone, and voice support the author s purpose. i) Read and analyze a variety of American dramatic selections. j) Analyze the use of literary elements and dramatic conventions including verbal, situational, and dramatic irony used in American literature. k) Generate and respond logically to literal, inferential, evaluative, 11.5 The student will read and analyze a variety of nonfiction texts. a) Use information from texts to clarify understanding of concepts. Page 8 of 15 Possible Reading Selections Collection 4: Realism from Narrative of the Life of Frederick Douglass from My Bondage and My Freedom Frederick Douglass from Incidents in the Life of a Slave Girl-Harriet Jacobs A Mystery of Heroism - Stephen Crane War is Kind by Stephen Crane I Will Fight No More Forever - Chief Joseph The Celebrated Jumping Frog of Calaveras County - Mark Twain To Build a Fire - Jack London A Pair of Silk Stockings- Kate Chopin Richard Cory - E.A. Robinson Collection 5: Begin Modernism if necessary. See 4 th Nine Weeks for specific standards and collection pieces. Novels / Drama Advanced 11/AP Ethan Frome The Awakening Billy Budd My Antonia

9 b) Read and follow directions to complete an application for college admission, for a scholarship, or for employment. c) Generalize ideas from selections to make predictions about other texts. d) Draw conclusions and make inferences on explicit and implied information using textual support. e) Analyze two or more texts addressing the same topic to identify authors purpose and determine how authors reach similar or different conclusions. f) Identify false premises in persuasive writing. g) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text. h) Generate and respond logically to literal, inferential, evaluative, The Road Farewell to Arms Old Man and the Sea English 11: All My Sons Our Town Nonfiction Selections: from Narrative of the Life of Frederick Douglass from My Bondage and My Freedom- Frederick Douglass from Incidents in the Life of a Slave Girl-Harriet Jacobs I Will Fight No More Forever-Chief Joseph Writing 11.6 The student will write in a variety of forms, with an emphasis on persuasion. a) Generate, gather, plan, and organize ideas for writing to address a specific audience b) Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions. c) Organize ideas in a sustained and logical manner. d) Clarify and defend position with precise and relevant evidence elaborating ideas clearly and accurately. e) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation. Page 9 of 15 Language Network - Chapter 22 AP English 11/Advanced English 11/English 11: Compose persuasive papers.

10 f) Revise writing for clarity of content, accuracy and depth of information. g) Use computer technology to plan, draft, revise, edit, and publish writing. h) Write and revise correspondence to a standard acceptable both in the workplace and in postsecondary education The student will self and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations. b) Use verbals and verbal phrases to achieve sentence conciseness and variety. c) Distinguish between active and passive voice. d) Differentiate between in-text citations and works cited on the bibliography page. e) Adjust sentence and paragraph structures for a variety of purposes and audiences. f) Proofread and edit writing for intended audience and purpose. Language Network Continue review of capitalization, punctuation, and common usage problems Continue review on active and passive voice, sentence parallelism and redundancy, and fragments and run-ons Review paragraph structure The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. a) Use technology as a tool to research, organize, evaluate, and communicate information. b) Narrow a topic and develop a plan for research. c) Collect information to support a thesis. d) Critically evaluate quality, accuracy, and validity of information. e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. f) Synthesize and present information in a logical sequence. g) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Page 10 of 15 Language Network - Chapter 24 With emphasis on the following: MLA format Research process Reliability of sources Use of technology Note and source cards Proper thesis statement Composing In-text citations

11 Communi cation Language Association (MLA) or the American Psychological Association (APA). h) Revise writing for clarity of content, accuracy, and depth of information. i) Edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and sentence/paragraph structure. j) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information The student will make informative and persuasive presentations. a) Gather and organize evidence to support a position. b) Present evidence clearly and convincingly. c) Address counterclaims. d) Support and defend ideas in public forums. e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. f) Monitor listening and use a variety of active listening strategies to make evaluations. g) Use presentation technology. h) Collaborate and report on small-group learning activities. Works Cited Page Publishable document Possible Research Paper Topics: Differentiated student choice Great American Writers and Places Careers Vacation Planning Language Network - Chapter 27 Page 11 of 15 ACPS Eleventh Grade English Pacing Guide th Nine Weeks Standards Possible Reading Selections Reading 11.4 The student will read, comprehend, and analyze relationships among Collection 5: Modernism American literature, history, and culture. The Love Song of J. Alfred a) Describe contributions of different cultures to the development of Prufrock - T.S. Eliot American literature. Selections - William Carlos b) Compare and contrast the development of American literature in its Williams historical context. Selections - E.E. Cummings c) Discuss American literature as it reflects traditional and contemporary Soldier s Home - Ernest

12 themes, motifs, universal characters, and genres. d) Analyze the social or cultural function of American literature. e) Analyze how context and language structures convey an author s intent and viewpoint. f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Explain how imagery and figures of speech appeal to the reader s senses and experience. h) Explain how an author s specific word choices, syntax, tone, and voice support the author s purpose. i) Read and analyze a variety of American dramatic selections. j) Analyze the use of literary elements and dramatic conventions including verbal, situational and dramatic irony used in American literature. k) Generate and respond logically to literal, inferential, evaluative, 11.5 The student will read and analyze a variety of nonfiction texts. a) Use information from texts to clarify understanding of concepts. b) Read and follow directions to complete an application for college admission, for a scholarship, or for employment. c) Generalize ideas from selections to make predictions about other texts. d) Draw conclusions and make inferences on explicit and implied information using textual support. e) Analyze two or more texts addressing the same topic to identify authors purpose and determine how authors reach similar or different conclusions. f) Identify false premises in persuasive writing. g) Recognize and analyze use of ambiguity, contradiction, paradox, irony, Page 12 of 15 Hemmingway A Rose for Emily - William Faulkner The Feather Pillow- Horatio Quiroga The Leader of the People - John Steinbeck A Worn Path-Eudora Welty The Jilting of Granny Weatherall - Katerine Anne Porter The Secret Life of Walter Mitty - James Thurber Birches and Mending Wall - Robert Frost Tableau and Incident - Countee Cullen The Weary Blues, Harlem, and The Negro Speaks of Rivers - Langston Hughes from Dust Tracks on the Road - Zora Neale Hurston As I Lay Dying Light in August The Great Gatsby A Farewell to Arms For Whom the Bell Tolls The Grapes of Wrath Native Son A Raisin in the Sun The Glass Castle In Cold Blood Old Man and the Sea The Glass Menagerie

13 overstatement, and understatement in text. h) Generate and respond logically to literal, inferential, evaluative, English 11: Kite Runner A Raisin in the Sun Old Man and the Sea Collection 6: Contemporary Literature Speaking of Courage - Tim O Brien Game by Donald Barthelme Daughter of Invention - Julia Alvarez Everything Stuck to Him - Raymond Carver The H- Gabriel Garcia Marquez The Book of the Dead- Edwidge Danticat from Black Boy - Richard Wright from In Search of Our Mothers Gardens - Alice Walker Straw into Gold - Sandra Cisneros The Bean Eaters, In Honor of David Anderson Brooks, My Father - Gwendolyn Brooks The Way to Rainy Mountain-N. Scott Momaday Nonfiction Selections: from Black Boy-Richard Wright from In Search of Our Mothers Gardens-Alice Walker The Way to Rainy Mountain-N. Scott Momaday Complete various applications relevant to college and the work Page 13 of 15

14 Writing 11.6 The student will write in a variety of forms, with an emphasis on persuasion. a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. b) Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions. c) Organize ideas in a sustained and logical manner. d) Clarify and defend position with precise and relevant evidence elaborating ideas clearly and accurately. e) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation. f) Revise writing for clarity of content, accuracy and depth of information. g) Use computer technology to plan, draft, revise, edit, and publish writing. h) Write and revise correspondence to a standard acceptable both in the workplace and in postsecondary education The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations. b) Use verbals and verbal phrases to achieve sentence conciseness and variety. c) Distinguish between active and passive voice. d) Differentiate between in-text citations and works cited on the bibliography page. e) Adjust sentence and paragraph structures for a variety of purposes and audiences. f) Proofread and edit writing for intended audience and purpose. force. Language Network - Chapter 22 AP English 11/AP English 11/English 11: Compose persuasive papers. Language Network Continue review of capitalization, punctuation, and common usage problems Continue review on active and passive voice, sentence parallelism and redundancy, and fragments and run-ons Review paragraph structure. Page 14 of 15

15 Communication The student will make informative and persuasive presentations. a) Gather and organize evidence to support a position. b) Present evidence clearly and convincingly. c) Address counterclaims. d) Support and defend ideas in public forums. e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. f) Monitor listening and use a variety of active listening strategies to make evaluations. g) Use presentation technology. h) Collaborate and report on small-group learning activities. Language Network - Chapter 27 Page 15 of 15