CHAMBERSBURG AREA SCHOOL DISTRICT
COURSE OF PLANNED INSTRUCTION
SCHOOL CASHS DEPARTMENT ENGLISH DATE 3/01
COURSE TITLE 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: 1.2.11, 1.1.11, and 1.3.11
1. Read selected short works of fiction, nonfiction, and poetry from various periods in American literature
Reading, Writing Standard: 1.1.11
2. Read a minimum of three major works chosen from American literature
Reading, Writing Standard: 1.1.1
3. Identify universal themes in selections from American literature
Reading, Writing Standard: 1.3.11
4. Recognize literary elements specific to works of American literature
Reading, Writing Standard: 1.3.11
B. Analyze, evaluate, and respond critically in both oral and written form to selections in American literature
Reading, Writing Standard: 1.3.11, 1.5.11, and 1.6.11
1. Recall facts and recognize meanings in selections from American literature by responding to questions
Reading, Writing Standard: 1.5.11
2. Respond critically in writing to questions about literature
Reading, Writing Standard: 1.6.11
3. Identify literary elements used in selected works
Reading, Writing Standard: 1.3.11
C. Recognize the historical and cultural context of selections from American literature
Reading, Writing Standards: 1.7.11
1. Read works that reflect the American spirit
Reading, Writing Standard: 1.7.11
2. Recognize the characteristics of time periods in American literature in major literary works or units
Reading, Writing Standard: 1.7.11
D. Examine the decision-making processes and problem-solving processes illustrated in American literature
Reading, Writing Standards: 1.3.11
Mathematics Standards: 2.5
1. Identify the decisions made by characters in American fiction
Reading, Writing Standards: 1.3.11
Mathematics Standards: 2.5
2. Analyze the motivations behind decisions made by characters in American fiction
Reading, Writing Standards: 1.3.11
Mathematics Standards: 2.5
3. Evaluate the appropriateness and practicality of the decisions of literary characters
Reading, Writing Standards: 1.3.11
Mathematics Standards: 2.5
*Italics reference student expectations taught by Classroom Teacher and/or Librarian
E. Write informative and narrative multi-paragraph essays
Reading, Writing Standards: 1.4.11 and 1.5.11
1. Develop a thesis statement
2. Provide appropriate supporting details for the thesis
3. Write a multi-paragraph essay of comparison-contrast with appropriate
4. Use appropriate transitions between paragraphs
5. Use tense consistently in writing
6. Recognize and apply parallel structure
7. Correct problems in agreement
8. Revise writing to eliminate fragments and run-ons
9. Edit writing for errors in tense, agreement, parallelism, and modifiers
10. Use basic punctuation effectively
11. Apply the writing process to developing multi-paragraph essays
12. Apply word-processing skills to writing
F. Apply research skills in developing a research paper for the high school project related to a major or an area of interest
Reading, Writing Standards: 1.8.11 and 1.5.11
Mathematical Standards: 2.5 and 2.6
1. Select and refine a topic for research
2. Develop a bibliography
3. Take notes in an organized way
4. Develop a working plan for the written project
5. Write a rough draft of the paper
6. Use MLA documentation
7. Revise, edit, and produce a final typed paper of 2-5 pages
G. Communicate effectively in class and small-group discussions, oral presentations, and conferences
Reading, Writing Standards: 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 and writing
4. Confer with teacher about writing
H. Develop skills of listening, communicating, cooperating, and working effectively with others
Reading, Writing Standards: 1.6.11
1. Present personal opinions politely and confidently
2. Participate in discussions and apply listening techniques
3. Use effective responses in discussions
I. Develop study skills needed to become independent, life-long learners
Reading, Writing Standards: 1.1.11 and 1.4.11
1. Practice homework strategies and habits
2. Learn effective test-taking skills
3. Develop time management skills
4. Develop goals and practice meeting them
J. 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. The American Spirit (2 weeks)
1. Selections from 3 or more Colonial and/or Revolutionary authors such as Bradford, Henry, Jefferson
2. Excerpts from Self-Reliance and Walden
3. Selected poems of Whitman and Frost
4. “The Gettysburg Address”
5. Literary techniques including fallacies/logical reasoning
6. Related themes
a. Individualism
b. Search for freedom
7. Chronological focus – Colonial/Revolutionary/Renaissance
B. Man’s Inhumanity to Man Theme (2 weeks)
1. “The Battle with Mr. Covey”
2. “The Outcasts of Poker Flat”
3. “A Noiseless Flash”
4. Literary techniques including nonfiction, irony, and foreshadowing
5. Related themes
a. Prejudice
b. Struggle for justice
c. Individual and society
6. Chronological focus – Realism
C. Personal Struggles Theme (2 weeks)
1. “Richard Cory” and “Miniver Cheevy”
2. Excerpt from Black Boy
3. Choice of two or more selections from modern and contemporary short stories such as “The Leader of the People,” “The Key,” “The Magic Barrel,” “A Worn Path”
4. “The Girl Who Wouldn’t Talk”
5. Literary techniques including rhyme scheme, irony, short story elements
6. Related themes
a. Growing up/maturation
b. Relationships between generations
7. Chronological focus – Modern/Contemporary
D. Reality vs. Illusion Theme (2 weeks)
1. Two or more stories from the following
a. “Rip Van Winkle”
b. “Minister’s Black Veil”
c. “The Masque of the Red Death”
d. “An Occurrence at Owl Creek Bridge”
2. Two or more of the following modern or contemporary stories
a. “The Secret Life of Walter Mitty”
b. “A Rose for Emily”
c. “A Mystery of Heroism”
d. “His Father’s Earth”
3. Literary techniques including flashback, symbolism, imagery
4. Related themes
a. Death
b. Alienation and loss
5. Chronological focus – Romanticism/Modern/Contemporary
E. Major Works (a minimum of three) (12 weeks)
1. Selected works
a. The Adventures of Huckleberry Finn
b. To Kill a Mockingbird
c. Of Mice and Men
d. The Killer Angels
e. Let the Hurricane Roar
f. The Old Man and the Sea
g. Fahrenheit 451
h. Twelve Angry Men
i. The Glass Menagerie
j. A Raisin in the Sun
k. Other titles from the paperback list
2. Thematic focus
a. American Spirit
b. Man’s Inhumanity to Man
c. Personal Struggles
d. Reality vs Illusion
3. Literary focus including elements of the novel and other techniques related to specific works
F. Language Skills (16 weeks)
1. Vocabulary
a. 12-15 workbook units (approximately 250-300 words)
b. Vocabulary selected from literature and supplementary materials
2. Composition skills
a. Recognizing the steps in the writing process and applying them in selected writing assignments
b. Writing a thesis statement
c. Organizing the five-paragraph essay
d. Using appropriate transitions between paragraphs
e. Providing examples, reasons, and concrete supporting detail in the essay
f. Recognizing and applying parallel structure in writing
g. Recognizing and correcting dangling and misplaced modifiers
h. Revising for essay organization and editing writing for fragments and run-ons, consistent tense, and correct agreement
i. Applying word-processing skills to writing
3. Usage and mechanics
a. Reviewing usage and mechanics
b. Using basic punctuation effectively
4. Major writing projects
a. Multi-paragraph essays related to literature
b. Comparison/contrast essay
c. Research paper related to the high school project
(1) Consulting with English teacher, librarian, and advisor to select and narrow a topic
(2) Locating five or more sources on the topic
(3) Writing a bibliography
(4) Developing an outline of major points
(5) Composing a rough draft
(6) Using MLA documentation
(7) Revising and editing the paper
(8) Producing a final typed paper of 2-5 pages
5. Information Literacy Skills
a. Using library resources to find current articles as related to literature or writing assignments ( such as a book review or articles about a literary theme)
b. Utilizing print and electronic media in research
G. Practical Living Skills
1. Social skills
a. Responding politely to others
b. Responding constructively to criticism
c. Resolving interpersonal conflicts
d. Enhancing effective listening skills
e. Presenting one’s viewpoint confidently
2. Study skills
a. Developing homework strategies and habits
b. Developing test taking skills
c. Developing time management skills
d. Developing long-term and short-term goals
3. Reading skills
a. Identifying supporting details
b. Identifying sequence
4. Research – using library print and electronic sources
III. TEXTS, MATERIALS, AND MAJOR RESOURCES
Anderson, Robert, et.al. Elements of Literature: Fifth Course (Literature of the United States) . Austin: Holt, 1993.
Communications 2000 - Modules 3, 4, 6, 11, 14. Cincinnati: South-Western, 1999.
McDougal, Littell Language Network: Yellow Level . Evanston: McDougal, 2001.
Shostak, Jerome. Vocabulary Workshop: Level D. Enhanced ed. New York: Sadler, 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 conference
Teacher, peer, and self-assessment of writing
Journals, student logs, and writing portfolios
Special reports and research paper
Opportunity for alternative assessment deemed appropriate by the teacher (student presentations)
V. SPECIAL CONDITIONS OR PREREQUISITES
Successful completion of English 10
VI. COURSE EVALUATION PROCEDURE
All planned courses will be monitored by the department chair and building administrators and revised according to the District revision cycle.
Achievement data such as PSSA results will be reviewed
VII. 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.