Ms. Kathryn Hunt/Shalon Miller

English 11 2017-2018

Ms. Kathryn Hunt/Shalon Miller

I.Course Scope

A. Course Description

This one-year course (English 11) provides instruction in the English Language Arts strands identified by the Michigan State and Common CoreContent Standards in reading, writing, speaking and listening, and language. This course is designed to build on knowledge and skills acquired in earlier grades but in more sophisticated ways such as mastering the language, grammar, structure, and rhetoric of text; completing more complex writing assignments; reading and analyzing a range of literary and informational discourse, both classic and contemporary; delivering more extensive oral presentations; and participating in a variety of conversations and collaborations with peers. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills one of the English credits required for high school graduation.

1. Texts

The following texts are used for this course:

The Scarlett Letter by Nathaniel Hawthorne

A Raisin in the Sun by Lorraine Hansberry

1984 by George Orwell

Go Tell It On a Mountain by James Baldwin

Selected Informational Texts

Selected Poems

Outside Reading Books to be Determined

1. Course Outline by Units

1st Quarter: Overcoming Adversity

Language: ensure that pronouns are in the proper case: subjective, objective, and possessive; uses various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to add variety and interest to writing and presentations.

The Writing Process: write informative/explanatory essays with well-chosen facts, extended definitions, concrete details, quotations, and examples appropriate to the audience’s knowledge of the topic; use precise language; establish and maintain a formal tone; provide a concluding statement; write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

Speaking and Listening: initiate and participate effectively in a range of collaborative discussions with diverse partners, building on others’ ideas and expressing their own clearly and persuasively; work with peers to set rules for collegial discussions; respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and when warranted, qualify or justify their own views and make new connections in light of the evidence or reasoning presented.

Literature: A Raisin in the Sun: cite textual evidence to support analysis of what the text says explicitly and implicitly as well as inferences drawn from the text; determine a theme or central idea and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text; identify and analyze literary elements (theme development, mood, conflict, point of view, etc.); analyze how recurring imagery supports the theme or central idea

Poetry: study of poetry and poetic devices

2nd Quarter: Fate vs. Free Will

Language: write and edit work so that it conforms to MLA guidelines; determine or clarify the meaning of unknown and multiple-meaning words; use context as a clue to the meaning of a sentence, paragraph, or text; identify and correctly use patterns of word changes that indicate different meanings, or parts of speech (e.g., analyze, analysis, analytical); consult specialized reference materials; acquire and use academic words and phrases sufficient for writing, reading, and listening, and speaking at the college and career readiness level.

The Writing Process: write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence; introduce precise claims, distinguish the claims from alternate or opposing claims, and create an organization that establishes clear relationships among claims, counterclaims, reasons, and evidence; establish and maintain a formal style and objective tone; provide a concluding statement; conduct both short and more sustained research projects to answer a question or solve a problem; synthesize multiple sources on the subject; write and edit work so that it conforms to MLA guidelines.

Literature: 1984: identify and analyze literary elements (figurative language, allusion, irony, etc.); understand elements of a dramatic work, analyze how complex characters develop over the course of the novel, interact with other characters, and advance the theme; analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Non-fiction selections: identify main ideas and purpose; analyze rhetorical strategies; analyze in detail how an author’s ideas or claims are developed by particular sentences, paragraphs, or larger portions of text; determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance the point of view or purpose; delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

3rd Quarter: Overcoming Injustice

Language: apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

The Writing Process: draw evidence from literary or informational text to support analysis, reflection, and research; gather relevant information from multiple sources; integrate the text to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation

Literature:The Scarlett Letter: analyze how an author’s choices concerning how to structure a text, order events within it (e.g. parallel plots), and manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension, or surprise.

Informational Text: determine the meaning of words and phrases as they are used in text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone; analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

4th Quarter: Finding Your Identity

Language: demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

The Writing Process: write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences; engage and orient the reader by setting out a problem, situation, or observation, establish one or multiple points of view, and introducing a narrator and/or characters; use dialogue, pacing, description, reflection, and multiple plot lines; use a variety of techniques to sequence events; use precise words and sensory imagery; provide a conclusion that reflects on what is experienced or resolved over the course of the narrative.

Literature:Invisible Man:analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each; analyze how an author draws on and transforms source materials in a specific work;read and comprehend literature of high text complexity.

Informational Text: analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account; read and comprehend literary non-fiction.

1. Course Outcomes

In accordance with the DPSCD syllabus and the Michigan Academic Content Standards, students taking this course will be able to:

Course Goals:

1. To read and analyze a wide variety of sophisticated text (e.g., informational, fiction and non-fiction, expository) representative of high-quality contemporary works, seminal U.S. documents, the timeless classics from around the globe, and dramas by Shakespeare.

[RL.11-12.1-7, 11, 12; RI.11-12.1-10]

1. To extend in writing or speaking skills with a focus on the credibility of an author’s perspective or argument, the relationship between generalizations and evidence, and the way in which the writer’s or speaker’s intent affects the structure and tone of text.

[RL.11-12.5; RI.11-12.5; W.11-12.1-8; SL.11-12.3; L.11-12.1]

1. To demonstrate and extend a command of conventions of Standard English grammar and usage when writing or speaking. [W.11-12.4, 5; SL.11-12.6; L.11-12.1-3]

1. To research, analyze, and evaluate nontrivial research methodology and be able to elaborate on these findings in writing and/or speaking.

[RL.11-12.1; RI.11-12.1; W.11-12.7-9; SL.11-12.1]

1. To synthesize information from multiple sources in support of a thesis, embed quotations and citations skillfully, and use bibliographic conventions appropriately.

[RL.11-12.1; RI.11-12.1; W.11-12.1, 2, 4, 8, 9; SL.11-12.1a; SL.11-12.2-4, 6; L.11-12.1-3, 6]

1. To understand, evaluate, and critique elements of complex texts, selected from a broad range of cultures and time periods in writing and discussion.

[RL.11-12.1-6; RI.11-12.1-8; W.11-12.1, 2; SL.11-12.4; L.11-12.4-6]

1. To analyze the purposes and characteristics of the major genres and subgenres of text (e.g., prose, poetry, drama, literary non-fiction).

[RL.11-12.1-7, 9, 10; RI.11-12.1-10; W.11-12.1-3]

1. To apply strategies of organization and focus, coherence, revision, and word choice to produce writing (e.g., argument, expository, narration) of increasing sophistication and length whether over time or under a tight deadline. [W.11-12.1-10]

IV.Grading Policy

School-wide Grading Scale

90-100A – 4.0

80-89B – 3.0

70-79C – 2.0

60-69D – 1.0

59 &↓F – 0

Notebooks/Binders

Students will need to keep a spiral bound notebook expressly for English class. This will be used for daily warm up activities and note taking throughout the year. Assignments completed in the spiral bound notebook will be graded periodically throughout the quarter.

1. Homework

Homework must be completed and turned in or checked AT THE BEGINNING OF THE PERIOD. Late homework will be accepted at the teacher’s discretion.

Teacher Expectations:

1.I will provide opportunities for students to retake some summative assessments. Summative assessments include unit tests, final drafts of various essays, and cumulative novel tests. This does NOT include quizzes.

2.Students must schedule a time with me to retake a summative assessment.

1. Makeup Procedures

Following an absence, it is the student’s responsibility to determine what makeup work he/she needs to complete. Students will have three days for each day absent, not to exceed ten days, to turn in makeup work. Tests must be made up after school at a time and date prearranged with the teacher.

To determine what assignments have been missed, a student must check with the teacher before school or after school. No questions will be answered during class

1. Outside Reading

A.Students will be required to bring their outside reading material (or other reading material if finished) to class each day to read during the sustained silent reading (SSR) period.

1. Students may purchase them at a local bookstore, or check them out from the public or school library.
2. Students may also purchase books using a Kindle or a similar application on their phones.

1. Cinematic Films

Occasionally, cinematic films rated G or PG will be shown in correlation with literary units or as writing prompts. Material taped from broadcast network (not cable) television may also be shown. PARENTS/GUARDIANS, your signature below gives permission for your student to view films rated G throughout the school year unless otherwise indicated by you in writing.

1. Citizenship Grade

Citizenship grades will be based on student behavior, attitude, preparedness, and participation with the following exception:

V. Classroom Behavior Expectations

A. Student Responsibility

All members of the class are responsible for creating a positive learning environment, which includes feeling free to share thoughts and views without criticism from a teacher or classmate. Classmates will not always agree, but students will use methods to disagree that lead to positive discussion and debate, not a negative argument.

B. Behavioral Disturbances/Progressive Discipline

1.Any disturbance, verbal harassment, inability to adhere to class rules, or excessive and inappropriate comments WILL BE DOCUMENTED and lead to a warning from the teacher.

2. Further inappropriate behavior will result in a conference with the teacher and parental contact and/or detention.

3. Any student not responding to the previous actions will be referred to the Deans’ office.

C.Daily Materials

Students are expected to come to class prepared each day and have the following materials in their possession:

• Homework assignment
• English notebook
• Outside reading book
• Paper, pencils, pens (blue or black ink plus another color of your choice for grading and editing)

D.Tardy Policy

Students are considered tardy if they are not in the class when after the five-minute passing period.

E. Food, Drinks

No food, drinks (water is okay) will be allowed in the classroom. This includes both the selling and consuming of the above.

F. Hair, Makeup, Clothing, Hats

No personal grooming is to take place in class (brushing hair, putting on makeup, perfume, lotion, etc.) The school-wide dress code is also in effect—no hats, midriffs, tank tops, short skirts, etc. will be allowed. Students failing to follow the school dress code will be referred to the Dean’s office.

G.Cell Phones/ Electronic Devices

In accordance with the district policy, NO cell phones may be used in the classroom unless authorized by the teacher. This includes incoming as well as outgoing calls and text messages.

All cell phones and other electronic devices should remain off and put away for the entire class period. These devices may only be used before school, after school, or during lunch.

H. Class Conduct

1. Students are expected to follow all guidelines of theDetroit Public Schools Community District Code of Conduct.
2. When working in groups, students are expected to remain on task when asked, and to listen attentively to the teacher when he/she signals.
3. Students may not get out of their seats and gather at the door. They are expected to remain in their seats until the teacher dismisses them.
4. Students are expected to know the instructions for the day and to begin their opening exercise upon entering the classroom. To determine this, students must view the daily agenda on the board.

I.Bathroom Passes

1. Students will use a hall pass given by the teacher.

2. As per Cody MCH policy, passes will not be issued during the first 20 or last 20 minutes of class.

3. As per Cody MCH policy, no passes will be issued during the Advisory period.

4. Students who abuse hall pass privileges will receive consequences.

Exception: For a student who has a medical condition which has been documented through the school nurse, other arrangements can be made. Also, exceptions will be made for legitimate emergency situations.

J. The following is a list of daily and weekly norms for the English 9 & 11 classroom. This is not an all-inclusive list; however, this is what is expected of students on a daily basis which makes up approximately 90% of their grade.

1. DIALECTICAL JOURNAL

A.Journals are distributed on Mondays and are not collected to the following Monday.

B.Students are expected to read (a book of their choice) for at least 30 minutes each night and choose one passage to respond to (Please see attached).

C.Dialectical Journals are worth 10 points a day for a total of 50 points a week.

1. WRITING PROMPTS

1. Each day students come to class, they are expected to immediately respond to a writing prompt, on the board, in their notebooks.
2. Well thought out responses are worth 15 points per day for a total of 45 points (each section meets three times a week).

1. WORD OF THE DAY (Vocabulary.com)

A.In an effort to improve their vocabulary, once the writing prompt is completed, students must complete the Word of the Day Activity.

B.The Word of the Day activity goes in the same notebook as the day’s Writing Prompt.

C.This activity is worth 12 points a day for a total of 36 points a week.

1. ALL OTHER ASSIGNMENTS

A.All assignments are based on the Common Core Standards (aligned with the Michigan State Standards).

B.Depending on the assignment, total possible points will vary.

C.The Dialectical Journals, Writing Prompts and Word of the Day are on-going and a definite 131 total possible points for the week.

1. MAKE UP WORK

A.Except Mondays, classes are 1 hour and 50 minutes in length.

B.Students are given 20-25 minutes for Writing Prompts and the Word of the Day. This leaves approximately 90 minutes to finish assignments.

C.Unless, otherwise stated all assignments are due on the due date.

D.Students will not be allowed to play on their phones, socialize with their friends or sleep during class and expect to receive extra time to turn in their assignments.

K. Academic Dishonesty

1. All students are expected to do their own work. Relying on unauthorized sources for answers on exams, quizzes, or other class projects is cheating. Any student caught cheating will receive a zero (0) grade for that exam, quiz, essay, or project, and may also be subject to further disciplinary action.

1. Copying the work of others and attempting to pass it off as your own is plagiarism. Any student caught plagiarizing will receive a zero (0) grade for that assignment, and may also be subject to further disciplinary action. If a student is not certain whether they are committing academic dishonesty, they should ask their teacher.

L. Assessment Calendar 2017-2018

Below is a calendar showing state mandated as well as college and career readiness exams for eleventh grade students.

SEPTEMBER / OCTOBER / DECEMBER / APRIL / APRIL / APRIL
Pre-district Content Assessment (Social Studies and Science)
September11
to
October 6 / PSAT – Reading, Math, Writing and Language
October 11 / Mid-year District Content Assessment (Science and Social Studies)
December 7
to
December 22 / Michigan
M-STEP Assessment (Social Studies and Science)
April 9
to
May 4 / College Entrance: SAT with Essay
April 10
to
April 24 (Makeup Day) / College Entrance: SAT with Essay Accommodations Testing Window
April 10
to
April 23
APRIL / APRIL / APRIL / MAY / MAY
Workskills: ACT Workkeys
April 11
to
April 25 (Makeup Day) / WorkSkills: ACT WorkKeys
Accommodations Testing
April 11
to
April 25 / MI-ACCESS Alternative Assessments
April 9
to
May 25 / Post District Content Assessment (Science)
May 30
to
June 13 / Post District Content Assessment (Social Studies)
May 30
to
June 13

Dear Parent/Guardian: