Assessment

Techniques

Grade 11

Vocabulary

Discussion Standards: 1.6, 3.17, 3.18

Reading/Literature

Drama Standards: 9.7, 10.6, 11.6, 11.7, 15.9, 15.10, 17.8, 17.9

Poetry Standards:  9,7, 10.6, 11.6, 11.7, 14.6

Nonfiction Standards: 8.34, 9.7, 10.6,  11.6, 11.7, 12.6, 13.26, 13.27, 15.9, 15.10

Fiction Standards: Standards: 8.32, 8.33, 9.7, 10.6, 11.6, 11.7, 12.6, 15.9, 15.10

Academic Expectation #1

“Students will read actively and critically.” 

Composition

Standards: 19.28, 19.29, 19.30, 20.6, 21.9, 22.10, 23.14, 23.15

Academic Expectation #2    “Students will speak and write effectively.” 

Academic Expectation #3

Media

Standards: 26.6, 27.8

Academic Expectation #3 “Students will learn to seek and use information effectively, creatively, and ethically to construct knowledge.”

I.  Teacher-made quizzes and tests

II.  Student self-assessment

(formative assessments, student-generated rubrics)

III.  Performance tests

IV.  Criterion Referenced tests

(student self-selected individual objectives)

V.  Criterion referenced tests based on small group objectives

VI.  Standardized Achievement Tests (SDRT)

VII.  Criterion-referenced achievement tests based on a student’s potential

At the end of English 11, students will be able to

understand what a thesis statement is and construct one that is appropriate to the kind of essay they are writing

write a coherent

argumentative essay

incorporate appropriate evidence, warrants, rhetorical questions, rogerian strategies

write a coherent expository essay

write a personal essay or a personal narrative

identify literary terms and their function in context

read closely for analytical purposes, making inferences, interpreting, synthesizing

utilize various forms of note-taking, such as dialectical double entry notebooks

SAT Review

Standards: 4.26, 4.27

Vocabulary from context

Vocabulary for the College-Bound Student

Reference Material Use:

MLA review or introduction to more complicated kinds types of citations

Oral presentations:

Students compose formal sermons using appropriate rhetorical strategies (Jonathan Edwards) aimed at a contemporary audience. 

Students deliver sermons using appropriate inflection, tone, gestures.

Working in small groups, students create a Transcendental society according to criteria developed in class after reading selections from Emerson and Thoreau. 

Discussion:

Identify, analyze and evaluate the rules used in informal and formal discussions, such as those of a Socratic Seminar or Text-Based Discussion

Students meet in small groups to discuss an assigned topic related to their reading.

Students prepare a presentation poster related to their topic.

Students present the poster and their findings to the class as a whole and respond to questions from class members and the instructor.

Each student is responsible for leading a discussion of one theme from a work being read; he or she asks a question related to that theme to begin the discussion. 

Grammar

1.  verb tenses

2.  pronoun usage (case)

3.  possessives before gerunds

4.  continuation of mechanics (semicolons, commas, colons)

Prentice-Hall American Literature Anthology,  Harcourt Brace: Adventures in American Literature Anthology, or EMC’s Literature and the Language Arts: The American Tradition

Origins of the American Tradition to 1750:

The General History of Virginia, New England and the Summer Isles by John Smith

“To My Dear and Loving Husband”  and “Upon the Burning of Our House” by Anne Bradstreet

Sinners in the Hands of an Angry God by Johnathan Edwards

The American Revolution (1750-1800)

The Autobiography of Benjamin Franklin

Declaration of Independence – Thomas Jefferson

Letter to John Adams, May 7, 1776 from Abigail Adams

Excerpt from Letters from an American Farmer by J. Hector St. Jean de Crevecoeur

The New England Renaissance (1800-1860)

Poems by William Cullen Bryant, Oliver Wendell Holmes, Henry Wadsworth Longfellow, Emily Dickenson, and Edgar Allan Poe

“The Pit and the Pendulum” by Edgar Allan Poe

Self-Reliance by Ralph Waldo Emerson

or

Walden by Henry David Thoreau

Mid- to late Romantic Period (1830-Present) 

Nonfiction:

Narrative of Frederick Douglass

or

Incidents in the Life of a Slave Girl

Abraham Lincoln

(Great Speeches)

Nickel and Dimed

Tuesdays With Morrie, Album

Novels:

 “Rappaccini’s Daughter” and The Scarlet Letter

or

Moby Dick

A Yellow Raft in Blue Water, Dorris

Realism/Naturalism

Regionalism

The Adventures of Huckleberry Finn

Short Stories such as “The Notorious Jumping Frog of Calaveras County” by Mark Twain, “A white Heron” by Sarah Orne Jewett

Poetry

Modernism

The Lost Generation

The Great Gatsby

Short stories: such as “A Clean, Well-Lighted Place,” The Sensible Thing,” and A Wagner Matinee”

Poetry such as “Richard Cory,” Petit, the Poet,” “In a Station of the Metro,” “Euclid Alone Has Looked on Beauty Bare,” “The Death of the Hired Man,” Disillusionment of Ten O’Clock,” and “anyone lived in a pretty how town”

Drama:

The Glass Menagerie by Tennessee Williams

The Harlem Renaissance:

Poetry:

“We Wear the Mask,” “Yet Do I Marvel,” The Tropics in New York,” “The Negro Speaks of Rivers,” “I, too, sing America”

Fiction:

“The Richer, the Poorer”

Their Eyes Were Watching God

Nonfiction:

“How it Feels to Be Colored Me”

The Souls of Black Folk

Post-War Literature (1945-1960):

Fences

Poetry:

“Commander Lowell,” “The Death of the Ball Turret Gunner,” “The Magic Barrel,” “A Worn Path”

Fiction:

“The Life You Save May Be Your Own,” “A Worn Path,” The Magic Barrel”

Nonfiction:

Black Boy

Hiroshima

Drama:

A Streetcar Named Desire

Death of a Salesman

Early Contemporary Literature (1960-1980):

Poetry:

“Constantly risking absurdity,” “The Starry Night,” Morning Song,” “The Secret,” House Guest”

Fiction:

“The Slump,” “Separating” by John Updike, “Journey” by Joyce Carol Oates

Nonfiction:

Inaugural Address by J.F. Kennedy

“On the Mall” by Joan Didion

Contemporary Literature (1980-Present):

Poetry:

“Hunger in New York City,” Wingfoot Lake,” Huy Nguyen: Brothers, Drowning Cries,” “Celestial Music”

Fiction:

“Reassurance” by Allan Gurganus

“Daughter of Invention,” from How the Garcia Girls Lost Their Accents by Julia Alvarez

“Ambush” by Tim O’Brien

Nonfiction:

“Seeing,” from Dakota by Kathleen Norris

“Why I Am Optimistic about America,” by Daniel J. Boorstin

See course listing for supplemental reading choices. 

Research paper

with MLA citations

Standards: 24.6

Use of primary and secondary sources

MLA format for citations works cited

(Warriner 5^th Course, Chapter 21)

Resume

Statement of objective

Use of strong verbs

Format (Warriner, 5^th Course)

Cover letter

Format

Style

Key elements

(Warriner 5^th course, Chapter 21)

Expository essay

Descriptive vs. Informative essays

Parts vs. Process

Compare/Contrast

Critical and Analytical Essays about Literature

Argumentative essay

Clear thinking

(Warriner, 5^th Course, Chapter 19)

Elements of argument

Fallacies in argument

Personal essay

Narrative structure

(Warriner, 5^th Course, chapter 20)

Students will have opportunities to integrate elements of fiction (epiphany, revelation) into

their own writing.

Formal vs. Informal language (Chapter 5)

Standard vs. nonstandard English (Chapters 5, 32)

Fragments and Run-on Sentences (Chapter 11)

Coordination and Subordination (Chapter 12)

The paragraph: Structure and Development (Chapter 17

Punctuation: semicolon, colon, dash, parentheses, brackets, italics, quotation marks, apostrophe, hyphen (Chapter 25)

Review grammar concepts from previous years as needed. 

(N.B.  Students will adhere to the American Association of School Librarians and the Association for Educational Communications and Technology Standards that reflect the Information Literacy Standards available in the English Department

Office at CHS and CCHS as well as in the libraries of the respective high schools.

Publisher Newsletter:  APE 1

Art, Text, and Music Project: APE 1 (Students may incorporate their work into Publisher, Power Point, or Web Page/Web Site formats)

Media productions will demonstrate proficiency in including a visual or an audio component for a specific purpose;

Students will compare and contrast specific purposes and elements in film and literary works;

they will analyze film devices to determine the purposes of various cinematic techniques toward developing theme;

they will develop mastery in citing appropriate sources to incorporate into their productions.