Mrs.+Blankenship-+Honors+English+11+Course+Syllabus

Long Range Plans Honors 11 English Mrs. Blankenship Required Materials: Students are expected to bring the following materials to class every day:

Textbook: The Language of Literature Work book: Language Network pens binder/folder for “must keeps”

**__Introduction to course__** Syllabus, grading policy Return and discuss summer reading assignment (prepare discussion questions using students’ ideas from summer reading) Discuss journey motif- create visual AP analysis questions- Their Eyes Were Watching God First poetry Friday- Compare/contrast “On Turning Ten” with short story “Eleven.” Poetry Fridays- On Fridays, this class will analyze poetry using various A.P. course strategies __ January- February: First Encounters, The Puritans, Writers of the Revolution __ Indicators: 1.1.1 The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, setting a purpose, making prediction. 1.1.2 The student will use during-reading strategies appropriate to both the text and purpose by visualizing, summarizing, predicting, clarifying, connecting, evaluating 1.1.3 The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, drawing conclusions, and validating the purpose for reading 1.1.5 The student will identify specific elements of a particular literary form (Native Creation Myth) 2.1.3 The student will compose to express personal ideas using prose 2.2.1 The student will use prewriting to develop ideas 2.2.2 The student will select and organize ideas for specific purposes 1.3.1 The student will explain how language and textual devices create meaning 1.3.6 The students will assess the literary merits of a text 1.2.3 The students will explain the effectiveness of stylistic elements such as syntax 1.3.2 The student will interpret a work by using a critical approach 1.2.2 The student will examine meaning by determining how the speaker, organization, sentence structure, word choice, tone, rhythm, and imagery reveal an author’s purpose 4.2.4 The student will explain how repetitions of words, phrases, structural features, and ideas affect the meaning and/or tone of a text 4.3.4 The student will compare the difference in effect of two texts on a given subject 4.11.1 identify and use new words acquired through research and other reading 4.11.2 use all conventions of standard English grammar, usage and mechanics to communicate clearly Reading selections: Iroquois: The World on the Turtle’s Back Okanogan : Coyote Stories: Coyote and the Buffalo Fox and the Coyote and Whale Bradford: from Of Plymouth Plantation Olaudah Equiano: from The Interesting Narrative of the Life of Olaudah Equiano Structured Writing Assignments: original creation myth comparison/contrast ECR: explain the connections between themes plots, characters, and styles from Of Plymouth Plantation and Women and Children First. Unit Questions, pgs. 16-17 Selections To My Dear and Loving Husband- Anne Bradstreet, pg. 110 Sinners in the Hands of an Angry God (Active/critical reading book, pages 21-31) “We Aren’t Superstitious” Mini Research- //The Crucible// (The Puritans, McCarthyism, Salem Witch Trials, history of witch persecution) Students will write informative essay and create a visual to present results of research Read //The Crucible//- in class (drama) Read //The Scarlett Letter,// keep reading log- Construct thesis statement using “Use of Force” as a model, then write essay “Young Goodman Brown” Language: Language Network Chapter 1 and 2 Indicators: 1.1.1 The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, setting a purpose, making prediction. 1.1.2 The student will use during-reading strategies appropriate to both the text and purpose by visualizing, summarizing, predicting, clarifying, connecting, evaluating 1.1.3 The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, drawing conclusions, and validating the purpose for reading 2.2.1 The student will use prewriting to develop ideas 2.2.2 The student will select and organize ideas for specific purposes 1.2.3 The students will explain the effectiveness of stylistic elements such as syntax The student will explain how repetitions of words, phrases, structural features, and ideas affect the meaning and/or tone of a text 4.11.1 identify and use new words acquired through research and other reading 4.11.2 use all conventions of standard English grammar, usage and mechanics to communicate clearly 2.1.4 Compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies 2.3.4 Take a position and support it with documented information from an authoratative source 1.11.5 analyze the logic and effectiveness of arguments within public documents, their appeal to various audiences and the extent to which they anticipate and address reader concerns and counterclaims 4.1.2 identify specific words, phrases, scenes, images, and symbols that support a personal response to a text Reading selections: Speech in VA Convention, 1.2.3; 4.2.2 Letter to a Missionary (229) Boston Tea Party (290) Stride Toward Freedom and Necessary to Protect Ourselves Structured Writing Assignments: Persuasive ECR- use effective rhetorical devises to compose a text that supports, modifies, or refutes a position using authoritative sources. (pg. 275) Language: Language Network Chapter 4, persuasive strategies, research process, MLA format __ March- Spirit of Individualism __ Unit questions pg. 294 and article Indicators: 1.1.1 The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, setting a purpose, making prediction. 1.1.2 The student will use during-reading strategies appropriate to both the text and purpose by visualizing, summarizing, predicting, clarifying, connecting, evaluating 1.1.3 The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, drawing conclusions, and validating the purpose for reading 2.2.1 The student will use prewriting to develop ideas 2.2.2 The student will select and organize ideas for specific purposes 4.11.1 identify and use new words acquired through research and other reading 4.11.2 use all conventions of standard English grammar, usage and mechanics to communicate clearly 4.1.2 identify specific words, phrases, scenes, images, and symbols that support a personal response to a given text 2.11.2 analyze and evaluate how literary elements (point of view) are used for aesthetic purposes 2.2.5 use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions, such as capitalization, punctuation, spelling, and pronunciation CLG 3.2.4 describe regional and social language differences CLG 3.2.5 describe the impact of regional and social variations of language on reader response CLG 1.2.6 extend or further develop meaning by comparing texts presented in different media Literature Unit: The Spirit of Individualism 1800-1850 Introduce contrast between Romanticism and Gothic with versions of the song Sweet Dreams (Eurythmics and Marilyn Manson) Reading selections: Unit questions- pgs. 294 and aritcle Emerson: Self Reliance and Anna Quindlen article in Critical Reading book Thoreau: Walden A Hippie in History Williams: Danse Russe Poe: The Raven (memorize assigned stanzas), The Masque of the Red Death, Black Cat, Hop Frog Faulkner: A Rose for Emily Essay- pg. 473, Literature analysis Language: Language Network Chapter 5 __ April- Romanticism to Realism __ Read “An Age of Transition,” pg. 494 Unit questions- 492-493 Reading Selections: Breaking the Rules- Whitman and Dickinson- Critical Reading text (write Whitman style poem) Regionalism and local color- Twain- Jumping Frog (Critical Reading text) Novel- Huck Fin A Wagner Matinee; Willa Cather (Critical Reading text) The Revolt of Mother Protest Literature: Narrative of the Life of Frederick Douglass, an American Slave- See AP poems, 282 of binder The Man Who Was Almost a Man- Richard Wright Stanzas on Freedom; Frederick Douglass Free Labor; Frances Ellen Watkins Harper (write protest poem) An Occurrence at Owl Creek Bridge Ambrose Bierce Creative Writing- Local Color Story A New Role for Women Story of an Hour The Yellow Wallpaper Conjoined (write original poem) Essay- comparison/contrast, pg. 803 Language Network- Chapter 6 __ May- Harlem Renaissance and Modernism __ Intro- 820 Part I- Background Development: The Harlem Renaissance (Powerpoint) Langston Hughes study- Critical Analysis Work books Part II-Alienation of the Individual: Modernism Background dev.- What does “Alienation of the Individual” mean to you? Literature Selections: New Poetry: Acquainted with the Night Mending Wall “Out, Out” (Compare to character of Lady Macbeth- use animated version of film to demonstrate) -Robert Frost The Love Song of Alfred J. Prufrock -T.S. Eliot Mirror- Sylvia Plath Self in 1968- Anne Sexton Short Stories Hills Like White Elephants-Ernest Hemingway (write dialogue story) “A&P” “Homework” “I Stand Here Ironing” “A Good Man is Hard to Find” or “The Life You Save May Be Your Own” Novels-The Heart is a Lonely Hunter- Carson Of Mice and Men Short Story Assessment- I Stand Here Ironing Essay 1045 (the essence of a short story) Creative Project: Revisit the question, “What does ‘Alienation of the Individual’ mean to you?”- Create a collage or a “mix” of songs that express this theme. Language: Language Network Chapter 7-8 .
 * // Part I- First Encounters //**
 * // Part 1 Literature unit- First Encounters //**
 * // Part II- The Puritans //**
 * // Part 3- Feb- March: Writers of the Revolution //**
 * // From Romantic authors: //**
 * // From Gothic Authors: //**