' 110.44 English Language Arts and Reading, English III (Grade 11)
Introduction
(1) READING AND LITERATURE. In Grade 11 students will read increasingly demanding texts for a variety of purposes. They will study the chronological development of various literary forms including short stories, novels, plays, essays, speeches; lyric poetry and narrative poetry; essays and journals from notable American literature. They will analyze the stylistic techniques of authors and compare/contrast those techniques with similar pieces of literature. They will learn advanced test-taking techniques and will utilize the library/media center frequently.
(2) GRAMMAR. In Grade 11 the students will demonstrate a refined style through more complicated sentence structure and correct usage.
(3) COMPOSITION. In Grade 11 students will write many types of multi-paragraph compositions including a research paper in final, correct form. They will utilize informational materials which are found in the library/media center.
(4) SPELLING AND VOCABULARY. In Grade 11 students will learn the spelling and meanings of Greek root words, root words which designate color, and the adverb suffixes. They will identify the spelling/meanings of at least 50 pairs of homophones. They will analyze unfamiliar words based on individual word elements, spell and use words from professional lists prepared for grade level. They will add to their vocabulary new words that are found in literature selections. They will identify the spelling and different shades of meaning of at least 50 more pairs of words that are close in spelling/meaning.
Knowledge and Skills.
| (1) Reading Comprehension and Fluency. |
The student is expected to:
(A) Read silently for longer periods of time and demonstrate comprehension through written or oral responses.
(B) Analyze plot, theme, character, figurative language (e.g., allusion, allegory, aside, satire, metonymy, synecdoche, synesthesia), syntax, and tone.
(C) Describe the contributions of various cultures to American literature.
(D) Describe the development of American literature in the 17th, 18th, 19th, and 20th centuries.
(E) Compare/contrast periods in American literature.
(F) Describe the dramatic conventions or devices used by various playwrights.
(G) Identify a hypothesis to be confirmed, disproved, or modified.
(H) Research the accuracy of information presented by the author.
(I) Evaluate a literary selection's structure.
(J) Synthesize information gathered from a variety of sources and then present that information in written or oral presentations.
(K) Extend general and specialized vocabulary.
(L) Read and follow complex, multi-step directions.
(M) Follow the true intent of the author and not any subjective imaginations of the reader.
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| Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable American literary selections which are rich in vocabulary. |
The student is expected to:
(A) Present comprehensive, narrative summray of the following notable literary selections.
(i) Literature of the Colonies and the Revolution -- 1607-1800:
(I) Puritan Culture -- authors such as William Bradford, Anne Bradstreet, Edward Taylor.
Diarists and Observers -- authors such as William Byrd, St. Jean de Crevecoeur.
(III) Reason and Revolution -- authors such as Benjamin Franklin, Thomas Jefferson, Thomas Paine.
(ii) Literature from 1800-1855:
(I) Romantic Rediscovery -- authors such as Washington Irving, James Fenimore Cooper, Edgar Allan Poe, William Cullen Bryant.
(II) Symbolic and Ethical Idealism - authors such as Nathaniel Hawthorne, Herman Melville.
(III) Fireside Poets - authors such as Henry Wadsworth Longfellow, Oliver Wendell Holmes, John Greenleaf Whittier.
(IV) Transcendental Idealism -- authors such as Ralph Waldo Emerson, Henry David Thoreau.
(iii) Literature from 1855 to 1865 -- Division, War, and Reconciliation -- authors such as Walt Whitman, Frederick Douglass, Abraham Lincoln, Harriet Tubman, Daniel Webster.
(iv) Literature from 1865 to 1915 -- Realism and Naturalism -- authors such as Mark Twain, Booker T. Washington, Willa Cather, Edwin Arlington Robinson, William Jennings Bryan.
(v) Literature from 1915 to 1946 -- Literary Renaissance and Social Challenge -- authors such as Robert Frost, Langston Hughes, Thornton Wilder, James Weldon Johnson, John Steinbeck, Ernest Hemingway.
(vi) Literature from 1946 to the present - Contemporary Literature -- authors such as Arthur Miller, Martin Luther King, Bernard Malamud, Anne Tyler, Larry McMurtry.
(B) Read independently books of various genres from accepted fiction and non-fiction lists.
(C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader).
(E) Adjust reading rate based on the purposes for reading.
(F) Demonstrate understanding of literature which is read aloud by others. |
| (3) Literary Terms. The student defines and identifies examples of various literary terms. |
The student is expected to:
(A) Define the following terms: allegory, aphorism, argumentation, autobiography, conceit, concrete poem, forms of discourse (expository, narrative, descriptive, persuasive), genre, gothic, Harlem Renaissance, journal, lyric poem, prediction, regionalism, stream of consciousness, subjective, time order, transcendentalism, understatement, vernacular.
(B) Identify examples of the literary terms (mentioned above) in literary selections. |
| (4) Inquiry, Research, Study Strategies. The student utilizes various information sources and study techniques. |
The student is expected to:
(A) Locate information on various topics (e.g., American history, American literature, American art and music).
(B) Demonstrate various test-taking techniques (e.g., test-taking reviews, mnemonics, making judgments, discovering relationships, listing information, factual recall, organizing effective essay exams). |
| (5) Grammar. The student uses correct grammar. |
The student is expected to:
(A) Demonstrate confident use of grammar and punctuation in producing increasingly more involved sentences which reflect the refining of style and the implementing of correct usage.
(B) Write with control of all grammatical elements. |
| (6) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. |
The student is expected to:
(A) Write an informal outline (before writing the composition) and a formal outline (while writing the composition) which includes the thematic statement, introduction, body, and conclusion.
(B) Demonstrate competency in pre-writing, drafting, revising, and proofreading skills in writing essays.
(C) Produce error-free writing in the final draft.
(D) Write a character sketch and include use of figurative language.
(E) Write a narrative essay which contains dialogue.
(F) Write a critical essay.
(G) Write a persuasive essay which demonstrates a clear understanding of logic-using inductive/deductive reasoning and avoiding fallacies.
(H) Write a research paper in which he/she handles quotations correctly; demonstrates competency in limiting the topic, source preparation, internal documentation, preparing works cited, outlining, summarizing, paraphrasing, and formatting. The topic should be selected from American literature or American history.
(I) Write a r廥um?and a college admissions essay using personal document information (i.e., "personal essay").
(J) Utilize informational materials which are found in the library/media center. |
| (7) Spelling / Vocabulary. The student acquires an extensive spelling/vocabulary knowledge through reading and systematic word study. |
The student is expected to:
(A) Trace the etymology of spelling/vocabulary words by using dictionaries.
(B) Give the spelling/meanings of Greek root words MORPH, NEO, NOM, ORTH, PAN, PATH, PHIL, PHOBIA, PHON, PHOTO, POD, PROTO, PSYCH, PYRO, SCOP, SOM, SOPH, THEO, THERM, TROP.
(C) Explain that CHLOR and PRAS mean green.
(D) Explain that MELAN, NIGR, and ATR mean black.
(E) Explain that AUR, CHRYS, CIRR, FLAV, and XANTH mean yellow or gold.
(F) Explain that RUB, RHOD, PHOENI, and RUF mean red.
(G) Explain that ALB, BLANC, BLEACH, and CAND mean white.
(H) Explain that CAES and CYAN mean blue.
(I) Explain that ARGENT and PLATIN mean silver.
(J) Explain that words containing these suffixes are adverbs.
(K) Give the spelling/meanings of at least 50 more pairs of homophones.
(L) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements.
(M) Spell and use words regularly and correctly from professional lists prepared for grade level.
(N) Identify the spelling and different shades of meaning of at least 50 more pairs of words that are close in meaning (e.g., accident/mishap, acknowledge/admit, adjacent/contiguous).
(O) Add to cumulative, individualized record of new spelling/vocabulary words found in literature selections. |
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