English 11 Course Description & Syllabus
Course Description:
A rigorous English 11 course marks an important step in students’ development as readers and writers. In English 11 students learn to read literature’s multiple contexts. Not only do they explore the historical, philosophical, and rhetorical circumstances in which texts were written, but they also investigate the circumstances in which texts are read. When they write, students refine their interpretive and persuasive skills, develop facility with research, and explore structure and style. As students in a rigorous course explore reading and writing, they develop aptitude with language and its use.
Awareness of context matters. English 11 typically focuses on American literature and literary history and is frequently interdisciplinary. In addition to poetry and fiction, student read and analyze important historical documents such as Elizabeth Cady Stanton’s “The Solitude of Self” and Martin Luther King, Jr.’s “Letter from a Birmingham Jail,” and many other texts that make up the rhetorical history of the United States. As students interpret and evaluate persuasive rhetoric, they learn to recognize themes that persist across American literary culture. In other words, students in a rigorous course learn more than simply chronology of literary history; they discover the ways that writers and their work influence and are influenced by each other.
Students’ understanding is built by emphasizing inquiry. Essential questions such as “What beliefs and values are reflected in the literature from this unit?” help to guide exploration. The exploration of the question alone enriches their understanding about writers in the unit and the time period studied. Inquiry likewise happens through the study of literary theory and/or criticism. As students become increasingly confident with interpretive strategies, they add philosophical understanding to their developing abilities to interpret literature in context. Students in a rigorous course learn to use tools that help them to inquire further into the texts they read. Additionally, many of the inquiries are collaborative. Collaborative learning not only encourages students to think and work together—crucial skills for their future work—but also invests them in the construction of each other’s knowledge.
The writing in a rigorous course is as diverse as the reading. Informal writing is central to the classroom. Shorter writing assignments and quick writes help students to focus their thinking; longer assignments build students’ confidence with ideas and give them time and opportunity to try out new rhetorical appeals and figurative language. From generating ideas to writing, revising, and finishing drafts, writing in a rigorous course clarifies students’ thinking and develops their aptitude with language and ideas. While the writing may call for narrative and creative assignments at times, much of the writing is expository or argumentative. Writing in a variety of forms such as brief constructed-responses and lengthier essays further encourages students to practice their composition skills. And situational writing invites students to push their analytical and rhetorical skills in new directions. As they learn to write with different styles and using various structures, students become versatile writers.
By encouraging students’ critical literacy and the development of their mastery of language, a rigorous English 11 course enables students to take responsibility for their learning. Rigorous study encourages students to move past superficial interpretations and analyses of literature toward deeper understanding and a stronger aptitude with language. Moreover, it does so by asking students to work together to discover how literature and writing fit into the context of their lives and their culture. Because it enables them as thinkers, a rigorous English 11 course puts students in position to succeed.
Course Content:
The course content is based on the 2010 Alabama Course of Study for English Language Arts (College and Career Readiness Standards/Common Core) and the ACT Quality Core Standards.
Reading
Writing
Listening, Viewing, Speaking
Course Policies:
Attendance/Absences/Makeup Work – Your presence (mind and body) in class is essential. If you must miss class due to illness or other circumstances beyond your control, it is your responsibility to find out which assignments you missed, to acquire the handouts, and to borrow and copy any class notes for the day(s) you were absent. Because you will have plenty of lead time for major assignments, the due date remains the same regardless of your absence. To get makeup work, please see me during my planning period (1st period), at break, or after school. Missed tests and/or quizzes must be taken after school or during Panther Advisory (if possible). Under no circumstances will missed tests/quizzes be taken during your regular class period. Makeup work must be submitted within two days of absence.
Late Assignments – Your responsibilities in this class include keeping your own up-to-date binder, maintaining pace with reading, and turning in all assignments on time. If you do not understand an assignment, ask for help far enough in advance to have time to finish the assignment. Generally, late work is NOT accepted. For major assignments, late work will be accepted with the following penalties:
Classroom Rules/Expectations – I expect you to be in your desk and ready to work when the bell rings. You should immediately begin your bellringer activity without me having to prompt you. Have your assignment ready to hand in if one is due. Finally, show as much respect toward one another and toward me as I show for you.
Reading – Keeping up with reading assignments is crucial to your success in this class. If you have not read the assignment, you cannot thoughtfully participate in class discussions. If you fall behind in the reading, you will become overwhelmed and set yourself up for frustration when it comes time to write a paper, complete a major assignment, or participate in a Socratic seminar. Bear in mind that some of the reading will be difficult, and you may not understand it all the first time. That’s OK; I want the reading to stretch your thinking. Do the best you can to understand; meanwhile, write down questions on sticky notes so we can address them in class. I am always happy to help anyone who asks for help as long as he/she is making an effort.
Plagiarism/Cheating – I begin the year with complete trust and faith in each of you. Please do not abuse that trust by being dishonest. Learning cooperatively is great, and I encourage you to get together to brainstorm and discuss assignments. When you sit down to complete an individual assignment, however, let the work be yours alone. Penalties for plagiarism—another word for cheating—are stiff. If two papers resemble each other too closely, I will split the points. If a paper is obviously copied, whether from a classmate’s work or from the Internet, it will receive no credit.
Grading Policy:
Grading Scale
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 59 and below
Grades for each quarter will be weighted in the following manner consistent with district policies:
Test Grades – 50% (tests, major papers, projects)
Quiz Grades – 30% (quizzes, timed writings/informal papers, minor projects)
Daily Grades – 20% (classwork, homework)
Semester grades will be calculated as follows:
First Nine Weeks – 40%
Second Nine Weeks – 40%
Final Exam – 20%
Final course grade for transcript will be calculated as follows:
First Semester – 50%
Second Semester – 50%
Square Root Curve – At times material will be challenging as we implement the new Common Core and ACT Quality Core standards in the English classrooms this year. If material is deemed to be beyond especially challenging, I may choose to use the square root curve. This will be completely at the teacher’s discretion. The square root curve works as follows:
Extra Credit – Extra work, at times, merits extra points. I will offer various extra credit opportunities throughout the year. Do not ask for individual extra credit, please.
Freebies – I expect your work to be on time. Still, I know I can occasionally get bogged down in work, or something unexpected comes up and I cannot get your papers back to you as quickly as I’d like. I assume the same things happen to you, so each semester I’ll give you one “Freebie” – i.e., a one-school-day extension without penalty. (Does NOT apply to major projects/presentations or group work.)
Personal Statement
It is very important that you review your notes and homework frequently! The homework I assign will have one or more of the following aims:
I will make every effort to communicate the purpose of homework assignments to you. If you are having difficulties with anything covered in this course, see me as soon as possible.
I am excited to be teaching this course. That nature of this course is to challenge and to push you to stretch beyond what you already know and can do. Although I expect you to work hard this year, I will never give you an assignment or expect you to do anything I haven’t already done or couldn’t have done myself when I was your age. I also want to state now that I appreciate your effort and value each of you as important members of the class, regardless of the grade you earn from me. Your grade does not equate to your value as a person. My wish is to help you discover and cultivate your gifts of reading, language, and communication for use in a meaningful and successful life.
Additional Information
Class Website: http://powellplace.weebly.com
Email: [email protected]
School Phone: 334-541-3662
Supplies:
A rigorous English 11 course marks an important step in students’ development as readers and writers. In English 11 students learn to read literature’s multiple contexts. Not only do they explore the historical, philosophical, and rhetorical circumstances in which texts were written, but they also investigate the circumstances in which texts are read. When they write, students refine their interpretive and persuasive skills, develop facility with research, and explore structure and style. As students in a rigorous course explore reading and writing, they develop aptitude with language and its use.
Awareness of context matters. English 11 typically focuses on American literature and literary history and is frequently interdisciplinary. In addition to poetry and fiction, student read and analyze important historical documents such as Elizabeth Cady Stanton’s “The Solitude of Self” and Martin Luther King, Jr.’s “Letter from a Birmingham Jail,” and many other texts that make up the rhetorical history of the United States. As students interpret and evaluate persuasive rhetoric, they learn to recognize themes that persist across American literary culture. In other words, students in a rigorous course learn more than simply chronology of literary history; they discover the ways that writers and their work influence and are influenced by each other.
Students’ understanding is built by emphasizing inquiry. Essential questions such as “What beliefs and values are reflected in the literature from this unit?” help to guide exploration. The exploration of the question alone enriches their understanding about writers in the unit and the time period studied. Inquiry likewise happens through the study of literary theory and/or criticism. As students become increasingly confident with interpretive strategies, they add philosophical understanding to their developing abilities to interpret literature in context. Students in a rigorous course learn to use tools that help them to inquire further into the texts they read. Additionally, many of the inquiries are collaborative. Collaborative learning not only encourages students to think and work together—crucial skills for their future work—but also invests them in the construction of each other’s knowledge.
The writing in a rigorous course is as diverse as the reading. Informal writing is central to the classroom. Shorter writing assignments and quick writes help students to focus their thinking; longer assignments build students’ confidence with ideas and give them time and opportunity to try out new rhetorical appeals and figurative language. From generating ideas to writing, revising, and finishing drafts, writing in a rigorous course clarifies students’ thinking and develops their aptitude with language and ideas. While the writing may call for narrative and creative assignments at times, much of the writing is expository or argumentative. Writing in a variety of forms such as brief constructed-responses and lengthier essays further encourages students to practice their composition skills. And situational writing invites students to push their analytical and rhetorical skills in new directions. As they learn to write with different styles and using various structures, students become versatile writers.
By encouraging students’ critical literacy and the development of their mastery of language, a rigorous English 11 course enables students to take responsibility for their learning. Rigorous study encourages students to move past superficial interpretations and analyses of literature toward deeper understanding and a stronger aptitude with language. Moreover, it does so by asking students to work together to discover how literature and writing fit into the context of their lives and their culture. Because it enables them as thinkers, a rigorous English 11 course puts students in position to succeed.
Course Content:
The course content is based on the 2010 Alabama Course of Study for English Language Arts (College and Career Readiness Standards/Common Core) and the ACT Quality Core Standards.
Reading
- Reading Across the Curriculum
- Reading Strategies/Close Reading
- Knowledge of Literary and Nonliterary Forms
- Influences on Texts
- Author’s Voice and Method
- Persuasive Language and Logic
- Literary Criticism
- Vocabulary
Writing
- Writing Process
- Modes of Writing for Different Purposes and Audiences
- Organization, Unity, and Coherence
- Sentence-Level Constructions
- Conventions of Usage
- Conventions of Punctuation
- Research
Listening, Viewing, Speaking
- Formal and informal presentations and speeches
- Multi-media analysis
- Incorporation of the fine arts
Course Policies:
Attendance/Absences/Makeup Work – Your presence (mind and body) in class is essential. If you must miss class due to illness or other circumstances beyond your control, it is your responsibility to find out which assignments you missed, to acquire the handouts, and to borrow and copy any class notes for the day(s) you were absent. Because you will have plenty of lead time for major assignments, the due date remains the same regardless of your absence. To get makeup work, please see me during my planning period (1st period), at break, or after school. Missed tests and/or quizzes must be taken after school or during Panther Advisory (if possible). Under no circumstances will missed tests/quizzes be taken during your regular class period. Makeup work must be submitted within two days of absence.
Late Assignments – Your responsibilities in this class include keeping your own up-to-date binder, maintaining pace with reading, and turning in all assignments on time. If you do not understand an assignment, ask for help far enough in advance to have time to finish the assignment. Generally, late work is NOT accepted. For major assignments, late work will be accepted with the following penalties:
- One day late: subtract 20 points
- Each day later after the first: subtract 10 points
Classroom Rules/Expectations – I expect you to be in your desk and ready to work when the bell rings. You should immediately begin your bellringer activity without me having to prompt you. Have your assignment ready to hand in if one is due. Finally, show as much respect toward one another and toward me as I show for you.
Reading – Keeping up with reading assignments is crucial to your success in this class. If you have not read the assignment, you cannot thoughtfully participate in class discussions. If you fall behind in the reading, you will become overwhelmed and set yourself up for frustration when it comes time to write a paper, complete a major assignment, or participate in a Socratic seminar. Bear in mind that some of the reading will be difficult, and you may not understand it all the first time. That’s OK; I want the reading to stretch your thinking. Do the best you can to understand; meanwhile, write down questions on sticky notes so we can address them in class. I am always happy to help anyone who asks for help as long as he/she is making an effort.
Plagiarism/Cheating – I begin the year with complete trust and faith in each of you. Please do not abuse that trust by being dishonest. Learning cooperatively is great, and I encourage you to get together to brainstorm and discuss assignments. When you sit down to complete an individual assignment, however, let the work be yours alone. Penalties for plagiarism—another word for cheating—are stiff. If two papers resemble each other too closely, I will split the points. If a paper is obviously copied, whether from a classmate’s work or from the Internet, it will receive no credit.
Grading Policy:
Grading Scale
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 59 and below
Grades for each quarter will be weighted in the following manner consistent with district policies:
Test Grades – 50% (tests, major papers, projects)
Quiz Grades – 30% (quizzes, timed writings/informal papers, minor projects)
Daily Grades – 20% (classwork, homework)
Semester grades will be calculated as follows:
First Nine Weeks – 40%
Second Nine Weeks – 40%
Final Exam – 20%
Final course grade for transcript will be calculated as follows:
First Semester – 50%
Second Semester – 50%
Square Root Curve – At times material will be challenging as we implement the new Common Core and ACT Quality Core standards in the English classrooms this year. If material is deemed to be beyond especially challenging, I may choose to use the square root curve. This will be completely at the teacher’s discretion. The square root curve works as follows:
- Take the square root of the grade (Example: the square root of 60 is 7.746)
- Multiple by 10 (7.746 times ten is 77.46)
- The new grade is 77.
Extra Credit – Extra work, at times, merits extra points. I will offer various extra credit opportunities throughout the year. Do not ask for individual extra credit, please.
Freebies – I expect your work to be on time. Still, I know I can occasionally get bogged down in work, or something unexpected comes up and I cannot get your papers back to you as quickly as I’d like. I assume the same things happen to you, so each semester I’ll give you one “Freebie” – i.e., a one-school-day extension without penalty. (Does NOT apply to major projects/presentations or group work.)
Personal Statement
It is very important that you review your notes and homework frequently! The homework I assign will have one or more of the following aims:
- Practice reinforces the learning of material presented in class and helps you master specific skills.
- Preparation provides supporting information—history, skills, definitions—for what’s forthcoming; it will help when new material is covered in class.
- Extension or elaboration involves the transfer of previously learned skills to new situations.
- Integration asks you to apply skills and concepts to produce a single product.
I will make every effort to communicate the purpose of homework assignments to you. If you are having difficulties with anything covered in this course, see me as soon as possible.
I am excited to be teaching this course. That nature of this course is to challenge and to push you to stretch beyond what you already know and can do. Although I expect you to work hard this year, I will never give you an assignment or expect you to do anything I haven’t already done or couldn’t have done myself when I was your age. I also want to state now that I appreciate your effort and value each of you as important members of the class, regardless of the grade you earn from me. Your grade does not equate to your value as a person. My wish is to help you discover and cultivate your gifts of reading, language, and communication for use in a meaningful and successful life.
Additional Information
Class Website: http://powellplace.weebly.com
Email: [email protected]
School Phone: 334-541-3662
Supplies:
- 3-ring Binder with Loose-leaf Paper &Tab Dividers (at least 5)
- Blue or Black Ink & Pencils
- Pack of 100 3x5 Index Cards
- Sticky Notes (such as Post-It Notes) **any size
- Highlighters (Pink, Green, Yellow, Blue)
- The Awakening by Kate Chopin (Buy novel or bring $2 by Friday for Mrs. Powell to purchase.)
- 4th Period ONLY: Box of Kleenex
- 6th Period ONLY: Roll of Paper Towels
- 7th Period ONLY: Bottle of Germ-X