Term:  Fall 2006-Spring 2007

Course Description
This is a two semester course that fulfills one of the four English credits required for graduation at Portland High School.  The course focuses on writing, literature, portfolio development, communication skills, English language usage, and standardized testing.  Academic, personal management, and teamwork skills are integrated into the course.

This year, all juniors in the State of Michigan are required to take the ACT PlusWriting® and WorkKeys® (Applied Mathematics and Reading for Information) tests per the MEAP assessment plan.  For more information on MEAP, visit www.michigan.gov/mde.  These tests are very rigorous, and we at Portland High School plan to prepare our students for success.  Part of our year will be spent on standardized testing preparation, which will help all juniors in their future endeavors. 

Required Materials
Students are expected to bring a writing utensil and notebook to class.  Texts will be distributed and collected by the instructor as-needed.

Course Outline
(TENTATIVE!)  This is a loose outline of English 11.  It is subject to change.  This syllabus is meant to introduce you to some of the topics we will cover in English 11.

This course is divided into six units of study.  Students will be given a final assessment after each unit.  Some assessments will be traditional “tests,” others will be writing assignments, individual projects, or group projects. 

During each unit, students will be assessed through homework assignments, in-class discussions, quizzes, debates, short essays, and oral responses. 

Unit One:  Short Stories
State of Michigan CEs Addressed: 3.1.1, 3.1.3, 1.1.2, 1.1.6, 1.1.8, 1.3.3

Literature: 

• Review the elements of a short story
• Read and interpret short stories from a variety of authors, including Mark Twain, Ernest Hemingway, Edgar Allan Poe, Kate Chopin, Roald Dahl, Ring Lardner, Joyce Carol Oates, Alice Munro, and Flannery O’Connor
• Practice a variety of reading and listening strategies for comprehension
• Use ancillary materials such as essays, poetry, film clips, and audiocassettes to augment understanding of stories

Writing

• Review the writing process
• Use the writing process to create a narrative (short story)
• Use the writing process to respond in essay form

Grammar and Usage

• Review parts of speech
• Use new vocabulary to enhance English skills
• Grammar will be incorporated into writing lessons

 

-Unit Two:  Drama (The Crucible)
State of Michigan CEs Addressed: 3.1.3, 3.1.4, 2.1.3, 1.1.2, 1.3.1, 3.1.5, 4.1.1, 4.1.4, 4.1.5

Literature

• Review the elements of a dramatic play
• Practice a variety of reading and listening strategies for comprehension of Arthur Miller’s play, The Crucible
• Use ancillary materials such as essays, poetry, film clips, and audiocassettes to augment understanding of Miller’s play in historical and cultural contexts.

Writing

• Identify the elements of a five paragraph essay
• Review the elements of persuasive writing
• Use the writing process to create a persuasive essay on The Crucible
• Respond to literature questions in essay form

Grammar and Usage

• Use new vocabulary to enhance English skills
• Grammar will be incorporated into writing lessons

Unit Three:  The Memoir (The Promise)
State of Michigan CEs Addressed: 1.1.4, 1.4.3, 3.1.1, 3.1.3

Literature

• Review the elements of a memoir/autobiography
• Practice a variety of reading and listening strategies for comprehension of Eva Schloss’ memoir, The Promise

Writing

• Identify the elements of a persuasive essay
• Understand the rubric for the ACT/MME Writing portion
• Write a series of “prompted” essays that are in the timed style of the MME

Grammar and Usage

• Understand expectations for grammar and spelling on the MME Writing Portion

           

Unit Four:  The Novel (The Great Gatsby)
State of Michigan CEs Addressed: 3.1.1, 3.1.3, 3.1.4, 1.3.4, 1.4.3, 4.1.1, 4.1.5

Literature

• Review the elements of a novel
• Practice a variety of reading and listening strategies for comprehension of F. Scott Fitzgerald’s novel, The Great Gatsby
• Use ancillary materials such as essays, poetry, film clips, and short stories to augment understanding of Fitzgerald’s novel in historical and cultural contexts.

Writing

• Identify the elements of a literary analysis
• Use the writing process to create a literary analysis
• Respond to literature questions in essay form

Grammar and Usage

• Use new vocabulary to enhance English skills
• Grammar will be incorporated into writing lessons

Unit Four:  The Novel (Lord of the Flies)
State of Michigan CEs Addressed: 3.1.1, 3.1.3, 3.1.4, 1.3.4, 1.4.3, 4.1.1, 4.1.5

Literature

• Practice a variety of reading and listening strategies for comprehension of William Golding’s novel, Lord of the Flies
• Use ancillary materials such as essays, poetry, film clips, and short stories to augment understanding of Golding’s novel.

Writing

• Review the elements of a literary analysis
• Use the writing process to create a literary analysis
• Respond to literature questions in essay form

Grammar and Usage

• Use new vocabulary to enhance English skills
• Grammar will be incorporated into writing lessons

Unit Five:  Self-Selected Novel
State of Michigan CEs Addressed: 3.1.3, 3.1.4, 2.1.3, 1.1.2, 1.3.1, 3.1.5, 4.1.1, 4.1.4, 4.1.5

Literature

• Select a novel to read throughout the unit
• Use the reading strategies practiced in class for comprehension of self-selected novel,
• Complete guided worksheets on selected novel

Writing

• Identify the elements of a book review
• Using the writing process, create a multi-genre paper, including a book review, on self-selected novel
• Respond to literature questions in essay form

Grammar and Usage

• Use new vocabulary to enhance English skills
• Grammar will be incorporated into writing lessons

Unit Six:  Portfolio
State of Michigan CEs Addressed: 1.3.1, 2.1.6.1.1.4, 2.3.3, 4.1.5