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English 11

American Literature and Writing

Course Description:

Length of course: 1 semester, 85 minutes per day

Materials Used: Prentice Hall Literature: Timeless Voices, Timeless Themes ; Grammar & Writing: Communication in Action; plays and novels by American authors  

Wordly Wise 3000, Book 11 (for honors only)

This high school English curriculum is designed to produce individuals who read with comprehension and appreciation, think critically, work collaboratively, and communicate effectively both in writing and in speaking.  This course will concentrate on four areas of instruction: oral language, vocabulary study, reading and literature study, and the writing process.

Class Expectations:              

1.   Be on time for class (seated & working by bell).

2.     Be prepared (to listen, work, learn, and succeed).

3.     Be courteous and respectful (to your teacher, your peers & yourself)

4.     No food, candy, gum or drinks (besides water) in the classroom.

5.     Follow the guidelines within the LCHS student handbook.


Materials needed:                

1.  Black or blue pen and a pencil

2.     One spiral journal (2-subject)

3.     College-ruled loose-leaf paper

4.     3-ring binder with at least four dividers

5.     50 – 3x5 index cards

Classroom Business:

A.   FormatThe first eight to nine weeks of this course will focus on the writing process from brainstorming, to outlining, to composing a rough draft, peer and self-editing, writing a final draft and typing the finished product in Microsoft Word 2010.  The End-of-course Writing SOL will be given in early March. The second nine to ten weeks of this course will focus on reading and analyzing American Literature, followed by the Reading SOL. 

B.   Homework - Homework must be written in legible form (blue or black ink) or typed (double- spaced with 1-inch margins).  Assignments will be posted regularly on the website.  Homework is due at the BEGINNING of class and should be placed in the in-basket near the door before the last tardy bell rings. 

C.   Daily Warm-up assignments - Students are expected to be seated and working when the tardy bell is ringing.  A warm-up assignment will be on the board daily to facilitate a smooth opening to class and will consist of writing practice (MUG sentences = Mechanics, Usage, Grammar) and vocabulary work. 

D.   Make-up policy - It is the responsibility of the student to obtain make-up work at the beginning of class on the day of return.  The work will be available in a file box on the wooden shelves at the back of the room, labeled by class period. For each absence, students have one day to make up work.  Students should also be sure to check the online assignment calendar each night so as not to fall behind, especially when absent.  Extra credit is not available on make-up tests and quizzes.

Regular attendance is necessary to succeed in school.  The teacher needs to be informed of planned absences so arrangements can be made in order for all students to remain caught up with all assignments. Plan to stay after school and/or attend ROAR Block in order to make up tests/quizzes within two days of the test date.

E.   Late work - LATE WORK WILL NOT BE ACCEPTED. Your attitude toward your work and your achievement is the determining factor in how well you do in this class.  With this in mind, you should know that avoiding deadlines is an unappealing trait.  It is frowned upon in the workplace and, currently, school is your job.  Each student will receive two late work “passes” for the semester. These passes may be redeemed within a week of the original due-date of the assignment.  The pass should be paper-clipped to the front of the late assignment.  Lost passes will not be replaced and unused passes may be submitted at the end of the semester for extra credit.  Passes may not be shared/given to others.

Students missing class on a major assignment (essay or project) due-date should make arrangements for that work to be submitted on time (email it or send in via a parent or sibling).

F.  Cheating - Students must understand what constitutes offenses of cheating and plagiarism. Cheating offenses will result in a zero on assignments in question and disciplinary action as deemed necessary by the teacher and administration.  SparkNotes or Cliffs Notes should NOT be brought to school.  They can be used at home to supplement assigned reading, but used alone will not benefit students on reading quizzes and tests.  Parent involvement is highly encouraged; however, students are required to complete assignments and master skills in an independent fashion.  Any used resource material, human or textual, must be clearly cited in MLA (Modern Language Association) format on the required Works Cited page. 

G.  Work ethics - Respect for others and good behavior are of major importance in this classroom.  As mentioned previously, your attitude toward your own work and toward your achievement will determine how well you do in this class; I encourage you to always give your best effort, never hand in work of which you are not proud, and never interrupt the teacher or your peers.  Interruptions include, but obviously are not limited to, talking, fidgeting or getting out of your seat while someone else is talking or reading. 

H.  Grading policyA total point system is used, with assignments that demonstrate mastery (tests, projects, essays) earning a greater number of points than developmental activities (warm-ups, daily class work, homework, quizzes).  Rubrics will be distributed for major assignments to clarify expectations.  At intervals of approximately two weeks, progress reports will be sent home and should be returned with a parental or guardian signature.  You should never be in doubt as to your grade in this course. 

Grading Term 1 = 40%

Grading Term 2 = 40%  

Two SOL Tests  = 20%

Goals of the course: The eleventh-grade student will be able to make and analyze informative and persuasive oral presentations, with attention to the accuracy of evidence and the effectiveness of delivery. An examination of how media influences beliefs and behaviors will be introduced. The student will continue to develop and expand vocabulary. The study of both classic and contemporary American literature will enhance the student’s appreciation for literature. The student will be able to identify the prevalent themes and characterizations present in American literature, which are reflective of history and culture. Students will also use nonfiction texts to draw conclusions and make inferences citing textual support. The student will be able to write clear and accurate personal, professional, and informational correspondence and reports for research and other applications. Grammar development will continue through the application of rules for sentence formation, usage, spelling, and mechanics. The student will develop informative and persuasive writings by locating, evaluating, synthesizing, and documenting information following ethical and legal guidelines. (Courtesy of the Virginia English Standards of Learning)

• Be intellectually motivated and challenged
• Experience classes that emphasize and promote improved study skills necessary at the college level
• Have the opportunity to be exposed to a wide variety of materials and content interpretations
• Improve reading and writing skills by reading collegiate level materials and writing to address collegiate level prompts
• Improve thinking, analysis and problem-solving by taking courses that specifically emphasize these skills
• Be challenged to accept responsibility for individual student learning as will be the expectation at a college or university
• Have the opportunity to earn college credit while in high school

• Require outside preparation above and beyond that of regular level courses and may include summer reading and/or projects
• Involve in-depth independent study and out-of-class work, and the subject matter may not be presented in the traditional classroom lecture style
• Are designed to have students academically stretch, reach, and persevere in order to succeed. Therefore, conducting research by analyzing, interpreting, and synthesizing data from multiple sources is required
• Regardless of the academic area, may require students to demonstrate advanced writing skills
• Require that students produce work that fully meets expectations and understand that the highest evaluations are earned by those who complete and submit exemplary work
• Require that students accept responsibility for their own learning
• May have fewer grades and more comprehensive assessments than regular-level courses
• Are faster-paced involving a variety of resources and materials

• Develop and provide demanding and challenging coursework that promotes higher-order thinking skills
• Create syllabi that provide a course outline, objectives, expectations, and major due dates for the course
• Employ instructional methods appropriate for college-level classes
• Develop a variety of evaluation tools that assess student knowledge and understanding of the content area as well as addressing skill development in reading, writing, and thinking
• Provide completed evaluations in a timely manner
• Expect and encourage students to participate in all class activities in a positive manner, treating peers with dignity and respect
• Actively seek opportunities for professional development and collaboration
• Teachers will be available at regular and specifically announced times to consult and/or work with students

• Devote the necessary time to prepare fully for all in-class activities and assessments
• Complete summer assignments/projects in selected courses
• Complete extensive reading and writing assignments, as assigned
• Commit to thinking independently and accepting responsibility for their own learning
• Actively and positively participate in all class activities, treating peers with dignity and respect
• Complete work appropriate for and/or equivalent to that produced by freshmen at a college/university
Stacy Wildman,
Aug 6, 2014, 3:08 PM
Stacy Wildman,
Aug 6, 2014, 12:56 PM
Stacy Wildman,
Aug 6, 2014, 12:55 PM