The goal of this English class is to produce critical thinkers and problem solvers. Students are not only reading for comprehension but for meaning and relevancy of the work as a whole. Literature is also an example of good writing. The writing improves when a student reads. Vocabulary also improves because the student is learning to read in context. We want successful students who can think critically and communicate effectively.
English 11: How do individuals stand up and take responsibility for changing their societies?
How did The Enlightenment/The Age of Reason affect progress and change?
Was the Declaration of Independence written for selfish or ideological reasons?
How well did the Articles of Confederation and the Constitution promote the ideals
in the Declaration of Independence? Is the Constitution a living document?
Is individualism still the cornerstone of life in America?
---How does Whitman characterize America? Dickinson?
---What are the characteristics of 21st century American culture?
---How do I count? Where am I headed?
Students will explore the history and effects of social responsibility through informational texts, historical documents, speeches, and drama. Over the next marking period, students will analyze and discuss the need for change. They will identify, research, and analyze a variety of fiction and nonfiction works that deal with relevant themes of individuality and cooperation, dignity, heroes, hope, fear, power and protest. They will read and analyze the Declaration of Independence (Historian Interpretations due 12/10, Review of the Grievances on 12/11, Test is on 12/11) and The Constitution (Iroquois Constitution Article due on 12/12, Constitution Article due 12/19, Preamble/Deficiencies in the Articles of Confederation/Principles of the Declaration 12/21, Declaration and Home page due 1/4, The Six Main Ideas Found in the Constitution and the Constitution Web page due 1/18). Students will need to complete a Mid-Year Diagnostic Test due Friday, January 25th. They will be required to read and respond to the Historical Perspective of 1880-1870 ( Due February 6th). Students will read and discuss passages from Ralph Waldo Emerson's "Nature" and "Self-Reliance", Henry David Thoreau’s “Civil Disobedience,” and sample the poetry of Walt Whitman and Emily Dickinson (Test on Wednesday, March 6th). Students will produce a compare/contrast paragraph that will be published on their website (No later than March 8th). They will also create a poem that identifies American characteristics. Students will be required to apply poetic elements and devices (No later than March 22nd). They will begin the Intro for Emerson (Annotations due March 12th) and Thoreau (Annotations due March 14th). Student will identify Emerson's and Thoreau's philosophical beliefs and identify them in the essays. They will be respond to questions and create connections (Emerson Test March 15th & Thoreau Test on March 18th). Students will identify self strengths and goals. They will create cover letters and resumes to show self-knowledge and complete a practical real-world skill (Due March 26th). For continued connection and relevancy, they will be required to create a website that thematically relates the historical documents, essays (March 22nd), biography, Of Mice and Men and The Crucible with examples from the past and the present. Students will be asked to create strong, organized paragraphs using transitions.They will required to edit their written work on their web pages. Students will be asked to take a stand and decide whether or not protest is effective (Completed Website at the end of The Crucible--during the 4th Marking Period).
How do I get ready for a LIVE broadcast?
Students will continue working as a team to get ready for daily live broadcasts. Students will prepare scripts and equipment, collaborate, and create. They will work on making sure that the Newscast progresses and improves. In order to hone persuasive skills, students are creating Public Service Announcements (PSA) for various upcoming events. They are learning and using technology to create and produce logos, taglines, promos, sounds, and video for group monthly segments that will play on the live broadcast. Students will be writing and producing a Podcast to become experienced in a variety of broadcast mediums. Students will promote daily district events on Facebook.
Public Speaking: How do basic speaking and listening skills help us to communicate?
Why are clear, concise, specific organized ideas necessary speech skills ?
How do rhetoric skills improve speech writing and presentation?
Keystone Remediation: How does my interaction with the text provoke thinking and response?
What are my strengths and weaknesses?
This course requires a student to show improvement in standards that need to be strengthened. Students will be given a set of activities to complete each week. They will be responsible for meeting, grading, and conferencing with the teacher on areas of strengths and weaknesses. Every student will focus and work on improving their reading and writing skills for success on the Keystone. Students will be asked to create and present projects that will not only challenge themselves, but also their peers. They will be asked to produce relevant work that will help all of us to rise to the challenge of critical thinking. Highlighting, annotating, vocabulary dissection, vocabulary in context, fictional and nonfictional analysis, identification and application of literary terms, sample tests, and written responses will be practiced on a regular basis.