11th Grade English11th Grade English 3rd Period DuBose
First Unit –Characterization and Global Perspective This first unit studies short stories by American authors. The focus is on characterization. 6 class sessions -9 Hours We will usually read newspaper articles and reviews on Mondays. This section of the class is called Global Perspectives and continues all year. 6 class sessions -9 Hours Purpose Students will develop skills analyzing and writing about character. Students will learn very specific strategies to analyze characterization in literature and expository narrative writing. Goals and Outcomes Students will write coherent essays analyzing character. Students will use quotes to support ideas effectively. Students will use annotation as tool to support discussions and writing. Students will prepare for discussion and participate in discussions about characters and choices made by authors with classmates. Students will write creatively creating characters using dialogue and descriptive details. Students will often write a brief response to a short reading – One paragraph which includes two short quotes in response to a prompt regarding character. A rubric will be provided. Specific Common Core Standards Prioritized This Quarter Writing CCSS.ELA-LITERACY.W.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations. CCSS.ELA-LITERACY.W.11-12.2.C Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. CCSS.ELA-LITERACY.W.11-12.2.D Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. CCSS.ELA-LITERACY.W.11-12.2.E Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-LITERACY.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing: CCSS.ELA-LITERACY.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Reading CCSS.ELA-LITERACY.W.11-12.9.A Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RL.11-12.3 Analyze the impact of the author's choices regarding how the characters are introduced and developed). CCSS.ELA-LITERACY.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) Five stories will be chosen from the selection below. This list is subject to change and I will accept suggestions. You are encouraged to read all of the stories although you will only be required to write one page essays about 5 of them.
The grading for this first quarter: Essays and Brief Responses 45% Participation in Discussions and Collaborative Work and Quizzes and Creative Writing 20% SPOTTS and other fill in blank type forms 25% Dialectical Journal 10% |