English Curriculum Guide

ENGLISH CURRICULUM GUIDE

GRADE 11

LOUDOUN COUNTY PUBLIC SCHOOLS

2013-2014

English Leadership Team

Rhonda Alley
Steve Barham
Freyja Bergthorson
Laura Bolyard
Melanie Buckley
Neelum Chaudhry
Chris Cuozzo
Cassandra Donahue
Meghann Donohue
Peggy Gearhart
Shelli Glynn
David Hoffman
Colleen Milligan
Jim Noland / Shelah Novak
Shannon O’Neill
Marcia Owens
Jo Ann Pearson
Laura Purvis
Toni Rader
Phil Rosenthal
Fatima Scherer
Holly Sharp
Karen Skees
Tammy Svitek
Allyson White
Jason White

Dr. Edgar B. HatrickSharon D. Ackerman

SuperintendentAssistant Superintendent, Instruction

Timothy J. FlynnDr. Michele Schmidt Moore

Director, Instructional ServicesSupervisor, English/Language Arts

David Arbogast

English Specialist

This document, based on the Virginia Department of Education’s English Standards of Learning Curriculum Framework (2010), provides extensions and additions to form the Loudoun County English Curriculum.

LOUDOUN COUNTY PUBLIC SCHOOLS

ENGLISH 11 CURRICULUM GUIDE

CONTENTS

Mission Statement………………………………………………………………...... 1

BMA Pacing Guide & Checklists…………………………………………………………..2

LCPS and Virginia SOL Requirements…………………………………………………….7

Communication Strand……………………………………………………………………..8

Reading Strand……………………………………………………………………………..14

Writing Strand……………………………………………………………………………...30

Research Strand…………………………………………………………………………….43

Vocabulary Strand………………………………………………………………………….49

Sample Unit………………………………………………………………………………...50

APPENDIX

Internet Safety……………………………………………………………………………...53

LCPS Plagiarism Policy…………………………………………………………………….55

LCPS Guidelines for Video/DVD Use, Grades 9-12……………………………………….55

Ten Things Teachers Should Know about Copyright………………………………………56

How to Request Permission to Duplicate Copyrighted Materials………………………….57

Critical Perspectives………………………………………………………………………..58

Standardized Test Preparation……………………………………………………………..61

Resources for Writing and Critical Reading……………………………………………….69

The LCPS High School English Program

High school English courses provide instruction in oral language, reading and literature, writing and grammar, research, and vocabulary. Students engage in a variety of formal and informal speech activities. They practice whole-class and independent reading, and teachers provide skills for reading fiction and non-fiction. Students engage in analytic, argumentative, research-based, creative, and reflective writing. They also practice timed writings to prepare them for standardized tests. They master a range of grammar and usage skills. Research instruction emphasizes the ability to analyze, synthesize, evaluate, and document information from a variety of sources. Vocabulary instruction not only prepares students for PSAT, SAT, and SOL tests, it helps to develop students’ reading comprehension and their ability to express themselves orally and in writing. Teachers focus on the use of context clues to understand unfamiliar words; distinctions between denotation and connotation; and a study of synonyms, antonyms, and homophones.

Grade level courses challenge students to master rigorous standards while providing students with individualized support. Academic courses focus on the same content and skills as grade level courses but require more independent work. Honors courses are offered in grades 9, 10, and 11. While they focus on the same content and skills as grade level and academic courses, honors courses are distinguished by a more rigorous study of literature. They move at an accelerated pace, cover a greater breadth and depth of textual study, and require more independent work. They also are designed to prepare students to take Advanced Placement English in their senior year. Accordingly, they emphasize the ability to synthesize information from a variety of sources as they read and write. The honors level final exam is prepared at the district level and mimics the form of an AP test. Students taking honors level courses receive an extra 0.5 weighting in the GPAs.

LCPS English Department Mission Statement

Here are six beliefs that we strive to make true for all of our students.

Students communicate and collaborate effectively in written and oral discourse in ever-changing, real world situations.

Therefore, we will

• develop active and involved listeners
• teach students to self-advocate and ask for clarification
• show students how to use the right language and diction for informal and formal situations
• develop learning activities that encourage students to communicate in authentic contexts
• provide opportunities for collaborative learning in research and other projects.

Students think critically.

Therefore, we will

• provide opportunities to critically analyze language and media
• teach processes for critical thinking and making informed decisions
• show students how to refine their arguments based on new information.

Students understand and respect multiple perspectives and cultures.

Therefore, we will

• explore literature that reflects many cultures
• engage students in multiple perspectives and ideas.

Students value and appreciate the power of language through reading and writing.

Therefore, we will

• provide opportunities for students to choose and engage in relevant and meaningful texts
• provide opportunities for students to choose the audience and purpose for their writing.

Students take on challenges and reflect on progress.

Therefore, we will

• provide opportunities for increased rigor in assignments
• provide frequent opportunities for students to reflect on their growth as communicators.

Students are well-versed in technology tools used to help them communicate.

Therefore, we will

• integrate technology tools in our teaching and in student learning.

WRITING

Students should be writing daily for a variety of audiences and purposes. Each 9 week period should, however, include at least one core unit focusing on a specific kind of writing. The four required modes are listed in capital letters below. They are described more fully in the Writing section of this guide. In addition, throughout the year students should be engaged in Reflective Writing, also described later in this guide.

REQUIRED WRITINGS*

______ANALYTIC WRITING (1 per semester)

______ARGUMENTATIVE WRITING (3 per semester)

______RESEARCHED-BASED WRITING (1 per year)

______CREATIVE WRITING (1 per semester)

______REFLECTIVE WRITING (1 per quarter) ♦

______TIMED WRITING (3 per semester) ◊

*The required numbers of required writings refer to final drafts. It is expected that students will be working toward those drafts throughout the unit.

♦May be done in conjunction with a required writing.

◊May be the first draft of another writing.

SKILLS

11.6Write in a variety of forms, with an emphasis on persuasion.

_____a.Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose.

_____b.Produce arguments in writing that develop a thesis that demonstrates knowledgeable judgments, addresses

counterclaims, and provides effective conclusions.

_____c.Organize ideas in a sustained and logical manner.

_____d.Clarify and defend position with precise and relevant evidence elaborating ideas clearly and accurately.

_____ e.Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.

_____f.Revise writing for clarity of content, accuracy, and depth of information.

_____g.Use computer technology to plan, draft, revise, edit, and publish writing.

_____h.Write and revise correspondence to a standard acceptable both in the workplace and in postsecondary

education.

11.7Self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and

paragraphing.

_____a.Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological

Association (APA), to apply rules for punctuation and formatting of direct quotations.

_____b.Use verbals and verbal phrases to achieve sentence conciseness and variety.

_____ c.Distinguish between active and passive voice.

_____d.Differentiate between in-text citations and works cited on the bibliography page.

_____e.Adjust sentence and paragraph structures for a variety of purposes and audiences.

_____f.Proofread and edit writing for intended audience and purpose.

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READING

REQUIRED READING

11th grade students in LCPS can and should read 6-8 books per quarter. The 2010 Virginia SOL suggest that at least half of these be nonfiction. These may include books read independently, in reading groups, and as whole-class novels. While many books will be selected from the Reserved or Supplemental Reading Lists, students should also select independent reading books from the school library or other sources.

AMERICAN LITERATURE

11.4Read, comprehend, and analyze relationships among American literature, history, and culture.

_____a.Describe contributions of different cultures to the development of American literature.

_____b.Compare and contrast the development of American literature in its historical context.

_____c.Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters and genres.

_____d.Analyze the social or cultural function of American literature.

_____i.Read and analyze a variety of American dramatic selections.

_____j.Analyze the use of literary elements and dramatic conventions including verbal, situational, and dramatic irony used in

American literature.

_____k.Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before,

during, and after reading texts.

SKILLS

11.5Read and analyze a variety of nonfiction texts.

_____c.Generalize ideas from selections to make predictions about other texts.

_____d.Draw conclusions and make inferences on explicit and implied information using textual support.

_____e.Analyze two or more texts addressing the same topic to identify authors’ purpose and determine how authors reach

similar or different conclusions and genres.

_____f.Identify false premises in persuasive writing.

_____g.Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.

_____h.Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before,

during, and after reading texts.

VOCABULARY

For suggestions on vocabulary instruction, see the LCPS Vocabulary Framework.

11.3Apply knowledge of word origins, derivation, and figurative language to extend vocabulary development in

authentic texts.

_____a.Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.

_____b.Use context, structure, and connotations to determine meanings of words and phrases.

_____ c.Discriminate between denotative and connotative meanings and interpret the connotation.

_____d.Identify the meaning of common idioms.

_____e.Identify literary and classical allusions and figurative language in text.

_____Practice PSAT and SAT type questions

COMMUNICATION/MEDIA LITERACY

11.2Examine how values and points of view are included or excluded and how media influences beliefs and behaviors.

_____a.Use technology and other information tools to organize and display knowledge in ways others can view, use, and

assess.

_____b.Use media, visual literacy, and technology skills to create products.

_____ c.Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between

intent, factual content, and opinion.

_____d.Determine the author’s purpose and intended effect on the audience for media messages.

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WRITING

Students should be writing daily for a variety of audiences and purposes. Each 9 week period should, however, include at least one core unit focusing on a specific kind of writing. The four required modes are listed in capital letters below. They are described more fully in the Writing section of this guide. In addition, throughout the year students should be engaged in Reflective Writing, also described later in this guide.

REQUIRED WRITINGS*

______ANALYTIC WRITING (1 per semester)

______ARGUMENTATIVE WRITING (3 per semester)

______RESEARCHED-BASED WRITING (1 per year)

______CREATIVE WRITING (1 per semester)

______REFLECTIVE WRITING (1 per quarter) ♦

______TIMED WRITING (3 per semester) ◊

*The required numbers of required writings refer to final drafts. It is expected that students will be working toward those drafts throughout the unit.

♦May be done in conjunction with a required writing.

◊May be the first draft of another writing.

RESEARCH

11.8Analyze, evaluate, synthesize, and organize information from a variety of sources.

_____a.Use technology as a tool to research, organize, evaluate, synthesize, and communicate information.

_____d.Critically evaluate the quality, accuracy, and validity of information.

_____e.Make sense of information from diverse sources by identifying misconceptions, main and supporting ideas,

conflicting information, point of view, or bias.

_____j.Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and

using information.

____Review the Acceptable Use Policy for Internet Use.

_____Discuss Internet safety (see appendix).

_____ 11th grade students in LCPS must write at least one 4-8 page research paper that analyzes, interprets,

synthesizes, and evaluates information each year. See the LCPS Information Literacy Framework for

more information on research writing in LCPS.

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READING

REQUIRED READING

11th grade students in LCPS can and should read 6-8 books per quarter. The 2010 Virginia SOL suggest that at least half of these be nonfiction. These may include books read independently, in reading groups, and as whole-class novels. While many books will be selected from the Reserved or Supplemental Reading Lists, students should also select independent reading books from the school library or other sources.

AMERICAN LITERATURE

11.4Read, comprehend, and analyze relationships among American literature, history, and culture.

_____e.Analyze how context and language structures convey an author’s intent and viewpoint.

_____f.Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism)

supports the subject, mood, and theme.

_____g.Explain how imagery and figures of speech appeal to the reader’s senses and experience.

_____h.Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose.

SKILLS

11.5Read and analyze a variety of nonfiction texts.

_____a.Use information from texts to clarify concepts.

_____b.Read and follow directions to complete an application for college admission, for a scholarship, or for employment.

VOCABULARY

For suggestions on vocabulary instruction, see the LCPS Vocabulary Framework.

11.3Apply knowledge of word origins, derivation, and figurative language to extend vocabulary development in authentic

texts.

_____f.Extend general and specialized vocabulary through speaking, reading, and writing.

_____g.Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meanings of texts.

_____Practice SAT-type questions.

COMMUNICATION/MEDIA LITERACY

_____11.1Make informative and persuasive presentations (at least one).

_____a.Gather and organize evidence to support a position.

_____b.Present evidence clearly and convincingly.

_____ c.Address counterclaims.

_____d.Support and defend ideas in public forums.

____e.Use grammatically correct language, including vocabulary appropriate to the topic audience, and purpose.

____f.Monitor listening and use a variety of active listening strategies to make evaluations.

____g.Use presentation technology.

____h.Collaborate and report on small-group learning activities

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.

WRITING

Students should be writing daily for a variety of audiences and purposes. Each 9 week period should, however, include at least one core unit focusing on a specific kind of writing. The four required modes are listed in capital letters below. They are described more fully in the Writing section of this guide. In addition, throughout the year students should be engaged in Reflective Writing, also described later in this guide.

REQUIRED WRITINGS*

______ANALYTIC WRITING (1 per semester)

______ARGUMENTATIVE WRITING (3 per semester)

______RESEARCHED-BASED WRITING (1 per year)

______CREATIVE WRITING (1 per semester)

______REFLECTIVE WRITING (1 per quarter) ♦

______TIMED WRITING (3 per semester) ◊

*The required numbers of required writings refer to final drafts. It is expected that students will be working toward those drafts throughout the unit.

♦May be done in conjunction with a required writing.

◊May be the first draft of another writing.

RESEARCH

11.8Analyze, evaluate, synthesize, and organize information from a variety of sources.

_____Continue 11.8 a, d, e, j.

_____b.Narrow a topic and develop a plan for research.

_____c.Collect information to support a thesis.

_____f.Synthesize information in a logical sequence.

_____g. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of

the Modern Language Association (MLA) or the American Psychological Association (APA).

_____h.Revise writing for clarity of content, accuracy, and depth of information.

_____i.Edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and

sentence/paragraph structure.

_____ Students in LCPS must write at least one 4-8 page research paper that analyzes, interprets, synthesizes,

and evaluates information each year. See the LCPS Information Literacy Framework for more

information on research writing in LCPS.

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LCPS REQUIREMENTS FOR GRADE 11

The English curriculum in LoudounCounty is an integrated program that involves a multi-faceted approach to learning aligned with the Virginia SOL. The curriculum at this level focuses on actively reading a variety of literature and identifying and understanding literary terminology. Students incorporate technology in writing and research.

Strand / Goals
Communication / Prepare and present individual informative and persuasive presentations; listen critically and assess the effectiveness of oral presentations; examine values and points of view in media; examine how media influences beliefs and behaviors.
Reading Analysis / Survey American literature; read a variety of genres; continue to develop reading skills; engage in daily reading; use video and audio materials to promote understanding and appreciation of texts; apply associated literary terms; read and analyze nonfiction texts.
Writing / Practice timed responses to a variety of prompts; continue to develop reflective, argumentative, creative, analytical, and research-based writing skills; practice revising and editing; develop single and multi-paragraph essays emphasizing persuasive writing; write clear and correct sentences using vivid verbs and modifiers.
Research / Focus on analyzing and evaluating information from traditional and on-line resources; evaluate and synthesize the usefulness of information for inclusion in a documented paper; include parenthetical citations; develop a works cited page.
Vocabulary / Develop vocabulary through reading and writing, and speaking with an emphasis on understanding and using new vocabulary; use knowledge of word origins and figurative language to understand new vocabulary; practice PSAT and SAT-type questions.

VA SOL REQUIREMENT FOR GRADE 11