Course Title: HIGH SCHOOL ENGLISHCourse No. 4105
LANGUAGE ARTS IIIA
Grade level: 11
Course Description
Course Duration: One Semester (Open
entry/open exit)
Text and Resource Options:
A. Literature and Language Arts 11, Part I; Holt, Fifth Course
Course Content: Key Content Standards and
Course Objectives
The following objectives are based on the Grade K-12 English- Language Arts
Common Core Readiness Anchor Standards. Please refer to the ELA California
Common Core State Standards online for specific standards.
Credit Value: 1 - 5
The objectives of this course are aligned with
the Grade 11/12 English-language Arts
Standards.
This literature-based curriculum will integrate
Reading Standards
written and oral language skills, reading
Key Ideas and Details 1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing or speaking to
comprehension, and literary analysis using
support conclusions drawn from the text. 2. Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and ideas. 3. Analyze how various literary genres based on world and
and why individuals, events, and ideas develop and interact over the course of a text.
American literature. The focus of writing and
Craft and Structure 4. Interpret words and phrases as they are used in a text, including
grammar assignments will be based on the
determining technical, connotative, and figurative meanings, and analyze how specific word
individual needs of the students as determined
choices shape meaning or tone. 5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or
by the teacher.
stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes
the content and style of a text.
Key Content Standards and
Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse
1
Course Objectives (cont).
media and formats, including visually and quantitatively, as well as in words. 8. Delineate
and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or
Writing Standards
more texts address similar themes or topics in order to build knowledge or to compare the
Text
Types
and
Purposes
1. Write arguments to support claims in
approaches the authors take.
an analysis of substantive topics or texts, using valid reasoning and
Range of Reading and Level of Text Complexity 10. Read and comprehend complex
relevant and sufficient evidence. 2. Write informative/explanatory
literary and informational texts independently and proficiently.
texts to examine and convey complex ideas and information
Speaking and Listening Standards
clearly and accurately through the effective selection, organization,
Comprehension and Collaboration 1. Prepare for and participate effectively in a range of and analysis of content. 3. Write narratives to develop real or
conversations and collaborations with diverse partners, building on others’ ideas and
imagined experiences or events using effective technique, wellexpressing their own clearly and persuasively. 2. Integrate and evaluate information
chosen details, and well-structured event sequences.
presented in diverse media and formats, including visually, quantitatively, and orally. 3.
Production and Distribution of Writing 4. Produce clear and
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
coherent writing in which the development, organization, and style
Presentation of Knowledge and Ideas 4. Present information, findings, and supporting
are appropriate to task, purpose, and audience. 5. Develop and
evidence such that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience. 5. Make strategic use strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach. 6. Use technology, including
of digital media and visual displays of data to express information and enhance
understanding of presentations. 6. Adapt speech to a variety of contexts and communicative the Internet, to produce and publish writing and to interact and
collaborate with others.
tasks, demonstrating command of formal English when indicated or appropriate.
Language Standards
Conventions of Standard English 1. Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking. 2. Demonstrate command
of the conventions of standard English capitalization, punctuation, and spelling when
writing.
Knowledge of Language 3. Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by
using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate. 5. Demonstrate understanding of word
relationships and nuances in word meanings. 6. Acquire and use accurately a range of
general academic and domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence
in gathering vocabulary knowledge when encountering an unknown term important to
comprehension or expression.
Methods of Study
1. Students will complete all activities assigned.
2. Students will participate in discussion with other class members
and/or teacher.
Research to Build and Present Knowledge 7. Conduct short as
well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under
investigation. 8. Gather relevant information from multiple print
and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism. 9.
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Range of Writing 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.
Evaluation of Performance Standards
1. Students will complete all assignments with a minimum
of 70% accuracy.
2. The supervising teacher will be satisfied with the quality of
the student’s work.
3. The student must receive a minimum score of 70% on a
teacher assigned final evaluation.
HIGH SCHOOL ENGLISH-LANGUAGE ARTS IIIA
Course Syllabus: 4105
Textbook Assignment: Literature and the Language Arts, Fifth Course, Part I, Chapters 1-5 (5.0 Credits)
 All textbook work must meet 70% accuracy level for course credit.
Resource Sections
 Reading Matters Strategy Lessons pp. 1463-1477, Handbook of Literary Terms pp. 1478-1496, Writer’s Handbook
pp. 1502-1512, Glossary pp. 1513-1531.
Unit 1
Read Key Concepts (pp. 4-9), complete:
o Comprehension Check
o Ask Yourself
Read Newspaper Editorial (pp. 10-13), complete Ask Yourself
Chapter 1:
Read Literary Skills Focus (pp. 15-16), complete Ask Yourself

Read The Sky Tree, The Earth Only, Coyote Finishes His Work, and The Blackfeet Genius (p. 20-26)
Complete Preparing to Read (p. 18) before reading the selection
Complete the questions on the bottom of each page within the selection (A, B, C, D …….)
Complete the Social Studies Link (pp. 26)
Complete the Applying Your Skills (pp. 27-28) (omit Choices)
Chapter 2:
Read Literary Skills Focus (pp. 43), complete Ask Yourself
Read Here Follow Some Verse upon the Burning of Our House, July 10, 1666 (p. 96-97)
Complete Preparing to Read (p. 94) before reading the selection
Complete the questions on the bottom of each page within the selection (A, B, C, D …….)
Complete the Applying Your Skills (pp. 98) (omit Choices)
Read Huswifery (p. 102)
Complete Preparing to Read (p. 100) before reading the selection
Complete the questions on the bottom of each page within the selection (A, B, C, D …….)
Complete the Applying Your Skills (pp. 103)
Read from Sinners in the Hands of an Angry God (p. 106-111)
Complete Preparing to Read (p. 104) before reading the selection
Complete the questions on the bottom of each page within the selection (A, B, C, D …….)
Complete the Applying Your Skills (pp. 112-114) (omit Choices)
Complete the Comparing Texts Wrap Up (p.115) See “Writing Guidelines” page
Chapter 3:
Read Literary Skills Focus (pp. 117-118), complete Ask Yourself
Read Reading Skills Focus (pp. 119), complete Your Turn
Read Speech to the Virginia Convention (p. 122-126)
Complete Preparing to Read (p. 120) before reading the selection
Complete the questions on the bottom of each page within the selection (A, B, C, D …….)
Complete the Applying Your Skills (pp. 128-129) (omit Choices)
HIGH SCHOOL ENGLISH-LANGUAGE ARTS IIIA
Course Syllabus: 4105
Chapter 3 (continued)
Read from The Autobiography: The Declaration of Independence (p. 140-148)
Complete Preparing to Read (p. 138) before reading the selection
Complete the questions on the bottom of each page within the selection (A, B, C, D …….)
Complete the Applying Your Skills (pp. 149-151) (omit Choices)

At the end of Chapter 3, complete Standards Review pp. 194-197
Unit 2
Read Key Concepts (pp. 204-209), complete all:
o Comprehension Check
o Ask Yourself
Read Essay (pp. 210-213), complete Ask Yourself

Chapter 4
Read Literary Skills Focus (pp. 215-216), complete Ask Yourself
Read Analyzing Visuals (pp. 217), complete Your Turn
 Read The Tide Rises, the Tide Falls (pp. 226)
Complete Preparing to Read (p. 224) before reading the selection
Complete the questions on the bottom of each page within the selection (A, B, C, D …….)
Complete the Applying Your Skills (pp. 227-228)
 Read from Self-Reliance (p. 245-247)
Complete Preparing to Read (p. 244) before reading the selection
Complete the questions on the bottom of each page within the selection (A, B, C, D …….)
Complete the Applying Your Skills (p. 248-250) (omit Choices)
Read from Walden, or Life in the Woods (pp. 254-262)
Complete Preparing to Read (p. 252) before reading the selection
Complete the questions on the bottom of each page within the selection (A, B, C, D …….)
Complete the Applying Your Skills (pp. 263-266) (omit Choices)

Chapter 5
Read Literary Skills Focus (pp. 287), complete Ask Yourself
Read The Minister’s Black Veil (pp. 304-313)
Complete Preparing to Read (p. 302) before reading the selection
Complete the questions on the bottom of each page within the selection (A, B, C, D …….)
Complete the Applying Your Skills (pp. 314-316) (omit Choices)
Read The Raven (pp. 360-363)
Complete Preparing to Read (p. 359) before reading the selections
Complete the questions on the bottom of each page the selection (A, B, C, D …….)
Complete the Applying Your Skills (pp. 364-365) (omit Choices)
At the end of Chapter 5, complete Standards Review pp. 388-393
High School English-Language Arts 4105
Academic Vocabulary
Unit 1-2
Academic Vocabulary
Complete a Circle Map for each of the academic vocabulary words.
Circle Map Categories
Dictionary Definition
Student Definition
Part of Speech
Meaningful Sentence
Illustration
What it is (examples)
What it isn’t (non examples)
Word Parts
Cognate
Synonyms
Antonyms
Related Words/Word Family
Sentence from book
Unit 1, pg. 9
aspect
cite
contemporary
interpret
perspective
implicit
integral
transform
principal
Unit 2 pg. 209
factor
NOTE: For extra vocabulary practice, please refer to the vocabulary list at the beginning of each story.
High School English-Language Arts 4105
Writing Guidelines
Comparing Tests: Wrap Up
Chapter 2, pg 115
For the Comparing Texts Wrap Up, complete all parts of the writing process, and turn in the following with
your final draft.
1. Thinking Map
2. 4- paragraph rough draft
3. Revised rough draft incorporating teacher’s comments and corrections
4. 4- paragraph typed final draft
Writing Rubrics: Level HS, Writing Standards
Expository
 The writing contains 4 or more paragraphs that establish a controlling idea or thesis and convey a clear
perspective on the subject.
 The writing includes an introductory paragraph that contains a topic sentence that
focuses on the overall message of the text.
 The writing conveys information and ideas from the sources accurately and coherently.
 The writer uses precise language, action verbs, sensory details, and appropriate modifiers.
 The writing makes distinctions about the value and significance of specific data, facts, and ideas.
 The writing demonstrates control of grammar, paragraph and sentence structure and shows accurate
spelling and correct use of the conventions of punctuation and capitalization.
 The writing has clearly been proofread and revised to improve logic, coherence, word choice, organization
and consistency.