ENG 111/112: English Composition Tara Seate-­‐Beck 2015-­‐2016 1st Semester Week 1 (4-­‐day week) Dates Content 8/18—8/22 SUMMER READING ASSESSMENTS: To Kill a Mockingbird, Harper Lee Ø Short response and mini-­‐essay exam Ø Online and whole-­‐group discussions (via Blackboard): “Atticus’ Choice”; “Quote Analysis”; “Scout Finch” Ø Small-­‐group project: Modern Day Mockingbirds Basic Grammar Review: Ø Identifying subjects, verbs, direct object, indirect objects, objective complements, and subject complements (predicate adjectives and predicate nominatives) Ø Recognizing the five basic sentence patterns; constructing sentences properly using the patterns Ø Identifying the four kinds of sentences; utilizing varying sentence structures in compositions SOL covered: 11.4 a-­‐e; g-­‐h; j-­‐k 11.6 a-­‐g; 11.7 e-­‐f 11.6 a-­‐g; 11.7 f-­‐g 11.1 a-­‐f; h; 11.2 b-­‐d; 11.5 a; d-­‐e; g-­‐h (article and news readings) *11.6 2 8/24—8/28 The Hemingway Challenge Mini-­‐Project and Self-­‐Introduction to Narrative Writing Introduction to the Personal Narrative and Autobiographical Writing: Ø Chapter 2, Reading Critically, Writing Well text Ø Read, analyze, and discuss “Always Running,” Luis J. Rodriguez -­‐-­‐journal response Ø “Quick-­‐write” and whole-­‐group discussion: Tino or the Police? Student Original Composition #1: A Personal Narrative: Ø Devising a plan and brainstorming Ø Outlining Ø Thesis development Early American Literature: The Native American Origin Myth Ø Define “myth” and identify its purpose Ø Read and analyze “The Earth on Turtle’s Back” and “When Grizzlies Walked Upright” Vocabulary Unit 1 *11.1 (oral presentations) 11.5 a; d; g-­‐h 11.6 a-­‐g; 11.7 e-­‐f; 11.8 h-­‐i 11.6 a-­‐c 11.4 a-­‐e; g-­‐h; j-­‐k *11.3 3 8/31—9/4 Basic Grammar Review: Ø Differentiate between phrases and clauses; identify the kinds of phrases and clauses and incorporate them into writing Ø Fragments and run-­‐ons: identifying and repairing each Contemporary Parallels in Literature: “Museum Indians,” Susan Power Ø Read, analyze, and discuss; drawing parallels to early Native American literature (from week 2) and the personal narrative (also from week 2) Ø The Symbolism of Me mini-­‐project Continuing the Personal Narrative: Ø “Rick,” Brad Benioff, Reading Critically, Writing Well text—read, analyze, and discuss Student Original Composition #1, Continued: Ø Rough drafts Ø Revisions; peer-­‐editing workshop Ø Final drafts Vocabulary Unit 2 *11.6 11.5 a; d-­‐e; g-­‐h 11.6 d-­‐h; 11.7 b-­‐c; 11.8 f; h-­‐i *11.3 4 5 9/8—9/11 (4-­‐day week; closed Monday, 9-­‐7, for Labor Day) Introduction to Colonial and Puritan Literature, The American Experience text: Ø “To My Dear and Loving Husband,” Anne Bradstreet: Read, analyze, and discuss; modern-­‐day song and poetry connection “investigation” Ø “Sinners in the Hands of an Angry God,” Jonathan Edward: Read, analyze, and discuss Basic Grammar Review: Ø Active vs. passive voice—identifying each and modifying passive for active Ø Parallel structure—defining and properly using parallel structure Introduction to Observational Writing: Ø Chapter 3, Reading Critically, Writing Well text 9/14—9/18 Continuing Observational Writing: (PTC on Ø “I’m Watching You” observational “lab” and activity Thursday, 9-­‐17) Ø “I’m not Leaving Until I Eat this Thing”—John T. Edge, Reading Critically, Writing Well text-­‐-­‐read, analyze, and discuss; consider project ideas and ideas for student writing 11.5 a; d-­‐e; g-­‐h 11.7 *11.6 *11.5 11.6 a; c 11.5 a; d-­‐e; g-­‐h Student Original Composition #2: The Observation Paper-­‐“You Ate What?!” Ø Devising a plan and brainstorming Ø Outlining Ø Thesis development Punctuation Review: The Comma Ø Defining the Bedford comma rules Ø Identifying proper and incorrect comma usage Ø Inserting commas properly into sentences Ø Avoiding the comma splice Continuing Colonial and Puritan Literature: The Crucible Ø Acts I-­‐II—read, analyze, and discuss Vocabulary Unit 3 6 9/21—9/25 Continuing The Crucible: Ø Acts II—III—read, analyze, and discuss Ø Online discussion boards via Blackboard:” John Proctor”; “Abby and Elizabeth” 11.6 a-­‐c *11.8 i 11.4 a-­‐e; g-­‐k *11.3 11.4 a-­‐e; g-­‐k 11.6 a-­‐g; 11.7 f-­‐g Punctuation Review: The Semi-­‐Colon, Colon, & Apostrophe Ø Defining the Bedford semi-­‐colon, colon, and apostrophe rules Ø Identifying proper and incorrect usage of each Ø Inserting each properly into writing Ø Avoiding common misuses of each 7 9/28—10/2 Student Original Composition #2, Continued: Ø Food experiment and recording data Ø Rough drafting Ø Peer revision workshop; editing Ø Final drafts Vocabulary Unit 4 Basic Grammar Review: Subject-­‐Verb Agreement & Pronoun-­‐Antecedent Agreement Ø Identify and repair issues with subject-­‐verb agreement and pronoun-­‐
antecedent agreement Indefinite, Ambiguous, Implied, and Remote Pronoun References Ø Identify and repair issues with indefinite, ambiguous, implied, and remote pronoun references (focus on the indefinite “it,” “they,” and “you” Ø Develop specific nouns that can replace indefinite, ambiguous, implied, and remote pronoun references *11.8 i 11.6 a; c-­‐g; 11.7 b-­‐f; 11.8 a; c-­‐d; f; h-­‐i *11.3 *11.7 Finishing The Crucible: Ø Acts III-­‐IV—read, analyze, and discuss Ø Essay Exam—Literary Analysis: Who is more to blame for the events in Salem—the children or the adults? Explain. Introduction to Reflective Writing: Ø Chapter 4, Reading Critically, Writing Well text Ø “A Universe Lies on the Sidewalks of New York” by Steven Doloff (Reading Critically, Writing Well text)-­‐-­‐read, analyze, and discuss; analyze and evaluate symbolism employed by Doloff Ø Mini-­‐Reflection: My Hometown Vocabulary Unit 5 8 10/5—10/9 11.4 a-­‐e; g-­‐k 11.4 c-­‐d; i; k; 11.6 a-­‐g; 11.7 a-­‐f; 11.8 c-­‐d; f; h-­‐i 11.5 a; c-­‐d; g-­‐h 11. 6 a-­‐g; 11.7 e-­‐f; 11.8 c; f; h-­‐i *11.3 Continuing the Reflection: 11.5 a; c-­‐d; g-­‐h Ø Selection from Sandra Cisneros’ Woman Hollering Creek and The House on Mango Street—drawing parallels between cultures and reflective writing Student Original Composition #3: “Dear Me” 11. 6 a-­‐g; 11.7 e-­‐f; 11.8 c; f; h-­‐i Ø -­‐-­‐brainstorming, planning, and organizing ideas for writing Ø rough drafts Ø self-­‐revision exercise Ø editing and revising final drafts Grammar Mid-­‐Term Ø Identifying: -­‐-­‐subjects and verbs -­‐-­‐direct and indirect objects -­‐-­‐objective complements -­‐-­‐subject complements -­‐-­‐sentence patterns -­‐-­‐sentence structures -­‐-­‐phrases -­‐-­‐clauses Ø Recognizing and repairing: -­‐-­‐fragments -­‐-­‐run-­‐ons -­‐-­‐active vs. passive voice -­‐-­‐parallel structure issues -­‐-­‐subject-­‐verb agreement issues -­‐-­‐pronoun-­‐antecedent agreement issues -­‐-­‐indefinite, ambiguous, implied, and remote pronoun issues Ø Properly utilizing: -­‐-­‐commas -­‐-­‐semi-­‐colons -­‐-­‐colons; apostrophes *11.7 9 Introduction to Revolutionary / War Literature: Ø Poor Richard’s Almanac—read, analyze, and discuss; student-­‐created proverbs via Blackboard assignment Ø The Declaration of Independence—read, analyze, and discuss the importance and meaning of the document—mini-­‐group analysis project Vocabulary Unit 6 10/12—10/16 The Position Paper—Chapter 9, Reading Critically, Writing Well text (End of 1st nine Ø Introduction to the position paper and differentiating between weeks is 10/16) persuasive and position writing Ø “Boys Here, Girls There: Sure, If Equality’s the Goal” by Karen Stabiner (Reading Critically, Writing Well text) -­‐-­‐read, analyze, and discuss -­‐-­‐“Education Quickwrite”—In your opinion, what is the greatest problem with education today? *responses will generate class debate and discussion Ø “Children Should Play, not Compete” by Jessica Statsky (Reading Critically, Writing Well text) -­‐-­‐read, analyze, and discuss -­‐-­‐online discussion via Blackboard—student response to essay 11.4 a-­‐e; g-­‐h; j-­‐k; 11.5 a-­‐h *11.3 11.5 a; c-­‐h 11.6 a-­‐h; 11.7 e-­‐f; 11.8 c-­‐f; h-­‐i 10 10/19—10/23 Introduction to MLA Format and the Research Paper: Choosing a Topic—Note-­‐
taking—Chapters 46-­‐54, The Bedford Handbook (Student Original Composition #4) Ø Choosing and narrowing a topic Ø Researching multi-­‐media sources Ø Developing annotated bibliographies Ø Defining and avoiding plagiarism Ø Paraphrasing and directly quoting sources Introduction to Gothic and Romantic Literature: Ø Define Gothicism and romanticism as they relate to American literature Ø Identify the specific characteristics of gothic and romantic literature Ø Read, analyze, and discuss “The Devil and Tom Walker”; recognize and apply the elements of Gothicism and romanticism to the work Vocabulary Unit 7 Continuing Position Papers Ø “Sex Education in Schools” by Amber Dahlke—class experiment and formal debate (student-­‐chosen controversial topics) Continuing Gothic and American Literature: Ø “Young Goodman Brown” Ø “The Minister’s Black Veil” Ø Read, analyze, and discuss above stories; recognize and apply the elements of Gothicism and romanticism to eah 11.8 a-­‐j 11.4 a-­‐e; g-­‐h; j-­‐k *11.3 11.1 a-­‐h; 11.2 a-­‐d 11.4 a-­‐e; g-­‐h; j-­‐k 11 12 *LIBRARY RESEARCH DAYS (10-­‐22; 10-­‐23) 10/26—10/30 *LIBRARY RESEARCH DAYS (10-­‐26; 10-­‐27; 10-­‐28) The Research Paper: Developing a Tentative Thesis—Beginning the Rough Draft Ø Devising tentative thesis statements Ø Constructing and organizing outlines Ø Establish where paraphrases and direct quotes will fit into the outline Ø Beginning the rough draft (introductory paragraphs and first body paragraphs) Finishing Gothic and Romantic Literature: Ø “The Fall of the House of Usher” and excerpts from The Fall: comparative literature study Ø Practicing the craft—creative writing workshop (Student Original Composition #5) 11/2—11/6 The Research Paper: Revision #1—Continuing the Rough Draft (4-­‐day week; Ø Self-­‐ and peer-­‐revision group session #1—editing and proofreading 11-­‐3 is PD Day) introductory paragraphs, tentative thesis statements, and first body paragraphs Ø Revisions and continuing the first draft 11.8 a-­‐i 11.8 a-­‐i 11.7 a; c-­‐g; 11.6 a-­‐e; g 11.4 a-­‐e; g-­‐h; j-­‐k 11.6 a-­‐g 11.6 d-­‐g; 11.7 a; e-­‐f; 11.8 h-­‐i Introduction to Transcendentalism: Ø “Self-­‐Reliance” Ø “Civil Disobedience” Ø “Walden” Ø “Nature” -­‐-­‐student-­‐led lessons—small group studies and presentations Vocabulary Unit 8 13 11/9—11/13 The Research Paper: Revision #2—Finishing the Rough Draft Ø Self-­‐ and peer-­‐revision group session #2—editing and proofreading the conclusion of rough drafts Ø Developing the Works Cited page Ø Finishing second drafts and final revisions for publication The Spoon River Anthology: Ø Read, analyze, and discuss selections from Edgar Lee Masters’ Spoon River Anthology Ø Creative writing poetry assignment: Student Original Composition #6 The Poetry of Emily Dickinson: Ø Read, analyze, and discuss a selection of Dickinson’s poetry Ø Focus specifically on point of view, speaker, audience, symbolism, alliteration, and other applicable literary devices **A variety of other poems will also be included in this week’s lesson plan, including “Richard Cory” as well as several others 11.4 a-­‐e; g-­‐h; j-­‐k; 11.5 a; c-­‐e; g-­‐h; *11.1 *11.3 11.6 f-­‐g; 11.7 e-­‐f; 11.8 g-­‐i 11.4 a-­‐h; j-­‐k 11.6 a-­‐g 11.4 a-­‐h; j-­‐k Vocabulary Unit 9 *11.3 14 & 15 11/16—11/20; MLA Format Major Exam: 11.7 a; d; *11.8 11/23—11/24 Ø Define plagiarism and explain how it can be avoided; explain also the (Week 15= consequences of plagiarism Thanksgiving Ø Explain the function of signal phrases Break) Ø List and define the three kinds of notations taken during the research process Ø Identify mistakes in parenthetical citations Ø Differentiate between annotated bibliographies and Works Cited pages Ø List the kinds of resources available for use in research Ø Explain what makes a source reliable and credible Ø Explain the basic principles of MLA format Culminating Review of all Literary Terms and Devices; Cumulative Review of 11.4 a-­‐e; g-­‐h; j-­‐k American Literature’s Movements and Character Types Ø Literary terms and devices Ø The movements in American literature Ø Character types Continuing Study of the American Short Story: Ø “The Story of an Hour,” Kate Chopin Ø “The Outcasts of Poker Flats,” Bret Harte Ø “A Clean, Well-­‐Lighted Place,” Ernest Hemingway -­‐-­‐read, analyze, and discuss each; identify literary devices and character types; apply themes to each 16 11/30—12/4 17-­‐18 12/7—12/22 (Weeks combined here due to SOL testing and alterations to standing school schedule) Vocabulary Unit 10 Continuing American Short Stories: Ø “A Rose for Emily,” William Faulkner Ø “Sweat,” Zora Neale Hurston Ø “To Build a Fire,” Jack London Ø “An Occurrence at Owl Creek Bridge,” Ambrose Bierce Student Original Composition #7: Free Choice Ø Students will choose what kind of essay they wish to write Ø Students will also: brainstorm, plan, and organize ideas for writing Ø Students will devise tentative thesis statements and begin rough drafts of this final course composition Vocabulary Unit 11 Modernism: Ø “The Body,” Stephen King (story and film) Continuing Student Original Composition #7: Ø Editing the first draft Ø Revising the draft Ø Preparing the final draft for submission Ø Literature Exam and Terms / SOL Review *11.3 11.4 a-­‐e; g-­‐h; j-­‐k 11.6 a-­‐d *11.3 11.4 a-­‐e; g-­‐h; j-­‐k 11.6 e-­‐g; 11.7 e-­‐f *11.4; *11.5 SOL APPENDIX: 11th GRADE Grade Eleven
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.
Communication: Speaking, Listening, Media Literacy
11.1 The student will make informative and persuasive presentations.
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.
11.2 The student will examine 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.
Reading
11.3 The student will apply knowledge of word origins, derivations, 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 connotative and denotative meanings and interpret the connotation.
d) Identify the meaning of common idioms.
e) Identify literary and classical allusions and figurative language in text.
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 meaning of texts.
11.4 The student will read, 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.
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.
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.
11.5 The student will read and analyze a variety of nonfiction texts.
a) Use information from texts to clarify understanding of concepts.
b) Read and follow directions to complete an application for college admission, for a scholarship, or for employment.
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.
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.
Writing
11.6 The student will write 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 developing 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.
11.7 The student will self- 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.
Research
11.8 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product.
a) Use technology as a tool to research, organize, evaluate, and communicate information.
b) Narrow a topic and develop a plan for research.
c) Collect information to support a thesis.
d) Critically evaluate quality, accuracy, and validity of information.
e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting
information, point of view or bias.
f) Synthesize and present 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.
j) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.