English 11

English 11 Syllabus

Ms. Kelly Hayes, Room C119

 (505) 243-1458 ext. 60250

kelly.hayes@aps.edu

Welcome to the new school year! I am excited to have the opportunity to work with you this year, and I look forward to learning more about you. Together we will work toward furthering your education and ensuring your success in English 11. You will be expected to work to the best of your ability and behave in a courteous and respectful manner at all times. By working together, I am certain we will enjoy a challenging and rewarding school year!

Materials Needed for the Class

Textbook

Prentice Hall Literature: The American Experience published by Pearson

 

Course Novels

We will read the following three novels throughout the year:

  • The Great Gatsby by F. Scott Fitzgerald
  • The Things They Carried by Tim O’Brien
  • The Glass Castle by Jeanette Walls

While all of the novels are available to checkout from the bookroom, I suggest you purchase your own copy of the novel if possible so that you may annotate directly into the book. You may also download digital copies of the novels to your electronic reading device such as a smart phone, tablet, or electronic reader. Please note that if you use your electronic device for anything but academic purposes, it will be confiscated and turned into the office as per school policy.

 

Supply List

You are expected to have supplies with you in the classroom at all times. Be sure to replenish supplies as necessary.

ü  Large 3-ring binder

ü  3-ring loose-leaf college-ruled notebook paper

ü  5+ notebook dividers

ü  2 dark blue or black ink pens*

ü  White-Out

ü  2 red ink pens for grading

ü  3×3 inch Post-It Notes

ü  Green, yellow, and pink highlighters

ü  1 computer flash drive

ü  1 box facial tissue or a roll of paper towels

*Assignments done in anything other than blue or black ink will not be graded.

Notebook

Your notebook will be divided into five sections:

  1. Assignment Sheet/Class Guidelines (Signed)
  2. Notes
  3. Handouts (Toolbox)
  4. Returned Papers (Organized by date)
  5. Blank loose-leaf notebook paper

 

Assignments

  • All class assignments must be written on loose-leaf notebook paper in dark blue or black ink.
  • All assignments are due on the assigned date.
  • All assignments must arranged by date in the appropriate section of your notebook.
  • If plan to be absent on a due date, you must make arrangements to turn in your work prior to the due date. 
  • Late work will not be accepted!

 

Course Requisites

Course Description

Through the course of the year, you will engage in reading and writing activities and assessments based on understanding of concepts, summary, identification, and analysis. These skills are traced through the Common Core State Standards, New Mexico End of Course Exam, progress toward high school graduation requirements, and college readiness. This course will enables you to understand that American literature reflects social, political and moral issues in the United States. In addition, you will develop proficiency in reading, writing, speaking and listening; in expressing your ideas on significant problems of American life; and in studying the techniques used by writers and national leaders in describing the American scene of both the past and the present.

 

Course Objectives and Addressing Common Core State Standards

In addition to standards specific to each unit of study, students are expected to practice the following Common Core Anchor Standards daily:

 

CCSS.ELA-LITERACY.CCRA.R.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 support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-LITERACY.CCRA.W.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.

CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 

You may find a complete list of the Common Core State Standards here.

 

Instructional Methods

I use a wide-variety of instructional techniques to facilitate learning. My lessons are rigorous and fast-paced, yet they are also designed to meet the needs of all students. Methodologies may include lectures, visual presentations, and class discussions, as well as hands-on approaches such as close reading and annotation, small group activities, research projects, computer-based learning and presentations, and a variety of artistic interpretations of material. Using a variety of methods gives every student the opportunity to be challenged, yet successful.

 

Assessments and Grading Scale

Assessments will take a variety of forms in this course.  Traditional assessments such as tests, quizzes, and homework will be used in addition to performance-based assessments such as projects, presentations, and group work.  This variety of assessments will allow you to demonstrate your strengths while working toward academic success.  Grades will be based on a percentage system using the following scale:

100 – 90%                                A

89 – 80%                                   B

79 – 70%                                   C

69 – 60%                                   D

59% and below                   F

 

In addition to the assessments listed above, you will also be required to take state and district mandated assessments. Preparation for these assessments and dates will be provided when available.

 

Course Agenda and Description

*Please note that this is a tentative outline of this course and may be changed as deemed necessary by the instructor*

Grading Period: 1st 6 Weeks

ELA 11th Grade Standards: RL.1, RL.2, RL.7, W.3, SL.1, L.1, L.2

During the first few weeks of instruction we will review the writing conventions for standard English. In addition to reviewing basic sentence structure, grammar, capitalization, and punctuation, we will also read a variety of texts. You will then write a narrative demonstrating a command of dialogue, pacing, and description.

 

 

 

Grading Period: 2nd 6 Weeks

ELA 11th Grade Standards: RI.1, RI.2, RI.3, RI.9, W.2

Upon completion of the narrative writing assignment, we will begin analyzing how  a sequence of events can develop a main idea in various works of literary non-fiction. You will then  write an expository paper that describes how an author develops a main idea.  We will then segue into a study of point of view, irony, and rhetoric by reading and analyzing speeches, historical documents, and literature, and you will draft text-based questions to guide class discussions.

 

Grading Period: 3rd 6 Weeks

ELA 11th Grade Standards: RL.4, W.3, L.1, L.4, L.5

We will end the first semester by analyzing how diction and figurative language impact meaning and tone in American short stories and poems. You will then create a creative literary piece that uses precise diction and figurative language to paint a vivid picture of experiences, events, setting, and characters. We will then spend the last two weeks of the semester preparing for your final exam. I will give you the details of your final exam later on in the semester.

 

Grading Period: 4th 6 Weeks

ELA 11th Grade Standards: R.1, R.3, R.5, W.5, W.6, W.7, W.8, SL.2, SL. 4, SL.5, L.1, L.3

We will begin the second semester by analyzing authors’ craft; specifically how an author’s use of structure can create meaning and contribute to the aesthetic impact of the text. After analyzing authors’ craft, you will craft your own persuasive speech.

 

Grading Period: 5th 6 Weeks

ELA 11th Grade Standards: RI.8, RI.9, W.6, W.9

We will spend a majority of this grading period looking back on and reviewing the foundational American works of historical and literary significance that we’ve read throughout the year. You will use technology to produce, publish, and update a digital portfolio that demonstrates your analysis of the various themes, purposes, and rhetorical features of the texts.

 

Grading Period: 6th 6 Weeks

ELA 11th Grade Standards: RI.7, W.1, SL.1

We will wrap up the year with a research project in which you will identify a question or a problem and create a persuasive piece addressing the question/problem. You will be expected to draw on research as well as the literature we’ve studied this year throughout your persuasive piece.

 

Resources

AHA School Website: http://aha.aps.edu/

The Purdue Owl Online Writing Lab: https://owl.english.purdue.edu/owl/

Information about the PARCC assessment: http://www.parcconline.org/parcc-assessment

Edmodo Login: https://www.edmodo.com/

 

Course Expectations, Policies, and Procedures

Expectations

Take responsibility for your own learning by mastering these skills:
1. Attend class and actively participate.

ü  Complete assignments and homework on a daily basis

ü  Track grades Synergy ParentVue/StudentVue

ü  Verify grades posted in my classroom.

2. Listen, read, and follow direction

ü  Listen carefully

ü  Read directions thoroughly

ü  Answer questions completely

3. Use Agenda and binder as organizational tool

ü  Record assignments on a daily basis.

ü  Keep all graded work in your binder.

4. Write in complete sentences and show your work.

5. Turn in work on due date

ü  No late work is accepted

ü  Follow proper procedure for obtaining make-up work in class.

6. Work to learn!

 

Attendance/Tardy Policy

When the final bell for class rings, you must be in the classroom. I strictly follow the published AHA attendance policy. If you reach the maximum number of unexcused absences/tardies under the policy, I will notify administrative personnel for a parent conference or WF from my class.

 

Missed Assignments/Exam Procedure

If you will be absent from school for two or more days, your parent or guardian is encouraged to notify the school so that assignments may be collected and sent to you at home.

 

Credit for make-up work is permitted for all absences. When absences are anticipated, you are to contact your teacher(s) so that you may make arrangements to complete work that will be missed. It is your responsibility to inform your teacher(s) that you will be absent and to request any and all make-up work.

 

Once you have returned to class, all make-up and alternative assignments must be completed within the number of school days equal to or less than the number of school days you have been absent.

 

Class Participation

All students are expected to take an active part in the learning environment of the classroom. This means coming to class on time and being prepared to learn.

 

Academic Dishonesty

Academic dishonesty will not be tolerated. Any attempts to plagiarize or cheat will result in the automatic loss of credit for all students involved. Additionally, parent contact and a referral to the administration are options that will be used at the teacher’s discretion. Any additional occurrences may result in being dropped from the class.

 

Communication

The best way to contact me is by email, however you may also call me at the school at (505) 243-1458 ext. 60250 and leave a voicemail. In an effort to increase communication between you, your parents/guardians, and myself, I will also use the Remind program to send text message reminders directly to your phone. To sign up to receive the Remind messages, follow the directions on this page.

The expectations I have for you are the same as the expectations you will find throughout the APS system, in colleges, other post-secondary educational institutions, social environments, and the workplace.  Our goal is to help you acquire skills you can use for a lifetime.

 

 

You may contact me by email at kelly.hayes@aps.edu. Please let me know if you have any questions or concerns.

 

Thank you,

Kelly Hayes

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