Harwich Public Schools

English Language Arts Curriculum

(10 February 2005)

Grade:     Eleven

GENERAL STANDARD 1: Discussion

Students will use agreed-upon rules for informal and formal discussions in small and large groups. Group discussion is effective when students listen actively, stay on topic, consider the ideas of others, avoid sarcasm and personal remarks, take turns, and gain the floor in appropriate ways. Following agreed-upon rules promotes self-discipline and reflects respect for others.

1.6 Drawing on one of the widely used professional evaluation forms for group discussion, evaluate how well participants engage in discussions at a local meeting.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Drawing on one of the widely used professional evaluation forms for group discussion, evaluate how well participants engage in discussions at a local meeting.	For example, in attendance at town meeting or other formal local debate, students identify, analyze, and evaluate the rules used in a formal or informal government meeting or on a television news discussion program.	Attendance at town meeting Student-run debate	Proficiency in diction, style, persuasive content based on established rubric for rules of debate.

GENERAL STANDARD 2: Questioning, Listening, and Contributing

Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions or interviews in order to acquire new knowledge. Group discussions may lead students to greater complexity of thought as they expand on the ideas of others, refine initial ideas, pose hypotheses, and work toward solutions to intellectual problems. Group work helps students gain a deeper understanding of themselves as they reflect upon and express orally their own thinking in relation to that of others.

2.6 Analyze differences in responses to focused group discussion in an organized and systematic way.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Analyze differences in responses to focused group discussion in an organized and systematic way.	For example, students read and discuss “The Fall of the House of Usher,” by Edgar Allan Poe, as an example of observer narration; “The Prison,” by Bernard Malamud  as an example of multiple character point of view. Students summarize their conclusions about how the authors’ choices regarding literary narrator made a difference in their responses as readers, and present their ideas to the class.	Selected readings from American Anthology such as “An Occurrence at Owl Creek Bridge”	Rewrite a version of  the same text from a different viewpoint; open discussion of merits of different points of view.

GENERAL STANDARD 3: Oral Presentation

Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.

Planning an effective presentation requires students to make an appropriate match between their intended audience and the choice of presentation style, level of formality, and format. Frequent opportunities to plan presentations for various purposes and to speak before different groups help students learn how to gain and keep an audience’s attention, interest, and respect.

3.17 Deliver formal presentations for particular audiences using clear enunciation and appropriate organization, gestures, tone, and vocabulary.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Deliver formal presentations for particular audiences using clear enunciation and appropriate organization, gestures, tone, and vocabulary	Students will use interdisciplinary research paper for multi-media presentation using appropriate diction, tone and gestures learned through formal modeling.	Research papers Visual aids	Students will present content of their interdisciplinary research paper to peers

3.18 Create an appropriate scoring guide to evaluate final presentations.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Create an appropriate scoring guide to evaluate final presentations	For example, students will establish criteria they feel is important for grading a project.	Students brainstorming rubrics	Students will collaborate to form a consensus on criteria that will be used to evaluate a formal presentation/performance.

GENERAL STANDARD 4: Vocabulary and Concept Development

Students will understand and acquire new vocabulary and use it correctly in reading and writing. Our ability to think clearly and communicate with precision depends on our individual store of words. A rich vocabulary enables students to understand what they read, and to speak and write with flexibility and control. As students employ a variety of strategies for acquiring new vocabulary, the delight in finding and using that perfect word can heighten interest in vocabulary itself.

4.26 Identify and use correctly new words acquired through study of their different relationships to other words.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Identify and use correctly new words acquired through study of their different relationships to other words	For example, while reading The Scarlet Letter, students acknowledge words they don’t recognize and use context clues in the text to learn the meaning. Students then write passages of their own using the new words correctly.	The Scarlet Letter Personal Vocabulary List Context Clue Worksheets	Quiz Test Student Writing

4.27 Use general dictionaries, specialized dictionaries, thesauruses, histories of language, books of quotations, and other related references as needed.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Use      general dictionaries      specialized dictionaries      thesauruses      histories of language      books of quotations      other related references as needed	For example, students each choose a word in a favorite literary passage and examine all the synonyms for it in a thesaurus. They decide if any of the synonyms might be suitable substitutes in terms of meaning and discuss the shades of meaning they perceive. They also speculate about what other considerations the author might have had for the specific choice of word.	All 11^th Grade Novels and Reading Selections	Whole Class Discussion Small Group Discussion

GENERAL STANDARD 5: Structure and Origins of Modern English

Students will analyze standard English grammar and usage and recognize how its vocabulary has developed and been influenced by other languages.

The English language has changed through time and through contact with other languages. An understanding of its history helps students appreciate the extraordinary richness of its vocabulary, which continues to grow. The study of its grammar and usage gives students more control over the meaning they intend in their writing and speaking.

5.30 Identify, describe, and apply all conventions of standard English.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Identify, describe, and apply all conventions of standard English	For example, students write an essay and then engage in peer editing using an evaluation and feedback format where they must identify, describe, and apply all conventions of standard English.	Evaluation and Feedback Form Writing Rubric	Essay Writing Rubric

5.31 Describe historical changes in conventions for usage and grammar.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Describe historical changes in conventions for usage and grammar	Students will read and examine American literature from Colonial times to the present, and then compare and contrast changes in grammar and usage from past to present.	Anthology of American Literature The Scarlet Letter Compare/Contrast Rubric	Comparison/Contrast essay Compare/Contrast Rubric

5.32 Explain and evaluate the influence of the English language on world literature and world cultures.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Explain and evaluate the influence of the English language on world literature and world cultures.

5.33 Analyze and explain how the English language has developed and been influenced by other languages.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Analyze and explain how the English language has developed and been influenced by other languages	For example, students explore the roots of English and analyze samples from Old English to Modern English through vocabulary work and Independent exercises.	Elements of Writing, Course 4 , Ch 14 English Language Origins Packet	Quiz Test Worksheets

GENERAL STANDARD 6: Formal and Informal English

Students will describe, analyze, and use appropriately formal and informal English. Study of different forms of the English language helps students to  understand that people use different  levels of formality in their writing and speaking as well as a variety of regional and social dialects in their conversational language.

6.10 Analyze the role and place of standard American English in speech, writing, and literature.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Analyze the role and place of standard American English in speech, writing, and literature	For example, students compare and contrast speeches by Sojourner Truth and Elizabeth Cady Stanton—idiomatic versus formal styles.	Anthology of American Literature Compare/Contrast Rubric	Compare/Contrast Essay Oral Reading Compare/Contrast Rubric

6.11 Analyze how dialect can be a source of negative or positive stereotypes among social groups.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Analyze how dialect can be a source of negative or positive stereotypes among social groups.	For example, in their reading of Their Eyes Were Watching God, or Huckleberry Finn,  students select passages that show negative and positive connotations of people, places and things.	Selected Stories form Anthology of American Literature 11^th Grade Novels and Plays	Oral Readings Comparative Writing

GENERAL STANDARD 8: Understanding a Text

Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation. (For vocabulary and concept development see General Standard 4.) When we read a text closely, we work carefully to discern the author’s main ideas and the particular facts and details that support them. Good readers read thoughtfully and purposefully, constantly checking their understanding of the author’s intent and meaning so that their interpretations will be sound.

For imaginative/literary texts:

8.32 Identify and analyze the point(s) of view in a literary work.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Identify and analyze the point(s) of view in a literary work	For example, students will read various selections and identify point of view and how that changes the perspective of the text.	Selected readings such as Poe’s “Cask of Amontillado”,  Alcott’s “Hospital Sketches”, and Crane’s “an Episode of War”	Students will discuss how the story might change if written from another character’s viewpoint as well as analyze the essential differences types of point of view.

8.33 Analyze patterns of imagery or symbolism and connect them to themes and/or tone and mood.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Analyze patterns of imagery or symbolism and connect them to themes and/or tone and mood	For example, students will discuss overt imagery and symbolism from the Scarlet Letter to the subtle and nuanced metaphor in Updike’s “Man and Daughter in the Cold”	Selected readings from American short stories, novels and the anthology	After familiarizing themselves with figurative language, students will search texts to develop their own proficiency at identifying uses of imagery and symbolism

For informational/expository texts:

8.34 Analyze and evaluate the logic and use of evidence in an author’s argument.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Analyze and evaluate the logic and use of evidence in an author’s argument.	Students will create an outline, itemizing the author’s thesis and supporting evidence.	Thoreau’s Civil Disobedience Douglas’s What The Black Man Wants	Critical Essay

GENERAL STANDARD 9: Making Connections

Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background. By including supplementary reading selections that provide relevant historical and artistic background, teachers deepen students’ understanding of individual literary works and broaden their capacity to connect literature to other manifestations of the creative impulse.

9.7 Relate a literary work to the seminal ideas of its time.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Relate a literary work to the seminal ideas of its time.	For example, students  read or listen to Whitman’s When Lilac’s Last in the Dooryard Bloom’d and discuss the impact of Lincoln’s death to the common man and by extension the greater emotional and political ethos of the country. Similarly, O’Briens The Things They Carried as it relates to the Viet Nam war.	Anthology of American Literature Selected Novels	Analytical Essays Essay Rubric Historical Timelines relative to reading

GENERAL STANDARD 10: Genre

Students will identify, analyze, and apply knowledge of the characteristics of different genres.

We become better readers by understanding both the structure and the conventions of different genres.

A student who knows the formal qualities of a genre is able to anticipate how the text will evolve, appreciate the nuances that make a given text unique, and rely on this knowledge to make a deeper and subtler interpretation of the meaning of the text.

10.6 Identify and analyze characteristics of genres (satire, parody, allegory, pastoral) that overlap or cut across the lines of genre classifications such as poetry, prose, drama, short story, essay, and editorial.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Identify and analyze characteristics of genres satire      parody      allegory      pastoral that overlap or cut across the lines of genre classifications such as poetry, prose, drama, short story, essay, and editorial.	For example, students read The Crucible as an allegory to the McCarthy trials,  Ethan Fromme as a pastoral, and Vonnegut’s Harrison Bergeron for satire.	Anthology of American Literature Selected Novels and Plays	Student-generated writings that mimic the writing style and genre of the reading selections

11.6 Apply knowledge of the concept that a text can contain more than one theme.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Apply knowledge of the concept that a text can contain more than one theme.	For example, students read Sophie’s Choice and identify several themes that surface in the work through  whole class discussion and journaling.	Sophie’s Choice	Whole Class Discussion Rubric

11.7 Analyze and compare texts that express a universal theme, and locate support in the text for the identified theme.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Analyze and compare texts that express a universal theme Locate support in the text for the identified theme	Using texts such as The Great Gatsby and Death of A Salesman to discuss the American dream; Ethan Fromme and  The Scarlet Letter to analyze unrequited love or Cold Mountain and Sophie’s Choice for the strength and endurance of the human spirit.	Anthology of American Literature Selected plays and novels	Critical essay, Socratic discussion

GENERAL STANDARD 12: Fiction

Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding. We learn from stories. They are vehicles for a student’s development of empathy, of moral sensibility, and of understanding. The identification and analysis of elements of fiction—plot, conflict, setting, character development, and foreshadowing—make it possible for students to think more critically about stories, to respond to them in more complex ways, to reflect on their meanings, and to compare them to each other.

12.6 Analyze, evaluate, and apply knowledge of how authors use techniques and elements in fiction for rhetorical and aesthetic purposes.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Analyze, evaluate, and apply knowledge of how authors use techniques and elements in fiction for rhetorical and aesthetic purposes.	Review and discuss several critical essays on Their Eyes were Watching God  after reading text with students and debate the merits of the ideas of know writers and reviewers to that of student opinion.	Selected novels and plays	Group discussion and written assessment of professional versus student driven opinion

GENERAL STANDARD 13: Nonfiction

Students will identify, analyze, and apply knowledge of the purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding. Most students regularly read newspapers, magazines, journals, or textbooks. The identification and understanding of common expository organizational structures help students to read challenging nonfiction material. Knowledge of the textual and graphic features of nonfiction extends a student’s control in reading and writing informational texts.

13.26 Analyze and evaluate the logic and use of evidence in an author’s argument.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Analyze and evaluate the logic and use of evidence in an author’s argument	Students may use the ideas of W E B DuBois’ The Meaning of Progress versus the ideas in Douglass’ What the Black Man Wants to show different presentations of similar ideas.	Anthology of American Literature Selected non fiction	Critical writing using deductive reasoning

13.27 Analyze, explain, and evaluate how authors use the elements of nonfiction to achieve their purposes.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Analyze, explain, and evaluate how authors use the elements of nonfiction to achieve their purposes	Thoreau’s Civil Disobedience both tells a true event using the style of fiction and also lays out the political and social ramifications of man’s relationship to government by listing points and using factual example	American Anthology of Literature	Group debate defending the 13 points of Thoreau’s beliefs on the nature of government

GENERAL STANDARD 14: Poetry

Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. (See also Standard 15.) From poetry we learn the language of heart and soul, with particular attention paid to rhythm and sound, compression and precision, the power of images, and the appropriate use of figures of speech. And yet it is also the genre that is most playful in its attention to language, where rhyme, pun, and hidden meanings are constant surprises. The identification and analysis of the elements generally associated with poetry— metaphor, simile, personification, and alliteration—have an enormous impact on student reading and writing not only in poetry, but in other genres as well.

14.6 Analyze and evaluate the appropriateness of diction and imagery (controlling images, figurative language, understatement, overstatement, irony, paradox).

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Analyze and evaluate the appropriateness of diction and imagery controlling images       figurative language        understatement      overstatement      irony      paradox	For example, students examine poems to explore the relationship between the literal and the figurative in Mark Strand’s “Keeping Things Whole,” Elinor Wylie’s “Sea Lullaby,” Louis MacNeice’s “Prayer Before Birth,” Margaret Walker’s “Lineage,”  Emily Dickinson’s “I Taste a Liquor Never Brewed,” Walt Whitman’s “leaves of Grass,  They report their findings to the class, compare observations, and set guidelines for further study.	Anthology of American Literature, Internet for Modern American poets	Define and discuss terms related to analysis of poetry Read aloud selections for rhythm and rhyme Write own poems using a variety of literary techniques

GENERAL STANDARD 15: Style and Language

Students will identify and analyze how an author’s words appeal to the senses, create imagery, suggest mood, and set tone and provide evidence from the text to support their understanding.

(See also Standard 14.) Above all, authors are wordsmiths, plying their craft at the level of word and sentence—adding, subtracting,and substituting, changing word order, even using punctuation to shift the rhythm and flow of language. Much of a student’s delight in reading can come from identifying and analyzing how an author shapes a text.

15.9 Identify, analyze, and evaluate an author’s use of rhetorical devices in persuasive argument.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Identify, analyze, and evaluate an author’s use of rhetorical devices in persuasive argument	Non-fiction works such as speeches of early American Native chiefs (Chief Joseph), presidents, (Lincoln, FDR) social reformers( Douglass, Tubman, Henry)	Selections from American Literature Anthology	Assign speeches or parts of speeches to read aloud/ memorize Write a persuasive essay on a contemporary topic

15.10 Analyze and compare style and language across significant cross-cultural literary works.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Analyze and compare style and language across significant cross-cultural literary works.	For example, students compose essays in which they analyze and compare figurative language in a variety of selections taken from American literature to those of classical texts such as The Bible, Gilgamesh, the Odyssey, and the Koran	The Crucible, The Great Gatsby, Inherit the Wind and Sophie’s Choice	Using passages from texts read in class that allude to classical texts, student show how these references are relevant to today’s reading

GENERAL STANDARD 16: Myth, Traditional Narrative, and Classical Literature

Students will identify, analyze, and apply knowledge of the themes, structure, and elements of myths, traditional narratives, and classical literature and provide evidence from the text to support their understanding. Young students enjoy the predictable patterns, excitement, and moral lessons of traditional stories. In the middle grades, knowledge of the character types, themes, and structures of these stories enables students to perceive similarities and differences when they compare traditional narratives from different cultures. In the upper grades, students can describe how authors through the centuries have drawn on traditional patterns and themes as archetypes in their writing, deepening their interpretations of these authors’ works.

16.12 Analyze the influence of mythic, traditional, or classical literature on later literature and film

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Analyze the influence of mythic, traditional, or classical literature on later literature and film	For example, students trace the archetypal theme of “the fall” from the Old Testament as they read Hawthorne’s “The Scarlet Letter” and view the film version of Bernard Malamud’s The Natural using reference to the Arthurian legend	Novels and plays in American literature Internet to access classical reference material	Extract a selection of allusions from one or more works of American fiction and research them in library or on Internet to explain how they apply to each selection

GENERAL STANDARD 17: Dramatic Literature

Students will identify, analyze, and apply knowledge of the themes, structure, and elements of drama and provide evidence from the text to support their understanding. (See also Standards 12, 18, 27, and the Theatre Strand of the Arts Curriculum Framework.)

Since ancient times, drama has entertained, informed, entranced, and transformed us as we willingly enter into the other worlds created on stage and screen. In reading dramatic literature, students learn to analyze the techniques playwrights use to achieve their magic. By studying plays, as well as film, television shows, and radio scripts, students learn to be more critical and selective readers, listeners, and viewers of drama.

17.8 Identify and analyze types of dramatic literature.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Identify and analyze types of dramatic literature.	For example, students read a comedy and discuss the elements and techniques the playwright used to create humor.	Honeymooner episode, “the Game Show”, Allen’s, “Play it again Sam”	Define and discuss genre, style, theme and structure and apply them to works read in class

17.9 Identify and analyze dramatic conventions (monologue, soliloquy, chorus, aside, dramatic irony).

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Identify and analyze dramatic conventions monologue       soliloquy      chorus      aside      dramatic irony	For example, students select a soliloquy from “A Streetcar Named Desire”, “The Crucible”, or “Death of a Salesman” and analyze its purpose and effects in the play, deliver the speech, and discuss the interpretation of it to the class.	American Anthology, Literary Handbook, and selected plays	Define and learn meanings of adjunct literary terms. Identify from text, various forms of dramatic techniques and write analysis of their value to individual work.

GENERAL STANDARD 18: Dramatic Reading and Performance

Students will plan and present dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose. (See also Standards 17, 19, 27, and the Theatre Strand of the Arts Curriculum Framework.) Rehearsal and performance involve memorization and the use of expressive speech and gestures. Because of their repetitive nature, they demand of student actors a level of active engagement that surpasses that of reading. The excitement and satisfaction of performing in front of an audience should be part of every student’s school experience.

18.6 Demonstrate understanding of the functions of playwright, director, technical designer, and actor by writing, directing, designing, and/or acting in an original play.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Demonstrate understanding of the functions of playwright, director, technical designer, and actor by writing, directing, designing, and/or acting in an original play	For example, students in a humanities class researching World War II read news articles and short stories, and interview family members and friends about their memories of the time period	Individual groups write one act plays to perform creating characters, plot, dialogue, setting and dramatic conflict.	After brainstorming ideas, they  perform their play for an audience, and participate in a post performance discussion of the choices they made in their plays.

GENERAL STANDARD 19: Writing

Students will write with a clear focus, coherent organization, and sufficient detail. We write to tell stories, to record actual and imagined sights, sounds, and experiences, to provide information and opinion, to make connections, and to synthesize ideas. From their earliest years in school, students learn to provide a clear purpose and sequence for their ideas in order to make their writing coherent, logical, and

 expressive.

For imaginative/literary writing:

19.28 Write well-organized stories or scripts with an explicit or implicit theme, using a variety of literary techniques.

Student Learning Outcomes	Instructional Strategies	Texts/ Materials	Assessment
Write well-organized stories or scripts with an explicit or implicit theme, using a variety of literary techniques.	For example, after completion of unit on Native American Lore, students create their own myths using a set number of examples.	Selected readings from Anthology such as “The Walam Olum”, “The Navaho Origin Legend”	Student Writing—personal mythology

19.29 Write poems using a range of forms and techniques.