English+11+Course+Outline


 * Course Outline – English 11 **
 * There are two major literary units in each quarter. There is a third unit at the bottom of this document that may be used in either quarter if there is time to complete it.**
 * Quarter 1: Literary Theme: Ancient Story Forms and Archetypes **

Literature Selections:
 * Unit One: “Exploring the ‘Hero’ Archetype”**

Other Resources: John Ruffolo suggested this site where the hero archetype is explored: [] John Ruffolo the video __The Power of Myth__, which is a Bill Moyers interview of Joseph Campbell on the role of myth in our lives. It is available through interschool loan. Particularly useful to the hero unit is the segment called "The Hero's Adventure."

Summative Assessment: Essay of Definition. Topic: Use the strategies of definition essays to support your personal definition of the term “hero.” The writer must provide examples from literature, history, and his or her personal life to illustrate the definition. Include a separate paragraph of “negation” – clarifying and defining a “hero” by explaining what a hero is //not//.

Grammar and Punctuation Focus: (Integrate quarter 1 skills from the “Grammar and Punctuation Scope and Sequence”)

Literature Selections:
 * Unit Two: “Ancient Story Forms: Literature as the Cultural Core”**

Other Resources: Christina Li Volsi suggested this site where 100 archetypes are identified: [|www.listology.com/list/character-archetype]

Option 1: //Things Fall Apart// (includes mythology, fables, and proverbs of the Nigerian culture), and folk tales, excerpts from epic literature, poetry (haiku and sonnet), and sacred verse from a variety of cultures around the world. Option 2: Select mythology, fables, proverbs and aphorisms, folk tales, excerpts from epic literature, poetry (haiku and sonnet), and sacred verse from a variety of world cultures

Summative Assessment: Comparison Essay Students must choose one of these two comparison topics: __Note to teachers:__ Some possible archetypes to compare are the following: archetypal patterns such as the flood story, stories of transformation, journeys, creation myths, technology vs. the natural world, or rituals and initiations; archetypal characters such as the shaman, mentor, conflicting fathers and sons, loyal retainers, the outcast, the temptress, or the damsel in distress; or archetypal symbols like the tree, water, fire, the seasons, or the serpent. It is helpful to select literature that utilizes these archetypes and to point out their function as you encounter them.
 * 1) The three fundamental, archetypal questions answered by all cultural beliefs are //Where do we come from? Why are we here? Where do we go when we die?// Compare the belief systems of two cultures whose literature you have read this quarter in regards to how each answers those archetypal questions. Be sure to cite examples from the literature to support your comparisons.
 * 2) Select an archetypal element that you have encountered in the literature of two cultures. Compare how that archetypal element functions in these literary works to express man’s instinctive dreams, fears, and beliefs. Be sure to cite examples from the literature.

Grammar and Punctuation Focus: (Integrate quarter 1 skills from the “Grammar and Punctuation Scope and Sequence”)


 * Ongoing Unit:** ACT Preparation Mini Lessons


 * Quarter 2: Literary Theme: Tragedy and Triumph **

Literature Selections:
 * Unit One: Non-Western Memoirs and Autobiographies**

Other Resources:

Option 1: //A Long Way Gone// by Ishmael Beah Option 2: Students select an appropriate book from the resource list titled “Non-Western Culture,” which is available in the public lists on the Bradford Library Catalog search page.

Summative Assessment (students must complete both): 1. Informative Research Essay or Project: The purpose of this assignment is for students to make text-to-self or text-to-world connections. Students must produce an informative research essay or project that satisfies the following requirements:
 * Synthesizes information from at least four different sources found on “District Online Resources” (Badgerlink) and properly cites each source
 * Integrates at least ten relevant quotations from the book into an informational essay or project
 * Includes a properly formatted MLA Works Cited page
 * Click HERE for project options for //A Long Way Gone//

2. Learning Journal: Students must maintain a learning journal during the reading of the book which demonstrates close reading / annotation skills, understanding of the features of memoir writing, and text-to-self connections with the events of the book.

Grammar and Punctuation Focus: (Integrate quarter 2 skills from the “Grammar and Punctuation Scope and Sequence”)

Literature Selections: //Othello, Julius Caesar, Hamlet,// or //Macbeth// (Choose one)
 * Unit Two: Shakespearean Tragedy**

Other Resources:

Summative Assessment: (Students must complete both) 1. Inquiry-based Research Essay: During the analysis of the play, students must generate inquiry questions. These questions can relate to sociology, politics, psychology, history, science, etc. After the play is completed, each student must complete a research essay that answers his or her inquiry question. The research essay must meet the following requirements:
 * Synthesizes information from at least three different sources found on “District Online Resources” (Badgerlink) and properly cites each source
 * Achieves at least 600 words in length
 * Includes a properly formatted MLA Works Cited page

2. Unit Exam: The students will take a unit exam that tests their knowledge of the play’s events, themes, motifs, and literary devices.

Grammar and Punctuation Focus: (Integrate quarter 2 skills from the “Grammar and Punctuation Scope and Sequence”)

Literature Selections: “The Guest” by Albert Camus; “How Much Land Does a Man Need?” by Leo Tolstoy; “Metamorphosis” by Franz Kafka, “A Piece of String” by Guy de Maupassant; (see “Fiction” on pg. xxvi in //The Language of Literature: World Literature// for additional selections) Other Resources: Summative Assessment: ?
 * Unit Three*: Short Story – World Classics**
 * This unit is not required but may be taught if time is available in the first or second quarter

Grammar and Punctuation Focus: (Integrate quarter 2 skills from the “Grammar and Punctuation Scope and Sequence”)


 * Ongoing Unit: ACT Preparation Mini Lessons**