*Texts A,B, C, and D are classroom sets.
Mon.: Introduce and do class activity on the Double Bubble Map. Introduce the next unit in literature with a Powerpoint presentation on the Romantic Movement in American Literature. Introduce Washington Irving with a video from Education Portal (7 min.). As an intro story for Washington Irving, read/discuss from Text D, "The Legend of Sleepy Hollow," pp. 106-113. Give quiz on the selection.
Tues.: Introduce the writing process and our first essay topic from the list of SOL prompts, "The Benefits or Disadvantages of a Four-day Week." Discuss the format of the paper on the Smart Board and with sample handouts. Do a prewriting activity sheet in class using a Bubble Map and a Think Sheet. If there is extra time, students will "warmdown" by completing a usage problem worksheet.
Wed.: All classes report to the Math Lab to compose and type the rough drafts of the persuasive essay.
Thurs.: All classes report to the Math Lab to compose and type the rough drafts of the persuasive essay. For those that finish early, play "Salem Witchcraft Jeopardy" online.
Fri.: Guidance visit for 10 minutes. All classes will report to the Math lab to take a practice diagnostic reading test.
Mon.: Introduce the Tree Map and do a a class activity. Begin Reading/discussing Washington Irving's "The The Devil and Tom Walker," from Text A, pp. 153-161. (Have students listen and follow along on a CD.)
Tues.: For warmup, introduce colons and semicolons on the Smart Board. Give exercise on these two marks of punctuation and go over in class. Continue reading/discussing "The Devil and Tom Walker," from a CD from Text A, pp. 153-161.
Wed.: Note: I will have a substitute on this day. I will be at the Inclusion Workshop in Staunton. Students will silently read in class the remainder of "The Devil and Tom Walker," from Text A. Afterwards, they will complete a review sheet of questions on the story. On the back of the review sheet, they will read the biography of Washington Irving on page 150 and list 25 facts about him.
Thurs.: Review "The Devil and Tom Walker" from Text A, pp. 153-161, show a 7 min. video from Education Portal on the selection, and give a quiz on the story. Discuss the archetyphal plot of a man selling his soul to the Devil and the archetyphal character of a miser. Give worksheet on Mixed Context Clues and go over in class.
Fri.: Give vocabulary quiz on "Mixed Context Clues." Go over last Friday's practice diagnostic test on the Smart Board. To illustrate the archetyphal plot of a man selling his soul to the Devil, read/discuss "Bearskin" from Scholastic Scope Magazine. (Students will choose parts a nd read this short drama.)
Mon.: Introduce the Brace Map and do a class activity. Begin the study of Edgar Poe and his works. See 7:01 video on Poe from Education Portal. Read/discuss in class, "The Tell-tale Heart," from a handout story.
Tues.: Warmup: Briefly review colons and semicolons on the Smart Board. Give exercise and go over in class. Show 9:00 video on Poe's "The Tell-tale Heart," for review and give a multiple choice quiz on the selection.
Wed.: All classes report ot the Math Lab. Warmup in Math Lab: Do usage problem worksheet and go over in class. Do final editing of the persuasive essays on the advantages or disadvantages of a four-day school week.
Thurs.: Warmup: Review quotation marks and italics on the Smart Board, give exercise, and go over in class. Begin a Paired Passage Assignment. Read/discuss from Scholastic Scope Magazine, a drama of Poe's detective story, "The Purloined Letter," featuring Auguste Dupin and Truedeau. (Students will be assigned parts to read.)
Fri.: Finish the Paired Passage Assignment by reading /discussing a detective story from Sir Arthur Conan Doyle (the inventor of Sherlock Holmes and Watson), entiled "The Boscomb Valley Mystery," from Scholastic Scope Magazine. (Students will be assigned parts to read.) Afterwards, students will do a Double Bubble Map comparing and contrasting the detective stories of Poe and Doyle. Warmdown: Briefly review apostrophes on the Smart Board, give a quiz, and go over in class.
Briefly review quotation marks and italics on the Smart Board. Give exercise and go over in class.
Course Syllabus and Class Rules for English 11 Standard and Inclusion
Teachers: Mr. Chavis (Inclusion-Ms. Ellis and Ms. Mays)
Textbooks: Elements of Literature 11 and Language Network 11
Course Description: This course will provide students with instruction in the
following areas: reading/American literature, the elements
of proper grammar and punctuation, composition, research,
and oral language.
Course Objective: 1. Prepare for the SOL writing and reading tests.
2. Study the history of American literature.
3. Study grammar and usage problems.
4. Utilize correct capitalization and punctuation.
5. Write persuasively.
6. Utilize research skills to compose a persuasive research paper.
7. Read and analyze informational materials.
8. Deliver an oral presentation.
Units of study: A. Collection 1: “Encounters and Foundations”
(literature) B. Collection 2: “American Romanticism”
C. Collection 3: “Transcendentalism”
D. Collection 4: “The Rise of Realism”
E. Collection 5: “The Moderns”
F. Collection 6: “Contemporary Literature”
Units of Study: A. Capitalization and Punctuation
(writing skills) B. Sentence Fragments and Run-on Sentences
C. Subject-Verb Agreement
D. Pronoun-Antecedent Agreement
E. Usage Problems
F. Sentence Redundancy
H. Composition and Research
Materials: Pen or pencil, paper, textbook, and notebook are required each day.
Grading: The standard grading scale for the school will be used.
Homework: 10% Unit Tests and Compositions: 35% Daily Work: 35%
9 Week Assessment: 20%
Classroom All students are expected to conduct themselves in an orderly manner at
Behavior: all times. Any inappropriate behavior will not be tolerated. Students are
not allowed to talk while the teacher or another student is speaking. You
are also required to stay awake and be attentive. No eating or drinking. No cell phone usage
or texting. The tardy policy for the school will apply.
Make-up Work: When a student is absent, it is his or her responsibility to make up work
And ask about the material that was missed.