End of 3rd Nine weeks: March 26
Textbooks: (A) Elements of Literature* (B) Language Network* (C) Literature and Language* (D) Scholastic Scope Literature*
*Texts A,B, C, and D are classroom sets.
Mon: Inclement Weather Day
Tues: Give comma exercise in a "drag and drop" format. Afterwards, go over in class. Complete SOL Writing questons 1-8, pp. 206-208, in the Princeton Review. Go over the questions in class. 11.7e,f On the Smart Board, show possible SOL EOC writing prompts and discuss their meanings and applications for composing. 11.6a-h
Wed: Give introduction to Jack London and the Klondike Gold Rush of 1897. 11.4a,b Read/discuss a drama of London's White Fang from a handout copy. 11.4a,b,i
Thurs: Warmup: Assign two sentence corrections using "drag and drop" (Correct and go over in class.). 11.7f Give context clue vocabulary words from Jack London's "Love of Life." Do a "sticky note" definition activity in groups. 11.4e Give a brief introduction to the London's short story, "Love of Life," by discussing setting, characters, and a thought-provoking question (What extremes would you endure in order to survive?). Begin reading/discussing "Love of Life" from Scholastic Scope LIterature, pp. 374-380/270-276. 11.4a,b HW: Study for a vocabulary quiz on the words from "Love of Life."
Fri: Give context clue vocabulary quiz on the words from "Love of Life." 11.4e Finish reading/discussing the story. As a culminating acitvity, have students complete a Double Bubble Map in paired groups that compares and contrasts the man and the wolf from the story. Have volunteers present their maps to the class. 11.4k
Mon: All classes report to the Math Lab to edit a business letter. Print and hand in. 11.6h When students finish, do practice SOL Writing questions online from the Tami Maloney site on MyPortaportal.11.7f
Tues: Pass back Monday's business letter and go over as students view a corrected copy. Review the parts of a business letter as well. 11.6h Introduce the next SOL EOC Writing Prompt #9 that states a quotation. Discuss the prompt and have students prewrite using a Tree Map. 11.6a-h HW: Finish the Tree Map if necessary.
Wed: Report to the Science Lab to compose and type the writing prompt. 11.6 a-h
Thurs: Report to the Science Lab to compose and type the writing prompt. 11.6a-h
Fri: Show 8:18 video from You Tube on the Klondike Gold Rush of 1897. 11.4a,b From The Adaptive Reader, read/discuss Jack London's "To Build a Fire," pp. 130-136. 11.4 a,b,c,h For culminating activities, students will complete a Cause/Effect Map (Volunteers will present their maps to the class.) and take a short quiz on the story. 11.4k
Mon: Show sample SOL writing prompts on the Smart Board and discuss their applications for composing. 11.6a-h Show approved Library video of Jack London's "To Build a Fire." 11.4a,b,c,h
Tues: All classes report to the Math Lab to take the 2015 EOC WritingTest. Students will mark their answers on a separate sheet of paper in order to review them on Wednesday. 11.6, 11.7, 11.8
Wed: Review active and passive voice on the Smart Board. Give an exercise for practice. 11.7c Finish video of Jack London's "To Build a Fire," and discuss. 11.4a,b,c,h
Thurs: All classes report to the Math Lab to edit and finalize their essays with a quotation. 11.7 a-f For students who finish early, log on to the Tami Maloney site on MyPortaportal and take a practice SOL Writing Test. 11.6,11.7,11.8
Fri: Do paired passage assignment from two poems, E.A. Robinson's "Richard Cory," from Text C, p. 214 and "Richard Cory," from Simon and Garfunkel. Do a Double Bubble Map comparing and contrasting the two poems. 11.4f,g
Mon: Go over the practice 2014 EOC Writing test on the Smart Board.
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.