- Chambersburg Area Career Magnet School
- SPRING SYLLABUS
Stoner, David - English Teacher
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The following syllabus is a general guideline only. This course outline is subject to change (and most likely will change) due to delays, cancellations, PSSA testing, and other unforeseen circumstances. Please only use this as a general calendar for due dates and classroom activities. Any changes to the schedule will be noted in class.
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Chasing the American Dream
11th grade English Syllabus
Mr. Stoner
Fall 2011
Course Description for ENG 11:
This course is designed to introduce students to thought-provoking texts and subjects. The course assists students in developing four basic skills: writing, reading, discussion, and critical thinking. Students learn to communicate more effectively as writers. They also learn to read, discuss, and think more deeply and successfully. The course also introduces students to CASD resources, such as the library and databases.
This section of ENG 11 will likewise serve as a means of a study into contemporary American Literature. This study will evolve through the reading of several pieces of American Literature that will suggest a linear progression of elements within society, which has resulted in the emergence of certain expectations of The American Dream within our country. The linear themes specific to this course will be brought to the surface through the study of the course materials and scholarly articles that you will be researching. These will serve as a means of relevance between yourselves and culture, between history and literature, and between you, culture, history, literature, and writing. This course will use the above mentioned materials to focus on writing academic essays for different audiences, and to teach you to write high school level papers which will be concise and well organized. Likewise, you will learn to use current citation processes, write drafts, revise, and produce well-written final drafts.
Course Goals
To move beyond the realm of five paragraph essays, and to move into the realm of scholarly, concise, well developed essays and longer written works which will exemplify your ability to use metacognitive processes to continually and more fully realize how language and imagery may be used to affect your readers, and to help them more fully understand the points which you are attempting to express.
Upon successful completion of this course, the student will
• understand writing as a recursive process of discovery, drafting, revision, and editing.
• be able to write essays that meet conventional academic expectations for clarity,
organization, paragraphing, and grammatical control
• be able to discover and develop a thesis or main idea that is supported by examples and/or evidence
• be able to conduct academic research and to integrate main ideas and knowledge from sources into the student’s own writing
• be able to avoid plagiarism by properly quoting, paraphrasing, and summarizing sources and by documenting them according to a respected academic style such
as MLA
• be able to comprehend and analyze high school level readings
• be able to demonstrate analytical and critical thinking skills
• have developed college level discussion skillsRequired Texts
Bradbury, Ray. Fahrenheit 451. New York: Random House, 1953.
Daniel, Kathleen, et. al. Elements of Literature: Fifth Course:: Literature of theUnited States with Literature of the Americas. Austin: Holt, Rinehart, andWinston.
Hansberry, Lorraine. A Raisin in the Sun. New York: Vintage, 1994.
Lee, Harper. To Kill a Mockingbird. New York: HarperCollins, 1960.
Steinbeck, John. Of Mice and Men. New York: Penguin, 2002.
--- The Moon is Down. New York: Penguin, 1942.
Zindel, Paul. The Pigman. New York: HarperCollins, 1968.
Grading Scale
I will be using the standard CASD system of grading in this class. You will be able to track your progress via HomeLogic.
92-100 A
83-91 B
74-82 C
65-73 D
0-64 F
Attendance
Attendance in this class is obviously mandatory. CASD has specific guidelines as to how many days you are allowed to be absent before you are penalized. I realize that we all get sick and/or need a personal day/vacation every now and again. However, the more days that you miss, the further behind you are going to get. Please do your best to attend classes as often as possible. If you are absent for any reason, it is your responsibility to see me for work that you have missed. I will not seek you out to tell you what you need to make up.
Academic Honesty
Plagiarism, the unacknowledged use of another author’s ideas or words, will result in failure of the work that you plagiarize. If you are unsure if you are plagiarizing, be safe – always site the source!
January
23rd – Introduction to the classroom/course
24th – 25th – Reading and writing activities for “To Build a Fire.”
26th – 31st – As I Lay Dying (or Fahrenheit 451 depending on course section)
February
1st – 14th – As I Lay Dying (or Fahrenheit 451 depending on course section)
15th – 16th – Poetry reading/analysis/writing unit
17th – 20th – No School (Winter Break)
21st – Act 80 day (2 hour delay)
21st – 28th – Poetry reading/analysis/writing unit
March
1st – 9th -- Poetry reading/analysis/writing unit
7th – Finish reading Junior Project novel
11th – 14th -- Poetry reading/analysis/writing unit
15th – Junior Project Vocabulary assignment due
16th – 19th – No School (Spring Break)
20th – Poetry writing project due/ Begin Seminar in a Theme Unit
21st – 30th – To Kill a Mockingbird reading and activities
21st – Junior Project book report due
28th – Junior Project Peer Critique due
April
1st – 5th -- To Kill a Mockingbird reading and activities
6th – 9th – No School (Easter Break)
9th – 18th – Finish TKAM mock trial activity/final project
18th – 23rd – The Pigman reading and activities
20th – Junior Project Annotated Bibliography due
23rd – 30th – The Pigman reading and activities
May
1st – 4th – The Pigman reading and activities
1st – Junior Project Paper Proposal due
7th – 8th “A&P,” and “Theme for English B” reading and application activities
9th – 11th – Viewing and analyzing the film “Stand By Me.”
9th – Junior Project 2-3 page Critical Paper due
14th – Junior Project 3-5 page Critical Paper due
14th – 18th – Synthesis Essay writing/ A Raisin in the Sun reading and activities
21st – Synthesis essay due
21st – 25th – Author study unit
28th – No School (Memorial Day)
29th – 31st -- Author study unit
June
3rd – 8th – Author study unit
4th – Final Project of Choice due (Junior Project)
· Author study projects and dates TBA
· Final exam dates TBA
· Junior Projects lessons and exact final due date TBA