Name: _________________________________________
English 11E Honors Syllabus
Mrs. Corbelli
Overview: This is a comprehensive English Language Arts curriculum designed to fit
the demands and instructional shifts of the Common Core State Standards (CCSS). The
modules ensure that its strongest characteristic is that it will build students' skills and
knowledge in order to prepare them for College and Career as defined by the standards
themselves.
Students MUST pass both the course ELA 11 AND the Common Core exam.
Literature & texts:
Module 1 Unit 1: "My Last Duchess" by Robert Browning
Absences:
Students are expected
Module 1 Unit 2: Hamlet by William Shakespeare
to complete class
Module 1 Unit 3: A Room of One's Own ch. 3 excerpt by Virginia Woolf
work/quizzes/tests within 7
school days. After 7 school
Module 2 Unit 1: "The Souls of Black Folk" by W.E.B. Du Bois,
days the following may
happen: alternate
"Of Our Spiritual Strivings" by W.E.B. Du Bois,
assessments may be
"Atlanta Compromise" speech by Booker T. Washington
provided and points will be
deducted, or the
Module 2 Unit 2: "From the House of Yemanja" by Audre Lorde
opportunity to complete
the class work/quizzes/test
"An Address by Elizabeth Cady Stanton"
may be denied.
"Of Our Spiritual Strivings"
"Atlanta Compromise" speech by Booker T. Washington
Module 3 Unit 1: “Hope, Despair, and Memory” by Elie Wiesel
Module 3 Unit 2 & 3: Research based on a problem based question
Module 4 Unit 1: “On the Rainy River” from The Things They Carried by Tim O’Brien
“The Red Convertible” from The Red Convertible by Loiuse Erdrich
Module 4 Unit 2: “The Awakening” by Kate Chopin
“On the Rainy River” from The Things They Carried by Tim O’Brien
“The Red Convertible” from The Red Convertible by Loiuse Erdrich
Required Classroom Materials:
All students are responsible for coming to class with the following items:
1. A three-ring binder (1 ½ inch or 2 inch) filled with a package of lined loose-leaf
paper
2. Tab dividers for binders (Labeled: SAT Prep; and literature/text titles listed for units above)
3. 2 - blue/black ink pens every single day
4. # 2 pencil(s)
5.
Yellow hi-liter pen(s)
* Classroom supplies are due on ________ for a homework grade.
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Units and Skills:
Module 1, Unit 1
In the first unit of Module 1, students are introduced to the skills, practices, and routines of close
reading, annotating text, and evidence-based discussion and writing, especially through textdependent questioning and focused annotation. Students engage in critical analysis of texts to
explore deep meanings.
Module 1, Unit 2
In this unit, students continue to develop skills, practices, and routines that will be used on a
regular basis in the English Language Arts classroom throughout the year: close reading,
annotating text, collaborative conversation, and evidence-based writing. Students continue to
practice an approach to close reading that develops their ability to critically analyze texts for deep
meaning and collect and analyze evidence for use in writing and discussion.
Module 1, Unit 3
In this unit, students engage with Virginia Woolf’s A Room of One’s Own, continuing to build
skills for close reading and analysis of nonfiction as well developing their ability to identify and
evaluate the claims an author uses in support of her argument. Students also focus on
strengthening their writing as well as building their skills for civil and productive conversation.
Module 2, Unit 1
Throughout this unit, students continue to build skills for reading closely as they analyze how
central ideas emerge and develop, and determine how each author uses rhetoric to advance his
point of view and purpose. Students practice and build upon their informative/explanatory
writing skills through written assessments. Additionally, students develop their ability to analyze
an author’s argument, and articulate and support their ideas using textual evidence. This work
prepares students to evaluate these two texts in relation to each other at the end of this unit, as
they consider the approaches both authors take in using rhetoric to advance their points of view.
Module 2, Unit 2
Throughout this unit, students continue to practice their informative/explanatory writing skills
while developing their ability to analyze an author’s use of rhetoric and figurative language.
Students determine an author’s point of view or purpose, and analyze how style and content
contribute to the power, persuasiveness, or beauty of the text. Additionally, students analyze
specific word choice and figurative language to determine its role in both texts. In addition to
reading and writing, students initiate and participate in a range of collaborative discussions,
using textual evidence to support their analysis.
Module 3
In Module 11.3, students engage in an inquiry-based, iterative process for research. Building on
work with evidence-based analysis in Modules 11.1 and 12.2, students explore topics that have
multiple positions and perspectives by gathering and analyzing research based on vetted sources
to establish a position of their own. Students first generate a written evidence-based perspective,
which will serve as the early foundation of what will ultimately become a written research-based
argument paper. The research-based argument paper synthesizes and articulates several claims
using valid reasoning and relevant and sufficient evidence to support the claims. Students read
and analyze sources to surface potential problem-based questions for research, and develop and
strengthen their writing by revising and editing.
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Module 4
In this module, students read, discuss, and analyze literary texts, focusing on the authors’ choices
in developing and relating textual elements such as character development, point of view, and
central ideas while also considering how a text’s structure conveys meaning and creates aesthetic
impact. Additionally, students learn and practice narrative writing techniques as they examine
the techniques of the authors whose stories students analyze in the module.
Key Standards
1.
2.
3.
4.
Absences:
Reading
Writing
Speaking & listening
Language
Students are expected to complete class
work/quizzes/tests within 7 school days.
After 7 school days the following may
happen: alternate assessments may be
provided and points will be deducted, or
the opportunity to complete the class
work/quizzes/test may be denied.
SAT Preparation Skills
1.
2.
3.
Practical usage of select root words/vocabulary.
Vocabulary acquisition
Students will access Method Test Prep for SAT exam preparation (found on the Castle
Learning site).
Grades
This is a weighted course (1.02). The weight ONLY shows up in your final overall
average. It will NOT be visible in your class quarterly grades.
Late Work
Most late work will be accepted and points will be deducted.
Work Missed Due to Absences
Students must make up any in-class work missed due to absence within one week (seven school
days) of their return to school. Deadlines for projects and homework missed due to absence may be
extended at the teacher’s discretion.
Attendance requirements are outlined in your student handbook. Failure to meet the minimum
attendance requirements will result in failure of the course.
Computers, USB Flash Drives/Google Docs
We will use the school laptop computers, the school computer lab, and the library
computers. Computers will be available as needed for research projects, but daily access to the
computers is not guaranteed. Students wishing to use their own laptop computers may do so.
Students with personal laptop computers must accept full responsibility for the device.
Computer malfunctions and lost work are the student’s responsibility. It is recommended that
students keep digital copies of school work on their student directory in addition to the laptop,
flash drive, or Google Docs.
In order to maximize the effectiveness of this technology, students must be engaged in classrelated work when on the computers. Students deviating from this rule will be placed on
computer restriction, and find completion of the coursework far more difficult.
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Reading Bookshelf
The literary selections for 11E may include but are not limited to the following:
Life of Pi by Yann Martel
The Kite Runner by Khaled Hosseini
A Note on Academic Honesty
I will expect that all work you submit is your own. If, however, you plagiarize (use
another person's ideas, organization, or research, without documentation) or if you are otherwise
academically dishonest, you will fail the assignment and a referral will be submitted to the vice
principal’s office
Behavior
You are expected to behave in an adult manner during school hours. In English class, this
behavior extends to (but is not limited to):
Entering the classroom on-time, and with all materials, including:
 ELA 11E binder
 Lined paper
 Writing utensils & highlighters
Following Directions
 Check the whiteboard & Promethean board for the agenda and special instructions
Respecting Individuals and their Property, including the School’s
 Please share your thoughts during group discussions, but wait for the teacher or
other students to finish speaking first. Wait until the appropriate time to have
discussions with classmates.
 Do not engage in activities unrelated to classwork. Distractions such as cell
phones, e-book readers, magazines, other homework, and games shall be
confiscated.
 Remain seated during instruction
 Place trash in the appropriate container at an appropriate time
 Dress appropriately for an educational / business environment.
Electronic Devices:
Cell phones and other electronic devices and accessories will be permitted to be used during passing
time, lunch and in the library/media center. If it is determined by faculty/staff in charge that it is
disruptive to the learning environment, the privilege will be discontinued. Cell phones and other related
electronic devices are not to be used to record video/audio or take pictures at any time without consent
from the building principal.
Use in the computer labs, classrooms and Extended Learning Center will be at the
discretion of each classroom teacher provided that the device serves an instructional
purpose. Each teacher will communicate clearly in his/her classroom syllabus what the
expectations are for these devices and accessories.
Students are required to surrender their cell phone or electronic devices to a staff member
if requested. If a student refuses to surrender a prohibited electronic device, he/she will
receive a consequence of insubordination.
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Backpack Guidelines:
Any accessory item large enough to carry or conceal a standard student textbook,
notebook or binder is considered a book bag/backpack and is not allowed to be carried
in the school from the start of homeroom until the end of the school day.
Backpacks, purses, book/gym/sport/duffel bags meeting guidelines as described above
are to be placed in student lockers.
A bag for gym will be allowed to be carried to and from one’s locker for gym class. Students in possession
of a backpack during the school day without permission from administration or the school nurse will be
subject to disciplinary action.
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ELA 11 E Honors
Student Name: ________________________________________________________________
(Print neatly)
Parent/Guardian
Signature: _____________________________________
Date: ____________
* Parents & guardians please call 343-2480, extension 7191
or e-mail me (jcorbelli@bataviacsd.org) with any questions/concerns.
* Parent signature is due on ________
Dear Parents/guardians,
The students and I would be most grateful if you would consider
donating one of the following to our classroom:


Extra tissues for the cold & allergy seasons
Hand sanitizer
Thank you for your generosity!
Absences:
Students are expected to complete class
work/quizzes/tests within 7 school days.
After 7 school days the following may
happen: alternate assessments may be
provided and points will be deducted, or the
opportunity to complete the class
work/quizzes/test may be denied.
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