English 11 Enriched
Mr. Ellrott
Course Description
English 11 is designed thematically, chronologically, and, at times, by genre to give students a
sense of how British literature captures (through both comedy and tragedy, prose and poetry) the
cost of power and glory, human reaction to injustice, the pleasures and pains of love, and man’s
enduring struggle to remain true to himself despite the overwhelming pressures of society. Each
unit will, on occasion, break chronology in order to trace the development of themes and/or
genres over time. This structure will better allow students to note the connections between the
insights provided by the human experience of the first English speaking civilization and our
experience of our civilization today. It will also allow students in the English 11 course to better
consider changes that have occurred in the styles and themes of English literature, and equally,
consider the styles and themes that seem to endure. The works of classic (Chaucer, Shakespeare,
Austen, the Brontes), modern (Wilde, Golding, Orwell), and contemporary authors (Achebe,
Heaney, Walcott, Sillitoe, Doyle, and Hornby) will be explored. Students will also apply reading
of collateral poetry, essays, and nonfiction to their analysis of each primary work. Vocabulary
skills will be developed through the literature and through a deliberate study of literary
terminology. Assessments will consist of frequent journal writings, reading quizzes, tests, and
essays. Journal entry prompts will focus on literary analysis, asking students to respond to either
style or meaning or both of a previously read story or of a passage presented to them in class that
day. Fresh texts will be periodically incorporated to enhance the ability of students to
independently comprehend, analyze, and draw connections between texts, and then to be able to
articulate these understandings and connections in essay form. Quizzes will focus on
comprehension and literary analysis as well. In composition, students will be asked to solidify
the process of prewriting, composing, revising and editing that they have practiced during the
freshman and sophomore years. This course provides reinforcement of reading, writing,
vocabulary, and grammar skills that will aid students in preparing for the PARCC, SAT, ACT,
and entry-level college composition courses. Grammar will be studied as the need arises and
connected directly to individual student needs.
AnchorTexts
Anchor Texts:
Beowulf- Seamus Heaney translation
Macbeth or Othello- William Shakespeare
Pride and Prejudice by Jane Austen
Things Fall Apart- Chinua Achebe
Choice Related Readings:
Grendel- John Gardner
Canterbury Tales by Geoffrey Chaucer
The Importance of Being Earnest by Oscar Wilde
Lord of the Flies- William Golding
1984- George Orwell
A Star Called Henry by Roddy Doyle
Excerpts from A History of the English Speaking Peoples by Winston Churchill
Excerpts from Poetics by Aristotle
Jane Eyre by Charlotte Bronte or Wuthering Heights by Emily Bronte
Paddy Clark Ha Ha Ha by Roddy Doyle or Loneliness of the Long-Distance Runner by Alan
Sillitoe
High Fidelity by Nick Hornby or The Ten Things I Hate About You by David Levithan
Excerpts from The Language of Literature
“Federigo’s Falcon” by Giovanni Boccaccio
“A Modest Proposal” by Jonathan Swift
Materials
-Reading Journal: a marble composition notebook of at least one hundred pages
-Notebook:
-Post-it Notes: post-its are a great way to record your questions for class discussions or take
quick notes as you are reading
-Portable storage/backup: to save assignments completed in the computer lab
Grading
1. Test & Quizzes: are assigned a point value based on the significance of the assignment, tests
are approximately 100 points and quizzes from 10 to 50 points
2. Essays: Worth one, two, or three hundred points, depending on their significance.
Occasionally, short or timed essays will be worth 50 points.
3. Homework: will be checked daily and sometimes collected without prior notice, late
homework will not be accepted.
4. Class-work and Participation: Point value can vary. Binders or daily notes are collected
occasionally without notice. In addition, you will often be asked to hand in work from small
group discussions. Participation is expected. If your participation is exceptionally good or
exceptionally lacking, it will affect your participation grade.
5. Journal: will be collected each quarter and hold a value of approximately 100 points
According to the MHS Make-up Policy students will be given two days to make up work for each
day of excused absence.
Student Expectations
1. READ!!! READ!!! READ!!!
2. Participate in the Writing Process on all written assignments and make time to conference with
the teacher.
3. Participate (both vocally and silently in class)
4. TAKE NOTES, both in class and in your reading at home, if you are not attentive to the work
and or person in front of you, you will miss critical information, and then in turn suffer on
assessments later
5. Successful completion of test and essays. (if you miss an assessment due to absence it is your
responsibility to come and make it up)
6. Individual, independent completion of all assigned homework and classwork
7. Be accountable! Use tutorials as needed and ask questions when you don’t understand
something.
Student Responsibilities
- You must turn in your work on time and you must do your own work. Any assignment that is
copied, plagiarized, downloaded, or does not otherwise represent your ability will receive a
grade of zero. I am looking forward to this year and exploring this great subject with you. If you
have any questions about the student expectations or responsibilities please contact me at
ellrottj@madisonpublicschools.org. I will also be available 8rd period for tutorial in A-2 on “A”,
“B”, and “C” days. I am also available before school and after school every day.
Student Name:_________________________________
Period:______________
Enriched English 11
Mr. Ellrott
Critical Reading Proposal (Please state your note taking method below)
______________________________________________________________________________
I have read the course outline and understand what is expected of me and what my
responsibilities are in English class.
__________________________________________
Student Signature
Date
I have read the course outline and understand what is expected of my son/daughter and what
his/her responsibilities are in English class.
__________________________________________
Parent Signature
Date