11 th Grade English/Language Arts
First Six Weeks: Week 1
Writer: Renee Sena
Objective:
 The students will be introduced to the campus’s procedures and teacher’s expectations.
 The students will write a letter to themselves about their goals for the school year.
 The students will complete a student information sheet and a diagnostic test.
 The students will be introduced to the yearlong theme and short overview of material.
TEKS:
6, 9A, 9C,
17A, 17B,
18A
Overview:
A syllabus should be provided to students which gives general information about supplies needed, major pieces of literature and essays to complete, school policies, teacher expectations, grading practices, and contact information.
The student letter could address goals that are academic, social, family-related, skills-related, or personal in nature.
Although many excellent diagnostic tests exist, a TAKS type assessment is suggested to get an accurate evaluation of a student’s ability to pass the EXIT level TAKS test this year.
The yearlong theme should focus on one main question to continually revisit throughout the year. Some options include:
 What is an American? What does it mean to be an American?
 How did the American spirit develop?
 How did many become one? (E Pluribus Unum)
 The overview should include a timeline of American literature to be read and essays to be written throughout the year.
Essential Questions:
What are your goals this school year?
What is the relationship between literature and culture?
Where did American literature begin?
Suggested Lesson Ideas:
1. Diagnostic Test:
 A portion of a released TAKS Test (The literary selection “My Father Sits in the Dark” with short answer
“What does darkness symbolize in ‘My Father Sits in the Dark’? Explain your answer and support it with evidence from the selection.” and revising and editing selection “The Homecoming”)
 Enrichment: Close read, note-taking, and review of answers could be done after completion of the test as a
 class.
Intervention: One-on-one tutoring with students who earned very low scores
2. “The Iroquois Constitution” (to help introduce the yearlong theme)
Before reading:
 Students could list as many Native American tribes/groups as possible on a sticky note
 Review academic vocabulary: political document, summarize, main idea, element/ literary terms: symbol/
SAT vocabulary: disposition, constitute, tempered, deliberation, oblivion
 Introduce the details/background of the author/text
During reading:
 Pages 40-45
 The student could be broken into groups to jigsaw read the different sections of the text
 Intervention: Provide a copy of teacher notes to any struggling readers.
 Students could also take notes on a section of a graphic organizer shaped like a tree, and share the notes from their section of the text with other groups.
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After reading:
 Enrichment: Students could also compare similarities between “The Iroquois Constitution” and “The United
States Constitution” on a Venn Diagram
Suggested Assessment:
Students could complete an open-ended or multiple choice quiz from the ancillary material or complete critical reading questions from page 44 or other activities from page 45.
Venn Diagram of constitutions
Tree Graphic Organizer
Resources:
Released TAKS (Exit April 05-06) http://www.tea.state.tx.us/index3.aspx?id=3839&menu_id=793
Prentice Hall Literature Textbook
Other diagnostic material in ancillaries
Ancillary quizzes
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11 th Grade English/Language Arts
First Six Weeks: Week 2
Writer: Renee Sena
TEKS:
2A, 6, 8, 12A,
21A, 21B
Objective:
 The students will watch video clips associated with Native American life and practice note-
 taking skills.
The students will research a Native American tribe to discover where and how they lived
 and how colonization affected their tribal life.
The students will read and compare the similarities and differences between two
 exploration accounts of the New World.
The students will identify the parts of speech in a sentence.
Overview:
Video clips selected should represent different Native American groups and should accompany note-taking strategies taught explicitly: Cornell, two-column method, REAP strategy, outline, form strategy, etc.
Exploration Narrative: a type of literary non-fiction in which the writers present firsthand accounts of their travels
 Chronological order with some deviation
 Describes some experiences in more detail
 Informal tone
Historical Account: a record of events and experiences which chronicles the history of a people or place
 Considered more accurate
 Formal tone
Christopher Columbus was considered the first and most famous explorers, but many other explorers from all over
Europe sought to discover new land and resources from 1492 into the 1600s.
The first English settlement occurred at Jamestown, Virginia, in 1607 by the Puritans, while the Pilgrims did not settle at Plymouth, Massachusetts, until 1620.
Essential Questions:
What is the relationship between literature and place?
What makes American literature American?
What characteristics of the writers make them “American” even though they are coming from other countries?
Suggested Lesson Ideas:
1.Native American Study Project
 Show the map on page 3 to accompany a lecture on the time period of exploration and colonization.
 Also, discuss different reasons why people came to the New World.
 Enrichment: Video clips from National Geographic and PBS are particularly well-produced.
 The Native American research project could be a power point, poster project, etc. describing the specific
Native American group, tribes, culture, location, language, conflicts, and other details, including pictures.
 Intervention: Simpler, written guidelines may be provided to students who struggle on the project
2. Alvar Nunez Cabeza De Vaca= Exploration
 An excerpt from “A Journey Through Texas” on pages 46-51
Before reading
 Discuss experiences of being or feeling stranded/along and connect them to introduce Cabeza De Vaca’s experience
 Teachers could create a power point/prezi showing Cabeza de Vaca’s trek, pictures of terrain, and details from his life
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 Review academic vocabulary: exploration narrative, travel journal, chronological order/ literary terms: tone, theme/ SAT vocabulary: entreated, feigned, subsisted, successive, advantageous, traversed
During reading
 Students should pay attention to key words and phrases which show time, sequence, and contrast, making a list as they read
 Intervention: Give struggling students a resource of word lists for each category
After reading
 Discuss why Cabeza de Vaca’s story seems to be overshadowed by Columbus’s
 Enrichment: Create a timeline of events from Cabeza de Vaca’s story to find out how chronological the events are described
3.William Bradford= Historical Account of the Pilgrims
 An excerpt from “Of Plymouth Plantation” on pages 56-67
Before reading
 Describe how Bradford’s history offers another account of experiences in the New World, but with a more formal description and for the purpose of colonization.
 Review academic vocabulary: historical account/ literary terms: audience, tone, theme, style/ SAT vocabulary: peril, habitation, subject to, adversity, calamity, relent
During reading
 Students should break down long sentences analyzing who(subject) and what(verb) it is about to understand the central point.
 Intervention: Provide a copy of teacher notes to any struggling readers.
 This would be an excellent time to review the parts of speech and how they are used in writing.
After reading
 Students could be put in groups and given strips of paper with different questions about the historical account to answer, followed by a class discussion about questions and answers
 Enrichment: Students could write a short historical account from an event in their past when they experienced a conflict
Suggested Assessment:
Students could complete an open-ended or multiple choice quiz from the ancillary material or complete critical reading questions from pages 54, 65 or other activities from page 55, 66-67.
Native American Project Timeline
Parts of Speech quiz Personal Historical Account
Resources:
Native American Video Clips (various) http://videoclips.mrdonn.org/nativeamericans.html
Prentice Hall Literature Textbook Teacher created material
Prentice Hall Grammar Textbook Technology
Ancillary quizzes www.prexi.com
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11 th Grade English/Language Arts
First Six Weeks: Week 3
Writer: Renee Sena
TEKS:
1A, 8A, 9A,
10A, 16E,
16F, 24A
Objective:
 The students will be introduced to rhetorical techniques by analyzing a presidential speech.
 The students will analyze the rhetorical techniques and discover the author’s purpose in three revolutionary pieces of literature.
Overview
A review of argumentative techniques and rhetorical devices should precede the reading and analysis of literature.
An argument will include the following elements: claim/assertion, position, support, evidence, counterargument, concession, and refutation.
Explain how analyzing an argument means breaking it down into smaller parts to understand these elements and evaluate the speaker/writer’s logic.
The revolutionary pieces of literature should focus on the following elements: organizational structure, context of war, clear thesis, consistent tone, unified argument, precise language, support statements and claims.
Historical Note: Patrick Henry’s speech was delivered before “The Declaration of Independence,” and Thomas
Paine’s “The Crisis, No. 1” was written after “The Declaration of Independence.” As students read, encourage them to consider the connections between all three pieces and the historical climate during the period: the decision to revolt was made with serious deliberation by the colonists and loyalty was a main theme.
Essential Questions:
Who is the speaker/writer? What is the occasion? Who is the audience? What is the purpose? What claims are being made? What are the pieces of evidence? What counterargument is included? What overall appeal is made? What is the overall tone? What ideas or rhetorical devices are used most effectively?
When is rebellion justified? How have you tried to persuade someone to accept your point of view on an issue? How do rhetorical devices make a document/speech more persuasive?
Suggested Lesson Ideas:
1.
Barack Obama’s speech
 2004 Democratic National Convention Keynote Address online
 This speech is suggested because of its accessibility to students and relevance to the theme questions for the year.
Before reading
 Review academic vocabulary: argument, persuasion/ literary terms: rhetoric, appeals, ethos, pathos, logos, diction, repetition, figurative language, tone/ SAT vocabulary: premise, declaration, insistence, retribution, forbearers, eradicate
 Students could watch the video of the speech
During reading
 Students could work in groups to analyze, highlight, and take notes on the rhetorical devices and the elements of argument.
 Intervention: Struggling students could receive as list of rhetorical devices and their definitions
After reading
 Students could create questions about the speech to ask other groups questions (why, when, how, what, describe, who, example, where, and list)
 Enrichment: Students could find and print another speech from a different political leader with 10 rhetorical techniques underlined and identified
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2.
Patrick Henry’s
 “Speech to the Second Virginia Convention” on pages 98-103
Before reading
 Discuss the historical background of the document.
 Review academic vocabulary: political speech, address/ literary terms: repetition, parallelism, antithesis, rhetorical question, allusion, tone, etc./ SAT vocabulary: insidious, privileges, vigilant, despotism, salutary, unanimity
During reading
 Students should focus on the use of more rhetorical devices, beginning with teacher modeling and guidance.
 Students could begin filling in a graphic organizer for the rhetorical devices, definitions, and examples from the text.
 Intervention: Struggling readers could receive a paraphrased version of the speech to aid reading.
After reading
 Make a list of reasons Henry gave for joining the war to fight against England.
 Enrichment: You could have students work in pairs to write a speech in rebuttal to Patrick Henry’s including the use of many rhetorical devices.
3.
Thomas Jefferson & Thomas Paine
 “The Declaration of Independence” on pages 110-115 & Thomas Paine’s “The Crisis, No. 1” on pages 116-
121
Before reading
 Compare and contrast the backgrounds of both men to find out what kind of leaders they were
 Review academic vocabulary: political document, essay, pamphlet/ literary terms: all rhetorical devices, diction, tone, audience/ SAT vocabulary: candid, assent, harass, tyranny, redress, acquiesce, rectitude, prudent
During reading
 Find evidence for comparisons and contrasts in emotion, logic, ethics, and authority.
 Intervention: Provide a copy of teacher notes to any struggling readers.
 Continue filling out graphic organizer with rhetorical devices, definitions, and textual examples.
After reading
 Write a one-paragraph explanation about which writer used rhetorical devices most effectively, citing examples.
 Enrichment: take a quiz over the rhetorical devices and their definitions
Suggested Assessment:
Students could complete an open-ended or multiple choice quiz from the ancillary material or complete critical reading questions from pages 103,115,119 or other activities from page 108-109, 120-121.
Graphic organizer
Rhetorical devices quiz
Resources:
Obama Speech (Print/Video) http://www.americanrhetoric.com/speeches/convention2004/barackobama2004dnc.htm
Prentice Hall Literature Textbook
Ancillary quizzes
Teacher created material
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11 th Grade English/Language Arts
First Six Weeks: Week 4
Writer: Renee Sena
Objective:
 The students will brainstorm and plan for the argumentative essay.
 The students will write a first draft.
 The students will revise and edit for parts of an essay, rhetorical techniques, and grammatical errors.
 The students will produce a final, corrected draft.
TEKS:
13A, 13B, 3C,
13D, 13D, 6A,
16B, 16C, 16D
16E, 16F, 23D
Overview
Although doing research on a topic and persuading others on an issue is important in an argumentative essay, the writing process remains the paramount skill to master: prewriting, planning, drafting, revising, editing, and publishing.
 English 3 students should develop their essays to a length of between 500-700 words and should use MLA format when typing: Times New Roman, 12 point font, double-spaced, 1” margins, etc.
Because this is the first formal essay of the year, a review of the format and parts of an essay, plus examples of each step will aid students’ understanding.
The details of an argumentative essay should be discussed: formal tone, no inflammatory language, concessions and refutations, 3 rd person point of view (he, she, it, they, them, etc.), no logical fallacies, etc. Grammar warn-ups would be an excellent activity to support editing skills.
A standardized rubric should be used across grade levels with comparable features to the TAKS essay rubric. It can be as holistic or specific as the department desires, but it should be used for each formal essay evaluation.
Essential Questions:
What issues affect today’s society?
What are the parts of an essay?
What is the purpose of argumentation?
Suggested Lesson Ideas:
Notes on the Argumentative essay can be found on pages 188-195 of the Prentice Hall Literature Textbook.
Brainstorming: I suggest brainstorming issues affecting today’s society and narrowing down three options (e.g. pollution, immigration, the debt crisis, legalization of drugs, gay marriage, using cell phones while driving/laws, etc.).
 Three news articles should be collected and copied for students (one for each of the final three topics) to use as a source in their essay.
 This would be a good time to show them how to site each source when using a quotation or a paraphrase and how to list it on a works cited page according to MLA format.
 You can also designate how many citations you want students to use from their article, perhaps 5-10 citations.
Planning: An outline or other organizational plan should be completed before writing a first draft.
Drafting: Students should use their outlines and an example essay to write a first draft
Revising & Editing: Separate sessions should be conducted for revising and editing.
 Revising can focus on including all the parts of an essay (introduction with thesis statement, three body paragraphs with topic sentences, support, explanations, and transitions, and a conclusion) and the inclusion of rhetorical techniques.
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 Editing can focus on grammar, spelling, capitalization, and punctuation errors, as well as minilessons (5-10 minute lessons) on removing passive voice , varying sentence structure, adding details, being concise, and
 checking MLA citations, for example. This will give students a hands-on approach to grammar.
Many formats can be used to complete these steps: individual revision & edit/peer revision & edit/teacher-
 student private conferencing.
Ideally, students would produce 2-3 drafts and correct make many types of corrections before producing a final draft.
Key Questions to ask about essay:
 How clearly are the issue and your position stated?
 How organized are your arguments and supporting evidence?
 How persuasive is your evidence?
 How authoritative and persuasive is your voice and writing style?
 How correct is your grammar?
Publishing: A final draft should be free from all errors and ready for grading.
Suggested Assessment:
Short grammar quizzes or warm-ups
Labeling the parts of an essay on an actual essay
The completed argumentative essay with all parts of the writing process attached to the back
Brainstorming sheet
Outline
Rough Drafts
Resources:
Prentice Hall Literature Textbook Three news articles
Standardized rubric Prentice Hall Grammar Textbook
Teacher created material Technology
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11 th Grade English/Language Arts
First Six Weeks: Week 5
Writer: Renee Sena
TEKS:
1A, 3, 5A, 5B,
5C, 5D, 7,
10A Objective:
 The students will be introduced to Puritan literature through the analysis of poetic elements in Anne Bradstreet’s poetry and imagery in Jonathan Edwards’s sermon “Sinners in the Hands of an Angry God.”
 The students will analyze the short story elements and historical influences in Washington
Irving’s “The Devil and Tom Walker.”
Overview:
An introduction to the literature of this time period should include a discussion of the characteristics and religious beliefs of Pilgrims and Puritans and the effects of these beliefs on society and literature.
 Connection to Calvinism
 Has a desire to become a model community based on the Bible
The genre of poetry should be introduced with an emphasis on Lyric poetry and poetic elements (pages 402-403).
 The word “lyric” comes from the Greek word “lyre,” which is an ancient Greek instrument. Poetry was
 recited by the Greeks to the music of the lyre.
Lyric poem: expresses the thoughts and feelings of a single speaker
 Other elements: meter, foot, stanza, line, theme, sound devices, figurative language
Another genre, the sermon, should also be introduced to show the fervor of the Puritan’s religious beliefs during the time period of The Great Awakening and the emphasis on imagery and other rhetorical techniques in a sermon.
 The Great Awakening: a religious revival that swept the colonies in the 1730s and 1740s
 Imagery: words or phrases which appeal to one or more of the senses
Finally, the short story and the elements of plot should be introduced to include a full perspective of literary examples: exposition, inciting incident, rising action, turning point, climax, falling action, and resolution.
Essential Questions:
Why do we analyze poetry?
How does literature shape or reflect religious beliefs?
How does imagery enhance a piece of literature?
Suggested Lesson Ideas:
1.Anne Bradstreet = poetry
 “To My Dear And Loving Husband” on pages 74-79
Before reading
 Review academic vocabulary: paraphrase, lyric poem/ literary terms: syntax, inversion, tone, rhyme scheme, enjambment, end-stopped line, extended metaphor, allusion, imagery, diction/ SAT vocabulary: quench, recompense, manifold, persevere
 Show an example of the TP-CASTT elements and how they are applied to a simple poem
 Intervention: Struggling students should receive a copy of an additional poem with notes that have already been analyzed.
During reading
 Analyze the poem using the TP-CASTT method of poetry analysis as a class or in groups
After reading
 Write a paragraph using results of the poetry analysis by answering the question: What does an analysis of

“To My Dear and Loving Husband” reveal about Anne Bradstreet? Textual evidence should be used.
Enrichment: Students could independently analyze “Upon the Burning of Our House” if extra time exists or for homework
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2. Jonathan Edwards = sermon
 “Sinners in the Hands of an Angry God” on pages 84-94
Before reading
 Look at two short examples of the same description: one that uses imagery and one that does not
 Discuss the differences and which one is more creative and interesting to read and why
 Review academic vocabulary: sermon/ literary terms: imagery, tone, repetition, biblical allusion/ SAT vocabulary: constitution, prudence, omnipotent, mediator, induce
 Show some examples from the beginning of the text and introduce imagery project
During reading
 Students could take turns reading the sermon in groups and highlighting examples of imagery
 Intervention: Teachers could assist struggling students by pointing out passages that contain imagery and asking a student to describe the image
After reading
 Imagery project: Students could create an 8 ½” x 11” poster project including 4-6 images (pictures), the textual evidence from the sermon, and an analysis of what that piece of imagery means. It should be colorful and descriptive, showing they understand what each image means.
 Enrichment: Students could choose an internet or newspaper article by a reputable new organization and scan the text for three uses of imagery in the article.
3.Washington Irving = short story
 “The Devil and Tom Walker” on pages 226-241
Before reading
 Describe the parts of plot using a visual plot chart
 Also, discuss direct and indirect characterization with internal and external development that can contribute to the conflict of the plot, with special attention being paid to Tom Walker, the main character and protagonist
 This story also prepares students to read The Scarlet Letter with references to “the black man” and similar tone and societal influences.
 Review academic vocabulary: short story/ literary terms: plot, character, setting, tone, theme, point of view/ SAT vocabulary: prevalent, discord, treacherous, extort, ostentation, parsimony
During reading
 Make a personal list of events that can be placed on the plot chart
 The teacher could read the selection, it could be popcorn read as a class, read in groups, in partners, or silently.
 Intervention: Struggling readers could receive a spark notes summary of the text before reading.
After reading
 Share the list of events as a class
 Students can write the parts of the plot on a plot chart during a class discussion after reading or as a group outside on the sidewalk with chalk
 Extension: Students could role-play the plot of the story in class or break into groups to role-play a part of the plot.
Suggested Assessment:
Students could complete an open-ended or multiple choice quiz from the ancillary material or complete critical reading questions from pages 77, 91, 239 or other activities from 79, 92-94, 240-241.
Poetry analysis paragraph
Imagery project
Plot chart
Resources:
TP-CASTT (poetry analysis) http://www.sdcoe.net/score/things/PDF/TP-CASTT.pdf
“Upon the Burning of Our House” (Anne Bradstreet poem) http://www.puritansermons.com/poetry/anne13.htm
Prentice Hall Literature Textbook
Ancillary quizzes
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11 th Grade English/Language Arts
First Six Weeks: Week 6
Writer: Renee Sena
Objective:
 The students will be introduced to The Scarlet Letter.
 The students will take and pass a TAKS milestone.
 The students will take and pass a six weeks test.
Overview:
TEKS:
1B, 2A, 2B,
5A, 5D, 6, 8,
9A, 9C, 13C,
13D
Before taking the six weeks test, students should review the early American literature read, vocabulary, parts of speech, rhetorical devices, etc. to shift into the introduction of The Scarlet Letter.
The Scarlet Letter by Nathaniel Hawthorne should be introduced to ensure a strong start to this important piece of
American Literature. Many schools mandate the reading of this novel, but students should close read some chapters and summarize others to allow many of the complexities of the writing style to be understood and absorbed.
Before beginning this novel one may obtain several items to assist with the reading:
 Enough copies of the novel for each student
 The book on tape or CD
 The film “The Scarlet Letter on DVD by WGBH/Boston Production with Meg Foster, John Heard, and Kevin
Conway because of its accuracy
 The Spark Notes or other supplemental material
Another assessment for TAKS will indicate how well the objectives from this six weeks’ lessons have been mastered and how prepared they are becoming for the EXIT TAKS test.
A six weeks test constructed by the teacher may additionally indicate the mastering of specific objectives for pieces of literature, literary elements, academic and SAT vocabulary, grammar, and writing.
Essential Questions:
Have you mastered the objectives this six weeks?
Why is The Scarlet Letter considered a classic piece of American Literature?
How has the early American literature prepared you to read The Scarlet Letter?
Suggested Lesson Ideas:
1.Six Weeks Test Review
 The six weeks test review can be conducted by splitting students in two rows and giving each student a card with a question on one side with an answer on the other, taking turns asking/answering the questions, shifting down row one so that every student in both rows has asked/answered every question.
 Teachers should create the questions and answers to be similar to questions and answers asked on the test.
 Teachers may have to move students to the hallway to conduct the review.
2. The Scarlet Letter: Introduction & Chapter 1
Before reading
 Introduce The Scarlet Letter by reviewing the author’s background on pages 271 and information about the time period.
 Students could also be divided into groups to answer anticipation guide questions (e.g. Is it right to punish certain crimes more harshly than others?, Are there circumstances when it is ok to break laws?, etc.) involving issues from the novel before close reading chapter 1 as a class.
 Academic vocabulary: novel, fiction/Literary terms: setting, theme, tone, dialogue, foreshadowing, symbol, character, irony, suspense, plot, romanticism/ SAT vocabulary: portal, threshold, utopia, edifice, nucleus, ponderous, congenial, inauspicious
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During reading
 The teacher should read the chapter to the class, stopping to explain details.
 Intervention: Struggling readers should review the spark notes summary of chapter 1 before reading.
After reading
 The students could create a Reading/Thinking/Writing (RTW) journal (perhaps just a spiral notebook) incorporating notes from class, questions and answer sessions, short writing assignments, summaries, vocabulary, etc. from The Scarlet Letter (much of the information could be handwritten, but many items could be pasted as well)
 The teacher can discuss why the novel is considered an American classic.
 Enrichment: Students can add an “About the Author” page to their RTW journal by collecting information and pictures to decorate one full page about Nathaniel Hawthorne.
3.TAKS milestone:
 The Texas Test Preparation Assessment on pages 202-206 (The literary selection “Sound-Shadows of the
New World” with short answer “How does the theme of this selection represent a comment on the human condition? Explain your answer and support it with evidence from the selection.” and revising and editing selection “Ben Franklin”)
 An optional essay, “Write an essay explaining why adjusting to a new environment is challenging,” may also be included as a timed writing if desired.
4.Six Weeks Test
 The teacher-constructed six weeks test could be multiple choice, true-false, matching, fill-in the blank with or without a word bank, open-ended, or essay in nature. It would be beneficial for all English 3 teachers to collaborate, create, and use the same assessment to ensure the consistency of assessment and achievement of students.
Suggested Assessment:
The Texas Test Preparation Assessment (pages 202-206)
Teacher created six weeks test
Resources:
Prentice Hall Literature Textbook
The Scarlet Letter novels
Sparknotes.com
*an online search will provide study guides, full-text of book, and many more supplementary materials
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_________
_________
_________
_________
_________
_________
At the completion of the First Six weeks, the student will be able to:
_________
_________
Complete diagnostic test(s)
Understand and explain the yearlong theme
_________ Set goals in the form a self-letter
_________ Learn different note-taking strategies
_________
_________
_________
_________
Research and complete a project about a Native American group
Identify the parts of speech in sentence
Explain the similarities and differences between two exploration accounts
Analyze the parts of an argument and rhetorical techniques in a speech or written document
Complete the writing process to create an argumentative essay
Analyze a poem using the TP-CASTT method
Identify the parts of plot in a short story
Pass a TAKS Milestone Assessment
Pass the Six Weeks Test
Begin Reading The Scarlet Letter
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