COURSE SYLLABUS
AMERICAN LITERATURE-GRADE 11
Ms. Miller (2010-2011)
READING STANDARDS
3.0—Literary Response and Analysis Students read and respond to historically or culturally
significant works of literature that reflect and enhance their studies of history and social science.
They conduct in-depth analyses of recurrent patterns and themes.
A. Prose subgenres (“Elements of Literature” sections)
1. Satire- The History of the Dividing Line (page 50 in textbook); Handout “The
War Prayer”
2. Parody- Handouts “Nacirema” and “The Unicorn in the Garden”; “The Secret
life of Walter Mitty” (page 624 in textbook)
3. Allegory- “The Fall of the House of Usher” (page 263 in textbook)
B. Drama
1. The Crucible by Arthur Miller
2. “Salem Revisited” Handouts
C. Poetry
1. Many poems and collections from your textbook
D. Novels
1. The Great Gatsby by: F. Scott Fitzgerald
2. Of Mice and Men by: John Steinbeck
3. TBA
E. Short Stories in your textbook will include the following plus more
1. “A Mystery of Heroism” by Stephen Crane (page 487)
2. “To Build a Fire” by Jack London (page 496)
3. “A Pair of Silk Stockings” by Kate Chopin (page 437)
4. “The Life you Save May be Your Own” by Flannery O’Conner (page 673)
F. Essays
1. from “The Crisis, No. 1” (page 107 in your textbook)
2. from “Resistance to Civil Government” (page 248 in your textbook)
G. Non-Fiction in your textbook will include the following plus more
1. Autobiography: “A Narrative of the Captivity” by Mary Rowlandson (page 39)
2. Autobiography: from A Narrative of the Life of Frederick Douglass (page 424)
3. History: from “Of Plymouth Plantation” by William Bradford (page 27)
4. Sermon: from “Sinners in the Hands of an Angry God” by Edwards (page 79)
5. Journal: from Specimen Days by Walk Whitman (page 363)
3.5 Social/Cultural/Political/Historical Contexts Analyze recognized works of American
literature representing a variety of genres and traditions:
A. Movements, trends, themes, and styles: Textbook “Objectives” sections
1. Neo-classicism (pages 1-98)
2. Enlightenment (pages 1-98)
3. Romanticism (handouts)
4. Transcendentalism (pages 206-214)
5. Realism (pages 407-422)
6. Modernism (pages 524-536)
7. Post-Modernism (pages 524-536)
B. Archetypes through the centuries and religious imagery
1. “Archetype Definitions” and “Allusion Workshop” (handouts)
2. from “Snow-bound” by Whittier (pages 182-186 in textbook)
3. “The Love Song of J. Alfred Prufrock” by T.S. Eliot (pages 661-665 in
textbook)
WRITING STANDARDS
1.0 Writing Strategies—Students write coherent and focused texts that convey a well-defined
perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the
audience and purpose and progression through the stages of the writing process. Grammar will
be taught through the “Language Handbook” available in the bookroom.
2.0 Writing Applications (Genres and Their Characteristics)—Students combine the
rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at
least 1,500 words each.
SPEAKING STANDARDS
1.0 Listening and Speaking strategies: Students formulate adroit judgments about oral
communication.
A. 1.5 Classical and contemporary logical arguments
1. “Speech to the Virginia Convention” by Patrick Henry (page 101 in textbook)
2. from “I have a Dream” by Martin Luther King, Jr. (handout)
3. from Abraham Lincoln’s speech of 1854 (handout)
4. “Persuasive Paradigms” and “Common Logical Fallacies” (handout)
B. 1.6-1.8 Use of language
1.
Nobel Prize Acceptance Speeches
a. John Steinbeck (page 620 in textbook)
b. Ernest Hemingway (page 659 in textbook)
c. William Faulkner (page 723 in textbook)
C. 2.5 Recite poems, speeches, dramatic soliloquies from readings and study
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS STANDARD
Systematic Vocabulary Development-1.0 Word Analysis, Fluency, and Systematic Vocabulary
Development: Students apply their knowledge of word origins to determine the mean of new
words encountered in reading materials and use those words accurately.
A. 1.1 Trace the etymology of significant terms used in political science and history.
“Words to Own” and “Glossary” sections in your textbooks (pages 12581263)
2. PSAT and SAT I Vocabulary List
1.
B.
C.
1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences
1. Origins of words (textbook on page 310)
2. Affixes (textbook on page 475); Roots (textbook on page 1120); suffixes (“Language
Handbook” pages 1250-1251)
3. Suffixes, Roots, and Affixes (handout)
1.3 Analogies
1. “Language Handbook” (pages 1222-1257)
Classroom Expectations:
The student will:
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Read critically
Organize, create, and edit essays in the following modes: persuasive, comparison/contrast,
descriptive, classification, cause and effect, and narration
Organize, compose, and critique essays
Communicate demonstrating a mastery of Standard English usage, spelling, punctuation,
grammar, etc.
Complete a research document
Read at least 500 pages per quarter outside of class.
Students will develop the following characteristics:
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Ability to read accurately
Ability to engage in discussion through active listening and constructive discourse
Desire to learn more than the obvious or superficial
Desire to maintain the highest personal and academic integrity
Tolerance for the points of view and beliefs of others
A good basic command of the English language and writing skills—or a willingness to catch up on
his or her own time if there is a deficiency
Behavioral expectations
Be respectful by:
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Not talking when someone else is talking
Not using profanity
Not cheating/copying
Coming to class on time with what is needed for class
Not using your electronic devices
Staying in your seat
Not working on other homework
Not defacing property
Being truthful
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Helping when needed
Not sleeping in class
Not teasing or fighting in class
Asking questions and sharing opinions
Classroom evaluation
Out of Class Essays
20%
In-class Essays
20%
Class participation (earned daily)
20%
Homework
20%
Research paper/projects
20%