English 11 Syllabus
Mr. J. E. Tolliver, Jr.
Eleventh Grade English
Syllabus 2008-2009
Kecoughtan High School
Planning: First and Seventh
Grade Scale: A=100-93 B=92-85 C=84-75 D=74-68 F=67
Grade Distribution
Test/Essays/Projects 40% Classwork/Homework 30%
Quizzes 20% Class Participation 10%
Text: Elements of Literature, Fifth Course. Austin: Holt, Rinehart and Wilson, Inc., 2007.
English-Gold Level. Evanston, 111: McDougal, Littell & Company.
Class Requirements
Loose-leaf Notebook: Students will need a three ring binder to keep all English work organized. It should be brought to class daily along with paper, pens and pencils. The notebook will be divided into the following sections with tabs: Daily Objectives, Notes, Writing and Journals, Vocabulary and Grammar. Notebooks will be checked periodically for organization and completion.
Journal: Students will be required to keep a writing journal. Students will be provided writing prompts daily and expected to thoroughly respond to them in a composition book or tablet, dedicated only to an English journal. The journals will be collected periodically and graded according to response efficiency, not grammatical accuracy. However, this does not mean run amuck.
Annotation of Literature: Students will annotate (make notes about text) on several reading assignments. Annotations are another form of writing. Annotations will be done on notebook paper or students personal copies of the text, never in the textbook.
Novels: Students will be required to read two novels from the appropriate grade level list and respond in the form of an outside reading log. Specific instructions will be given when the first novel is assigned. Responses will be graded on the understanding of the elements of literature, depth, and clear insightful understanding of the text.
Essays: Essays must present a clear well-written thesis, free of plot summary, with convincing evidence sited from the text. Rubrics for essays will be provided and directed toward each content selection. Essays are graded using Hampton City Schools SOL Rubrics involving students in the writing process: pre-writing; first rough draft; edit; second rough draft (revision); self-peer-edit; (revision) Final Draft. All errors noted should be validated and corrected to insure presentation of a quality final product. Most products will be word-processed in a double space format using 12 pts size and Times Roman font. All drafts must be presented on the date assigned and inside the manila writing folders provided by the instructor. No writing assignments will be accepted without the folder. Plagiarism-use of borrowed words without giving credit, copying without permission, or using another work is cheating. It is not acceptable and will not enhance your writing skills. Please see the Student Rights and Responsibility Handbook for clarification and discipline.
First Nine Weeks: Elements of Poetry
Grammar: Subject/verb agreement, Direct/indirect object, Commas and semicolons, Predicate nominative/predicate adjective
Writing: Persuasive, generate, gather plan and organize ideas, select information that supports a definite purpose and position, elaborate ideas clearly, evaluate and cite information, use specific revision strategies
Reading Informational materials, Elements of classic poetry, Personification, Imagery, Symbolism, Author’s use of language and devices, Compare and contrast rhyme, rhythm and sound, Interpret and paraphrase poetry
Second Nine Weeks: Elements of Fiction
Grammar: Subject/verb agreement, Commas and semicolons, Verbals/verbal phrases, Predicate nominative/predicate adjectives, Parallel structure, MLA documentation
Writing: Persuasive, Use technology to access information, Evaluate quality and accuracy of information, Narrow topic, Preview resource material, Develop a plan for research, Collect information to support thesis, Synthesize information, Distinguish ones own ideas from others, Document sources, Edit for clarity of content
Reading: Compare and contrast historical periods, Literary elements: Characterization, Tone, Theme, Universal characters, Major themes in American Literature, Describe author’s use of language and devices
Third Nine Weeks: Elements of Drama
Grammar: Commas and semicolons, Subject/verb agreement, Pronoun antecedent, Verb tense, Fragments and run-ons, Colons, MLA documentation
Writing: Persuasive, Research process: Evaluate quality and accuracy of information, Narrow topic, Preview resource material, Develop a plan for research, Collect information to support thesis, Synthesize information, Distinguish ones own ideas from others, Document sources, Edit for clarity of content
Reading: Drama Unit. Dramatic elements: Aside, Monologue, Soliloquy, Irony (Dramatic, Verbal and Situational), Staging, Scripting, Character, Setting, Plot, Stage Direction
Fourth Nine Weeks: Elements of Fiction
Grammar: Distinguish and divide main and subordinate clauses, using commas and semicolons; Appositives
Writing: Persuasive: Establish central idea, organization, elaboration, and unity; Revise for clarity; Proofread and prepare final product. Compose professional and informational correspondence to a standard acceptable in the workplace and higher education.
Reading: Fiction. Teacher’s choice: Novel choice, Drama choice, Author study, Junior project, Speech
