11th Grade American Literature- Regents – class in room 359
Ms. Sackstein – Ms. Destefano
mssackstein@yahoo.com
Course description: This class will explore literature through American history and will end with the completion of the NY State Regent in English. We will deeply delve into each piece of fiction or non-fiction, poetry and drama examining author’s craft, structure, varying literary elements and vocabulary. Further using the knowledge gained from these works to inform and inspire our own writing. Reading will be done both in and out of class with long term assignments given as well as shorter nightly work when necessary.
Materials Needed: 1 sourcebook to be in class everyday.
Pens, pencils, highlighters, post-its
Index cards
A reading list will be provided - *strongly recommended to buy class texts for personal annotation
Standards to be met:
Standard ELA1.11.RE1: Language for Information and Understanding - Students will read, write, listen, and speak for information and understanding
o Students read and follow written directions and procedures to solve problems and accomplish tasks.
o Students identify and evaluate the reliability and validity of informational sources.
o Students analyze and synthesize information from different sources, making connections and showing relationships to other texts, ideas, and subjects and to the world at large
Standard ELA2.11.RE1: Language for Literary Response and Expression. – Students will read, write, listen, and speak for literary response and expression
o Students read, view, and interpret texts and performances in every medium (e.g., short stories, novels, plays, film and video productions, poems, and essays) from a wide variety of authors, subjects, and genres
o build background by activating prior knowledge through questioning what they already know about the form in which the story is presented and the period in which it was written
o Students read literary criticism to increase comprehension and appreciation of literary texts:
o use a variety of written responses, such as double-entry journals and reading logs, to integrate new concepts with existing knowledge
o Students compare a film, video, or stage version of a literary work with the written version
o Students interpret multiple levels of meaning and subtleties in text:
o engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to construct meaning
o Students recognize and analyze the relevance of literature to contemporary and/or personal events and situation
Standard ELA3.11.RE1: Language for Critical Analysis and Evaluation- Students will read, write, listen, and speak for critical analysis and evaluation
o Students form opinions and make judgments about the validity of interpretive texts
o Students analyze and evaluate nonfiction:
o identify text structure, using supports such as graphic organizers
o preview a text (e.g., in order to build a schema), noticing structural markers, such as headings and subheadings
o identify the particular kinds of language used in particular texts
o Students analyze and evaluate fiction, including the effect of diction and figurative language:
o use a variety of written responses, such as double-entry journals and reading logs, to identify literary elements and evaluate their effectiveness
o Students form opinions and make judgments about literary works, by analyzing and evaluating texts from more than one critical perspective, such as psychological.
o Students select, reject, and reconcile ideas and information in light of biases
o Students make judgments about the quality of literary texts and performances by applying personal and academic criteria, such as that found in literary criticism and in political, historical, and scientific analysis
Standard ELA4.11.RE1: Language for Social Interaction - Students will read, write, listen, and speak for social interaction
o Students share reading and writing experiences with a peer or adult; for example, read together silently or aloud and discuss reactions to texts
o Students consider the age, gender, social position, and cultural traditions of the writer
o Students recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
Grading:
All assignments should be done in a timely fashion. You will have weekly reading assignments for class and independent reading as well. You should plan on keeping track of all of this work in your sourcebook.
Blog posting is an important part of class and will contribute to your class participation and homework grades. Our blog address is:
http://amlitwjps.blogspot.com/
All major assignments will be rubric graded on a scale of 1-4 based on the standards. 1= needs improvement, 2= approaching the standards, 3=meets the standards and 4= exceeds the standards. A list of standards and curriculum map will be provided.
Portfolio – you will keep a working folder in class of all your work in progress assignments for the year. At the middle and end of each trimester, you will be expected to pull your exemplary work from your completed assignments for your portfolio. We will discuss this further in class.
This class will be required to take a NY State Regent which is a requirement for graduation.
