English- 11th Grade EES11QCW - Ms. Conn



0-11430000Information Technology High School21-16 44th RoadLong Island City, NY 11101Phone: 718-937-4270 Fax: 718-937-5236 Joseph E. Reed, Principal, Ms. N. Hyde, Asst. Principal, EnglishEnglish- 11th Grade EES11QCWCourse: College ReadinessFall Semester 2017Instructor: Ms. ConnE-Mail: hconn@schools.Websites: Phone: (718) 937-4270Room 232Overview & Pre-requisiteThe purpose of this course is to enhance students’ skills in reading, writing, speaking, and listening. This course will provide substantial college and Regents preparation, and students will ultimately produce Regents essays. We will engage in literary analysis for assigned and selected texts and college-preparatory writing of different genres. We will first examine the ways in which American writers craft a piece of literature to establish themes of the immigrant experience and individual vs. society. We will also hone skills in identifying claims, counterclaims and central ideas in diverse writing pieces. By reading and analyzing literature, students will deconstruct literature to obtain a deeper meaning. We will recognize personal, societal and inter-textual connections between the literary works, the authors’ personal lives, and their connections to our modern society. GoalsBy the end of the fall semester, students will be able to:Increase reading stamina and comprehension.Use the multi-step writing process to plan, create, edit, and publish and share a variety of essays, stories, speeches, and projects.Learn at least 100 SAT, Tier 2 (academic) and Tier 3 (content) vocabulary words and use them in writing and conversation.Implement sophisticated skills such as Cornell note-taking, annotating, flash debates with peers, and memory clues. Ground all written and spoken arguments in evidence from text. This stresses critical-thinking, problem solving, and analytical skillsWork with peers to set rules for collegial discussions and decision-making, set group and independent goals, and share opinionsRequired ReadingIncludes, but not limited to: Excerpt from Of Plymouth by William BradfordA View From the Bridge by Arthur MillerWalden by Henry David ThoreauSong of Myself by Walt Whitman Various non-fiction, fiction and poetry supplementary textsMaterialsThe following materials are REQUIRED in class every day. Students who arrive unprepared to class will receive half-credit for their participation grade.A three-ring binder/notebook with the following labeled sections: Do Now’s and Aims (DNA), Literary Analysis (LA), Language Skills (LS), Regents Strategies (RS), and Homework (HW)Loose-leaf paperPencils and blue or black pensAcademic Key to Success: You are expected to check the following websites every day: (click on “Junior English Assignments”) and (all teachers will post their assignments, grades and attendance here). You are responsible for all missed work, since you have these websites as your resources.Late AssignmentsStudents with excused absences (an excused absence MUST accompany a signed note from a doctor/parent) are given a fair amount of time to make up assignments. Major assignments that are late with no excuse will lose 10% of their value for each day they are late. Informal homework assignments will receive half-credit for lateness. Grading Summative Assessments: 60-70%Checking for Understanding: 10–20%Classroom Environment: 10-20%? Standard-based Assessments? Standard-based, Informal Quizzes? Classwork, Exit Slips? Large projects? Small Projects/Short Essays? Class Activities? Final Essay? Draft Re-Writes, Re-Do Assignments? Group Work? Mastery Assignments? Homework? Performance presentations? Performance Presentations? Demonstrations of Proficiency/mastery? Portfolios Pacing Calendar/Scope and SequenceSubject to Modifications based on teaching and learning, student outcomes and reflections.Marking Period 1 (September-October)Marking Period 2 (October-November)Marking Period 3 (November-January)UNIT 1Theme: The Immigrant ExperienceQuote: “In America individuals of all nations are melted into a new race…whose labors…will one day cause great changes in the world.”—Michel-Guillaume Jean de CrevecoeurEssential Question: Why do people come to America and what significant changes occur when they do? Summative Assessment: Argumentative EssayUNIT 2Theme: Individual vs. SocietyQuote: Trust thyself: every heart vibrates to that iron string.”—Ralph Waldo EmersonEssential Question: What is an individual’s relationship with nature and society?Summative Assessments: Analytical Essay (Central Idea)UNIT 3Theme: Regents PrepQuote: “By failing to prepare, you are preparing to fail.”—Benjamin FranklinEssential Question: How can you establish claims, counterclaims and central ideas and develop them using textual evidence and analysis?Summative Assessments: Argumentative and Central Idea EssaysAnchor Texts: Historical Account: Excerpt from Of Plymouth by William Bradford (p. 5-18)Play: A View From the Bridge by Arthur Miller Ancillary Texts: (Select two)Excerpt from Barrio Boy by Ernesto Gallarazo (1999 ELA Regents Exam)Close Reader: Essay: “Mother Tongue” by Amy TanShort Story: “Balboa” by Sabina Rodriguez (p. 77)Argument: “’Blaxicans’ and Other Reinvented Americans” by Joy Harjo (p. 87)Poem: “New Orleans” by Joy Harjo (p. 97)Poem: “Indian Boy Love Song (#2)” by Sherman Alexie (p. 19 in Close Reader)Various old ELA regents examsAnchor Texts: Poems: from Song of Myself by Walt Whitman (p. 177-183)Essay: from Walden by Henry David Thoreau (p. 207-216) Ancillary Texts/Resources: (select one grouping)Essay: “Growing up Asian in America” by Kesaya E. Noda (p. 187-194)Excerpts from The Joy Luck Club by Amy TanShort Story: “The Minister’s Black” Veil by Nathaniel Hawthorne (p. 235-246) Excerpts from The Scarlet Letter by Nathaniel Hawthorne Poems by Emily Dickinson (p. 200-203)“The Soul selects her own Society”“Because I could not stop for Death”“Much Madness is divinest Sense”“Tell all the truth but tell it slant”Short Story: “The Tell-Tale Heart” by Edgar Allan PoeAnchor Texts: Choose at least two of the following argument essays:Topic: Should college athletes be paid? (June 2015 Regents) Text 1 – The Case for Paying College AthletesText 2 – It’s Time to Pay College AthletesText 3 – Sorry Time Magazine: Colleges Have No Reason to Pay AthletesText 4 – There’s No Crying in College: The Case Against Paying College Athletes Topic: Should extinct species be brought back into existence? (Jan. 2015 Regents) Text 1 – 3Qs: The Ethics of Species ‘De-extinction’Text 2 – Bringing Them Back to LifeText 3 – Case Against Species RevivalText 4 – The Case Against De-Extinction: It’s a Fascinating but Dumb Idea Topic: Should celebrities become the voice of humanitarian causes? (June 2016 Regents) Text 1 – The Celebrity SolutionText 2 – Ethics of Celebrities and Their Increasing Influence in 21st Century Society Text 3 – Do Celebrity Humanitarians Matter?Text 4 – The Rise of the Celebrity Humanitarian Topic: Should the United States government create strict sugar regulations? (August 2016 Regents) Text 1 – FDA Urged to Regulate Sugar in DrinksText 2 – Sugar Should Be Regulated As Toxin, Researchers Say Text 3 – The Toxic Truth About SugarText 4 – Sugar Taxes Are Unfair and Unhealthy *Choose at least three central idea essays from the NYS ELA Common Core Regents Exam Archive **Various informational, narrative and poetic texts with corresponding multiple-choice sections from past Regents exams Overview: To begin a semester based on close reading and writing, students will read historical fiction texts, non-fiction and dramatic works that focus on the immigrant experience, the individual vs. society and regents prep. They will make argumentative claims and support their claims with evidence from the texts. The writing focus will be well-developed paragraphs, using scaffolding and self-and peer-editing techniques. Students will develop their argumentative writing skills, speech delivery skills, central idea/thematic writing, and creative writing.After reading assigned texts, students will be able to analyze the author’s message and support this analysis with textual evidence.While reading informational texts, students will be able to determine author’s claims and find evidence to support those claims and counterclaims.After learning writing strategies, students will be able to write well-developed paragraphs including a claim, proof, analysis, and conclusion.During partner, group, and whole-class discussions, students will be able to argue and support their claims, while respectfully analyzing contrary views.As final tasks for each unit, students will be able to synthesize information from all genres of literature to construct argumentative and analytical (central idea) essays. 2138045-22860INFORMATION TECHNOLOGY HIGH SCHOOL21-16 44TH ROAD, LONG ISLAND CITY, NY 11101PHONE: 718-937-4270 FAX: 718-937-5236Joseph Reed - Principal00INFORMATION TECHNOLOGY HIGH SCHOOL21-16 44TH ROAD, LONG ISLAND CITY, NY 11101PHONE: 718-937-4270 FAX: 718-937-5236Joseph Reed - Principal Student Data & Contract SheetMs. Conn, English TeacherEmail: hconn@schools. Website: Please fill in ALL of the blank spaces on this Contract & Information Form.Student’s Information:Name _______________________________________________________________ Email_______________________________________________________________Address (street, city zip)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Do you have a computer at home? _________________________ Do you have a printer?________________________Extracurricular Activities/ Work______________________________________Last year’s ELA grade earned:________________________ My parents and I will check my academic performance on weekly!Parent’(s)/Guardian Information:Name _________________________________________________________________ Email ________________________________________________________________Home # ______________________________________________________________Work # ______________________________________________________________Cell # _________________________________________________________________Best time to call ____________________________________________________Name _________________________________________________________________Email ________________________________________________________________Home # ______________________________________________________________Work # ______________________________________________________________Cell # _________________________________________________________________Best time to call ____________________________________________________ I will continue/establish good rituals and routines with my child regarding his/her assignments. I will build a strong alliance with my child’s guidance counselor and teacher to help my child. My child will attend tutoring if/when necessary (TBD). My child will attend class everyday, unless there’s an emergency/sickness with an absent note. My child will present all missing/late assignments as assigned by teacher (see Late assignments policy). Comments/Concerns that I need to know about your child: __________________________________________________________________________Please sign below and return.I have received, read, and agree to the course and classroom requirements.Student’s name (print)_______________________________________Signature ______________________________________Date __________Parent/Guardian Print name:_________________________________________________Parent’s/Guardian’s Signature ________________________________________________** This page must be filled out and signed, and handed to the teacher for safekeeping. The other pages are to be kept for your reference. ................
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