Tongue out                                                                                                             ENGLISH 11, AMERICAN LITERATURE

Mrs. Buckley/Mrs. Good

 ROOM 307 (703) 669-1400 EXT. 40   GOALS: 
  1. Prepare individual and group, formal and informal presentations (SOL 11.1)
  2. Perform persuasive presentations, listen critically and assess affective oral presentations (SOL 11.2)
  3. Survey American literature, read a variety of genres, continue to develop reading skills (SOL 11.3)
  4. Engage in daily reading (independently or teacher-led) (SOL 11.4)
  5. Increase knowledge of literary terms, applying these terms in written, video, and audio materials (SOL 11.5)
  6. Read and critique a variety of poetry (SOL 11.5)
  7. Practice timed responses to a variety of prompts, practice revising and editing (SOL 11.7)
  8. To develop unity, coherence, and organization in the single and multi- paragraph essays (SOL 11.7)
  9. Focus on analyzing and evaluating information from traditional and on-line resources (SOL 11.8)
  10. Evaluate and synthesize the usefulness of information for inclusion in a documented paper, including parenthetical citations, and a Works Cited page (SOL 11.8)
  11. Develop vocabulary (SAT-type) through reading, writing, and speaking with an emphasis on understanding and using new vocabulary (SOL 11.8)                                                                                                   
 II.   COURSE CONTENT:A.   (Multiple) Five-Paragraph Essay of opinionB.   Research Paper (2-3 pages) using MLA documentationC.   Analysis of the novel (reading plus written and oral reports) D.   Elements of literatureE.   Vocabulary development

F.   Grammar and usage lessons

G.  Weekly journalsH.   SOL Writing and RLR (STUDENTS MUST PASS BOTH EXAMINATIONS IN ORDER TO GRADUATE) III. MATERIAL:Language of Literature by McDougal Littell (Replacement Cost =$70.)Language Network by McDougall Littell Selected Vocabulary Books and grammar worksheetsSelected novels and/ or plays The Crucible, Scarlet Letter, Adventures of Huckleberry Finn, Catcher in the Rye, Whale Talk, The Great Gatsby and Shawshank Redemption   Selected videos and musical selectionsMiscellaneous teacher- prepared materialsIV.   SPECIAL REQUIREMENT:$ 2 (to purchase a journal notebook from the school store)One flimsy 3-ring binder for various portfolios

A notebook (with pockets) for English assignments and materials

Loose-leaf paper, black/ blue pens, a 3 x 5 computer disk, construction paper and a pack of 3 x 5 notecards A tasty treat to share during our book talks J V.   GRADING SYSTEM:       HOMEWORK:  Homework will be evaluated! All homework must be completed on time.  If a student misses class with an excused absence, he/ she will have until the next class to make up work.  No credit will be given for work due if the student has an unexcused absence.  Assignments are expected to be on time, legible, complete, and finished in a manner that reflects thoughtful consideration of the assignments.            CRITERIA FOR GRADING WRITING ASSIGNMENTS:1. Directions for essay format followed exactly                           2. Correct grammatical structure3. Correct spelling4. Logical content5. Appropriate word choice6. Neatness            A SPECIAL NOTE TO PARENTS:            Parents should expect that students would spend at least one-half hour every night on English.  If there is no specific assignment due the following day, there are always vocabulary words to review, writing assignments to finish, or long-range reading assignments to complete.  While we encourage parents' discussion of ideas about student writing, we believe it is most important that exclusively the student do the actual composing.  Parents are invited to contact the teacher with specific questions and concerns about the student's progress.              GRADES:The English marking period grade is based on the point system.  The number of points earned during the nine weeks is totaled and divided by the potential number of points to arrive at a percentage.  Students will receive class participation points.  These points are added at the end of the nine-week period.  The following grading scale is used:A+= 100, 99, 98          A= 97, 96, 95,94, 93B+= 92, 91, 90            B=89, 88, 87, 86, 85C+= 84, 83, 82            C=81, 80, 79, 78,77D+=76, 75,74              D=73, 72, 71, 70F=69 and below The final grade for the year is determined by averaging the four marking period grades and the semester exams.    VI.    HALLWAY PASSES and TARDY CONSEQUENCES:Each student will receive three hallway passes per marking period.  If a student has not used any of his/ her passes in one marking period or arrived tardy, he/ she will receive 10 extra credit points for that marking period.   Valuable Tip: These extra points can sometimes improve a student's letter grade at the end of the marking period.            Heritage Tardy Policy1st Tardy         Warning         2nd Tardy       3 Days of Lunch Detention and Parent Contact 3rd Tardy        3 Days of AM/PM Detention (to be served within one week) and Parent Contact4th Tardy        Refer to administer for ISR/Friday or Saturday School5th Tardy        Refer to administer Additional      Refer to administer     VII.   CLASSROOM RULES FOR A POSITIVE LEARNING ENVIRONMENT:1.  Be on time.  Students are expected to be in their seats ready to begin work at the end of the five-minute passing period.  Students are expected to stay in their assigned seats during instructional time.  In addition, use the lavatory between classes and sharpen pencils before class begins.2.Bring all necessary English materials with you to class (books, notebooks, extra pen and/ or pencil).  3.  Homework is due at the beginning of the class period.  All work, to earn full credit, must be submitted on time.  Late homework will receive less credit and will only be collected one day after the due date.  NO HOMEWORK WILL BE ACCEPTED AFTER THAT CLASS PERIOD!4.  Book covers are recommended for all English textbooks.5. Keep an open mind and have a sense of humor.6. Always use appropriate language in the classroom; remember your audience. Student completes ten push-ups/ expletives that are verbalized.  This deters further discipline action. 7. Remember the Mutual Respect Principle: The teacher has the right to teach; the student has the right to learn.  No one should interfere with these rights. 


                  English 11 (American Literature) 1st Semester Schedule  

1st Semester Schedule       (M)=Monday      (T) =Tuesday       (W)=Wednesday       (R)=Thursday     (F)=Friday




(1st Semester)

9/5 (T)

Introduction to Syllabus

Introduction Activity

Travel/Music Writing Sample

Autobiographical Assignment

Signed Syllabus

Autobiographical Assignment

Bring Journal Book!  J

9/7  (R)

RW Journal #1

Collect Syllabus & Autobiographical 

Vocabulary Diagnostic, Level E

  Banned Books Intro.


9/11 (M)


RW Journal #2

Unit 1 Vocabulary

A Child Called It Intro.

Song Lyrics

Read A Child… 
Ten Targeted Timeline  (Hey, alliteration!) J Due 9/19



VCB Word,

Parts of Speech

Unit 1 VCB Notecard Sample

9/13 (W)

RW Journal #3  (w/2 vcb words)

Check Notecards

A Child Character Sheet

Read Ch. 2 A Child…

Study for Unit 1 VCB Quiz
9/15 (F)

RW Journal #4 (w/2 vcb words) SSR

Unit 1 VCB Tile Game

Unit 1 VCB Quiz

Read Ch. 3 A Child…

Read Ch. 4 A Child Called It

9/19 (T)

SSR SOL Review on the Computer and

Five Paragraph Composition


9/21 (R)

RW Journal #5

Unit 2 VCB

A Child, Entrance Slip

Underline/Quotations Activity

Update Character Sheet

Read Ch. 5 A Child…

Unit 2 VCB Notecards

9/25 (M )


RW Journal #6

Check Notecards

Underline/Quotations Review

Read A Child, Ch. 6

Review Underline/Quotations Activity


9/27  (W)


RW Journal #7

Unit 2 Review: Tile or Memory

Underline/Quotations Quiz

Read A Child, Ch. 7

Unit 2 VCB NotecardsStudy A Child Called It Character Sheet, Test Next Class

9/29 (F)


RW Journal #8 (w/2 vcb words) SSR

A Child Called It Review

A Child Called It Test

Study Unit 2 VCB for Quiz

10/3 (T)

RW Journal #9

Unit 2 VCB Review Game

Unit 2 VCB Quiz


Textbook Scavenger Hunt

American Lit. Timeline

Ten Targeted Timeline  (Hey, alliteration!) J Due 10/5





10/5 (R)


RW Journal #10

Unit 3 VCB

Clauses Continued

Oral Traditions Introduction

The World on the Turtle’s Back p. 25

Complete Notecards

10/10 (T)

SSR SOL Review on the Computer and

Five Paragraph Composition


10/12 (R)

RW Journal # 11

Collect Notecards

Collect Timeline

Clauses Continued

Native American Introduction

Oral Traditions Group Projects

Coyote and the Buffalo p. 40

Fox and Coyote and Whale p. 43


10/16 (M)

RW Journal #12

Unit 3 VCB Illustrations

Clauses Quiz

Coyote Video

Last of the Mohicans Intro.

Read Last of the Mohicans

Study for Unit 3 VCB Quiz

10/18 (W)


RW Journal #13

Unit 3 VCB Quiz (Abridged & Deeper)

Watch Last of the Mohicans

Read Last of the Mohicans 

10/20 (F)

RW Journal #14

Unit 4 VCB

Semicolon Sheet

Movie Log, Last of the Mohicans

Mohican Venn Diagram

Mohican Compare/Contrast Writing




Remember to see your teacher if you have any questions.  We are here for you!  J





10/24 (T)


RW Journal #15

Check Notecards

Semicolon Review

Mohicans Test/Essay



10/26 (R)

SSR SOL Review on the Computer and

Five Paragraph Composition



10/30 (M)


RW Journal #16

Semicolon Quiz

Intr. Crucible & Hysteria

Crucible Character Sheet

Read “The Crucible”


11/1 (W)

 11/3 Q1 Ends

RW Journal #17

Subj/Verb Agreement

Watch Act II

Update Character Sheet

Study for Unit 4 VCB Quiz

11/3 (F) &11/8 (W)

 11/6 & 11/7

Student Holidays


RW Journal #18

Unit 4 VCB Review

Unit 4 VCB Quiz

Subj. Verb Review

Read Act III Summary & Voting Activity


11/9 (R)


RW Journal #19

Subj Verb Quiz

Watch Act IV


Review for Crucible Test

11/13 (M)


RW Journal #20

Review Crucible

Crucible Test


11/15 (W)

RW Journal #21  (skip)SSR SOL Review on the Computer and Five Paragraph Composition

11/17 (F)


RW Journal #22

Intro. Five Paragraph Composition

Thesis Sheet ?

Hawthorne/Twain Short Story Unit



RW Journal #23

Unit 5 VCB

Dr. Heideger’s Experiment



Thanksgiving Break

Eat, Relax, and Read  J

11/28 (T)


RW Journal #24

Unit 5 VCB Review

Collect Notecards


Stronger Verbs

Read Rappacini’s Daughter
Study for Unit 5 Quiz

11/30 (R)


RW Journal #25

Unit 5 VCB Quiz

(Abridged & Deeper Collaboration)

Five-Paragraph Composition Body Par.

Jumping Frog of Calveras County

12/4 (M)

Watch Hawthorne Video

Five-Paragraph Conclusion

Peer Editing






12/6 (W)


RW Journal #26

SOL Lab Time & Five-Paragraph Composition


Finish Five-Paragraph Composition

12/8 (F)


RW Journal #27

Collect Five-Paragraph Composition

Unit 6 VCB

Watch Rappacini’s Daughter

Jumping Frog of Calveras County

Unit 6 Notecards

12/12  (T)


RW Journal #28

Collect Unit 6 Notecards

Unit 6 Review

The Birthmark 
Study for Unit 6 VCB Quiz

12/14 (R)


RW Journal #29

Unit 6 VCB Quiz

Short Story Review Activity


12/18 (M)

RW Journal #30

SSR SOL Review on the Computer and

Five Paragraph Composition

12/20 (W)

RW Journal #31

Holidays Around the World



Winter Break


1/2 (T)


RW Journal #32

Unit 7 VCB

Intro. The Scarlet Letter & Iniquity SignWatch The Scarlet Letter

Unit 7 Notecards

1/4 (R)


RW Journal #33

Collect Notecards

Read The Scarlet Letter

1/8 (M)

RW Journal #34

Unit 7 VCB Review

SL Character Sheet

Read The Scarlet Letter
Study for Scarlet Letter Quiz 
1/10 (W)

RW Journal #36

SL Review & Quiz

Study for Unit 7 VCB Quiz

1/12 (F)


RW Journal #35

Unit 7 VCB Quiz

Literature Review

 Study for your exams—Good Luck!  J


MLK Jr. Holiday


1/17 (W)

RW Journal #36

VCB Bingo & Review


1/19 (F)


RW Journal #37

SSR SOL Review on the Computer and

Five Paragraph Composition


1/22, 1/23, 1/24, 1/25

Exam Days, ½ Day Schedule

Early Dismissal 1:30


1/25 Q2 Ends  

1/26 Student Holiday




 A Child Called “It”Study Guide- Chapter One 
  1. Where and when does this story take place?
  1. What excuse is the main character told to use at school?
  1. Describe the main character’s clothing.
  1. What happens when he goes into his English classroom?
  1. What will he never forget about Miss Woods?
  1. What does the police officer tell his mother?
  1. How does he react to the idea of being “free?”
A Child Called “It”Study Guide- Chapter Two 
  1. How does the author describe his family before the abuse?
  1. List five positive things he says about his mother.
  1. What was the “most dramatic” of his mom’s lessons?
  1. Why did his mom cry while standing alone in the backyard?
  1. Where is the author’s “favorite place in the world?”
  1. What did the author do that his mother was proud of?
A Child Called “It”Study Guide- Chapter Three  
  1. How did the author’s relationship with his mother change?
  1. What is the “mirror treatment?”
  1. How was his mother different when Father was home?
  1. According to the author, how did he know he was a “bad boy?”
  1. How did the author’s arm get injured? What story was created to cover up the truth?
  1. What happened when the family went to the campsite that summer?
  1. Describe the letter from Santa Claus.
  1. What was the author’s punishment for playing on the grass?
  1. How was getting hit by his mother a victory for him?
 A Child Called “It”Study Guide- Chapter Four 
  1. What did the month of September bring?
  1. How was the author punished on weekends?
  1. In what way was the author “no longer a member of the family?”
  1. How did his mother explain David’s “problems?”
  1. Describe what happened when David was punished for making too much noise at a neighbor’s cabin.
  1. What made his mother finally let go?
  1. Describe how David devised a plan to get food from the local grocery store.
  1. What happened to David’s graham crackers?
  1. Describe the incident with the leftover pork.
  1. Why did David’s mother force him to vomit?
  1. What was the next punishment she had for him?
  1. What process did David use to beg for food?
  1. What happened the day that David got caught begging?
  1. Why didn’t David sleep?
  1. What happened after his brothers went to sleep?
  1. What was the result of being forced to drink the diswashing soap?
  1. What made David feel like he had won the Olympic marathon?
A Child Called “It”Study Guide- Chapter Five 
  1. On average, how often did David get to eat dinner?
  1. Why did David refer to Russell as Mother’s “little Nazi?”
  1. What happened when Mother lost her balance?
  1. How did Father react when David told him about the stabbing?
  1. What was the only way David felt that Mother could beat him?
  1. What happened when David accidentally fell against Mother?
  1. What was Mother doing when David woke in a cold sweat?
  1. What happened about three days after the “accident?”
  1. How does David imagine himself?
  A Child Called “It”Study Guide- Chapter Six 
  1. What became Father’s new habit?
  1. What made David smile?
  1. How long did David’s mother stave him during the period of time that Father was away?
  1. Describe the two “games” David tells us of in chapter six.
  1. What happened when Mother became “bored” torturing David around the house?
  1. Why didn’t David get to eat the food prepared for him by the woman in his neighborhood?
  1. Describe the punishment with the bathtub.
  1. Describe the substitute teacher and why David liked her.
  1. Why did it do no good for Father to be home?
  1. How did Mother suggest David warm himself?
  1. In what way were the roller skates another way for Mother to torture David?
  1. What was different when Mother was in the hospital?
  1. Describe Mother’s “apology.”
  1. Why did David feel like a fool?
  1. What advice did Father give to David as he would leave in the morning?
  1. Why did David cry inside?
A Child Called “It”Study Guide- Chapter Seven  
  1. What did David believe just before entering the fifth grade?
  1. What did David want to happen before Mother died?
  1. Describe how God answered David’s prayer when he was five or six.
  1. How did David’s brothers change in the summer of 1972?
  1. Describe Clifford and Aggie, and how they added to David’s turmoil.
  1. What success did David have in fifth grade?
  1. How did Mother react?
  1. What was the only thing that kept David sane?
  1. How was David blamed for the baby’s pending birth defect?
  1. What three things does David say he “knew?”
  1. How would Mother try to embarrass Father at his work?
  1. What questions did David have while watching his father pack?
  1. What did David think would be necessary for Mother and Father to be happy?
  1. What did David wish mother would do to show him mercy?
A Child Called “It”Study Guide- Epilogue 
  1. Where does the epilogue take place?
  1. In what ways is David blessed?
  1. Where has David brought his son?
  1. What makes David cry?
A Child Called “It”Study Guide- Perspectives on Child Abuse 
  1. According to Pelzer, how many children are abused in our country?
  1. How much is spent yearly on child protection agencies? How is this money spent?
  1. In 1992, how many child abuse cases were reported?
  1. How does Pelzer describe the way childhood should be?
  1. What message brought back the past for Mr. Ziegler?
  1. What did Mr. Ziegler learn several years after meeting David?
  1. What is wrong with movie and magazine coverage of child abuse?
  1. Why must David’s story be told?
  1. What is the only cure for child abuse?
  1. What excuse is the poem trying to take away?