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Course (Long) Name: English Eleven, Semester One Course Code: EN 981
Course (Short) Name: EN 11 Course Unit Value: 1 credit (.5 X 2 semesters)
Curricular Content Area: English Language Arts Licensure Requirement: 300 license
As of August 9, 2010
Course Description:
The central purpose of this course is to expand students’ skills in all communication arts. These include reading
comprehension, analyzing literature, writing, listening, speaking, discussing, using language, increasing and improving
vocabulary, using media and technology, and employing advanced research skills. Students will apply these skills as
they continue to increase their abilities as creative and critical thinkers. The goal of this course is for students to exhibit
their ability to meet grade-level expectations by successfully completing embedded course assessments, including
writing On-Demand. Effectively supporting students with advancing reading and writing skills is paramount, with a
focus on writing On-Demand. Prerequisites for this course are English 9 and English 10.
Suggested:
The Absolutely True Diary of a Part-Time Indian – Sherman
Alexie
The Adventures of Huckleberry Finn – Mark Twain
Common Course Plan
Key Standards
Language Standards
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and to
comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study
of complex texts when reading.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
b. Indentify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the
college and career level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Common Course Plan
Key Course Units, Concepts, Big Ideas, and/or Sequence X Big Ideas
Essential Questions
Course Evidence
Grade eleven students will display their ability to meet grade-level requirements in English Language Arts by creating
samples of proficient works as outlined in the MPS Grade Eleven Common Course Plan (see elements below). All
artifacts will be assessed by the student’s teacher as a part of the course. Teachers will use common established
criteria/rubrics to assess student work.
Semester One:
Resume with Updated Letter of Interest
College Application Essay or Statement
Narrative Writing (real or imagined)
Literary Analysis (poetry)
Argumentative On-Demand Writing
Student Selected Writing (any genre other than narrative)
Reflective Writing (self-assessment and goal setting)
* Students will employ technology to access, organize, create, revise, and publish works.
Advanced Placement English and Advanced English Electives are available for honors students.
Common Course Plan
Graduate Ready: College/Career/Life
Course (Long) Name: The full name of the Course as it appears in ESIS
Course Code: the full course code as it appears in ESIS
Course (Short) Name: The name in the “Short Name” field as it appears in ESIS
Course Unit Value: the units the course is worth
Curricular Content Area: The curriculum content subject area the course falls under in the MPS Graduation
Requirements (i.e.: Mathematics, Physical Education, English Language Arts, etc…)
Licensure Requirement: The Wisconsin State Department of Public Instruction license required to teach this class.
Adopted Textbook/Instructional Materials: Official textbook or resources adopted by the Milwaukee Board of School
Directors
Other Recommended Textbooks/Instructional Materials: other textbooks resources recommended for this class but
not adopted by the school district. The individual school will be responsible for the purchase of
these materials.
Key Standards: Key standards for this course. The State of Wisconsin DPI is adopting the national standards for some
disciplines. Check which standards: Local, State, or National standards.
Key Course Instructional Units, Concepts, Big Ideas, and/or Sequence: The purpose of this section is to illustrate
what is addressed in this class. The format varies depending on the discipline. This could include broad concepts or ideas,
specific units and/or a sequential sequence of presenting material. You may check more than one box in this section.
Essential Questions: The fundamental course concepts that the students will be able to understand and address after
taking this class. An essential question should never [ironically enough] be "answered". It should be addressed, discussed,
and focused on--not with a literal "right there" answer.
Course Evidence: Identifies the assessments used to measure the students’ ability to answer the
“Essential Questions”.
Differentiation for Honors: Classes may have honor students and non-honor students in the same class. Students who
wish to receive honor units for the class will be required to complete additional work and show evidence that they have
earned the honor unit. This section illustrates the additional work and evidence.
Graduate Ready: College/Career/Life: This section describes what evidence or alignment with 21st Century standards
is present that will contribute to post-secondary readiness, i.e., that students who complete the class will have obtained
knowledge and/or skills to be ready for college, career, and life.
Recommendations for Best Practices: This section gives the teacher suggestions on class structure, learning
experiences, and procedures that will provide the framework for students to be able to address the essential questions of
the class and meet the key standards.