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English 11 Course Outline and Lesson Plans
Outline is tentative and subject to change.
Course Introduction
Mandalas
Composition Lesson – Observation Game/Action Verbs
Literary Terms – Elements of Plot
Novel Intro
COS Objectives 20-23, 31-32, 34
Theme Focus: Society and Self: Justice, Morality, Equality
Grammar – subject/verb agreement, pronoun usage, verb usage, logical progression and
completeness of paragraphs
Elements of Plot – The Fugitive
Reading Skills – analyze figurative language, author's purpose, cause and effect, sequence of
events
Poetry “Mother to Son,” “Dreams,” “Dream Deferred,” “Incident,” “Tableau,” “Harlem,”
“Weary Blues,” “I Hear America Singing,” “I, Too,” “Theme for English B”
Non-fiction – from “Dust Tracks on a Road,” JFK’s Inaugural Address, excerpt from “Letter from
Birmingham City Jail,” “Let Steroids in the Hall of Fame,” “Rose's Thorns”
Fiction - “A Rose for Emily”
Visual Analysis – New York Times sports page
Argument Introduction
Composition – Evaluation essay, Theme for Ms. F, News reporting, Argument essay
Projects/Activities – Blues/Jazz song, Sense of Audience, Captured Talk, Debate
Novel – The Great Gatsby
COS Objectives: 1-16; 18, 21-24, 26, 35-39
Theme Focus: Dream vs. Reality
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Grammar –capitalization, punctuation, commonly confused words, parallelism
Composition – Comparing and Contrasting, Persuasion/Argument
Fiction - “The Secret Life of Walter Mitty,” Grapes of Wrath excerpt
Non-fiction - “Just Two Points Make One Dream Come True”
Poetry - “Richard Corey,” “Nothing Gold Can Stay,” “Don’t Laugh at Me,” “The Whipping,”
“A Pirate Looks at Forty,” “Ex-Basketball Player,” “Dust Bowl Blues”
“The Tide Rises and the Tide Falls”
Visual Analysis – “Migrant Mother”
Reading Skills – Fallacies of logic, strength of argument, propaganda, fact from opinion, drawing
conclusions, research
Activity - Fairy Tales – Fractured Fairy Tales
Project – Beauty Pageant
Novel – Of Mice and Men
COS Objectives: 1-16; 18-20, 22-23, 25-27, 35-39
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Theme Focus: Prosperity & Protest - Patriotism and Sacrifice
Grammar – phrases, appositives, word choice
Research - Pop up Videos
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Non-fiction – McCarthy's letters to Truman, “Only Daughter,” “What's in a Name?”
from The Crisis #1, “Declaration of Independence”, “The Star Spangled Banner”
Voices from the Civil War, yellow journalism, declaration for speeches, war propaganda,
excerpt from Night, Hiroshima, transcripts from Nuremburg trials, “Backing the Attack”
(1005), “One Day, Now Broken In Two”
Fiction – “A Worn Path,” “Game”
Composition Focus – brushstrokes, captions, war speeches
Visual Argument – “The Battle of the Easy Chair,” Good Night and Good Luck
Group Activity - groups will be assigned an excerpt to read and creatively present to the class.
Poetry – “The Unknown Citizen,” “Death of a Ball Turret Gunner,” “Monsoon Season,”
Dove and Hawk songs
Reading Skills – Satire, sequence of events, idioms, characterization, irony, tragic hero
Activity – Victims of McCarthyism, War timeline, hero analysis
Project – Character debate, The Crucible abridged, Socratic Seminar, What's in a Name?
Novel/Play – The Crucible COS Objectives: 1-19, 39
Theme Focus– Connections to the Past
Grammar – varying sentence patterns, modifiers
Composition – research paper, skit writing
Research Project – Decade
Shadow of Hate
[,COS Objectives: 19-30,33-34, 40
Current Lesson Plans (Tentative)
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1/22 Warm-Up – Daydreaming…
Discuss the meaning of “henpecked husband.”
Review - Cause and Effect
Set Purpose for Reading – Find the cause of each daydream – jot down (daydream is the effect)
Read “The Secret Life of Walter Mitty”
1/23 Discuss the concept of a “stock character” and have students brainstorm a list of popular movies or sitcoms in which similar husbands and wives can be found.
Notes on characterization.
Introduce film version of The Secret Life of Walter Mitty
Assign comparing and contrasting cards
1/24-1/25 Journal – predict what will happen in the film
Review the organization strategy of comparing and contrast.
Continue the film version of “The Secret Life of Walter Mitty” and comparing and contrasting cards.
Students will watch the film and note differences and similarities between story and movie. Cards must be completed while viewing film.
Cards due
1/26 OPTIC - movie poster analysis
Comparing/Contrasting essay assignment (include one brushstroke and two vocabulary words)
Writing Assessment – Write a comparing and contrasting paragraph for Walter Mitty – film vs. story.
Students must choose a comparing and contrasting method and follow that pattern with the essay.
Method 1 Method 2
1st paragraph – introduction 1st paragraph introduction
2nd paragraph – all about one 2nd paragraph – elements of both-similarities
3rd paragraph – all about the other 3rd paragraph – elements of both – differences
4th paragraph – conclusion 4th paragraph – conclusion
Due tomorrow
1/29 Journal – My Walter Mitty moment…
Introduce modern version of The Secret Life of Walter Mitty
Venn Diagram Assignment – View Ben Stiller version of film and complete Venn Diagram while viewing (35 minutes)
1/30 Journal – Predict Negative 25 - Draw conclusions from photos
Continue film and Venn Diagram
1/31-2/01 Warm-up - Argument - Life motto; HPLACES evidence
Complete Film (25 minutes)
Argument Essay – Take a position on the following statement and write essay:
The film versions of Thurber’s “The Secret Life of Walter Mitty” ____ adhere to Thurber’s original message.
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or Write argument essay on Life motto
3 sources/evidence required for each; MLA citation
2/02 - DOL
Brushstroke Lesson #3
Complete argument essay - add three brushstrokes
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2/05 Journal – What's In a Name?
Class reading “Only Daughter” by Sandra Cisneros and “What’s In a Name?” by Henry Gates, Jr.
- Discuss cultural connections to names and terms. Brainstorm a list of terms/names that apply to them
- Homework – name meaning/background due tomorrow
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2/06 Journal – How is the media involved in politics? What should the role of the media be in politics? Why ?
Introduce Good Night and Good Luck
Non-fiction reading – Read McCarthy's letter to Truman (1950)
Paired research work
Working in pairs students will be given the name of a victim of McCarthyism and they will research the following information: Student A – year charged, crime, evidence against the accused; Student B – why singled out and outcome of case.
Pairs will present the case to the class.
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Wed. 2/07-2/08– Journal – My name…
What’s In a Name project? – Students will create a photo collage of their name.
*The name projects will be posted around the classroom. Throughout the reading of The Crucible, individual students will have opportunities to share what is in their name. They will compare this to character names. At the end of reading the play, groups will create a “What’s in a Name?” project for an assigned character. Students will reflect on their own project and write an informative reflection on what’s in a name using the Gates article, Cisneros article, and The Crucible.
*Must have sticky notes for Monday.
Fri. 2/09 – Journal – Peer pressure...
Introduction to The Crucible and show pictures of Miller
Teach paradox. Read the exposition (1126-11-29)
Students will explain the paradox that Miller refers to in the final section of the exposition.
Exposition analysis – begin plot diagram
Using details from the exposition, describe the Massachusetts colony (can write or draw)
*Beginning 2/12 classes will begin The Crucible. My schedule for teaching this play is tentative. My plan is to keep classes on the same reading schedule by Acts; therefore, if a class finishes an Act prior to the other classes, I will engage that class in enrichment activities based upon the play. Students will engage in close reading note taking each day. These notes will serve as the basis for class discussions on reading events.
With each day’s reading, I incorporate literary and critical thinking activities that are specific to the students. Throughout the play, I will connect events to current events, McCarthyism, and the American immigration issues. Honors students will also focus on rhetorical strategies and analysis. Below is a tentative schedule for completing the play. Prior to each week, I will develop specific activities based upon student/class needs and schedule.
Mon. 2/12 – Warm-up – Quote by McCarthy
Begin reading Act I – whole class reading
Review elements of drama specifically stage directions and how to read a play.
Begin reading Act 1 dialogue (to Proctor narration – page 468)
Add to plot diagram
Tuesday 2/13– Warm-up – Display various symbols (green light, stop sign, heart) and have students make a connection between the items.
Review literary symbol
Review scene where Hale enters loaded with books. Class discussion on symbolism of the books.
Continue Reading Act I
Character map assignment
Wed. 2/14 Analyze idioms – guess meaning
Thur. 2/15 Teach idioms – direct teaching
Review previous day’s readings
Focus on Parris’s idiom “I am undone.” Discuss meaning
Continue reading Act I
Select idiom from basket. Assignment – research meaning, usage, draw literally – due 2/20.
Fri. 2/16 Warm-up – Conflicts – Write each conflict from Act I and the category.
Partner Turn and Talk – Conflicts presented in Act I
ACT I reading quiz, notes check
Activity - Identify the argument for ACT I
Group discussion – pair students with similar arguments
Partner work -Act I argument – find three pieces of textual support to support your argument.
Tues.. 2/20 Journal – “The search for a scapegoat is the easiest of all hunting expeditions.” D.D. Eisenhower – Respond to this quote
Begin Act II –
With partners – add to character maps
Wed. 2/21 – Warm-up Review Elizabeth’s comments lines 542-546 and identify the symbol and
Thurs. 2/22 meaning.
Continue reading Act II
Idiom Game
4 teams – teams will show idiom – first team to guess gets 5 points.
Teams will select one idiom to apply to Act I in The Crucible.
Fri. 2/23 - Vocabulary – Commonly confused words
Write a summary paragraph about Act II using the nine vocabulary words.
Act II quiz, notes check
Mon. 2/26 Warm-up - Begin reading Act III
Complete ½ character map for Acts I and II – due tomorrow
Tues. 2/27 Literary term – foil
Give definition and have students identify which character Giles serves as a foil for.
Continue reading Act III
Begin plot diagram for ACT III
Discuss sticky note thoughts/questions
Wed. 2/28 Literary Term – irony – Explain how a given statement is ironic.
Thur. 3/01 Discuss the irony present in Act III
Complete reading Act III
Identify the argument for ACT III
Complete plot diagram for ACT III and add to character maps for Act III
Fri. 3/02 Look at pictures from the 1996 film version of The Crucible. If you were casting the film today, who would you put in the following roles: Proctor, Elizabeth, Abigail, Parris, Hale, Danforth, Mary Warren, Giles
Act III quiz, notes check
Begin reading Act IV
Apply a new idiom to ACT III
Mon. 3/05 Warm-up – predict what will become of John, Abigail, Rev. Parris, Elizabeth
Begin reading Act IV
Add to plot diagram and character map
Tues. 3/06 - Journal
Continue reading Act IV
Add to plot diagram and plot diagram
Wed. 3/07 Journal – tragedy
Thur. 3/08 Direct teaching – Tragic Hero/Tragic Flaw – assign purpose for reading connected to
tragedy and hero status of John Proctor
Complete Act IV
Journal – Glass, china and reputation are easily cracked and never well-mended.
Novel Discussion – Does John Proctor have his “goodness”? Why or why not?
Novel T-shirts, tombstones, What’s in a Name?
Complete plot diagram and character maps
Tues. 10/02 Journal – Crucible definition – Why is this a good title for the play?
Test on The Crucible
Present T shirts and turn in novel work
Fri. 3/09 Journal – What’s in a Name?
Watch trailer for Molly's Game
Revisit the pre-novel what’s in a name project?
Connect to the novel.
Complete character map and plot diagram due
Novel project work – Tombstone (2), T-shirt, What's in a Name? (2) The Crucible abridged – Groups will meet to divide tasks.
Mon. 3/12 - DOL
Review comparing and contrasting.
Begin film version of The Crucible. Complete Venn Diagram while viewing. (40 minutes)
Tues. 3/13 – Journal – Which character from The Crucible can you most relate to and why?
Continue watching The Crucible and completing Venn Diagram (40 minutes)
Wed. 3/14 - Journal – In the film, which character is portrayed most like the play? Which is Thurs. 3/15 portrayed least like the play? Explain your answer. What has surprised you most about the film version? (10 minutes)
Continue watching The Crucible and completing Venn Diagram (44 minutes)
Complete Venn Diagram with an evaluation sentence. (15 minutes)
Group novel work
Fri. 3/16 Group novel work - – Tombstone, T-shirt, What's in a Name? The Crucible abridged
Complete individual novel work
Begin group work – The Crucible abridged
Mon. 3/19 Journal – The most important aspect of The Crucible is...
Group work - finalize script
Tues. 3/20 DOL
Practice skit
Wed. 3/21 Group presentations
Thurs. 3/22 Socratic Seminar instructions
Fri. 3/23 Socratic Seminar – Justice and Equality
Pre-Seminar question
Seminar
Post-seminar evaluation
4/03-4/20 – War Literature
4/23-4/27 “A Worn Path”
4/30 – 5/18 – Decade Projects​