English 11: Americas Budding Identity

Junior-Level Composition and American Literature from the 1600s - present

Academic Year 2016 2017

Ms. Irene Refuerzo
Warren High School | Room I326
Period 3 Monday Friday 10:03am 11:00am
Email: [email protected]
Telephone Extension: x32695
Conference: by appointment only

Course Description
Welcome to English 11: Americas Budding Identity! This year-long, two-semester course is specifically designed for
junior-level high school students who have successfully completed English 9 and English 10 with an earned C grade or
higher in each semester. In this course, you will be exposed to (and will be expected to respond to) a variety of compelling
and relatable American literary texts ranging from the 1620s to the present. The major literary trends that will guide our
progression through this course will be referred to as the following:

American Colonialism (1620s 1750s)

American Enlightenment (1750s 1800s)
American Romanticism (1800s 1860s)
American Transcendentalism (1840s 1860s)
American Modernism/Postmodernism (late 1800s present)

All the American literary texts (i.e., novels, novellas, short stories, poems) from the time frames listed above will answer,
in one way or another, a quintessential American question that is still heavily echoed in popular debate today:

what does being an American mean?

To understand how prominent American authors have answered that question throughout the progression of Americas
history, you will be asked to not only analyze how different American authors have answered the question. You will be
required to make connections between the texts and your own budding American identity in the 21st century as well.

Disclaimer: This course fulfills area B of the California State University and University of California A-G requirements
for general admission. Area B requires that all pre-baccalaureate candidates complete 4 years of college preparatory
English composition and literature courses prior to applying for the 4-year university track.

Course Goals
At the completion of this course, students will be able to do the following:
Describe the development of American literary trends in the form of a general outline.
Name the titles, authors, and literary relevance of several classic American novels, short stories, and poems.
Perform, discuss, and compose critical analyses of classic American texts in relation to the fluid question of what
defines an American identity.
Compose a variety of effective, affective and cohesive texts in different genres ranging between
persuasive/argumentative, expository, and narrative that adhere to the California Common Core Standards for
English Language Arts (CCCS/ELA) and the California Career and College Readiness Anchor Standards.
Required Texts
There is only one (1) required textbook for this course, which is provided by the school library:

Beers, Kylee. Holt Literature and Language Arts: Essentials of American Literature. 5th ed. Austin, TX: Holt,
Rinehart and Winston, 2003. Print.
If you do not have this textbook in your possession by the end of the first week of school, please let me know as soon as
possible so that I can contact the school librarian and make necessary arrangements.
**All other required and/or additional readings will be provided by me as needed in the form of handouts, PDF files, or
class-sets of novels/novellas from the library.**

Course Requirements and Regular Classroom Procedures

For this course, a variety of methods will be used to ensure that all students are learning, enjoying literature, and
developing through the writing process in the most accessible and fun manners. This course will make use of weekly
lectures, discussions, and group work. In addition, there will be occasional in-class writings, writing conferences, writing
workshops, and student presentations. See the weekly schedule for more information on when these occasional activities
will occur.

***Important Policies:
Revising Papers
The possibility of revising a paper for a higher grade is only acceptable if the paper being revised is an informal
writing assignment (see below). Revision of any other paper will only be accepted in situations where proper
documentation for dire circumstances can be provided. Revising of a first draft into a more strong final draft, in
any other case, is embedded into the course via participation in writing workshops, so use those opportunities as
wisely and seriously as possible.
Late Work
Late work will not be accepted unless the work being turned in late was produced under dire circumstances in
which proper documentation can be provided. If you need extra time to complete an assignment for any reason,
dire or not, please let me know as soon as possible. I am willing to be as flexible as possible to ensure that you
complete your assignments as best and as meaningfully as possible.
Plagiarism
Intentional plagiarism in this course is unacceptable under every circumstance. If you get caught plagiarizing, you
will be written a referral to the principals office in which I and the principal will make executive decisions on
how to address the situation.

Grading
Below is the grade breakdown for the final grade of each semester:

DESIGNATION PERCENT
Participation and Attendance 10%
Quizzes 10%
Outside Reading + Book Talks 15%
Informal Writing Assignments 15%
Formal Writing Assignments 50%
Participation and Attendance
Since participation is a difficult concept to define, participation in this class will be based on engagement in a combination
of the following: individual participation (i.e., when you raise your hand to contribute to class discussions), partner-work
participation, small group work participation, and whole-group discussion participation. Seeing as all these aspects of
participation require your attendance, daily attendance in this class is crucial to your success. Attendance will be
combined with your participation grade for a total of approximately 10% of your final semester grade.
Quizzes
There will be occasional quizzes every few weeks of the school year. At least one quiz will be administered per quarter.
The quizzes will cover topics ranging from grammar, vocabulary, and the basic plots/themes developed in some of the
texts we will read. In total, the point values of the quizzes will amount to 10% of your overall semester grade.
Outside Reading
At the beginning of each quarter, you will be asked to choose an outside reading novel to read alongside our courses
required texts. This outside novel must be approved by me before you continue reading it for the quarter. Short
assignments will be occasionally attached to your outside reading novel, so make sure to keep up with your novel so that
you can sufficiently complete the assignments you will be given. At the completion of reading your novel, you must
schedule a brief five-minute book talk with me. For this brief book talk, you will give me a brief overview of your
novel, and you will explain the main message that the novel portrays. This book talk, as well as the brief assignments
attached to your outside reading, will amount to 15% of your final semester grade.
Informal Writing Assignments
Several informal writing assignments will be administered throughout this course in the form of practice in-class essays.
These practice in-class essays are just that: practice. I will not read your practice in-class essays immediately after you
compose them in class; at the completion of each practice in-class writing assignment, you will be required to revise your
essays before turning them in to me. Your initial draft and your revised draft will be turned in together. These informal
writing assignments will amount to 15% of your final semester grade.
Formal Writing Assignments
There will be two major writing assignments per semester. Each writing assignment will be assigned midway
through each quarter. For more information, please see Signature Writing Assignments under Major Writing
Assignments below. Each writing assignment will amount to approximately 25% of your quarter grade, meaning
that the two formal writing assignments per semester will amount to 50% of your final semester grade.
***Important Notes:
Missing Assignments
Missing assignments in this course will only be able to be made up for full credit if proper documentation for dire
circumstances can be produced.
Incomplete (i.e., Incomplete Semester Grade)
If you find yourself falling behind in this course for any reason whatsoever during this course, please contact me
as soon as possible. If the circumstances call for it, I am more than willing to grant an Incomplete/I grade at
the end of the semester instead of a failing grade. This possibility is only open to students who find themselves in
dire circumstances in which proper documentation can be provided.
Major Writing Assignments
Weekly Journals
At the beginning of this course, each of you will be given a journal. This journal will be maintained almost daily
for the entire academic school year via focused freewrites and journal tasks. I will not check your journals
every day; however, I will collect them at the end of each month so that I can award you credit for your entries,
so keep up with each journal assignment. You will be given ample class time to complete them.
Signature Writing Assignments
There will be one assigned signature writing assignment per quarter, and the completion of each signature
assignment will amount to approximately 25% of your final semester grade. Each signature writing assignment
is designed to be a formal, multi-step writing assignment, and each of the, are broken down into smaller steps
that are to be completed in class under my supervision. In other words, these signature assignments are not
meant to be entirely completed the night before since they are formal papers that require you to delve more into
your writing process. If you complete the smaller steps of each signature assignment when asked to in class, the
signature assignment will not even feel as if it is as overwhelming it comes across from an overarching view.
***The step-by-step directions and the rubric for each signature assignment will be passed out mid-way through
each quarter.***
Below are the titles of the signature assignments for each quarter.
Quarter 1: American Colonialism
The Crucible Essay

Quarter 2: American Enlightenment

Thomas Jefferson and Benjamin Franklin Essay

Quarter 3: American Romanticism and American Transcendentalism

Edgar Allan Poe Essay or Henry David Thoreau and Ralph Waldo Emerson Essay

Quarter 4: American Modernism, Postmodernism

The Great Gatsby Essay or Grapes of Wrath Essay
 Tentative Schedule
*The instructor reserves the right to adjust the schedule as needed; the following schedule only covers the first quarter.*

AUGUST
WEEK DAY/DATE IN-CLASS HOMEWORK
Monday 8/15 FIRST DAY OF SCHOOL
Introduction/Syllabus
Icebreaker Activity Write a half-page to a page
Pass out and label journals response to the following
Journal Quickwrite #1: question:
List at least 5 interesting or weird facts about yourself that you
would like for me to know and remember you by. What does it mean to be an
Here is one of my weird facts: American?
My first name is the name of the Greek goddess of peace, but my
birthday falls under the astrological sign of Aries, who is the
Greek god of war.
Tuesday 8/16 Introduction to American Literature
Interactive PowerPoint/Lecture Finish recreating the
and Facilitated Whole-Group Discussion American Literature Timeline
Journal Task: in your journal; make it neat!
Recreate the American Literature Timeline that we created together
in class.
1 Wednesday 8/17 Introduction to Literary Analysis
Interactive PowerPoint/Lecture
and Facilitated Whole-Group Discussion Finish listing and defining the
Journal Task: introduced literary terms in
List and define the following terms: your journal.
Theme, historical context, symbolism, metaphor, simile, allegory,
imagery, verbal irony, situational irony, dramatic irony,
juxtaposition, tone, meter, rhyme scheme, and internal rhyme
Thursday 8/18 Grammar Review
Grammar Mini-Lesson: Worksheet
Independent Clauses, Dependent Clauses Review Literary
Grammar Mini-Lesson: Terms and Grammar
The Four Types of Sentences (Declarative, Imperative, Notes to prepare for
Interrogative, and Exclamatory) the In-Class Timed
Practice In-Class Literary Analysis on a Short Poem Diagnostic
Friday 8/19
Read A Model of Christian
***In-Class Timed Writing Diagnostic*** Charity by John Winthrop
[in textbook]

Monday 8/22 Journal Quickwrite

Small-Group Discussion: A Model of Christian
A Model of Christian Charity Charity Homework
By John Winthrop (***Answer each question
Whole-Group Discussion: with at least one paragraph
What does Winthrop mean by a city upon a hill? that includes evidence from
Journal Quickwrite #2 the text to support your
Reflect on the in-class timed writing that you completed last Friday, answer.***)
8/19. What are your current perceived weaknesses and strengths as
a writer? DUE: Thursday, 8/25

Tuesday 8/23 Composition Mini-Lesson: Finish reading at least 2

Thesis Development and Outlining chapters of your outside
reading book
2 Wednesday 8/24 Grammar Mini-Lesson: Grammar Review Worksheet
Commas, Semi-Colons, and Colons
 Thursday 8/25 Collect Homework Review A Model of
Whole-Group Discussion: Christian Charity Homework
A Model of Christian Charity and related notes
By John Winthrop
Friday 8/26 In-Class Essay Revision #1

Using some of the literary

terms listed and defined in
your journal, type a 2-3 page
literary analysis of A Model
Practice in-class timed literary analysis essay on of Christian Charity that
A Model of Christian Charity by John Winthrop answers the following
question:

What is Winthrops main

message? What techniques
does he use to portray that
vision affectively?

DUE: Wednesday, 8/31

Monday 8/29 Journal Quickwrite Read Sinners in the Hands of

Small-Group Discussions/Activities: an Angry God by Jonathon
What are some key elements of the Puritan religion? Edwards
Journal Quickwrite #3 [in textbook]
Has America today, in the 21st century, lived up to the city upon a
hill vision that Winthrop proposed? Why or why not?
Tuesday 8/30 Whole-Group Discussion:
Sinners in the Hands of an Angry God Sinners in the Hands of an
by Jonathon Edwards Angry God Homework
(***Answer each question
How does Edwards view on religion differ with at least one paragraph
from Winthrops view on religion? that includes evidence from
the text to support your
Journal Task: answer.***)
Create a T-chart that clearly shows the differences between
Edwards view on religion and Winthrops view on religion. DUE: Tuesday, 9/6

3 Wednesday 8/31 Collect In-Class Essay Revision #1

Journal Quickwrite
Grammar and Vocabulary Review
Whole-Group Practice In-Class Literary Analysis on Review for Grammar and
Sinners in the Hands of an Angry God Vocabulary Quiz #1
Journal Quickwrite #4
Describe the protagonist of your outside reading book. In what
way(s) do you relate to, or not relate to, the protagonist?
SEPTEMBER
Thursday 9/1 Whole-Group Practice In-Class Literary Analysis on
Sinners in the Hands of an Angry God (continued) Review for Grammar
Journal Task: and Vocab. Quiz #1
Write a 3-5 sentence paragraph explaining what Edwards main Complete the in-class
message in Sinners in the Hands of an Angry God is. Then create journal task
a chart that clearly lists at least three literary techniques that
Edwards uses to develop that message, and provide at least two
examples for each listed technique.
Friday 9/2 ***Grammar and Vocabulary Quiz #1*** Finish Sinners in the Hands
***Turn in Journal for Credit*** of an Angry God Homework
Small-Group Discussion: Finish Sinners in the Hands
of an Angry God Homework
 What is Edwards main message in Sinners in the Hands
of an Angry God, and what literary techniques does he
use to develop that message?
Monday 9/5 NO SCHOOL LABOR DAY NO SCHOOL LABOR
DAY
Tuesday 9/6 Collect Homework
Lecture and Whole-Group Discussion/Review: Review notes on the
1. A Model of Christianity by John Winthrop class discussion
2. Sinners in the Hands of an Angry God by Continue reading
Jonathon Edwards your outside reading
3. Key concepts, beliefs, and practices of the Puritan novel
group
4 Wednesday 9/7 Journal Quickwrite
Lecture and Whole-Group Discussion/Review (continued):
1. A Model of Christianity by John Winthrop Review notes on the
2. Sinners in the Hands of an Angry God by class discussion
Jonathon Edwards Continue reading
3. Key concepts, beliefs, and practices of the Puritan your outside reading
group novel
Journal Quickwrite #5
In no less than five sentences, summarize what we discussed in
class yesterday.
Thursday 9/8
The Crucible Act 1 and II
Homework
Whole Group Activity: (***Answer each question
Start reading Act I of The Crucible with at least one paragraph
that includes evidence from
the text to support your
answer.***)

DUE: Friday, 9/16

Friday 9/9 Small-Group Activity

Finish reading Act 1 of The Crucible Continue completing The
Journal Task: Crucible Act 1 and II
Start creating a character map or list in your journal. Include at least Homework
three characteristics and pieces of evidence from the text to support
your depiction of each character.
Monday 9/12 Journal Quickwrite
Composition Mini-Lesson:
Creating Cohesive Arguments and Body Paragraphs Continue completing The
Journal Quickwrite #6 Crucible Act I and II
Describe the relationship between John Proctor and his wife, Homework
Elizabeth Proctor. What is the major conflict between them, and
how does that conflict relate to their Puritanical beliefs?
Tuesday 9/13 Whole-Group Activity: Continue The Crucible Act I
Start reading Act II of The Crucible and II Homework
5 Wednesday 9/14 Small-Group Activity: Continue The Crucible Act I
Finish reading Act II of The Crucible and II Homework
Work on homework in class
Thursday 9/15 Grammar Review + Mini-Lesson: Grammar Worksheet
1. Independent clauses Finish The Crucible
2. Dependent clauses Act I and II
3. Commas, semi-colons, colons Homework
4. ***Simple sentences, compound sentences, and
complex sentences
 Friday 9/16 The Crucible Act III
Homework
(***Answer each question
Collect Homework with at least one paragraph
Whole-Group Discussion and Activity: that includes evidence from
The Crucible Act III the text to support your
answer.***)

DUE: Wednesday, 9/21

Monday 9/19 Journal Quickwrite

Work on the The Crucible Act III Homework in class Complete The Crucible Act
Journal Quickwrite #7 III Homework
Describe at least two key scenes in Act III so far that have caught
your attention. Make a prediction: what do you think is going to
happen next?
Tuesday 9/20 Whole-Group Discussion and Activity: Finish The Crucible Act III
In-class practice close-reading of Homework
The Crucible Act III
6 Wednesday 9/21 The Crucible Act IV
[Epilogue] Homework
Collect Homework (***Answer each question
Whole-Group Discussion and Activity with at least one paragraph
The Crucible Act IV [Epilogue] that includes evidence from
the text to support your
answer.***)

DUE: Wednesday, 9/28

Thursday 9/22 Whole-Group Discussion and Activity: The Crucible Act IV

The Crucible Act IV [Epilogue] [Epilogue] Homework
Friday 9/23 ***Practice In-Class Timed Writing*** The Crucible Act IV
[Epilogue] Homework
Monday 9/26 Journal Quickwrite
Small-Group Activity: The Crucible Act IV
Work on The Crucible Act IV Homework [Epilogue] Homework
Journal Quickwrite #8:
Compared to your first in-class timed writing, how do you feel you
performed during last Fridays timed writing?
Tuesday 9/27 Whole Group Discussion and Activity: The Crucible Act IV
The Crucible Act IV [Epilogue] concluding thoughts [Epilogue] Homework
7 Wednesday 9/28 Collect Homework
Update Journal Task started on Friday, 9/9: Update Journal Task started
Create a character map or list in your journal. Include at least on Friday, 9/9:
five new characteristics and pieces of evidence from the text to Create a character map
support your depiction of each character.

Thursday 9/29 Update Journal Task started

Film: The Crucible (1996) on Friday, 9/9:
Create a character map
Friday 9/30 Read Outside Reading Novel:
Film: The Crucible (1996) complete at least of your
book by Friday, 10/7
***Turn in Journal for Credit***
OCTOBER
Monday 10/3 Begin The Crucible Essay
In-Class Writing: Complete/Thorough Outline Complete Outline
Tuesday 10/4 Continue The Crucible Essay Complete Introduction and
In-Class Writing: Complete Introduction and Thesis Thesis
8 Wednesday 10/5 Continue The Crucible Essay Complete Body Paragraphs
In-Class Writing: Complete Body Paragraphs
Thursday 10/6 Continue The Crucible Essay
In-Class Writing: Complete First Draft Complete First Draft
Friday 10/7 Journal Quickwrite
Continue The Crucible Essay Complete First Draft
Complete First Draft of The Crucible Essay ***Bring 3 copies of your
Journal Quickwrite #9 typed first draft to class on
How has the plot developed in your outside reading novel? Has the Monday, 10/10***
protagonist of your novel undergone major character development?
Monday 10/10 Writing Workshop ***Bring the 3 copies of your
Focus - Introduction and Thesis typed first draft to class***
Tuesday 10/11 Writing Workshop ***Bring the 3 copies of your
Focus - Body Paragraphs typed first draft to class***
9 Wednesday Writing Workshop ***Bring the 3 copies of your
10/12 Focus - Conclusion typed first draft to class***
Thursday 10/13 Journal Quickwrite Work on The Crucible Essay
Work on The Crucible Essay final draft final draft
Quickwrite #10 (***Make all necessary
Describe your writing process in relation to how you have changes***)
approached this essay (The Crucible Essay).
Friday 10/14 END OF QUARTER 1
***The Crucible Essay Due***
Journal Task/Reflection
Journal Task:
Create a T-chart. Label one side what went well and the other Complete in-class Journal
what needs improvement. Under the what went well column, Task/Reflection
describe what went well for you this semester, and provide at least
one sentence explaining why for each point. Under the what needs
improvement column, list what in your studying habits, writing
process, etc. that needs improvement, and provide at least two
sentences explaining how you plan on improving those aspects as
you progress into the second quarter.

***The tentative schedule for the second quarter will be handed out during the first official class meeting
of the second quarter (Monday, October 17th).***
 Signature Writing Assignment #1 for Quarter 1
American Colonialism: The Crucible Essay
As we wrap up our unit on American Colonialism, think about the different texts we have read:
A Model of Christian Charity by John Winthrop
Sinners in the Hands of an Angry God by Jonathon Edwards
The Crucible by Arthur Miller
All these texts, in one way or another, provide an early answer to the crucial question of this course: what does
it mean to be an American? In these texts, the answers, as we have discussed in class, all relate back to
Puritanism. For this assignment, consider the themes of Puritanism that have been presented to you so far, and a
answer the following question in a well thought-out essay response:
In Arthur Millers The Crucible, what is one identity-related theme that is explored, and how are they explored?
Use examples and evidence from the play to support your arguments.
Example themes: morality, ethics, faith, etc.
(Other example themes will be discussed in class prior to you beginning your paper.)
Requirements:
MLA typed, double-spaced, 1-inch margins, 12 point font using Times New Roman
Minimum of five pages
Must have direct evidence from the text
---------------------------------------------------------------------------------------------------------------------------------------
To help you complete this assignment, it will be broken down into five steps. Each step will be worth 5%,
making the total value of this assignment 25% of your final semester grade.
Step 1: Complete your Character Map journal task.
In class on Friday, September 9th, you were asked to complete a journal task in which you create a character
map of the different characters in play. In class on Wednesday, September 28th, you were asked to update your
map. Before moving on to step #2, complete your character map for homework, as stated on the syllabus. I will
check each character map on Friday, September 30th when I collect your journals. A stamp will be placed at the
top right-hand corner of your character map to signify full credit.
Step 2: Complete an outline for your paper in class on Monday 10/3.
Using the character map completed in step #1, create a general outline for your paper. You must clearly state
the following:
The theme you plan on exploring
A general working thesis
At least three topic sentences for three body paragraphs (more are definitely welcome)
At least one piece of evidence to place into each of your budding body paragraphs
This outline will be stamped as an exit ticket for this days class meeting.
Step 3: Complete a first draft of your paper, and bring it to class on Monday, 10/10.
After completing all the writing tasks for week 8 (you get the weekend to complete your first draft), bring three
copies of your first draft to class on Monday, 10/10. I will check and stamp everyones first drafts as we
progress through our writing workshops.
Step 4: Participate in the three-day-long writing workshop (Monday, 10/10 Wednesday, 10/12).
After participating in the writing workshop, look through all of the responses that your classmates have given to
you, and use them to your advantage. Keep each paper response in your possession; you will be required to turn
them in with your final draft.
Step 5: Turn in a complete packet of your essay with your final draft on top.
Place all of your essay materials in a two-pocket folder for final submission. In this folder, please include the
following in this order:
Final draft (on top)
Three copies of your first draft that have your peers responses
All your peer responses from your classmates
The outline you completed for your paper
 GRADING RUBRIC FOR THE CRUCIBLE ESSAY

4 3 2 1
A four paper A two paper
demonstrates A three paper demonstrates A one paper is
virtually little to no demonstrates some grammatical errors riddled with
Grammar grammatical erros. grammatical errors often, and such grammatical errors
If errors are that may or may not errors have the that almost always
present, they do not interfere with the tendency to interfere with the
interfere with the reading of the text. interfere with the reading of the text.
reading of the text. reading of the text.
A two paper is
A three paper is somewhat
A four paper is strongly organized organized, and the A one paper shoes
organized well with with a thesis easily thesis may or may little to no
a clear thesis in the discernable in the not be present in organization. The
introduction. The introduction. An the introduction. thesis is hard to
Structure transitions between attempt to transition The body discern, and the
each of the body between each of the paragraphs are body paragraphs do
paragraphs is clear, body paragraphs is separated, although not clearly relate to
and the conclusion present, and the may need the introductory
is clearly conclusion clearly reorganization (i.e., paragraph. A
discernable. restates the writers some sentences conclusion may or
thesis. may fit better in may not be present.
another paragraph).
The conclusion is
present.
A four paper
presents proper A three paper A two paper A one paper
MLA citations: in- presents proper presents little to no presents no
Proper MLA text parenthetical MLA citations for attentiveness attentiveness
citations, 1 inch the most part; some towards the proper towards the proper
margins, 12 point slips may be MLA conventions. MLA conventions.
font in Times New apparent.
Roman, etc.
A four paper is A three paper is A two paper is A one paper is
developed with a developed with a developed with a developed with a
clear logical strong, clear logical logical structure. hard to discern
Cohesiveness structure. All the structure. Most of The relationship logical structure.
evidence in each the evidence in between the The relationship
and body paragraph each body evidence presented between the thesis
Content clearly relates to the paragraph is in the body and the evidence
topic sentence and relevant to the topic paragraph and the presented in the text
to the thesis. sentences and to the thesis is oftentimes is not thoroughly
thesis. unclear. explained.