School District of Springfield Township

A SNAPSHOT: GRADE 11 LANGUAGE ARTS

Reading Standards
Writing and Grammar Standards
Speaking and Listening Standard
Research Standard

(A Pennsylvania State Standards-Based Curriculum)

A Snapshot of Grade 11 Language Arts Theme: Perspectives on the American Dream

Sample Essential Questions Explored Through The Literature Selections

How has the American Dream been variously interpreted in American Literature? Is it attainable? Is it worthy?
Is there such a thing as a neutral text?
How does first person narration impact the experience of reading a novel?
How does perspective affect our ability to read critically?
How does reality versus illusion impact human behavior?
If a person is a product of his/her society, does that make him/her less culpable for his/her actions?
How can another’s words or ideas be used appropriately to further one’s own assertions?
How does the medium of film change a message or theme contained in a novel?
What is involved in the interplay of author, text, and reader?
How does literary criticism inform interpretation?

Sample Texts—Classics, Contemporary Classics, Young Adult Fiction Novels: The Catcher in the Rye, The Great Gatsby, Ethan Frome, Their Eyes Were Watching God, The Adventures of Huckleberry Finn, The Bluest Eye, Of Mice and Men, Monster, Witness, Speak

Plays: A Streetcar Named Desire and works by Albee, Miller, O’Neill, Wilson, etc.

Selected short non-fiction, short stories, and poems

Literature Circle selections: The Grapes of Wrath, A Yellow Raft on Blue Water, The Joy Luck Club, Native Speaker, Native Son, Invisible Man, The Color Purple, China Boy, Black Boy, On the Road, Reservation Blues, Third and Indiana, If Beale Street Could Talk

Note: Students must complete pre-requisite reading—see current list on our website at www.sdst.org/shs.

Reading Standards

Student reads independently to understand, interpret, and respond to a wide range of texts.

Student reads informational texts critically to solve problems, make decisions, and draw conclusions.

Student analyzes and interprets literature across experiences, societies, eras.

The Reading Standards in Action

In grade 11 students refine reading comprehension and literature interpretation through

individual and collaborative study of literature, kinesthetic activities,

and

Sadlier Oxford Vocabulary Series, Level F

and

targeted practice for PSSA Reading Assessment

Sample 11th Grade Activities: Exercises, strategy practice, role play, read-alouds, guided question prompts, Learning Log, peer reviews and edits, informal and formal presentations, Literature Circles, Socratic Seminars and roundtable discussions, fishbowls, jigsaw activities, word play

Sample Indicators Of Effective 11th Grade Reading Behaviors:

Employs Before, During, and After strategies
Uses metacognitive skills to monitor understanding
Clarifies meaning of text through graphic organizers, outlines, notes, summaries
Draws conclusions and justifies inferences with reasons and text-based evidence
Analyses point of view, reliability
Analyzes and compares how change in media or genre affects author’s intent
Cites evidence to support views
Evaluates author strategies in language, technique, and meaning
Begins to look for “absences” in text

Essential Learning Prompted by Reading Standards:

Student reads and responds to a variety of texts and genres of quality and complexity. The Sadlier Oxford program, level F offers acquisition of 300 new vocabulary words to provide students with increased vocabulary to support reading skill. Literature context also provides new vocabulary for students.

Writing and Grammar Standards

Student writes effectively. Effective writing includes making writing choices appropriate to audience and purpose; using writing process (pre-write, draft, revise, proofread and edit, publish); and controlling focus, content, organization, style, and conventions.

Student increases grammatical competencies.

The Writing and Grammar Standard In Action

Sample 11th Grade Class Activities:

In grade 11 students increase writing and grammatical competencies through:

Frequent formal and informal writing assignments Process writing and writing on demand

Refining expository format (e.g., comparison/contrast and literary analysis)

Creative/Expressive modes (e.g., narrative, short story, found poems)

Peer review and peer edit collaboration Individually-based focal correction areas Mini-lessons:

Review and practice (elimination of “to be” constructions, sentence combining) Crafting and revision

Targeted practice for PSSA Writing Assessment

Sample Indicators Of Effective 11th Grade Writing/Grammar Behaviors:

Orders information effectively (masters comparison/contrast format)
Creates logically reasoned positions; uses convincing evidence
Uses writing terminology of PA Writing Assessment rubric domains to discuss writing issues; pays attention to audience and purpose for writing
Uses expository format effectively: introduction/thesis, body, conclusion
Uses conventions of English correctly—aware of individual weaknesses and seeks correctness
Develops authentic and controlled voice

Essential Learning Prompted by Writing and Grammar Standards:

Students understand that the process of writing is as important as the product itself. The metacognitive awareness of the writer’s choices and how those choices affect the reader help students take greater care in both content and mechanics. Students and teachers use the PA Writing Assessment rubric domains for assessment and instruction.

Speaking and Listening Standard

Student demonstrates speaking, listening, and discussion skills.

The Speaking and Listening Standard in Action

Sample 11th Grade Class Activities: In grade 11 students improve their speaking and listening skills through collaborative learning assignments and by conducting vocabulary games, demonstrating strategies, participating in large group discussions, Literature Circles, role play (e.g., Great Gatsby era “cocktail party”).

Sample Indicators Of Effective 11th Grade Speaking/Listening Behaviors:

Masters ability to monitor effects of and to adjust accordingly interactive behaviors

Responds to ideas of others by agreeing, furthering, questioning, validating, providing examples, etc.

Evaluates film interpretations of novels and the losses/gains involved

Participates as a speaker and/or listener through everyday conversation, interviews, class discussions, small group discussions, informal debates, complex directions, and explanations

Works effectively for group presentations—plans, shares workload, communicates, rehearses, executes, reflects

Takes intellectual risks to further new ideas

Essential Learning Prompted By Speaking/Listening Standard:

Effective communication through speaking and listening is a life skill. Students learn to listen critically and to speak cogently, to respond to ideas and synthesize them in a discussion, to present ideas formally and informally, and to stand before a group and present information or artistic expression with confidence and clarity. One aspect of the senior thesis graduation requirement demands proficiency in presenting to an audience.

Research Standard

Student researches by gathering and synthesizing information from reference materials and communicating the knowledge gained (See also Reading Standards).

The Research Standard In Action In grade 11 Academic students complete a ten-page research paper that compares, contrasts, and evaluates a novel and its film version. Honors students develop an “unlikely pairs” research-based paper that compares an aspect of a novel by one author and five plays by another author to reveal a commonality that is not immediately evident. Students also complete smaller research projects such as Literature Circle scrapbooks. The American Studies students research history and culture of the 1930’s as they prepare a script for a radio show.

(For details about the research process and documentation format, consult the School

District of Springfield Township Research Guide online at www.sdst.org/shs/library).

Sample Indicators of Effective 11th Grade Research Behaviors:

Poses question, thesis, hypothesis

Understands that research is a process of locating, weighing, synthesizing, and documenting information.

Uses effective strategies as for locating valid information

Weighs credibility, bias, and usefulness of information

Uses structured format to gather and arrange relevant notes

Synthesizes information effectively

Paraphrases effectively and selects supportive quotations judiciously

Uses technology skills in accessing, organizing, storing, analyzing, evaluating, and reporting information and conclusions

Reflects upon the research steps and processes used and considers the effectiveness of efforts

Values the integrity of the words and ideas of others—documents accurately

Essential Learning prompted by the Research Standard:

Students learn and practice the lifelong tools and skills of effective inquiry: posing questions, locating and identifying reliable sources, note taking, organizing information, synthesizing, documenting sources, and reflecting on the effectiveness of the process. The Language Arts Research Standard forms the level of expectation across the curriculum and the Senior Seminar requirement for graduation demands accomplished research skills.

Most Frequently Asked Questions

How does the eleventh grade curriculum prepare my son/daughter for the Pennsylvania Reading and Writing assessments given in grade 11?

Answer: The scope and sequence of the 9-12 curriculum backmaps sequentially from the expectations of these assessments. Thus, the Language Arts curriculum develops a step-by-step approach to achievement of proficiency in all eight Language Arts Standards. Students practice the three assessed writing modes: informational, persuasive, and narrative. Too, throughout all grades student writing is assessed using the Pennsylvania Writing Assessment rubric domains. Further, the high school is committed to implementing these standards across the curriculum at all grade levels. Finally, students practice released tests to give them experience and test-taking savvy so that they will be comfortable with the format and expectations of the actual test.

What about preparing for the SAT?

Answer: Wide reading and the building of vocabulary are the two most important aspects of success on both of these tests. In particular, the Sadlier Oxford program provides a formal vocabulary building opportunity in addition to the words in context students encounter in their grade 11 reading. Our strong expository writing program prepares students for the writing portion, and grammar mini-lessons, in particular, help students identify and correct errors.

What books are required for the pre-requisite reading all students must complete before the course begins?

Answer: We periodically review and refine our lists; while the lists have not changed significantly over the last few years, we do make changes. Consult the current lists posted on our web page at www.sdst.org/shs. Additionally, a copy of the list is included with the report card sent home in June. It is important that you encourage your son/daughter to complete this requirement because s/he will be assessed on the reading during the first week of class. We encourage students to keep a reading log for a memory aid; students will be allowed to consult the log during assessment of their reading.