Subject Area _____English____________________________ Grade Level __11__

Subject Area _____English____________________________ Grade Level __11___
New York State Standards:
Standard 1: Language for Information and Understanding
Standard 2: Language for Literary Response and Expression
Standard 3: Language for Critical Analysis and Evaluation
Standard 4: Language for Social Interaction
National Standards:
Performance Indicators:

Subject Area _English____________________ Grade Level 11_

Subject Area _____English____________________________ Grade Level __11___

Mission Statement: It is the mission of the Elba Central School District to actualize the phrase “Elba Equals Educational Excellence for Everyone.” We are committed to providing both quality and equity. Every student will have the opportunity to develop to the best of his/her ability.

Elba Standards: In addition to the knowledge and basic skills they need in order to participate in society, graduates of Elba Central School will develop:
1. Empowering skills: decision making, goal setting, creative thinking and problem solving abilities;
2. Communication and social interaction skills;
3. Technological literacy;
4. Total wellness (social, physical, emotional health and self-esteem);
5. The values necessary to participate in society.
As a result of achieving these outcomes, our students will embrace lifelong learning.

New York State Standards:

New York State Standards:

Standard 1: Language for Information and Understanding

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2: Language for Literary Response and Expression

Standard 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3: Language for Critical Analysis and Evaluation

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4: Language for Social Interaction

Standard 4: Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

National Standards:

National Standards:

National Council of Teachers of English

1.	Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2.	Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3.	Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4.	Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5.	Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6.	Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
7.	Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8.	Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
9.	Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
10.	Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
11.	Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12.	Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Performance Indicators:

Performance Indicators:

Assessment :	Acceptable Performance Level:
New York State Comprehensive English Examination	65 % Competency level 85 % Mastery level

Scope: Chronological study of American literature divided into seven units, which trace the development of all genres parallel to the American historical experience.

Objectives: In each of the following sequence areas, students will
-demonstrate understanding of unifying elements of style,
subject matter, and literary elements/ techniques of both poetry ` and prose
-respond to literature through oral discussion and through
analytical and creative writing
-recognize major authors, periods, forms, and works in Am.
literature
Sequence:
1. Beginnings of the American tradition (to 1760)
2. Revolutionary Period (1760-1800)
3. Early 19^th century (1800-1840)
4. Mid-19^th century (1840-1860)
5. Post Civil War (1860-1890)
6. Realism and Naturalism (1890-1917)
7. Modern Literature

Methodology:
Use of ELA tasks to familiarize students with test format and requirements
Use of ELA tasks to encourage use of a variety of higher thinking skills in the treatment of texts
Instruction of students in understanding and use of essay scoring rubric in self- and peer analysis
of writing assignments
Instruction in and use of active reading strategies to identify and analyze literary elements and
techniques