11th Grade English

Spring 2015
American Literature Course Syllabus
Social Justice Humanitas Academy
Ms. Farinas
Room 209
pfarinas@sjhumanitas.org
Office Hours: Every Tuesday, 7 a.m.
Dear Students, Parents, and Guardians:

Welcome to 11th Grade American Literature! I hope that you will find this class engaging, informative,
challenging and fun! The goal of this course is to provide a balanced language arts program that analyzes
literature in depth, teaches complex writing skills, and incorporates oral presentations. Most importantly, we will
learn to make direct connections between American History and American Literature, and develop the critical
thinking skills required to be successful in everyday life. This syllabus will give you information about how to
become a productive member of our classroom learning community so that you become your very best by doing
your very best. It can also be found on the class website: www.sjha11.weebly.com. I am looking forward to
what we can accomplish this year.
CONTENT OVERVIEW
Common Core State Standards
W.11.4: Produce clear and coherent writing
in which the development, organization,
and style are appropriate to task
RL.11.6: Analyze a case in which grasping
a point of view requires distinguishing
what is directly stated in a text from what
is really meant
SL.11.1: Initiate and participate effectively
in a range of collaborative discussions
L.11.5: Demonstrate understanding of
figurative language, word relationships,
and nuances

Unit
The Great
Depression

W.11.9: Draw evidence from literary or

informational text to support analysis,
reflection, and research
RL.11.1: Cite strong and thorough textual
evidence to support analysis of what the
texts says explicitly
SL.11.3: Evaluate a speakers p.ov.,
reasoning, and use of evidence and
rhetoric
L.11.3-: Apply knowledge of language to
understand how language functions in
different contexts, to make effective
choices

World War II

W.11.8: Gather relevant information from

multiple authoritative print and digital

The 1950s,
Living with

Instructional Focus
Essential Questions:
Does suffering give meaning to our lives?
What might be the connection between the
psychology of a nation and economic disaster?
Can one still retain their old identity when moving
to a new world?
What are the influences that compel us to take the
high road or the low road in difficult times?
Summary: Read chapters of Steinbecks The Grapes of
Wrath, Carlos Bulosan excerpts, and an excerpt from
Francisco Jimenezs The Circuit. Document social
impact of current economic strife. Reflect on true
hardship of life in America during the 1930s.
Essential Questions:
Should the government censor war?
What happens to the psyche when the hell of war is
suppressed?
What role might fear have played during WWII?
Under what conditions do people bend their morals
to maintain their perception of security?
Why are the rights of the few sacrificed to protect
the rights of the whole?
How does one forgive if they are harmed?
Summary: Study the Japanese-American experience of
internment during WWII. Read Okitas poem In
Response to Executive Order 9066, and visit the
Japanese American Museum from immersive
experience. Analyze the role of personal responsibility
in social justice as it relates to the internment of
Japanese Americans. Read Vols. 1 & 2 of Maus. Create
a graphic personal narrative in response to an experience
with social injustice. Draw parallels and contrasts to
todays war on terror.
Essential Questions:

11th Grade English

Spring 2015
sources, using advanced searches
effectively
RL.11.4: Determine the meaning of words
and phrases as they are used in the texts,
including figurative and connotative
meanings
SL.11.4: Present information, findings, and
supporting evidence, conveying a clear and
distinct perspective
L.11.4: Determine or clarify the meaning
of unknown and multiple-meaning
words

Paranoia

W.11.7: Conduct short as well as more

sustained research projects to answer a
question or solve a problem
RL.11.3: Analyze the impact of the
authors choices regarding how to develop
and relate elements of a story or drama
SL.11.6: Adapt speech to variety of
contexts and texts, demonstrating a
command of formal English when
indicated or appropriate.
L.11.1: Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking

Civil Rights

What happens to us when we succumb to fear or

superstition?
How harmful are rumors?
How much influence do others have on our
individual beliers, actions, and interests?
Summary: Read and analyze The Crucible in connection
to McCarthyism and the Red Scare of the 1950s Cold
War. Determine views on the end of the playdid John
Proctor make the right choice? Complete web-based
project linking other incidences of Mass Hysteria in
American History and analyze how the literature
portrays them.
Essential Questions:
What is progress?
Does the phrase All men are created equal really
apply to all?
How might prejudice and discrimination flourish in
a free society?
What does it mean to love people we do not know?
How does violence and hatred manifest?
Summary: Analyze themes of racism by reading Book 1
of Native Son by Richard Wright, and Junot Diaz text
and viewing clips of Mississippi Burning. Looking at
Civil Disobedience in the works of Malcolm X and
MLK Jr. Make parallels to today through comparisons
between the fates of Emmett Till and Matthew Shepard.

MATERIALS

Spiral bound notebook (8 x 11, at least 150 pages, college-rule)

Pencil and pen
School planner. The school will provide this to students.
Highlighters
Note: If a student cannot afford items from the supplies list, the student must see me, email me, or place a note
in my mailbox at the front office with their name and what they cannot afford.
CLASSROOM EXPECTATIONS
We will construct our classroom norms and expectations during the first week of school.
GRADING
100-90%
89-80%
79-70%
69-0%

A
B
C
F

Breakdown of your final grade:

Notebook- 25%
Exams & quizzes- 20%
Assignments (Class work, homework, and projects)- 20%
Essays- 25%
Performance- 10%

NOTEBOOK
All in-class work and homework will be completed in this notebook therefore it should be brought to class
everyday. I will review the notebooks on a bi-weekly basis and enter a grade based on how complete the

Spring 2015

11th Grade English

notebook is. Students must work together to ensure that all notes and handouts are properly entered into the
notebook each week. (See Notebook rubric for details.)
EXAMS & QUIZZES
There will be periodic exams and quizzes at the end of lessons and units.
ASSIGNMENTS
Class work and homework: Class work may be assigned to groups as well as individuals. Classroom discussions
are considered assignments and every student should come to class prepared to partake in the learning activities.
Student participation is required. There will be at least one homework assignment weekly.
Projects: Most units will have an accompanying project to allow individuals or groups to further explore the
areas of study.
EXTRA CREDIT
There will be opportunities for extra credit throughout the semester.
LATE WORK POLICY
I expect all assignments to be turned in on the due date. Assignments submitted after the due date will only be
eligible for a maximum grade of C. No late assignments will be accepted after the grading period cut-off. For
example, an assignment that is due before the 5-week grading period will not be accepted after the 5-week
grades have been turned in.
ABSENCES
In the event of an excused absence, it is the students responsibility to get the work they missed when they
return from a fellow student or from me. The work missed will be due the day after the student returns. If a
student is absent for a quiz or exam, it is up to the student to schedule a day to make up the quiz or exam.
INTERVENTION
To further ensure student success in my class, I may request that students remain after school to spend additional
time on a particular assignment with assistance from an instructor. In some cases, this may occur without the
opportunity to give you, the parent/guardian, advance notice. Please let me know before signing this letter if
that will present a problem for you.
RESTROOM POLICY
Restroom use during class time are for emergencies only. Students are given plenty of time during passing
periods and the lunch break to take care of bathroom needs. As a school-wide policy, students will not be able to
leave the classroom the first and last 10 minutes of the class period.
PLAGARISM POLICY
It is expected that students submit their own original work. If a student is found to have submitted an assignment
that has been copied from another student, the Internet or a previously published source, this will be considered
plagiarism. The consequence for the first offense is the loss of the grade for the assignment and a letter home. A
second offense would result in his/her subject grade for the semester dropping by one letter grade, and a meeting
with you, the grade level teachers, and the principal of the school.

Spring 2015

11th Grade English

This will be a fantastic year and I look forward to working with you all: students, parents/guardians, and
families! If you have any questions or concerns, please do not hesitate to contact me. I can be reached at the
school at (818) 838-3916 or by email at pfarinas@sjhumanitas.org.
Sincerely,
Ms. Farinas
Please indicate that you have read this course syllabus for Ms. Farinas 11th Grade English class by signing
below and asking your child to return this form to me by the end of the week. Thank you.
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