Junior English (Honors and Standard)

Junior English: The American Experience

2016 – 2017


The Tennessee English curriculum for 11th grade develops students’ skills in analyzing complex literary and informational texts by exploring works by acclaimed authors and historical figures from the American canon. Through the study of a variety of text types and media, students build knowledge, analyze ideas, delineate arguments, and develop writing, collaboration and communication skills. Each unit of the course incorporates the Tennessee English Language Arts Standards of reading, writing, speaking, viewing, listening, media literacy, and language, providing a rigorous and pedagogically-sound foundation for student learning. The goal of the course is to transform students into productive, knowledgeable, and critical meaning-makers of our global world.


Historical/Literary Periods:

  • A Gathering of Voices:

    Literature of Early America (Beginnings to 1800)

  • A Growing Nation:

    Literature of the American Renaissance (1800 – 1870)

  • Division, Reconciliation, and Expansion:

    Literature of the Civil War and the Frontier (1850 – 1914)

  • Disillusion, Defiance, and Discontent:

    Literature of the Modern Age (1914 – 1945)

  • Prosperity and Protest:

    Literature of the Post-War Era (1945 – 1970)

  • New Voices, New Frontiers:

  Literature of the Contemporary Period (1970 – Present)


Fiction and Drama Selections from:

Mark Twain, F. Scott Fitzgerald, Arthur Miller, John Steinbeck, Ambrose Bierce, Jack London, Alice Walker, Kate Chopin, William Faulkner, Edgar Allan Poe and others.


Poetry Selections from:

Walt Whitman, Emily Dickinson, William Carlos Williams, Robert Frost, e. e. cummings, Elizabeth Bishop, Wallace Stevens, Langston Hughes, Gwendolyn Brooks, Edgar Allan Poe, Marianne Moore, Billy Collins and others.


Literary Nonfiction Selections from:

Patrick Henry, Benjamin Franklin, Abraham Lincoln, Thomas Jefferson, Thomas Paine, Jonathan Edwards, Martin Luther King Jr., Frederick Douglass, Henry David Thoreau, Ralph Waldo Emerson and others.


Enduring Focus Areas:

  • Critical thinking
  • Vocabulary development
  • Writing in the Four Modes (narrative, descriptive, expository, argumentative)
  • Close reading/annotation
  • Text-dependent questions
  • Drawing evidence-based conclusions
  • Grammar, usage, & mechanics
  • ACT test-taking skills & content knowledge for English and Reading subtests.


Required Materials:

  • Writing utensils
  • Folder or binder for organizing handouts and notes
  • Notebook paper in a binder or spiral notebook. I will provide you with a bellwork notebook for daily bellwork, but you will need another source of paper for notes and drafting.


Late Work:

Assignments are due on the assigned due date. Late work will be accepted for a maximum score of 70% up to one week after the assignment is due. See the make-up work policy for work missed during excused absences.


Academic Integrity:

Cheating is unacceptable. No exceptions. A student caught copying someone else’s work, allowing someone else to copy his or her work, borrowing from a source without giving credit, cheating with cell phones, or engaging in any other form of academic dishonesty will receive a zero for the assignment in question. Plagiarism will be covered early in the year to ensure all students know how to comply with these expectations.


Make-up Work for Excused Absences:

In the event of excused absences, students will be allowed the same number of block days they were absent to complete and submit any work they missed while away from school.

 For example, a student catches a cold and misses Monday through Wednesday. On the new block schedule, that would mean that on a hypothetical week the student has missed two days of his “A” classes (Monday and Wednesday) and one day of his “B” classes (Tuesday). Assuming he returns to school on Thursday, he would be expected to visit all of his teachers that day (for both A and B classes) to find out what he needs to do to catch up. Under no circumstances are students allowed to interrupt instruction during the school day in order to obtain this information. Students must visit their teachers before or after school.

 Returning to the hypothetical absence scenario, the student would have two block days to complete work for his “A” classes and one block day to complete work for his “B” classes. “B” class make-up work would be due the following Monday (because Monday is one block meeting since the initial absence). “A” class make-up work would be due the following Tuesday (because the previous Friday and the following Tuesday make two block meetings since the initial absence). Students are responsible for making time to deliver their assignments to their teachers, regardless of whose classes they visit on a given day.

In the event of advanced-notice absences, such as field trips, etc., students are expected to submit assignments that are due on days they will not be at school before the scheduled absence occurs. If a student is unexpectedly absent on a day that an assignment is due (assuming the absence is excused), the assignment is due the first day the student returns to that class.


Un-excused Absences:

Work missed due to un-excused absences will be recorded as zeros. No exceptions.




Parent signature:       ________________________________    Date: _____________