11th Grade Language and Literature Calendar 2019-2020

1st Qtr

  • Day 1: Thursday, August 9th and Friday, August 10
  • Unit #1 Transformation
  • Welcome! Icebreakers
  • What is intertextuality?  How are texts connected?
  • Inventory of favorites: books, movies, music, artists
  • Let others ideas inspire you!
  • Day 2: Monday, August 12th and Tuesday, August 13th
  • Set up your writing portfolio and share with teacher: m.macfarland@mwschool.org
  • Writer portfolio activity: Pastiche, emulating Dylan and youtube link
  • Write your own pastiche on a song that inspires you!
  • Write a song that imitates the style of a song of your choosing.
  • Write a rationale for the choices you make: Criterion B
  • Day 3: Wednesday, August 14th and Thursday, August 15th
  • Share poems in small groups
  • Writer portfolio activity: Write a freewrite about this Edward Hopper photograph. Develop a context for the picture, characters, and a conflict. What do you see happening in this picture?
  • Day 4: Friday, August 16th & Monday, August 19th
  • Analyze poem: Group activity: How does the allusion to Greek mythology contribute to the theme in the poem?

  • Day 5: Tuesday, August 20th & Wednesday, August 21st
  • Analyze poem: Analyze the theme and tone in the poem
  • Writer portfolio activity:
  • Day 7:  Monday, August 26th and Tuesday, August 27th
  • Share excerpts
  • Day 8:  Wednesday August, 29th SL   Thursday, August 29th & Friday, August 30th
  • Begin Unit #2 War and Context
  • Propaganda of World War I: fallacies
  • Scavenger Hunt
  • Find other examples online, and let’s add to our examples.

  • Day 9:  Tuesday, September 3rd (Monday is Labor Day Holiday)
  • Wednesday, September 4th
  • Introduction
  • Things They Carried by Tim O’Brien
  • Introduce novel
  • Begin reading pp 1-25, “Things They Carried” story

  • Day 10:  Thursday, September 5 & Friday, September 6th
  • Activity
  • With pp 1-25, “Things They Carried” story
  • Learner Portfolio activity: Imitate the stream of consciousness of O’Brien’s narrative style from the perspective of a person in one of the Vietnam photos or the photographer taking the picture.
  • Begin assigned reading after you reflect
  • Homework: Read “Love” pp 26-29 and “Spin” p 30-36 and “On the Rainy River” pp37-58
  • Take notes on the presentation
  • Read pp59-81
  • Read p82-117
  • Day 13: Friday, September 13th & Monday, September 16th
  • Things They Carried by Tim O’Brien
  • Close reading #4 analysis
  • Stations activity:
  • Tone
  • Appeals
  • Style
  • Read pp118-124, 125-130, 131-148
  • Day 14: Tuesday, September 17th & Wednesday, September 18th
  • Things They Carried by Tim O’Brien
  • Reading time: Read Pp 213-233
  • Prepare for seminar next class
  • Receive student handout in Google Classroom under Coursework
  • Instructions for Socratic seminar and questions stems
  • Prepare for Comparative Analysis next class (handwritten) using padlet
  • Develop an outline
  • Compare and contrast a visual of the Vietnam war to a close reading passage from Things They Carried
  • Day 15: Thursday, September 19th and Friday, September 20th
  • Things They Carried by Tim O’Brien
  • SOCRATIC SEMINAR  student handout
  • Homework: work on outline for paper one practice
  • Day 16: Monday, September 30th and Tuesday, October 1stn

  • Guided Textual Analysis
  • Comparative analysis
  • Compare and contrast a visual of the Vietnam war to a close reading passage  

  • Day 17: Wednesday, October 2nd and Thursday, October 3rd
  • Rhetorical devices activity with speeches
  • Day 18:  Friday, October 4th AB Day or SL day ???

2nd Qtr

  • Day 1: Tuesday, October 15th & Wednesday October 16th  (Monday is a professional development day
  • Begin Unit #3: Perceptions of Beauty (Representation)
  • How are women and men viewed differently in society? How do you think media portrays men differently from women? Are their societal expectations that are different for men and women? Explain
  • Beauty
  • Old Spice commercials
  • Scavenger Hunt Activity
  • In print ads and online magazines, find fashion ads and look at how both men and women are portrayed. Cut out images and glue them to the poster board, making a collage with your group.
  • Day 2: Thursday, October 17th and Friday, October 18th
  • What is your perception of beauty? How does it compare to the media’s perception of beauty? Do you think society stereotypes beauty in the media? Explain your answer.
  • Look at Business Insider article about the perceptions of beauty around the world
  • Watch the trailer for the documentary about The Mask You Live In
  • Dangers of stereotyping

  • Day 4: Wednesday, October 23rd and Thursday, October 24th  
  • Create your own Op Ed piece
  • Expressing art as opinion
  • A brief history of the art video on op ed page in New York Times
  • Write an editorial and draw a picture to go with it.
  • Find an online magazine that has an article that you want to comment on, and then write an op-ed article
  • See tips on how to write one
  • Find an article to respond to
  • Day 5: Friday, October 25th and Monday, October 28th
  • Create your own Op Ed piece
  • Outline ideas and draft Op Ed piece
  • Bring  a rough draft next class
  • Day 6th: Tuesday, October 29th and Wednesday, October 30th
  • Rough draft of Op Ed article
  • Station activity -revise your work
  • Finish drafting Op Ed piece for next class

  • Day 7: Thursday, October 31st and Friday, November 1st
  • Op Ed piece DUE
  • GALLERY WALK through PADLET -Op Eds  -45 minutes
  • Camera Angles -45 minutes
  • Videos
  • Day 8: Monday, November 4th and Tuesday, November 5th
  • Advertising: Recognizing cultural values
  • Creating captions for visuals activity
  • Day 9: Wednesday,  November 6th and Thursday, November 7th
  • Hillary activity
  • Gender stereotypes
  • Day 10: Friday, November 8th, and Monday, November 11th
  • Explore global issues through awareness campaigns
  • Choose a global issue that interests you and examine advertising or photography that is connected to the issue
  • Include 7-10 FOUND images
  • Find poetry that connects to the images; write TWO original poems
  • Create captions for all images
  • Write a description for your Visual Exhibit
  • Present

  • Day 12: Thursday, November 14th and Friday, November 15th
  • Create your Own Visual Exhibit: Presentations around a Global Issue
  • Day 13: Monday, November 18th and Tuesday, November 19th
  • Work on Create your Own Visual Exhibit: Presentations around a Global Issue

  • Day 14: Wednesday, November 20th & Thursday, November 21st
  • Work on Create your Own Visual Exhibit: Presentations around a Global Issue
  • Discuss semester exam: Prepare for semester exam for paper one practice
  • Paper one practice
  • Close reading/outlining ideas


  • Day 15: Monday, December 2nd and Tuesday, December 3rd

  • Day 16: Wednesday, December 4th and Thursday, December 5th
  • Day 17: Friday, December 6th and Monday, December 9th
  • Day 18: Tuesday, December 10th and Wednesday, December 11th
  • Prepare for semester exam for paper one practice
  • Paper one practice
  • Close reading/outlining ideas
  • Day 19: Thursday, December 12th and Friday, December 13th
  • Prepare for semester exam for paper one practice
  • Paper one practice
  • Close reading/outlining ideas
  • Semester Exams
  • Monday, December 16th: 1st and 2nd Exams
  • Tuesday, December 17th: 3rd and 4th Exams
  • Wednesday, December 18th: 5th and 6th Exams
  • Thursday, December 19th: 7th and 8th Exams

3rd Qtr

Day 1: Tuesday, January 7th & Wednesday, January 8th

Unit #5

Conflicting Values & Beliefs

So Long a Letter

  • Introduce “So Long a Letter” (French translated into English)
  • Read for 30 minutes, pp 1-17

Day 2: Thursday, January 9th and Friday, January 10th

So Long a Letter

  • HOMEWORK: Read “So Long a Letter” (French translated into English), pp17-39

Day 3: Monday, January 13th and Tuesday, January 14th

So Long a Letter

  • HOMEWORK: “So Long a Letter” (French translated into English, pp 39-58

Day 4: Wednesday, January 15th and Thursday, January 16th

So Long a Letter

  • “So Long a Letter” pp.60-79
  • Day 5: Friday, January 17th and Tuesday, January 21st (Monday is MLK Jr Day)
  • Group activity
  • 20 minutes - answer question
  • 10 minutes share out
  • Group activity
  • 60 minutes
  • Finish “So Long a Letter” pp. 79-95
  • Reading quiz next class over the entire book (multiple choice)
  • Day 6: Wednesday, January 22nd and Thursday, January 23rd
  • Reading Quiz over So Long a Letter
  • Feminist reading of text activity


  • Day 7: Friday, January 24th and Monday, January 27th
  • Introduce Pygmalion--Discuss Ovid's Myths: Pygmalion and Galatea
  • Read Pygmalion -Act I


  • Day 8: Tuesday, January 28th and Wednesday, January 29th
  • JOURNAL #2  
  • PART ONE: Higgins identifies Eliza’s neighborhood and upbringing simply by listening to her accent. What have you noticed so far in the play about how people judge others by their language?
  • PART TWO: Do such judgments and assumptions occur in our society? What bias and assumptions do people make based on their language? What bias have you noticed in yourself?


  • Day 9: Thursday, January 30th and Friday, January 31st
  • JOURNAL#3: 
  • PART ONE: Are Higgins and Pickering the gentlemen that they appear to be? How do we see contradictory behavior especially with Mr. Higgins in Act II?
  • PART TWO: How would you define a lady? Based on what you’ve seen of her so far, how will Eliza need to change in order to be considered a lady?
  • Read the Act III


  • Day 10: Monday, February 3rd and Tuesday, February 4th
  • JOURNAL #4 Shaw explores class distinctions throughout the play. How are classes represented in the play and what factors allow for people to be part of a group? How do we see people who try to move beyond their social class?
  • Read Act IV
  • Day 11: Wednesday, February 5th and Thursday, February 6th
  • Compare/Contrast Essay
  • Day 12: Friday, February 7th  and Monday, February 10th
  • Paper Two Practice DUE handwritten in class
  • Unit #6 Defend, Challenge, Qualify Success
  • Outliers , Articles
  •  Begin Outliers for homework, INTRO AND CHAPTER ONE
  • Day 13: Tuesday, February 11th, and Wednesday, February 12th
  • Journal #6: Intro and Chapter One
  • After reading Chapter one, respond to the following questions:
  • Part One: (intro) What were the key findings about the Rosetto mystery to why people lived longer in that community? Did you find this surprising? Why or why not?
  • Part Two: (ch. 1) What is the Matthew Effect? What suggestions does Gladwell make for how to even the playing field and give more athletes and students an opportunity to succeed?
  • Write 4 to 5 sentences for each Part, so 8-10 sentences total.  
  • Close reading: analyzing a non-literary text
  • Homework:Read Outliers for homework, chapter TWO, 10,000 HOUR RULE

  • Day 14: Thursday, February 13th and Friday, February 14th
  • Chapter Two Due
  • JOURNAL  over chapter two for Outliers
  • What is the significance of the 10,000-Hour Rule? Where in your life can you implement the 10,000-Hour Rule? What is the significance of “Practice isn’t the thing you do once you’re good. It’s the thing you do that makes you good”?
  • HOMEWORK: Read Outliers for homework, chapter THREE TROUBLE WITH GENIUSES  PART ONE
  • Day 15: Tuesday, February 18th and Wednesday, February 19th
  • Reading Check Quiz Ch. 1-3 (formative grade)
  • Introduce Argumentative (Synthesis) Paper: Find three articles that can support you DEFENDING/CHALLENGING/or QUALIFYING as aspect of Gladwell’s argument
  • To defend is to agree with or support.
  • To challenge is to disagree or refute.
  • To qualify is to mostly agree or disagree but not entirely. Qualifications (“buts”) are needed for your response. In other words, “yes, but,” or “no, but in some ways yes.”
  • As we read, determine an aspect that you want to DEFEND, CHALLENGE, or QUALIFY
  • Read Outliers for homework, chapter FOUR TROUBLE WITH GENIUSES  PART TWO
  • Explain how starting out with adversity can sometimes end up as opportunity? Have you had an experience similar to this in your life? How does this either compare or contrast to Flom’s experience? Consider pages 116-128
  • Read Outliers for homework, chapter FIVE THREE LESSONS OF JOE FLOM
  • Day 17: Monday, February 24th and Tuesday, February 25th
  • Outliers by Malcolm Gladwell
  • Sources
  • Homework: Read chapter six, HARLAN, KENTUCKY
  • Day 18: Wednesday, February 26th and Thursday, February 27th
  • Outliers by Malcolm Gladwell
  • JOURNAL#2: Ch. 6 Outliers: What consensus did the sociologists come to for what was plaguing the small towns of Appalachian mountains? How do cultures of honor play a factor in the violence of the small towns? Explain.
  • Homework: Read chapter seven: The Ethnic Theory of Plane Crashes
  • Day 19: Friday, February 28th and Monday, March 2nd
  • JOURNAL over Ch. 7:
  • PART ONE: How do cultural legacies play a factor with the Ethnic Theory of Plane Crashes? How did the Korean and Colombian cultures of “mitigated speech”  (see page 194, Chapter 7, part 7) and “high power distance” (see pages 205-207, part 10)  contribute to plain crashes?
  • PART TWO: What similarities do you see between your parents and you, your grandparents and you, etc? Do you see any specific patterns of cultural legacies that are being passed down from generation to generation as far as belief systems, mannerisms, and/or expectations?
  • Develop proposal for research paper
  • Homework: Read ch. 8
  • Day 20: Tuesday, March 3rd, and Wednesday, March 4th
  • Outliers by Malcolm Gladwell
  • Journal: Outliers
  • How does the occupation of a wet-rice farmer relate to chapter two: 10,000-hour rule? How did rice paddy farmers become successful even though they didn’t have money for expensive machines? What do Chinese proverbs reveal about their culture? Explain.
  • Consider pages 236 -239.
  • Develop proposal for research paper
  • HOMEWORK Read Chapter Nine, Marita’s Bargain for Day
  • Day 21: Thursday, March 5th, and Friday, March 6th
  • Read Epilogue, prepare for seminar next class
  • Research proposal due
  • Prepare for seminar
  • Day 22: Monday, March 9th and Tuesday, March 10th
  • Socratic seminar                                        
  • Day 23: Wednesday, March 11th and Thursday, March 12th


4th Qtr

Day 1: Monday, March 23rd and Tuesday, March 24th

Take notes and begin outlining argumentative essay

Model outline for MLA

  • Review Purdue Owl links: link 1 and link 2 on paraphrasing, quoting, summarizing
  • RUBRICS (formative grades)
  • Discuss how turnitin.com can let you upload once a day to check your ability to paraphrase effectively
  • GOAL
  • Finish signing up for topics individually or with a group with your teacher
  • Takes notes for source #1  in the source sheet and complete all components using the Source Sheets in Google Classroom under Classwork

Day 2: Wednesday, March 25th and Thursday, March 26th

Develop Works Cited

Draft essay

Day 3: Friday, March 27th and Monday, March 30th

Draft essay


Day 4: Tuesday, March 31st and Wednesday, April 1st

Argumentative Essay Due

Unit #7

Conflicts & Identity 

Literary Circle

  • Journal #1  (After the video) Code Switching: In your own words, describe what code switching is? Why do people switch their language between different audiences? What examples in your life do you see?
  • Choose books and begin reading

  • Day 5: Thursday, April 2nd and Friday, April 3rd
  • Read and prepare for discussion (check google classroom for Journal form under Classwork
  • Accent dialect activity

  • Day 6: Monday, April 6th and Tuesday, April 7th
  • Read and prepare for discussion (check google classroom for Journal form under Classwork
  • Social contexts
  • Day 8: Friday, April 10th and Monday, April 13th
  • Literary Circle
  • Identity and Language
  • Day 9: Tuesday, April 14th and Wednesday, April 15th
  • Literary Circle Work
  • Language and Gender
  • Day 10: Thursday, April 16th and Friday, April 17th
  • DISCUSSION #2 -JOURNAL #2 DUE  in turnitin.com
  • Video about differences between US and America’s word choice
  •  Finish journal entry and finish book for Discussion Three
  • Work on writing assignment
  • Day 11: Monday, April 20th and Tuesday, April 21st
  • Work on writing assignment
  • Day 12: Wednesday, April 22nd and Thursday, April 23rd
  • Literary Circle Discussion #3
  • Work on writing assignment
  • Day 13: Friday, April 24th and Monday, April 27th
  • Writing assignment due
  • Unit #8
  • Conflicts & Love
  • Pablo Neruda
  • Day 14: Tuesday, April 28th and Wednesday, April 29th
  • Pablo Neruda
  • Work on HL essay
  • Day 15: Thursday, April 30th and Friday, May 1st
  • Atwood
  • Day 16: Monday, May 4th and Tuesday, May 5th
  • Atwood
  • Introduce HL Essay Due for final exam
  • Higher Level Essay
  • Day 17: Wednesday, May 6th and Thursday, May 7th
  • Develop outline
  • Day 18: Friday, May 8th and Monday, May 11th
  • Outline DUE- Conference with Mrs. MacFarland
  • HL Essay Due for final exam
  • Develop line of inquiry
  • Day 19: Tuesday, May 12th and Wednesday, May 13th
  • Higher Level Essay
  • 1,200-1,500 formal essay over central concept analyzing 1) non-literary text, 2) a collection of non-literary texts by same author, 3) literary text
  • Day 20:  Thursday, May 14th and Friday, Mary 15th
  • Higher Level Essay
  • 1,200-1,500 formal essay over central concept analyzing 1) non-literary text, 2) a collection of non-literary texts by same author, 3) literary text
  • Peer review

Semester Exams:

Tuesday, May 19th: 1st and 2nd Exams

Wednesday, May 20th: 3rd and 4th Exams

Thursday, May 21st: 5th and 6th Exams

Friday, May 22nd: 7th and 8th Exams