1 dayton christian school system proposed 12/01 course outline ...

DAYTON CHRISTIAN SCHOOL SYSTEM PROPOSED 12/01 

COURSE OUTLINE APPROVED: CURR DIR 8/06 

ELEVENTH GRADE LANGUAGE ARTS A TEAM 11/2/06 

SUPERINTENDENT 11/2/06 

COURSE CONTENT 

First Semester 

Literary Themes 

Writing Emphasis 

Unit 1 Biblical Filter System/Literary Criticism Essay on Biblical Filter System 

Unit 2 Literature of Settlement Journal: Travel brochure 

Unit 3 Literature of Religious Experience Comparison/Contrast Essay: Paraphrase of 

Sinners 

Unit 4 Literature of Revolution Satirical Essay: Imitation Poem 

Unit 5 Knickerbockers Comparison/Contrast Essay: Alternate Story 

Ending 

Unit 6 New England School Argumentative Essay: Imitation Poem; Letter 

Unit 7 Transcendental Optimists Elegy 

Second Semester 

Unit 8 Transcendental Pessimists Comparison/Contrast Essay: Memoir 

Unit 9 Regionalists Research Paper; Essay 

Unit 10 Masters of Realism Contrast Essay 

Unit 11 Naturalists Comparison Essay: Imitation Poem 

Unit 12 Anti-Naturalists Comparison/Contrast Essay 

Unit 13 Modern American Poetry Comparison Essay: Imitation Poem 

Unit 14 Modern American Prose Portfolio 

Throughout the Year 

Unit 15 

Unit 16 

Unit 17 

Unit 18 

Vocabulary/Spelling 

Journals 

Daily Oral Language 

Book Reports 

TEXTBOOK 

The Holy Bible 

American Literature for Christian Schools, Bob Jones University Press, Greenville, South Carolina, 

1994, ISBN# 0-890-840-552-2 

The Scarlet Letter, Nathaniel Hawthorne ISBN # 0-08124-165-7 

RESOURCES 

Handbook of Grammar and Composition, ABeka Book, Pensacola, Florida, 1985 Order # 

1

GENERAL COURSE DESCRIPTION 

Eleventh Grade Language Arts is a year-long course emphasizing the integration of reading, writing, speaking, 

and listening. These elements are studied in the context of the values expressed in American literature from the 

days of the early settlers to the present age. Students will employ journaling, spelling/vocabulary development, 

book reports, and research as they develop a Biblical view of the art of language. 

GENERAL COURSE OBJECTIVES 

The teacher will: 

1. Help students find what is excellent and praiseworthy in works of literature. Phil. 2:10 

2. Foster students’ appreciation of the aesthetic value of literature, i.e. its loveliness and praiseworthiness. 

Phil. 4:8 

3. Show the ideas in literature which transcend time and show students that this is a reason literature becomes 

great. 

4. Enable students to identify truth in literature and recognize how that truth reflects God’s truth. Acts. 17:11 

5. Enable students to identify and dismiss philosophies which are not true. John 17:19; Eph. 4:15 

6. Help students understand the purpose of literature. 

7. Enable students to analyze the themes of literature and process the Biblicity of those themes. Acts. 17:11 

8. Enable students to use writing as a means of reflection and projection of thinking. 

9. Enable students to enhance their articulation skills in writing and speaking by providing them with 

opportunities to write, revise, and share their writing. 

10. Foster the appreciation for good writing and excellent speech by assigning the memorization and recitation 

of a fourteen-line portion of American poetry or prose. 

11. Help students to learn, use, and practice the principles of grammar with specific application to written 

and spoken communication. 

12. Help students increase their vocabulary skills. 

13. Teach/review the 32 Oxford Rules for Spelling to equip students to be better spellers. 

14. Show students that language is a gift from a communicating God. 2 Peter 2:21; Heb. 1:1-3; Eph. 4:10-12 

15. Enable students to research information logically and ethically and to present the synthesis of the research 

in a credible and effective written manner. 

16. Enhance the students’ ability to articulate his/her thoughts quickly and logically through the use of regular 

times of writing. 

17. Provide frequent opportunities to practice the steps of the writing process. 

18. Teach related English skills: listening skills, study skills, test-taking skills, etc. 

19. Provide time for discussion. 

GENERAL COURSE EVALUATION 

Class work /Homework…………………………….15-25% 

Writing/Portfolio………………………………….15-25% 

Quizzes (Vocab. & Literature)……………………15-25% 

Unit Exams………………………………………..15-25% 

Projects……………………………………………15-25% 

• INDICATES CRITICAL LEARNING SKILLS 

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UNIT 1 BIBLICAL FILTER SYSTEM CRITICISM / LITERACY CRITICISM 

TOPICS 

A. Biblical Filter System – Principles from Acts 17:11; Philippians 2:10, 4:8; John 17:19; Ephesians 4:15 

B. Applications of Biblical Filter System to Life in General 

C. Application of Biblical Filter System to the Evaluation of Literature 

D. Application of Literary Criticism in Relation to Rightness, Realness, and the Representation of 

Characters 

MEASURABLE OBJECTIVES 

In the following areas, the student will: 

Character Qualities/Biblical Principles 

1. Realize the importance of evaluating all input to our brains through the Biblical Filter System. 

2. Identify and dismiss philosophies that are not true. 

3. Character Quality: Define and demonstrate discernment. (Seeing things as they really are. Heb. 5:14) 

Literature 

4. Explain the two reactions of people as given in Acts 17:11. 

5. Explain the Biblical Filter System as given in Acts 17:11 and Phil. 4:8. 

6. Learn to judge literature through a conservative form of literary criticism that analyzes the rightness 

And realness of the piece as well as the development of the characters. 

7. Learn to discern philosophical messages being communicated by the author. 

8. Learn to identify truth in literature and recognize how that truth reflects God’s truth. 

Writing 

(The teacher should select at least one formal writing assignment from the list) 

9. Review the writing process. 

10. Practice the steps of the writing process throughout the year. 

11. Begin developing a journal, where he/she will freewrite on self- and teacher-originated topics. 

12. Analyze what he/she has read, seen, and heard using the Biblical Filter System. (Record in personal 

journal). 

13. Write an essay explaining the process of analyzing literature using Biblical principles. 

14. Write an essay using the Biblical filter to analyze a movie you have seen recently. 

Other ideas for writing assignments and journals: 

Journal about a fair tale or nursery rhyme analyzing it with the Biblical filter. 

Journal about a television show analyzing it with the Biblical filter. (Survivor, The Weakest Link, 

Whose Line Is It Anyway?, etc. – Think about some controversial topics) 

UNIT 2 LITERATURE OF SETTLEMENT 

TOPICS 

A. Historical Background 

B. Byrd 

C. Bradford 

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D. Winthrop 

E. Two other authors of the teacher’s selection 

MEASURABLE OBJECTIVES 



*1. Biblical Principle: Strive to become all God wants him/her to be. (CLS #1) 

*2. Biblical Principle: Recognize we have unique abilities from God, and God desires us to exercise them. 

(CLS #2) 

Literature 

3. Recognize the unpretentious style of Byrd’s personal journal. 

4. Recognize and discuss Bradford’s belief in God’s providential hand. 

Writing 

5. Imitate the journal/diary style of the time period by keeping a daily journal/diary at the rate of three 

days per week (to be continued for at least one semester). 

6. Identify and record in his/her personal journal God’s providential hand in his/her family over the 

course of several years. 

7. Create a time line that traces God’s providential hand in his/her family. 

8. Use the writing process to discover, evaluate, develop, revise, and edit his/her personal writing. 


Imitate the promotional literature style of John Smith by creating a travel brochure for your 

hometown. 

UNIT 3 LITERATURE OF RELIGIOUS EXPERIENCE 

Topics 


B. “The Bay Psalm Book” 

C. Taylor 

D. Edwards 

E. One other author of the teacher’s selection 

Measureable Objectives 



1. Recognize the power of written or spoken words to stir the emotion and influence actions and beliefs. 

Literature 

2. Recognize the spiritual foundation of life for early Americans. 

3. Identify and discuss the metaphors used in Taylor’s poetry. 

4. Identify and discuss the figurative language used in Edward’s sermon. 

5. Contrast the tone of Taylor and Edwards. 

6. Recognize and discuss the straightforward approach to sin in early American preaching. 

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Writing 

(The teacher should select at least one formal writing exercise from the list). 

7. Imitate the style of “The Bay Psalm Book” by rewriting at least eight lines of a psalm in meter and 

rhyme. 

8. Compare the content of the “The Bay Psalm Book” with the content of the other Puritan writers by 

Writing a short comparison/contrast essay. 

9. Compare and contrast the preaching of present day America with the tone and content of Edwards by 

writing a short comparison/contrast essay. 

10. Write a paraphrase of Edwards’ “Sinners in the Hands of An Angry God,” replacing his 

condemnations with the specific sins of our modern world. 

11. Understand and use the prewriting stage of the writing process as a tool for gathering and refining the 

information for an essay. 


Compare and contrast your response to trials in your life to the response of Anne Bradstreet to trials 

in her life. 

Imagine that you were in Edward’s congregation when he preached his famous sermon. Record your 

thoughts and actions. 

UNIT 4 LITERATURE OF REVOLUTION 

Topics 

A. Paine 

B. Freneau 

C. Wheatley 

D. Franklin 

E. Other author(s) of the teacher‘s selection 




1. Biblical Principle: Recognize the work of the Holy Spirit in the sanctification process. 

* 2. Character Quality: Define and demonstrate diligence – Working hard to accomplish a task. Prov. 22:29 

(CLS #3) 

* 3. Character Quality: Define and demonstrate honor – Showing deep respect for God and others. Heb. 

12:9 (CLS #4) 

* 4. Character Quality: Define and demonstrate initiative – Making the first move without being asked. 

Prov. 6:6-8 

(CLS #5) 

Literature 

5. Recognize and refute the false doctrine of Paine and Freneua. 

6. Recognize and identify through discussion the spiritual maturity of Wheatley as expressed in her poetry 

through discussion. 

7. Discuss the tenseness of Franklin’s proverbs and the propriety of his use of satire. 

8. Brainstorm issues today which are as irritating or disturbing as the one addressed by Franklin in “On 

5

Exploring of Felons to the Colonies.” 

Writing 

(The teacher should select at least one formal writing exercise from the list) 

9. Compare the truth of Freneau’s writing with the truth of Scripture with special emphasis on the fleeting 

nature of life (“The Wild Honey Suckle” and I Peter 1:24-25) by writing an essay. 

10. Describe his/her own examples of how God has been merciful by writing an imitation poem of “On 

Being Brought from Africa to America.” 

11. Compare and contrast Wheatley’s attitude to the hardship of slavery with the attitude of our own 

periods of adversity by writing an argumentative essay on his/her personal solution to racial/ethnic 

tension with special attention given to a Biblical foundation for the solutions. 

12. Journal about things in society, government, or life today which are unjust or irritating. 

13. Imitate Franklin’s style in “On Exporting of Felons to the Colonies” by writing a satirical essay about 

one of these issues. (Be careful that your satire is directed at an issue, not a person.) 

*14. Use correct adjective and adverb comparison in your essay. (CLS #6) 

Grammar 

*15. Use correct adjective and adverb comparison in your essay. (CLS #6) 


Write your own proverb(s) in the style of Poor Richard’s Almanac. 

Write a poem or piece of creative prose about or from the point of view of one of the authors from 

these early periods of American literature. 

UNIT 5 KNICKERBOCKERS 

Topics 


B. Irving 

C. Cooper 

D. Bryant 




1. Appreciate God’s order for the husband/wife relationship. 

2. Contrast God’s view of success with man’s view. 

3. Appreciate the value of making Christ the center of one’s existence. 

Literature 

4. Discuss the imagery and symbolism of “petticoat government” in “Rip Van Winkle.” 

5. Recognize and discuss the emergence of a distinctive American literature. 

6. Identify examples of Natty Bumpo’s greatness physically and morally. 

7. Identify lessons that Bryant learned from nature in “To a Waterfowl.” 

Writing 

(The teacher should select at least one formal writing exercise from the following list): 

8. Use your own Biblical filter as you comment in your journal on the actions and responses of Rip Van 

Winkle and his wife. 

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9. Write an alternate ending to “Rip Van Winkle.” 

10. Record in your journal the lessons that Bryant learned from nature in “To a Waterfowl.” 

11. Journal on the lessons that God teaches us from nature by recording and discussing the lessons over 

several days. 

12. Compare and contrast in essay form Cooper’s portrayal of a national hero with a current national hero 

by writing a comparison/contrast essay. 

13. Write an argumentative essay on what it takes to be a national hero and what the responsibilities of a 

hero are. 

14. Write an alternate ending to Cooper’s The Deerslayer. 

* 15. Compare and contrast the world-views of two or more American authors as seen in their literature by 

writing a literary essay. (CLS #7) 

16. Research the background of two or more American authors in order to complete the literary essay. 

* 17. Identify the bias of authors used in literary essays. (CLS #8) 

* 18. Reflect through journaling (prewriting for literary essay) on the differences and similarities of the 

themes addressed by different authors. (CLS #9) 

UNIT 6 NEW ENGLAND SCHOOL 

Topics 

A. Longfellow 

B. Whittier 

C. Holmes 




1. Appreciate the awe with which the believer should come into God’s presence (as expressed in 

Longfellow’s “Divina Commedia”). 

2. Pray for an elected official or political candidate daily for one week. 

*3. Biblical Principle: Understand God’s sovereignty and man’s responsibility in spiritual growth. 

Eph. 2:8-10; Phil. 2:12-13 (CLS #10) 

*4. Biblical Principle: Recognize that to be a victorious Christian, he/she must have a clear conscience. 

(CLS #11) 

*5. Biblical Principle: Recognize God as Sovereign. Prov. 4:34-35; Prov. 21:1 (CLS #12) 

Literature 

6. Identify the philosophies underlying the New England’s poets’ writing. 

7. Identify the Italian sonnet form as used by Longfellow. 

8. Demonstrate an understanding of the power of Whittier’s writing (which he used as a tool of political 

influence). 

9. Identify the beginnings of transcendentalism in the philosophy of Holmes as expressed in “The 

Chambered Nautilus.” 

Writing 


10. Compare and contrast the philosophy of each of the New England poets with Biblical philosophy by 

making a chart. Include paginated citations from the text as well as scripture references. 

11. Imitate the style of Longfellow in “Divina Commedia” by writing about an aspect of life significant to 

you, or write an “amplified version” of the poem. 

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12. Identify and refute the “nature of man” philosophy presented in Whittier’s “First-Day Thoughts” by 

writing an argumentative essay. 

13. Employ the power of the pen demonstrate by Whittier by writing a formal letter of support or of 

concern to an elected official or political candidate. 

14. Journal your observations about man’s role in spiritual growth as expressed in Holmes’ “The 

Chambered Nautilus.” Speaking 

15. Memorize and recite a selection of American poetry or prose of at least fourteen lines. This may be 

from a selection studied this year or another passage of the student’s selection with the approval of 

the instructor. 

UNIT 7 TRANSCENDENTAL OPTIMISTS 

Topics 

A. Background on Transcendentalism 

B. Emerson 

C. Thoreau 

D. Whitman 



Character Qualities/Biblical Principles: 

1. Summarize the scriptural response to suffering. 

2. Evaluate the characteristics of a true hero. 

3. Discuss the Providence of God. 

4. Biblical Principle: Realize Christ’s power to free us from sin. 

5. Biblical Principle: Recognize that our opinions should be based upon the principles of the Word of 

God. 

Literature 

6. Define transcendentalism. 

7. Examine and discuss the Christian’s responsibility to the world around him and compare/contrast that 

view with the view presented by Thoreau in Civil Disobedience. 

8. Identify examples of hyperbole, metaphor, and simile in “Walden.” 

9. Do a Biblical filter analysis of the content of the transcendental optimists’ writing by comparing with 

Paul’s prophecies about the last days from II Timothy 3:1-5; I Cor. 9:24-27; Ga. 5:16-21. 

Writing (The teacher should select at least one formal writing exercise form the list) 

10. Journal regarding the erroneous assumptions underlying transcendentalism. 

11. Make a chart or write an essay that identifies the false doctrines of transcendentalism and the Biblical 

refutation (with references) of the false doctrine. 

12. Record examples of hyperbole, metaphor, and simile in “Walden.” 

13. Complete a reflective journal. 

14. Write an elegy to a deceased hero from world history, Biblical history, church history, family history, 

school history, etc. The elegy could be an imitation of “O Captain! My Captain! or just a memorial 

poem to someone who is no longer living. 

Grammar 

*15. Revise an earlier essay for coherence and sentence combining by correctly using prepositional, 

infinitive, gerund, and appositive phrases. (CLS # 13) 

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UNIT 8 TRANSCENDENTAL PESSIMISTS 

Topics 

A. Poe 

B. Melville 

C. Hawthorne – The Scarlet Letter 




1. Biblical Principle: Recognize the sinfulness of his/her own heart, but be assured that God offers hope 

in salvation through Christ. 

Literature 

2. Recognize the truth of Poe’s picture of the wickedness in the heart of man. 

3. Define and identify onomatopoeia, assonance, consonance, and alliteration (especially in Poe’s 

writing). 

*4 . Recognize assumptions made by Hawthorne about the Puritans. (CLS #14) 

5. Identify the metaphors of light and darkness and the extensive use of symbolism in The Scarlet Letter. 

*6. Accurately show how a character can be used as a symbol. (CLS #15) 

7. Discuss the various reactions toward and consequences of sin of the different characters in The Scarlet 

Letter. 

8. Recognize the pessimism of Melville’s work. 

9. Discern how Melville’s rejection of God contributed to his pessimism. 

10. Trace the plot and conflict in Melville’s “Bartleby.” 

Writing 


11. Compare and contrast the attitude toward sin as exposed in the characters Hester Prynne and Rev. 

Dimmesdale by writing an essay. 

12. Write an essay that shows the similarities and differences of Jonathan Edwards’ condemnation of sin 

And Hawthorne’s handling of sin in The Scarlet Letter. 

13. Write and assemble a collection of personal memories, photographs, poems, narratives, and journal 

Entries as a tribute to his/her mother or grandmother. 

Grammar 

14. Correctly use transitive and intransitive verbs with correct voice. (CLS #16) 

UNIT 9 REGIONALISTS 

Topics 

A. Harte 

B. Lanier 

C. Dickinson 

D. One other author of the teacher’s selection 

9




1. Character Quality: Define and demonstrate integrity – Doing the right thing even when only God 

knows. James 4:17 

*2. Demonstrate integrity by avoiding the pitfall of plagiarism. (CLS #17) 

Literature 

3. Define local color. 

4. Examine local color in Harte’s work. 

5. Recognize Lanier’s interest in the “music” of language. 

6. Review the effect of sound and syntax through Lanier’s use of rhyme, repetition, and figurative devices 

and discuss this effect as an effective tool of writing. 

7. Recognize the uniqueness of Dickinson. 

8. Identify the philosophies expressed in the poetry of Dickinson. 

Writing 

9. Revise an earlier essay with specific attention to sound and syntax. 

10. Biblically filter the philosophies of Dickinson by writing a short essay that identifies and evaluates the 

truth of her philosophy. 

* 11. Demonstrate proficiency in the selection of appropriate research resources, in note-taking, and in the 

development of a thesis. Use data retrieved in his/her research to write a research paper that show a 

strength in the introductory and concluding paragraphs. CLS #18 

12. Complete a research paper in conjunction with the American History class. 

UNIT 10 MASTERS OF REALISM 

Topics 

A. William Dean Howells 

B. Samuel Langhorne Clemens (Mark Twain) 




1. Biblical Principle: Discern the consequences of deliberate rejection of God. 

2. Biblical Principle: Identify and evaluate the moral bias of an author who condones his characters’ 

immoral actions. 

* 3. Character Quality: Define and demonstrate diligence – Working hard to accomplish a task. Prov. 22:29 

(CLS#3) 

* 4. Character Quality: Define and demonstrate honor – Showing deep respect for God and others. Eph. 

4:25 (CLS #4) 

5. Character Quality: Define and demonstrate initiative – Making the first move without being asked. 

Prov. 6:6-8 

(CLS #5) 

10

Literature 

* 6. Read Howells and journal on the assignment made by the author as revealed in literature. (CLS #19) 

7. Contrast Clemens’s view of life as revealed in his writing with a biblical philosophy of life. 

Writing 

8. Contrast Clemens’s view of life as revealed in his writing with a biblical philosophy of life by writing 

an essay. 

*9. Correctly use direct and indirect objects in his/her writing. (CLS#20) 

*10. Demonstrate diligence, honor, and initiative in seeing the writing process to completion. (CLS # 3-5) 

11. Employ the use of the community of peers in the writing process. 

Grammar 

12. Identify and correct (intentional) grammar errors in Huck Finn. 

*13. Correctly use direct and indirect objects in his/her writing. (CLS #20) 

UNIT 11 NATURALISTS 

Topics 

A. Crane 

B. London 




1. Recognize the consequences of deliberate rejection of God. 

2. Identify Scriptural passages that reinforce the tragedy that befalls those who reject God. 

Literature 

3. Discern the consequences of deliberate rejection of God in Crane’s life. 

4. Compare the style of Crane’s poetry to that of Dickinson. 

5. Identify by discussion the naturalistic elements in London’s work. 

6. Recognize the Darwinistic overtones in London’s work in his treatment of both humans and animals. 

Recognize the subtleness of his presentation. 

Writing 

7. Write an essay comparing the poetic styles of Crane and Dickinson. 

8. Imitate the simple verse style of Crane by writing imitation poems. 

*9. Use writing as a tool of entertainment for a reading audience. (CLS#21) 

Grammar 

10. Correctly use quotation marks in the Dickinson/Crane essay. 

*11. Demonstrate correct use of abstract and concrete nouns in the Crane imitation poem. (CLS #22) 

Speaking 

11

12. Recite Crane imitation poems in front of the class. 

UNIT 12 ANTI-NATURALISTS 

Topics 

A. Porter (O. Henry) 

B. Crosby 




1. Understand that God desires that Christians display the same selflessness demonstrated by Christ. 

2. Be ready to give an account for the hope that is in you. 

Literature 

3. Recognize the strength of plot in Porter’s “The Gift of the Magi.” 

4. Identify the examples of Christ-like selflessness in Porter’s characters. 

5. Compare and contrast the writings of Crosby and Porter to that of earlier American writers. 

6. Recognize the poetic quality of Crosby’s hymns. 

*7. Identify and recognize at least two characteristics that belong to different literary periods in the 

American literary movement. (CLS #23) 

Writing 

*8. Reflect through writing on the differences and similarities of the themes addressed by different authors. 

(CLS #24) 

9. Compare and contrast the writings of Crosby and Porter to that of earlier American writers by 

writing an essay. 

10. Select a hymn and rewrite the lyrics to reflect his/her own spiritual experience. 

UNIT 13 MODERN AMERICAN POETRY 

Topics 

A. Robinson 

B. Frost 

C. Sandburg 

D. Eliot 




1. Appreciate the emptiness of life without Christ. 

2. Recognize the life-changing significance of his/her behavior to follow Christ. 

Literature 

3. Recognize and discuss the emptiness of life without Christ as exemplified in Robinson’s poetry. 

4. Define free verse. 

12

5. Identify Eliot’s support of Christianity as expressed through his literature. 

6. Recognize dramatic monologue through Eliot’s “Journey of the Magi:” 

Writing 

7. Compare and contrast Frost’s “The Road Not Taken” with his/her conversion experience by writing an 

essay that presents his/her testimony as well as references to the poem. 

8. Imitate the free verse style used by Sandburg as a means of description of a familiar setting. 

UNIT 14 MODERN AMERICAN PROSE 

Topics 

A. Connell 

B. Thurber 

C. Hemingway 

D. Three other authors of the teacher’s selection 



Literature 

1. Review the three types of conflict in Connell’s “The Most Dangerous Game.” 

2. Identify the use of conflict in “The Most Dangerous Game.” 

3. Recognize the pessimism of Thurber’s humor. 

4. Identify verbal and dramatic irony as devices of humor in Thurber’s writing. 

5. Analyze and discuss the focus on theme rather than plot in Hemingway’s writing. 

Writing 

6. Imitate the adjective-free writing of Hemingway by revising an earlier essay or story written for 

English 11. 

7 In the revision, demonstrate sentence combining with correct use of correlative conjunctions and 

conjunctive adverbs. (CLS #25) 

8. Select any three pieces of his/her personal writing from English 11 and revise them for portfolio 

presentation. 

9. Write a one-page letter to be placed in portfolio that defends the selection and revisions of portfolio 

pieces. 

Grammar 

*10. Revise for coherence and sentence combining by correctly using prepositional, infinitive, gerund, and 

appositive phrases. (CLS #13) 

*11. Demonstrate correct subject/verb agreement, correct use of relative pronouns, and correct use of 

objects of prepositions. (CLS #26) 

UNIT 15 VOCABULARY AND SPELLING 

Topics 

A. 32 Oxford Rules for Spelling 

B. Daily explanation of vocabulary words 

C. Vocabulary words from teacher list 

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Note: It is suggested that first semester vocabulary words be selected from among those commonly appearing on 

SAT and ACT exams, and second semester vocabulary be taken from literature. 



Character Quality/Biblical Principles 

1. Biblical Principle: Recognize that God uses repetition as a method to teach us to learn and remember. 

Deut. 6:6-9 

Writing 

2. Learn spelling and vocabulary words daily. 

3. Learn words and definitions from literature and teacher list. 

4. Supply the correctly spelled word from memory on a weekly test basis. 

UNIT 16 JOURNALS 

Topics 

A. Personal, daily journal 

B. Reflective journal 

C. Free write 



1.Recognize the benefit of using a personal journal to think, to reflect, and to record God’s interaction in 

his/her life. 

2. Write non-stop for a period of time in order to develop fluency and deepen thinking. 

3. Use the journal as a means of reflection. 

UNIT 17 DAILY ORAL LANGUAGE 

Topics 

A. Daily exercises reviewing grammar rules with no more than two examples per day/three per week. 

B. Weekly quizzes over grammar rules and the application of those rules. 



Grammar 

1. Recognize errors in grammatical constructions. 

2. Write corrected versions of exercises given daily. 

3. Correct errant grammatical patterns on weekly quizzes. 

4. Apply correct grammar to his/her personal writing. 

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UNIT 18 BOOK REPORTS 

The teacher should select an appropriate number of books to be studied each semester. The number should not 

exceed one book per quarter unless sustained silent reading time is given regularly in class. The teacher should 

also decide what types of books will be read. The list should include 50% by Christian authors. 




1. Character Quality: Define and demonstrate honesty – Having truthful words and ways. Eph. 4:25 

Literature 

2. Read all assigned books. 

3. Respond to the books through presentations, projects, reports, posters, speeches, etc., as directed by the 

teacher. 

15

DAYTON CHRISTIAN SCHOOL SYSTEM 

CRITICAL LEARNING SKILLS 

ELEVENTH GRADE LANGUAGE ARTS 

THE STUDENT WILL: 

1. Biblical Principle: Strive to become all that God wants him/her to be. 

2. Biblical Principle: Recognize he/she has unique abilities from God, and that God desires him/her to 

exercise the. 

3. Character Quality: Define and demonstrate diligence – Working hard to accomplish a task. Prov. 22:29 

4. Character Quality: Define and demonstrate honor – Showing deep respect for God and others. Heb. 12:9 

5. Character Quality: Define and demonstrate initiative – Making the first move without being asked. Prov. 

6:6-8 

6. Use correct adjective and adverb comparison in essays. 

7. Compare and contrast the world-views of two or more American authors as seen in their literature by 

writing a literary essay. 

8. Identify the bias of authors used in literary essays. 

9. Reflect through journaling (prewriting for literary essay) on the differences and similarities of the 

themes addressed by 

different authors. 

10. Biblical Principle: Understand God’s sovereignty and man’s responsibility in spiritual growth. Eph. 

2:8-10; Phil. 2:12-13 

11. Biblical Principle: Recognize that to be victorious Christian, he/she must have a clear conscience. 

12. Biblical Principle: Recognize God as sovereign in all historical events. 

13. Revise an earlier essay for coherence and sentence combining by correctly using prepositional, 

infinitive, gerund, and 

appositive phrases. 

14. Recognize assumptions made by Hawthorne about the Puritans. 

15. Accurately show how a character can be used as a symbol. 

16. Correctly use transitive and intransitive verbs with correct voice. 

17. Demonstrate integrity by avoiding the pitfall of plagiarism. 

18. Demonstrate proficiency in the selection of appropriate research resources, in note-taking, and in the 

development of a 

thesis. Use data retrieved in his/her research to write a research paper that shows strength in the 

introductory and 

concluding paragraphs. 

19. Read Howells and journal on the assumptions made by the author as revealed in literature. 

20. Correctly use direct and indirect objects in his/her writing. 

21. Use writing as a tool of entertainment for a reading audience. 

22. Demonstrate correct use of abstract and concrete nouns in the Crane imitation poem. 

23. Identify and recognize at least two characteristics that belong to different literary periods in the 

American literary 

movement. 

24. Reflect through writing on the differences and similarities of the themes addressed by different authors. 

25. Demonstrate sentence combining with correct use of correlative conjunctions and conjunctive adverbs. 

26. Demonstrate correct subject/verb agreement, correct use of relative pronouns, and correct use of 

objects of prepositions. 

Eleventh Grade Language Arts 

16

1 dayton christian school system proposed 12/01 course outline ...

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