I'll chime in but I've just got the box here and won't use it until fall, so hopefully more knowledgeable folks will be online soon!
I think maybe I can explain the sample lessons a little more fully, and see if that helps. So the sample looks like it's weeks 10-11. Here's what the Am. Lit. credit looks like those weeks.
1. Of course you can see the daily grammar review. I think the hope is that by high school, grammar lessons directly impact correct writing...
2. Day one also says, "American Literature Supplement, Lesson 8: Part 2 – Daniel Boone."
The Am. Lit. Supplement is an adaptation of Stobaugh materials. If you've used AHL, it's similar to that guide, which was an adaptation of Smarr materials. So on this day, you are reading a selection in the Am. Lit. Supplement that is dated 1784 "as told by Daniel Boone." It is a lengthy passage, so that is all you're doing that day (besides grammar).
3. Day two says, "Lesson 8: Part 3 – Thanksgiving Proclamation, Assignment B."
You read a selection that's a proclamation written by George Washington, and then the proclamation by Abe Lincoln that actually established the Thanksgiving holiday. The writing assignment is for 2+ paragraphs discussing these presidents' acknowledgement of God and giving examples from both speeches. Giving examples is an important writing skill
4. Day three says, "Lesson 8: Part 4 – Washington’s Farewell Address (finish tomorrow), Assignment C."
Students will read *about* the address, then read Assignment C which asks the student to slowly go through the speech and summarize/discuss the meaning of each phrase before continuing. Then the student starts reading the actual speech and continues the next day (again, this is lengthy).
5. Week 11, day one, says, "Lesson 9: Part 1 – Annotation, Annotation Assignment, Martin Luther – Before the Diet of Worms (see notes)." The first thing the student will do is go to lesson 9 in the ALS (Am. Lit. Supplement) and read "Part 1- Annotation." This is an excerpt from How to Mark a Book
, by Mortimer Adler, a 2-page spread in small type so like a full article, with bulleted lists at the end. Next, for the "Annotation Assignment," the student will refer to the notes in the main US1 manual, which tell him that there is a sheet in the appendix (the US1 manual has a large appendix of sheets). These sheets have the entire speech that Martin Luther gave, double spaced with plenty of room for annotation. The notes also say to read the speech once, and then read it again slowly while annotating. (Annotating is an excellent reading skill, which can help with SAT/ACT testing as well as college reading. But it is also helpful in the research that comes before writing.)
6. Day two says, "The Institutes of the Christian Religion (see notes)."
Again, there is a double-spaced copy in the appendix for annotating.
7. Day three says, "Lesson 9: Part 2–Westminster Shorter Catechism (Q 1-81)."
So it's back to the ALS and reading lesson 9 part 2. This is basically just reading half of the text mentioned, which is from 1674 and had 107 catechism questions and 107 answers, so today the student is reading the first 81 of those Q&As, and tomorrow the student is reading the remainder.
8. Looking ahead, the next things covered in the ALS are the New England Primer (1687 public school text) with many pages reproduced, and then the story from the Civil War period, Man Without a Country, which has quite a few explanatory notes at the end. However, it looks like those won't be studied for several weeks, while the focus goes back to literature (Of Plymouth Plantation with personal responses, and then Scarlett Letter with Progeny Press guide).
Hope that helps. I'm not sure that an 11th grader is given the kinds of "writing lessons" that students had in earlier grades, but is learning how to produce more in-depth commentary within his writing? I see Crystal posted -- what Crystal said