Kalloch - 302601HW - 3(A) 7(B) - S1

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School District of Oconee County

English 3 Honors

Course Number: 302601HW

 

 

    Course Title: English III- American Literature (1 unit of English Credit)

    Teacher: Mrs. Donna Kalloch (dkalloch@g.oconee.k12.sc.us)

    5th Block: Mondays until 4:50

    Planning: 1st Semester: 2nd Block 2nd Semester: 4th Block

    Prerequisites: Successful Completion of SCCC English I and SCCC English II

    Course Description:

    English III is an in-depth study of United States literature and literary nonfiction. We will complete at least one novel and one play by an American author and several short stories. Student writing will focus on argumentative, informational, and explanatory formats. Students will use language to communicate effectively in a wide variety of formats, deliver well-organized, formal presentations and demonstrate a command of standard, American English.


    Course Goals: By the end of the course the student will:

    • Draw upon a variety of strategies to comprehend, navigate, interpret, analyze, and evaluate texts.
    • Apply knowledge of word analysis strategies to determine the meaning of new words encountered while reading and use them accurately.
    • Use the Oconee County District Writing Program to compose well-developed written pieces (both formal and informal)—informative, narrative, and argumentative—which convey ideas through the careful selection of supporting details and evidence The student will write for a variety of different audiences and purposes and possibly for publication.
    • Use Google Applications, such as Google Docs and Slides per the SDOC one-to-one policy, as well as other word-processing tools [such as e(Portfolios)] to complete written assignments.
    • Complete research both in and out of school. This will require them to be familiar with the Internet, finding peer-reviewed articles and criticisms, which will enable them to distinguish between credible and non-credible sources.  
    • Complete a group project using such technology as a means of communication and collaboration.

    South Carolina College- and Career- Ready English Language Arts Standards:

    1. Reading Literary Texts
    • Standard 4:  Read with sufficient accuracy and fluency to support comprehension.
    • Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
    • Standard 6:  Summarize key details and ideas to support analysis of thematic development.
    • Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.
    • Standard 8:  Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

    Standard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.

    • Standard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
    • Standard 11: Analyze and provide evidence of how the author’s choice of point of view, perspective, and purpose shape content, meaning, and style.
    • Standard 12:  Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.
    • Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.
    1. Reading Informational Texts
    • Standard 4:  Read with sufficient accuracy and fluency to support comprehension.
    • Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence and investigating multiple interpretations.
    • Standard 6:  Summarize key details and ideas to support analysis of central ideas.
    • Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.
    • Standard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.
    • Standard 9: Apply a range of strategies to determine the meaning of known, unknown, and multiple meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
    • Standard 10:  Analyze and provide evidence of how the author’s choice of purpose and perspective shapes content, meaning, and style.
    • Standard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
    • Standard 12: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.

    III. Writing

    • Standard 1:  Write arguments to support claims with clear reasons and relevant evidence.
    • Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
    • Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well- structured event sequences.
    • Standard 4:   Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Standard 5:   Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
    1. Communication
    • Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.
    • Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
    • Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.
    • Standard 4: Critique how a speaker addresses content and uses craft techniques that stylistically and structurally inform, engage, and impact audience and convey messages.
    • Standard 5:  Incorporate craft techniques to engage and impact audience and convey messages.

    Textbook/Teaching Materials

    Pearson Literature: The American Experience, various novels (assigned), and District Issued Chromebook

    Pearson Literature: The American Experience Close Reading Notebook

    Supplies Needed by Student:

    • Pencils, Blue/Black Pens, Red Pens

    • Highlighters
    • Loose leaf paper and 2 inch Binder with 5 tab dividers
    • 5 subject notebook
    • Writing journal
    • Strongly Recommended: Flash drive; headphones

    Class Information:

    • Bell Work-

      • M- F—Vocabulary, Grammar, Short Answer Responses and SAT/ACT Verbal prep questions

    Reading, Writing, and Communication skills will be taught throughout the year. These units are designed to meet the South Carolina College- and Career- Ready English Language Arts Standards.  Students will be expected to complete both minor and major assignments for each instructional unit completed.


    BASIC Courses Outline: (Subject to Change)

            1st QUARTER                                                              

    Time Span

    Period Name

    Essential Questions

    Reading Selections

    Writing Skills

    Unit 1

    Native Americans



    1. How did attitudes towards nature show up in literature?

    2. What were early American themes in literature?

    Texts:

    “The Earth on Turtle’s Back”

    The Iroquois Constitution

    from A Journey Through Texas

    MLA

    Summarizing

    Support for Writing

    Journals, Author Insights,



    Colonialism

    Puritanism

    1.How did Puritan ideals impact literature?

    2. How does an author use words to paint images?

    3. How is the American identity tied to the Colonial Period?



    Texts:

    William Bradford- Of Plymouth Plantation

    Jonathan Edwards- from Sinners in the Hands of an Angry God

    Poetry:

    “To My Dear and Loving Husband” and “Upon the Burning of Our House”- Anne Bradstreet

    “On Being Brought from Africa to America”- Wheatley

    Drama:

    The Crucible (setting: Puritan era)

    Puritan Style

    Role of Religion

    Character Analysis

    Analyzing Rhetoric

    Rhetorical Analysis     

        ESSAY

    Crucible ESSAY




    Rationalism


    The Age of Reason


    The Enlightenment

    1. What attitudes did Americans develop as they explored the land and how did these attitudes affect literature?

    2. What social forces shaped America during this period?

    Texts:

    Patrick Henry- “Speech in the Virginia Convention”

    Thomas Jefferson- Declaration of Independence

    Benjamin Franklin - from The Autobiography and from Poor Richard’s Almanack

    Poetry:

    Wheatley- “To His Excellency, General Washington”

    Argumentative Writing

    Tone in Writing

    Literary Analysis - Autobiographies, Aphorisms

    Cause and Effect

    Argumentative   

         ESSAY



    Unit 1 Test

    Review

    Review

    Review

    Test

    Unit 2

    A Growing Nation

    Literature of the American Renaissance

    Why is this period called the American Renaissance?

    Overview of the Period, Literature, Authors, American Experience, and general Historical Background

    “America Grows Up”

    Unit 2

    Romanticism

    1. What were the purposes of American writers during this time?

    2. What qualities of American literature were distinctly American?

    3. What literary themes or characters emerged during this period?

    Lit. Texts:

    Washington Irving- “The Devil and Tom Walker”

           OR

    Nathaniel Hawthorne- “The Minister’s Black Veil”

    Stephen King - “Why We Crave Horror”

    Poetry:

    Longfellow - from The Song of Hiawatha

    Bryant - “Thanatopsis”

    Emily Dickinson- poetry

    Edgar Allan Poe- “The Raven” and “The Fall of the House of Usher”

    Literary Analysis- Imagery and Symbols in Literature


    Gothic Literature



    Epic poetry - the Fireside Poets

    Transcendentalism



    Texts:

    Ralph Waldo Emerson- Nature; “Self- Reliance”

    Henry David Thoreau- Walden, Civil Disobedience

    Philosophical Belief Statement- This I Believe

    Realism:

    Regionalism

    Naturalism

    1. What literary forms did writers use to discuss social and political issues?

    2. How did popular literature reflect the era’s social and political issues?

    3. What did literature reveal about American attitudes?

    Texts:

    Douglass- from “My Bondage and My Freedom”

    Lincoln- “The Gettysburg Address”

    Twain - “The Notorious Jumping Frog of Calaveras County”

    Truth- “Ain’t I a Woman”, “An Account of an Experience with Discrimination”

    Melville - from Moby Dick

    Kate Chopin- “The Story of an Hour”

    Novel:

    Kate Chopin - The Awakening

    Poetry:

    Whitman - various

    Dickinson - various

    Robinson - “Richard Cory”

    Compare/Contrast:

    Treatment of Women VS. Treatment of Slaves

    Regionalism




    Naturalism








    Unit 2 Test

    Review

    Review

    Review Materials and Concepts

    Test


    Period Name

    Reading Selections

    Writing Skills

    Unit 3

    Modernism

    Southern Renaissance

    The Jazz Age

    Regionalism

    Imagism



    1. What major social and political events affected American writers in the first half of the 20th century?

    2. What values, attitudes, and ideas grew from these events?

    3. How are Modernist ideals expressed in literature?

    4. How did the relationship between the writers and public change during the Modernist period?

    Texts:

    William Faulkner- “A Rose for Emily”

    Sarah Orne Jewett - from “A White Heron”
    Poetry:

    Robert Frost- “Mending Wall”

    Carl Sandburg - “Fog,” “Grass,” +

    William Carlos Williams - “The Red Wheelbarrow,”

    Ezra Pound - “In a Station of the Metro”

    ee cummings - “anyone lived in a pretty how town”

    Marianne Moore - “Poetry”

    Novel:

    F.  Scott Fitzgerald- The Great Gatsby


    Critical Analysis- Gatsby Essay


    Comparison/Analysis of Poetry elements

    Harlem Renaissance



    Poetry:

    Langston Hughes— “The Negro Speaks of Rivers” and “A Dream Deferred”

    Research:

    Harlem Renaissance

    Postmodernism/ Contemporary


    Graphic Novels

    Non-Fiction

    Oratory

    1. What social and political events affected Americans after World War II?

    2. What values and attitudes grew from these events and how were they portrayed in literature?

    3. How do these American writers build on the past?

    Texts:

    MLK- “Letters from a Birmingham Jail”

    Lit. Texts:

    O’Connor- “Good Country People”

    John Updike- “A&P”

    Poetry:

    Drama:

    Hansberry- A Raisin in the Sun

    Rhetorical Analysis

    Research Project Throughout the Semester!

    1. How do authors write an effective persuasive speech?

    Speech

    Elements of Rhetoric

    Elements of Research


    Grading Information:

    Success in Class is Based on the Following:

    Grading Scale:

    Major Grades= 60%

    A= 90 to 100

         Includes Tests, essays, and projects

    B= 80  to 89

    Quizzes= 30%

    C= 70 to 79

    Classwork (participation)/Homework= 10%

    D= 60 to 69

    F- below 59


    Assessment and Evaluation:  Students will be assessed and evaluated through major grades (tests, essays, projects, etc.), which will counts for 60% of the student’s grade; as well as minor assignments (quizzes, classwork, participation and homework), which counts for 40% of the student’s grade. Actual assessments will vary unit-by-unit depending upon the specific standards addressed.


    Final Grade Composition:  ~1st Q= 40%     ~2nd Q= 40%    ~Final Exam =20%

    English Department Grading Policy

    • Major and Minor Assessments
        1. Major (minimum of 2-4 major assessments each nine weeks to equal 60% of student’s average) including tests, essays, projects, and presentations.
        2. Minor (number of minor grades varies each nine weeks to equal 40% of student’s average) including quizzes, homework, bell work, and class work.
    • Retesting & Major Essay Revision
      1. Major tests may be retaken. The second test grade will count as the student’s grade even if it is lower than the first grade.
      2. Students will meet with teacher for extra help (re-teaching) before retesting. The second test WILL NOT be the same as the first test but it will cover the same material.   
      3. Essays may be revised once after submission for an improved grade.
      4. Resubmissions will be accepted only after the student has met with the teacher (or another English instructor during 5th block) concerning the essay in question. There must be significant revisions on the essay for there to be a regrade.
      5. Plagiarism/Cheating (Cumulative for all courses) Please review the current Student Handbook for any changes regarding this!


    • Late and missing work (See student handbook concerning the Make-up policy)
      1. Students who submit work after the due date may be penalized up to 20% of the possible points.  Students have five class periods or ten school days in which to submit late work assignments.  A grade of “M” (equivalent to 0) will be recorded until the assignment has been completed.
      2. ICU- Missing assignments will be logged into the ICU database. Students will be required to attend 5th Block sessions in order to make up all missing assignments. FAILURE to complete assignments is NOT an option!!!

    English Department 5th Block Schedule: (2018-2019)

    Mondays: Davis and Kalloch Tuesdays:  Beitz and Halliwell

    Wednesdays:  Crowe and Dennis Thursdays:  Cook and Fowler

    **Students who are assigned 5th Block for missing assignments MUST report to the teacher on duty to complete assignments.


    Expectations - PLEASE:

    1. Come to class with a positive outlook and do your best every day!
    2. Do not talk while others are talking, or while I am teaching. I can only truly listen to one person at a time.  Please listen and actively engage in all classroom discussions. This means participating in class discussions with an open mind.
    3. Come to class prepared with all necessary materials. This includes: your notebook, pen or pencil, paper, homework, and books. You WILL NOT be allowed to go to your locker for any reason. In an emergency, I can provide paper and pencil; however, when you borrow a pencil or pen, you will leave your ID in the basket on my desk and retrieve it only when you return my items. Also, please be mindful that you need to print essays and assignments PRIOR to the due date. You will not be allowed to run to the Media Center, etc., to print out a copy of anything.
    4. Be on time and ready to work when the bell rings. This means that when the bell rings, you are to be in your seat and working on the bell work. Have your homework ready to turn in and be ready for instruction. This also means that you have already used the restroom PRIOR to class. If you leave the classroom for any reason, you need to get your RR pass and I will sign it. REMEMBER: You are limited to two hall passes per nine weeks.  (Review Tardy Policy)
    5. Be respectful. Please be respectful of: everyone’s personal space, property (including mine), school property, everyone’s feelings, and the classroom environment. You never be behind my desk, or take things off of my desk, without permission.
    6. Save all personal grooming for the restroom.
    7. Complete all in-class assignments in blue or black ink. Please sharpen your pencils before class.
    8. Remember that there are no cell phones allowed in class - period. I see it, I hear it, I take it.
    9. Clean up after yourself. I am not your mother. You make the mess; you clean up the mess. I will allow you to bring in a bottle of water with a secure top. If you have low blood sugar issues, etc., you may bring in a granola bar.
    10. Wait to be dismissed. The bell will not dismiss you; I will.
    11. Have a great semester and ALWAYS ask me if you have ANY questions, issues, or concerns!

    I have read the above and understand the syllabus as it is written and will ask for clarification from Mrs. Kalloch if necessary.


    Student Signature___________________________________________________________________________________________________________________


    Parent Name(s)____________________________________________________________________________________________________________________  


    Phone # _________________________________________________________(H)___________________________________________________________(C)


    Parent Email_______________________________________________________________________________________________________________________


    Best Time & Method to Contact________________________________________________________________________________________________________


    Parent Signature(s)____________________________________________________________________________________________________________________


    The School District of Oconee County does not discriminate on the basis of race, color, religion, national origin, sex, age, or handicap in admission to, access to, or employment in its programs and activities. Earnestine Williams, Assistant Superintendent for Human Resources, Marge Bright, Director of Special Services and 504/ADA coordinator, and Ginger Hopkins, Assistant Superintendent for Instruction (Title II) have been designated to handle inquiries or complaints regarding any discrimination matter. Their offices are located at 414 S. Pine Street, Walhalla, SC 29691. They may be contacted at 864.886.4400 if you have questions.

    Course Summary:

    Date Details Due