Course Title:               SC College- and Career Ready English III Honors- American Literature

Course Number:      302601HW

Teacher:                         Mrs. Jennifer Halliwell (jhalliwell@oconee.k12.sc.us)

5^thBlock:                       Mondays until 4:50

Planning:                      1^stSemester: 4A/5B            2^ndSemester: 4A/8B

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

Course Description:

English III Honors is an in-depth study of American literature and literary nonfiction. A minimum of one play by an American dramatist should be included. 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.  Students in English III Honors will read longer and more complex works, work at a faster pace, and examine concepts in greater depth than CP level.  English III Honors includes a summer reading requirement. (The Scarlet Letter and In Cold Blood)

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

• Literacy Goal: Draw upon a variety of strategies to comprehend, navigate, interpret, analyze, and evaluate texts.
• Word Study and Analysis: Apply knowledge of word analysis strategies to determine the meaning of new words encountered while reading and use them accurately.
• Writing Goal: Use the John Collins 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.
• Technology Expectations: Be expected to use Google Applications, such as Docs and Slides per the SDOC one-to-one policy, as well as other processing tools to complete written assignments. Research will be completed in and out of school, requiring students to be familiar with using the Internet, finding peer-edited articles and criticisms, and distinguishing between credible and non-credible sources. Students may also be expected to complete a group project using such technology as a means of communication and collaboration.

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

Reading Literary Texts

• Standard 4: Read with sufficient accuracy and fluency to support
• Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple
• Standard 6: Summarize key details and ideas to support analysis of thematic
• Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.
• Standard8: Analyzecharacters,settings,events,andideasastheydevelopandinteractwithinaparticular
• 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
• 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
• 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

Reading Informational Texts

• Standard 4: Read with sufficient accuracy and fluency to support
• Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence and investigating multiple
• Standard 6: Summarize key details and ideas to support the analysis of central
• 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
• 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
• Standard 10: Analyze and provide evidence of how the author’s choice of purpose and perspective shapes content, meaning, and
• 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

Writing

• Standard 1: Write arguments to support claims with clear reasons and relevant
• 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
• Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well- structured event
• Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing or
• Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
• Standard6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time

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
• Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
• Standard 3: Communicate information through the strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and
• Standard 4: Critique how a speaker addresses content and uses craft techniques that stylistically and structurally inform, engage, and impact the audience and convey
• Standard 5: Incorporate craft techniques to engage and impact the audience and convey

 

Text Book/Teaching Materials

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

Student Supplies:         

• Pencils, pens, red ink pen
• Highlighters- 5 different colors
• Heavy-duty folder with prongs
• Loose-leaf paper- to put in folder
• 10 clear sheet protectors    
• Composition Book (Poetry and Reading Response Journal)       

Class Information:

• SSR—Students are expected to read independently selected books written by American authors. Students will read for the first 10 minutes of class every day. Once students complete a book, they may complete a book review and receive a sticker for their “book” on the #BuildYourStack bulletin board that is displayed outside of the classroom.
• Reading/Writing/Communication Instructional Units: Reading, Writing, and Communication units 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 daily and major assignments for each instructional unit completed.

Units of Instruction:

Unit 1: Puritans (includes The Scarlet Letter and The Crucible)- 19 days

Unit 2: Rationalism and Romanticism- 12 days

Unit 3: Transcendentalisms and Realism (includes The Red Badge of Courage)- 12 days

Unit 4: Modernism (includes The Great Gatsby)- 20 days

Unit 5: Harlem Renaissance and Postmodernism (includes A Raisin in the Sun)- 14 days

Unit 6: Argumentative Speech and Research- 12 days

Grading Information:

Success in Class is Based on the Following:	Grading Scale:
Major Grades= 60%	A= 90 to 100
Includes quizzes, tests, essays, and projects	B= 80 to 89
	C= 70 to 79
Classwork/Homework= 40%	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 count toward 60% of the student’s grade; as well as minor assignments (quizzes, classwork, and homework), which will count toward 40% of the student’s grade. Actual assessments will vary unit by unit depending upon the specific standards addressed. Assessments and Evaluations include:

• District-created SLO pretest, midterm, and post-test.
• Informative and expository writing
• Literary analysis writing
• Persuasive writing
• Literary and Poetic Terms Assessment
• Poetry Explication Essay

 Final Grade Composition:  

~Quarter 1 = 40%     ~Quarter 2= 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 homework, bell work, and class work.

Retesting/Redoing

1. Retesting
2. Students may re-take ONE test per nine weeks. Students have five days to re-take the test. All tests will be in alternative testing format. Students must attend a review session before they will be allowed to re-take a test. The student will receive the higher of the two grades.
3. Formal essay revision
4. Essays may be revised once after submission for an improved grade.
5. Resubmissions will be accepted only after the student has interacted with the teacher concerning the essay in question.
6. Plagiarism/Cheating (Cumulative for all courses)
7. 1^stoffense will result in one day of ISS, where the assignment/text will be redone for a maximum grade of 70. Parents will be notified by the teacher and administrator, and the incident will be documented in the student’s discipline file. 
8. 2^ndoffense will result in 2 days ISS. No credit will be given for the assignment/test, and a grade of zero (0) will be recorded.  A parent conference will be held, and the incident will be documented in the student’s discipline file.
9. 3^rdoffense will result in 2 days of OSS, with a Behavior Contract required upon return to school. No credit will be given for the assignment/test, and a grade of zero (0) will be recorded.  A parent conference will be held, and the incident will be documented in the student’s discipline file.

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 two class periods to submit late work assignments.  A grade of “M” (equivalent to 0) will be recorded until the assignment has been completed. 
2. Students who are missing assignments may be assigned mandatory 5^th FAILURE to complete assignments is NOT an option!!!