Download English III Honors - Moore County Schools

MRS. SCRUGGS HONORS ENGLISH III SYLLABUS
Pinecrest High
School
Instructor: Mrs. Wendy Scruggs, AP Certified, AIG Endorsed
Room Number: 2201
Tutoring Schedule: Daily before school; afternoons by appointment
Phone: (910)302-8412
Email: [email protected]
WEBSITE: https://sites.google.com/site/mrsscruggssenglish/
COURSE DESCRIPTION:
This course provides an in-depth study of U.S. literature and U.S. literary nonfiction especially foundation works and documents
from the 17th century through the early 20th century. Deep contextual analysis will occur with students analyzing literary and
non-literary texts using several critical lenses to produce written responses that demonstrate a high level of comprehension and
extensive knowledge of how American literature reflects the American experience and at least one Shakespearean play will be
included. A strong emphasis on research writing and analyzing argumentative/persuasive devices in non-fiction texts will occur,
using self- directed and reflective learning. Higher level thinking and analysis skills will be emphasized through interdisciplinary
and critical perspectives.
Textbooks: Prentice Hall Literature: The American Experience online; Holt: Elements of Literature 5th Course;
Crafting Expository Argument; Patterns of Composition
Policies
Attendance:
Please refer to student handbook for additional
policy information about absences. Students will
receive a zero for all work on assignment dates for
unexcused absences.
Make-up Work
It is the student’s responsibility to coordinate
arrangements with the teacher(s) and complete
make up work and tests within 3 school days upon
the student’s return to school. If the absence is
unlawful, the student may not receive credit for
work missed. Make-up work may not be completed
during class time. All make-up work must be
completed before or after school.
Tardy:
Please see Student Handbook on tardy
policies.
You are considered tardy if you are not in
your seat when the bell rings.
Failure to comply will result in the
following consequences:
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1st tardy-Teacher detention before
or after school
2nd tardy-Teacher detention
before or after school
3rd tardy-Teacher detention
before or after school
4th tardy-Disciplinary write-up
All Pinecrest High School and Moore County School rules, regulations and policies stated in the
student handbook and code of conduct apply.
Percentages & Grading Scale
Homework/Classwork/Quizzes/Reading/Participation-25%
Formal Essays/Longer papers/Essay Blogs-30%
Tests/Major Projects-25%
Short blogs/Discussion Boards/Notebooks-20%
State Final Exam- 25% of the course
A
B
C
D
F
90-100
80-89
70-79
60-69
0 -59
Classroom Procedures and Expectations:
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All students must be in their seats before the tardy bell rings to not be counted tardy.
Students should begin bell work assignment immediately. This is not time to socialize; it’s
time to learn. This will be checked.
Students must bring all required materials to every class meeting. Failure to do so will result
in lost points in your classwork grade.
No personal grooming, food, or drink other than water in class. Also, no electronic devices
(i.e. ipods, mp3s, cell phones, etc.). If you use it in class, you lose it to the discipline clerk. All
such devices must be cut off and put away during class, or they will be confiscated.
After an absence, it is your responsibility to find out missed work. Assignments will be posted
on the calendar in the room, on Edmodo, and on our class website.
Treat yourself and others with respect for a great year.
You will need to send me an email address to access our class password-protected website.
It is your responsibility to post required assignments online by the deadline.
Follow all classroom rules posted and all school rules.
HOMEWORK IS DUE ON TIME. FAILURE TO TURN IN WILL RESULT IN A 0.
PARTICIPATE!
Supplies: School-assigned laptop, one 2-inch or larger three-ring
binder, LOTS of notebook paper, USB flash drive, packs of highlighters,
several packs of post-it or similar sticky notes, blue pens, black pens,
other colored pens for editing such as green/aqua/purple (no light, hardto-read pastels), #2 pencils, 4 pack of pocket dividers, an email for
students to use
**Project covers may be required later in the year, but most are
electronic projects. Wish List: Glue sticks, facial tissues, hand
sanitizer, post-its (or similar "sticky" notes)
Students may receive 3 points of extra credit towards an
assignment for each tutoring session attended. You must
come with questions/goals and work during the tutoring
session for extra credit.
First Grading Period
Unit 1: Pre-colonial Literature
Rhetoric (Patterns)
Mode: Introduction
Chapter 1 pp. 1-7: Reading to Write
Chapters 2-5 pp.13-78: The Writing Process
Diagnostic essay: Explain your writing process (Reflection)
Mode: Narration and Description
Chapters 6-7 pp.83-201
Narrative essay and descriptive essay
Focus: Voice, logical progression of ideas, purpose, narrowing a personal topic,
reflective introspection
Research/Technology: model narratives, accessing web-based activities, effective webbased searching
Revision: Peer-editing, conferencing, student/teacher-generated rubrics
Conventions/Grammar:
Grammar review with focus on clear sentence structure, verb tense, pronoun
antecedent, and effective use of phrases
Reading (Prentice Hall: The American Tradition)
Strategies: author’s purpose, visual, cultural details, connect (self-text, text-text, and
text-world), paraphrasing Literature: creation myth, oral traditions, journals, sermons,
explorative narratives, Puritan Plain Style (poetry)
Literary Terms: apostrophe, metaphor, point of view, imagery, oral tradition, plot, setting
Sample Readings: “The Earth on Turtle’s Back”, “When Grizzlies Walk Upright”, “Journal
of the First Voyage to America”, “Of Plymouth Plantation”, “Housewifery”, “To My Dear
and Loving Husband”, “Sinners in the Hands of An Angry God” Vocabulary: structural
analysis (prefixes, bases, suffixes), dictionary usage (part of speech), context clues
(synonyms/antonyms), integrated (literature-connected) vocabulary, content specific
vocabulary
Technology: Art transparencies, Web search, Native American music
Unit 2: Revolutionary and Early National Literature /Enlightenment
Rhetoric (Patterns)
Mode: Exemplification
Chapter 8 pp.203-266: Introduction, Readings
Exemplification Essay
Mode: Process
Chapter 9 pp.267-326: Introduction, Readings
Process essay
Focus/Organization: purpose, audience, context, rhetorical devices, syntax, diction
Research/Technology: web-based search, online-textbook, research propaganda
Revision: peer-editing, student-teacher conferencing, sufficient detail, clear objectives,
word choice, 6 traits of writing (ideas, organization, voice, word choice, sentence
fluency, conventions)
Conventions/Grammar:
usage and mechanics (sentence fluency, sentence fragments, run-ons, active
and passive voice, parallelism, double negatives, subject-verb agreement)
Reading (Prentice Hall: The American Tradition)
Strategies: fact/opinion, author’s purpose, main points, rhetorical devices, interpreting
formal diction, context clues Literature: speeches, autobiographies, historical
documents, news, propaganda, private and public letters Literary Terms: imagery, formal
colloquial, diction, rhetorical devices (repetition, alliteration, rhetorical questions,
parallelism, similes, metaphors, hyperbole, etc.), aphorisms, personification Suggested
Reading: “The Declaration of Independence”, “The Autobiography of Benjamin Franklin”,
“Poor Richard’s Alamanck”, “The Interesting Narrative of the Life of Olaudah, Equiano”
“The Crisis”, “Hymn to the Evening”, “From Letters from an American Farmer”, “The
Speech in the Virginia Convention”, “To His Excellency, General Washington
Vocabulary: structural analysis (prefixes, bases, suffixes), dictionary usage (part of
speech), context clues (synonyms/antonyms), integrated (literature-connected)
vocabulary, content specific vocabulary, etymologies, SAT word lists Technology:
audio/CD (music from 1776), resource CD, music (The Star Spangled Banner),
projector/PowerPoint, videos of famous speeches
Unit 3: Romanticism
Rhetoric (Patterns)
Mode: literary analysis (research-based)
Mode: Cause and Effect
Chapter 10 pp. 327-386: Introduction, Readings
Cause-and-Effect Essay
Mode: Comparison and Contrast
Chapter 11 pp.387-450: Introduction, Readings
Comparison-and-contrast Essay
Content (Prewriting/Creating/Revising):
Focus/Organization: figurative language, point of view, style, poetry forms, sound
devices
Style: compare/contrast, formal Research/Technology: web-based research, effective
search, literary web searching, fluency of search engines Revision (content only):
extraneous information, textual support and evidence, elements of literary period
Conventions/Grammar: Sentence variation: varying sentence openers, participial
phrases, subordinating clauses, compound, complex, and compound-complex
sentences Verbal Phrases: infinitives, gerunds, participles, prepositions and their
phrases Clauses: adjectival, adverbial, noun
Reading (Prentice Hall: The American Tradition)
Strategies: visual, compare, contrast, inferences, sensory details
Literature: poetry, short story, novel
Literary Terms: internal rhyme, meter, free verse, allusion, alliteration, rhyme scheme,
slant rhyme, irony, foreshadowing, symbolism, indirect and direct characterization,
round, flat, and dynamic characters, omniscient point of view
Suggested Reading: “The Fall of the House of Usher”, “Thanatopsis”, “The Devil and
Tom Walker”, “Old Ironsides”, “Crossing the Great Divide”, excerpts from Moby Dick, “
The Minister’s Black Veil” Vocabulary: structural analysis (prefixes, bases, suffixes),
dictionary usage (part of speech), context clues (synonyms/antonyms), integrated
(literature-connected) vocabulary, content specific vocabulary, etymologies, SAT word
lists Technology: art transparencies, online author bios, online text videos, interactive
self-assessment, videos, PowerPoint
Unit 4 Transcendentalism
Rhetoric (Patterns)
Mode: Classification and Division Chapter 12 pp.451-508: Introduction and Readings
Classification-and-division Essay
Content (Prewriting/Creating/Revising):
Focus/Organization: introspection, purpose, style, voice, diction Style: descriptive, preCivil War, elaborate, long sentences Research/Technology: model group draft, Internet
for bio information Revision: elaboration and details; inferences and conclusions;
respond respectfully to viewpoints and biases; details reflecting Transcendentalist
values, beliefs, and elements. Conventions/Grammar: Run-ons, pronoun-antecedent
agreement, split infinitives, gerunds, participles, sentence parts, and predicate
nominatives and predicate adjectives.
Reading (Prentice Hall: The American Tradition)
Strategies: drawing inferences about meaning, analyzing imagery, challenging the text
Literature: essay, narrative fiction, poetry and nonfiction modes Literary Terms:
Transcendentalism, stream-of-consciousness, free verse, extended metaphor, lyric,
slant rhymes, parallelism, alliteration, consonance, assonance, repetition Suggested
Reading: “From Nature”, “Civil Disobedience”, “Walden”, poems by Whitman and
Dickinson Vocabulary: structural analysis (prefixes, bases, suffixes), dictionary usage
(part of speech), context clues (synonyms/antonyms), integrated (literature-connected)
vocabulary, content specific vocabulary, etymologies, SAT word lists
Second Grading Period
Unit 5 Realism/Naturalism/Regionalism
Rhetoric (Patterns)
Mode: research paper (Graduation Project) Mode: Definition Chapter 13 509-554:
Introduction and Readings Definition Essay Mode: Argumentation Chapter 14 pp.555698: Introduction and Readings Induction and Deduction Fallacies Refuting Others Short
Refutation Essay
Content (Prewriting/Creating/Revising):
Focus/Organization: purpose, audience, thesis development, supporting details, unity,
coherence, logical sequence Style: formal, diction suited to purpose and audience,
mature vocabulary Research/Technology: citation cites such as: Word, Son of Citation
Machine, NCLive, WiseOwl, MLA.org, Purdue Owl, www.grammar.commnet.edu
Revision: develop a working thesis, clear topic sentences, effective transitions, strong
introductions and conclusions, elaboration and detail Conventions/Grammar: consistent
verb tense, comma splices, sentence variety, correct MLA citations and quotations,
coherence, grammar mechanics and usage.
Reading (Prentice Hall: The American Tradition)
Strategies: reading aloud, textual analysis, predictions, recognizing historical details,
establishing a purpose Literature: journals, narrative fiction, spirituals, letters, speeches,
autobiographies Literary Terms: Realism, Naturalism, Regionalism, local color, irony,
humor, colloquialism, idioms, dialect, stream-of-consciousness, allegory, hyperbole,
diction, tone, mood, conflict, dramatic irony, archetypal themes, allusion , and parallel
structure Suggested Reading: “An Episode of War”, “short stories by Mark Twain, “An
Occurrence at Owl Creek Bridge”, “My Bondage and my Freedom”, “Gettysburg
Address”, “I will Fight no More”, “To Build a Fire”, “Douglass”, “We Wear a Mask”, “The
Awakening”, “The Story of an Hour”
Vocabulary: structural analysis (prefixes, bases, suffixes), dictionary usage (part of
speech), context clues (synonyms/antonyms), integrated (l literature-connected)
vocabulary, content specific vocabulary, etymologies, SAT word lists
Technology: online essay scorer, interactive textbook, DVDs, audio books, computer
assessment, online research paper assistance, Word, music CDs/downloads
Unit 6 Novel & Shakespeare
Unit 7 Modernism
Rhetoric (Patterns)
Mode: expository, informational, research paper)
Content (Prewriting/Creating/Revising):
Focus/Organization: purpose, audience, thesis development, supporting details, unity,
coherence, logical sequence Style: formal, diction suited to purpose and audience,
mature vocabulary Research/Technology: citation cites such as: Word, Son of Citation
Machine, NCLive, WiseOwl, MLA.org, Purdue Owl, www.grammar.commnet.edu
Revision: develop a working thesis, clear topic sentences, effective transitions, strong
introductions and conclusions, elaboration and detail Conventions/Grammar: consistent
verb tense, comma splices, sentence variety, correct MLA citations and quotations,
coherence, grammar mechanics and usage.
Reading (Prentice Hall: The American Tradition; Novel excerpts)
Strategies: conceptualizing, drawing conclusions, making inferences, Existentialist
influences, relating structure to meaning Literature: narrative fiction, poetry, imagists,
speeches Literary Terms: Imagists, Modernism, Roaring Twenties, satire, symbol,
dialogue, narrative poetry, characterization, apostrophe, stream-of-consciousness,
conflict and resolution, changing points of view (limited, blank verse, speaker, flashback,
foreshadowing, theme, dramatic monologue, pastorals, simile, personification
Suggested Reading: The Great Gatsby, “Winter Dreams”, poems by Frost and
Cummings, Dust Tracks on a Road, “Chicago”, “Grass”, The Jilting of Granny
Weatherall”, “A Rose for Emily”, “Acceptance Speech”, “The Night the Ghost Got In”
Langston Hughes’s poetry, music by Louis Armstrong, visuals by Bessie Smith, Grant
Wood’s “American Gothic,” Steinbeck’s Of Mice and Men or Grapes of Wrath and “The
Pearl,” Richard Wright’s Native Son and Black Boy, Ralph Ellison’s Invisible Man, McKay
“The Tropics in New York,” Toomer “Storm Ending.” Vocabulary: structural analysis
(prefixes, bases, suffixes), dictionary usage (part of speech), context clues
(synonyms/antonyms), integrated (literature-connected) vocabulary, content specific
vocabulary, etymologies, SAT word lists
Technology: audio CDs, online author biographies, online self-assessments, DVDs,
PowerPoint, Word, Internet Conventions/Grammar: consistent verb tense, comma
splices, sentence variety, correct MLA citations and quotations, coherence, grammar
mechanics and usage.
Third Grading Period
Unit 8:Contemporary
Mode: reflective essay and review of aims and modes
Content (Prewriting/Creating/Revising):
Focus/Organization: influences of post-industrialization, antidisestablishmentarianism,
Cold War influences, cultural influences on writing Style: informal and reflective
Research/Technology: PowerPoint, video, web quests Revision: linguistic evolution,
integration of foreign words into lexicon Convention/Grammars: elliptical clauses,
nonessential and essential clauses and phrases, superlative and comparative modifiers,
commonly confused words, varying sentence structure, transitive and intransitive verbs,
transitions and transitional phrases, parallel structure.
Reading (Prentice Hall: The American Tradition and excerpts)
Strategies: making broader connections, hypothesis, drawing conclusions, inference,
identifying main ideas and supporting details, applying themes to contemporary events.
Literature: short stories, speech, novels, fiction, nonfiction, Webpage, drama Literary
Terms: objective and subjective, satire, parody, rhetorical devices, anecdote, simple
setting, symbol, onomatopoeia, dialogue, stage directions, allusions, all drama terms, all
poetry terms.
Suggested Reading: Death of a Salesman, A Raisin in the Sun, “Coyote vs. Acme,”
Glass Menagerie, and teacher/student selected texts. Vocabulary: structural analysis
(prefixes, bases, suffixes), dictionary usage (part of speech), context clues
(synonyms/antonyms), integrated (literature-connected) vocabulary, content specific
vocabulary, etymologies, SAT word lists
Technology: audio CDs, videos, web quests
Textbooks/Course Materials Primary Texts: Author: Mandell, Stephen R. Second
Author: Kirszner, Laurie G. Title: Patterns for College Writing: A Rhetorical Reader
Publisher: Bedford/St. Martin's Published Date:2003-07-14 Description: Foundational
documents including Magna Carta, the Declaration of Independence, and the Universal
Declaration of Human Rights. Speeches, memoirs, letters, essays, fiction, and poetry
illuminate important events and themes in the history of the individual in relationship to
society. Introductory essays and appendixes help make connections among different
periods and places. Stimulating discussion questions are included for each selection.
Title:Prentice Hall Literature: The American Experience Publisher: Pearson Education,
Inc. Published Date:2007 Description: Survey anthology of American literature
representative of various genres, authors, and literary periods.
Additional Texts: Author: Burnett, Dawn Title: Daily Grammar Practice: Junior Level
Publisher: DGP Publishing Published Date:2004 Author: Gibaldi, Joseph Title:MLA
Handbook for Writers of Research Papers Publisher: The Modern Language Association
of America Published Date:2003 Author: Barnet, Sylvan Second Author: Bedau, Hugo
Title: Current Issues and Enduring Questions: A Guide to Publisher:Bedford/St. Martin's
Published Date:2004-06-24 Author: DiYanni, Robert J. Title: One Hundred Great Essays
(Penguin Academics Series) Publisher: Longman Published Date:2007-03-1
Author: Lunsford, Ronald F. Second Author: Bridges, Bill Title: Longwood Guide to
Writing, The (4th Edition) Publisher: Longman Published Date:2007-11-16
Other Course Materials: A Pocket Style Manual; A Guide to MLA Documentation; The
Bedford Glossary of Critical and Literary Terms; The Riverside Reader; Everyday Use
(AP Edition); The Language of Composition, and handouts.
Novels: The Great Gatsby, Their Eyes Were Watching God, The Scarlet Letter, The Red
Badge of Courage, Of Mice and Men, Into the Wild. Powernotes (Holt) for English III,
Language Network Power Presentations, and Kaplan Essential Review Writing and
Vocabulary.
I have read and understand Mrs. Scruggs’s English III course syllabus.
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