Course Description and Purpose
English III is a course designed to build upon skills gained in previous English courses, in order to prepare students to successfully transition into post-secondary education and the workforce, and to successfully meet ACT and college readiness benchmarks. In this course, students will develop and polish their critical thinking and organizational skills, and will develop research skills by preparing a substantive and polished research paper. Students will develop their skills by analyzing, challenging, and responding to key works from various genres and mediums. This course will also require active participation in classroom discussion, and students will complete various projects and presentations throughout the course.
Grading Procedure and Assessment
Students will accumulate points based on their class participation, completion of various classwork and activities, and homework. The following ten point scale will be used for averaging grades:
90 – 100 = A
80 – 89 = B
70 – 79 = C
60 – 69 = D
0 – 59 = F
Our goal is to create a learning environment that is positive, and encourages students to learn. To achieve this, students are expected always show respect to themselves and others, and must actively participate in class discussions and group activities. In addition, students are expected to follow any classroom procedures that are posted in the classroom.
The student develops the ability to interpret a literary work – that is, to perceive in it an idea which one then proves by the use of compelling literary evidence; the idea to be single, clear, and controversial but not necessarily definitive.
The student develops and applies conventional grammatical usage, punctuation, and sentence structure.
The student develops and applies organizational and transitional skills in writing.
The student develops and applies literary discussion skills – speaking and listening.
The student recognizes and uses effective techniques in writing.
The student develops and applies reading strategies by perceiving patterns of language (e.g., motifs, symbols, images, and metaphors), the effect of tone, and the contributions of sound and metrical devices to poetry.
The students develops the ability to address higher order questions surrounding various parts of literature.
The student develops a usable personal technique for writing interpretive, argumentative, and research essays– based generally on the conventional process of pre-writing, drafting, revising, and polishing.
Unit Overviews: Where am I Going?
Who am I?
Unit One will emphasize critical reading strategies and comprehension, centering around the question “Who am I?” Students will address questions of identity and motivation, both of characters and of themselves.
What do I want out of life?
Unit Two will emphasize reading strategies that allow students to engage with character motivations, and questions of what is worth pursuing in life.
Unit Three will see students grappling with issues of authorial intent and purpose. Students will work on quickly discerning the main ideas of texts, and will develop skills that allow students to thoughtfully respond to complex ideas raised in novels, poems, passages, etc.
Unit Four will have students grapple with real world issues and texts. Students will apply skills learned earlier in the year to critically engage with the society and politics around them, to prepare them to respond to practical texts and ideas, and to engage in civic discourse and duties.