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.