Junior English: ENG 301/302
Instructor: Laura Wight
In English 3, students encounter the American literary heritage from its beginning to the present and become familiar with the traditions from different periods in literature while reading essays, poetry, short stories, novels, historical speeches, essays, and other pieces of non-fiction written by foremost US writers. Analytical reading instruction extends understanding of literary elements and language and writing instruction extends proficiency in the three modes of writing as outlines by the Common Core State Standards (CCSS): narrative, explanatory/informative, and argumentative. In addition, students develop CCSS language standards.
Module 0: Course Intro:
In this module, you will find information about the course structure, pacing, Grading policy, and expectations. You will also learn about and how to contact your instructor, and participate in your opening course discussion.
Module 1 - The American Dream:
In this module, you will read a variety of texts and be asked to think about ideas and concepts that are “American.” For the first embedded assessment, you will define what it means to be an American. Some words, concepts, and ideas are too complex for a simple definition and require a multi-paragraph essay to define. Definitions also provide a writer the opportunity to clear up misconceptions about a concept or idea. You will learn to define a word or concept using four definition strategies: by example, by classification, by function, and by negation.
Module 2 - The Power of Persuasion:
In Module 2, students continue to explore the American Dream, this time through a lens of persuasive literature. Students will study persuasive speeches and investigate how rhetorical appeals and rhetorical devices are used in classic American speeches such as Abraham Lincoln's Gettysburg Address and Franklin D. Roosevelt's First Inaugural Address. The unit highlights America's commitment to freedom of speech by looking closely at the rhetorical tools used by writers and speakers to persuade an audience and to make a statement about American society.
Module 3 - American Forums: The Marketplace of Ideas
Central to any democracy is the way writers use language to influence public opinion. This module will guide students to discern between arguments that use careful reasoning based on sound evidence and those that rely instead on manipulation, biased language, and fallacious reasoning. In this module, students will examine both editorial writing and satire as key genres through which writers make statements about issues of the day. Through careful study of how writers use language and evidence, the module explores the distinction between persuasion and manipulation, and challenges students to construct their own, well-crafted texts.
Module 4 - American Journey: Their Eyes Were Watching God
In this module, students will analyze how multiple perspectives converge in a literary movement by conducting research and analyzing a variety of texts to create a collaborative presentation on the Harlem Renaissance. Their understanding of this cultural period in American History, famed for its creative outpouring of African American literature and arts, will prepare them to delve deeply into one work of fiction: Zora Neale Hurston's Their Eyes Were Watching God. They will apply their knowledge of the predominant philosophies, values, and beliefs of the Harlem Renaissance in order to analyze how Hurston's novel is both a reflection of and a departure from this literary movement.
- Developing a deep understanding of rhetoric and how an author presents his/ her argument through a variety of literary and stylistic elements
- Applying the elements of a strong argument including the hook, claim, support, concessions/refutations, and call to action
- Extending knowledge of the writing types, or modes, to include definition and synthesis
- Developing stylistic elements, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure
- Analyzing a dramatic work of lasting literary merit in order to arrive at multiple interpretations
- Developing increasing maturity and complexity in both reading and writing
- Analyzing the social, cultural, political, and historical contexts of a literary text and its contributions to society
- Analyzing and interpreting good writing for rhetorical strategies and techniques in order to employ them in their own writing
- Creating and sustaining arguments, interpretations, and reflection based on readings, research, and/or personal experience
- Analyzing the conventions of genre in order to write in a variety of modes
- Independently using the stages of the writing process with careful attention to inquiry, drafting, revising, editing, and review
- Applying close-reading strategies to a nonfiction text of literary merit
- Researching and presenting the influence of American historical/philosophical eras on America’s literary and social history
- Analyzing the structure, style, and themes of a work of literary merit
- Analyzing a writer’s rich and complex writing style and use that analysis to refine their own writing style
- Employing strategies for active independent reading and sophisticated literary analysis
NUMBER/DESCRIPTION OF ASSIGNMENTS, PROJECTS, ACTIVITIES, etc
There are 30 assignments and 3 Major Assessments in Semester 1 of this course
There are 36 assignments and 3 Major Assessments in Semester 2 of this course
SpringBoard English Language Arts: English III (National 2021) (embedded into Canvas Course)
- Instruction is explicit teaching of learning strategies that empower students by equipping them with the skill to know when, why, and how to use them free of teacher support. In this program:
- Students are consistently exposed to the higher-order thinking skills and behaviors demanded of college-level work.
- Students practice close analysis with pre-AP and AP reading strategies, leading to an ability to independently analyze any new text.
- Students are confronted with increasingly challenging texts, both canonical and contemporary, fiction and nonfiction.
- Students are challenged by complex writing tasks in persuasion, argumentation, literary analysis, and synthesis in order to build capacity to write effectively in these rhetorical modes.
Additional required materials include:
- Their Eyes Were Watching God by Zora Neale Hurston
*All course materials have been approved for district use.
TIMELINES & METHODS FOR EVALUATING STUDENT PROGRESS
Students are expected to log in daily, work a minimum of an hour a day, and submit work weekly to make satisfactory progress towards completion of the course.
Progress will be evaluated each week, with a grade entered into the Everett Public Schools eSchool (online grades) system most every Wednesday. Students can look at "Grades" inside their Canvas course at any time to see what their grade is on individual assignments.
- This course meets the state and district graduation requirements in the area of English 3 - 1.0 credit (0.5 credit per semester)
- Course Length - Two Semesters (yearlong)
WEEKLY STUDENT CONTACT
- Weekly contact will be conducted through a submitted assignment with instructor feedback.
- Students who do not submit an assignment are expected to email or call their instructor.
- Each student is expected to spend a minimum of five hours per week on this course.
- Additional hours may be necessary to complete the course successfully with a passing grade.