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Junior English: ENG 301/302
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Junior English: ENG 301/302

Instructor: Laura Wight 

COURSE DESCRIPTION

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.

COURSE OUTLINE

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.

Semester One

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.

Semester 2

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.

COURSE OBJECTIVES

 

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

MATERIALS

SpringBoard English Language Arts: English III (National 2021) (embedded into Canvas Course)

Additional required materials include:

*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.

CREDIT

 

WEEKLY STUDENT CONTACT