English 3

Credits: 1
Estimated Completion Time: 2 segments/32-36 weeks
Earliest Start Date: October 2018

Pre-Requisites:

English I & II recommended

Description

In this course, students will acquire the language, reading, writing, and speaking/listening skills necessary for success in college, career, and beyond. Students will become critical readers and thinkers as they dive deeply into the texts presented throughout this course. Students will learn how to effectively research and integrate their findings, as well as cite their sources.

Access the site links below to view the Florida Department of Education description and standards:

Regular course description: http://www.cpalms.org/Public/PreviewCourse/Preview/13252

Honors course description:  http://www.cpalms.org/Public/PreviewCourse/Preview/13194

Major Topics and Concepts

 Segment 1:

Reading Comprehension/Informational & Explanatory Writing/Narrative Writing

· Interpretations with American Drama

· Interpretation with Shakespearean Drama

· Using Context Clues to Make Meaning

· Denotations and Connotations

· 19th Century Foundations of American Literature

· Citing Textual Evidence

· Sequence of Events and Central Ideas

· Analyzing Effectiveness

· Integrating and Evaluating Sources

· Thesis Statements

· Creating an Outline

· Developing Body Paragraphs

· Writing an Effective Conclusion

· Making Inferences

· Determining Themes

· Analyzing Author’s Choice

· Establishing Narration

· Writing Narrative Introductions

· Writing Narrative Body Paragraphs

· Revising the Narrative Essay

· The Narrative Essay Final Draft

Segment 1 Honors:

Novel Study

· Choose Your Novel

· Identify Theme

· Developing Theme

· Writing About Theme

Segment 2:

Reading Information Text/Speaking & Listening Skills/Argument Writing

· Hyphenation and Syntax

· Reading Poetry

· The Art of Language

· Understanding 20th Century Poetry

· Analyzing 20th Century Poetry

· Analyzing Language

· Evaluating a Speech

· Evaluate Reasoning

· Analyzing Purpose

· Evaluating Rhetoric

· Gathering Information

· Integrating Information

· Evaluating a Speaker

· Establishing Argument Writing

· Developing a Claim

· Introductions in Argument Writing

· Writing an Argument

· Conclusions in Argument Writing

· Revising Arguments

· Presenting an Argument

Segment 2 Honors:

Shakespeare Study

· Analyzing Author’s Language

· Analyzing Plot

· Analyzing Personal Style

· Writing About Relevance

English 3 v14 Course Reading List

*With the exception of the novels in Module 4, all texts are available to students in the course*

Segment One

Module 1:

· Partial Script from the 1933 version of the King Kong movie

· As You Like It, Act 2, Scene 7 by William Shakespeare (audio available)

· Partial passage from Romeo and Juliet by William Shakespeare

· Article: “The History of Twitter”

Students choose TWO readings:

· “The Story of an Hour” by Kate Chopin

· “How to Tell a Story” by Mark Twain

· “The Raven” by Edgar Allan Poe

· “Ain’t I a Woman” by Sojourner Truth

· “Declaration of Sentiments” from the first women’s rights convention

Module 2:

· “Advertising”, Encyclopedia Britannica

· “Tuning in Teens: Businesses Intensify Pitch for ‘Savviest Generation Ever” by Dave Carpenter

Students choose ONE article to read for the assignment:

· “Down and Dirty: Do men and women perceive cleanliness differently?” by Gregory McNamee

· “Rat, Meet Human: The Brain-To-Brain Interface” by Kara Rogers

· ” The Value of Music That Tickles the Brain” by Kara Rogers

Articles used in interactive practice throughout the module:

· ” The Value of Music That Tickles the Brain” by Kara Rogers

· “Down and Dirty: Do men and women perceive cleanliness differently?” by Gregory McNamee

· “Rat, Meet Human: The Brain-To-Brain Interface” by Kara Rogers

· “The Kindle Shakes up Publishing”

Module 3:

· “The Cask of Amontillado” by Edgar Allan Poe

Module 4 Honors:

Students choose ONE novel to read:

· The Great Gatsby by F. Scott Fitzgerald (full text available online – link in course)

· The Bean Trees by Barbara Kingsolver

· The Namesake by Jhumpa Lahiri

Segment Two

Module 5:

· “Totally Like Whatever You Know?” by Taylor Mali

· “On the Pulse of Morning” by Maya Angelou

· “One Today” by Richard Blanco

Students choose TWO poems to read:

· “Rhapsody on a Windy Night” by T.S. Eliot

· “Mending Wall” by Robert Frost

· “Stopping by Woods on a Snowy Evening” by Robert Frost

· “The River Merchant’s Wife: A Letter” by Ezra Pound

· “The Red Wheelbarrow” by William Carlos Williams

· “Languages” by Carl Sandburg

· “Fog” by Carl Sandburg

Module 6:

· Civil Rights Address by John F. Kennedy, 1963

· President Abraham Lincoln’s Second Inaugural Address, 1865

· U.S. Supreme Court Case: Brown vs. Board of Education, 1954

· Declaration of Independence

Module 7:

· Transcript from “Faces of Distracted Driving” PSA from Distraction.gov

Module 8 Honors:

· The Taming of the Shrew by William Shakespeare (full text & audio available in course)

 

 

Required Materials

 

Course Grading

Besides engaging students in challenging curriculum, the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of practice lessons, multiple choice questions, writing assignments, projects, research papers, oral assessments, and discussions. This course will use the state-approved grading scale. Each course contains a mandatory final exam or culminating project that will be weighted at 20% of the student’s overall grade.***

***Proctored exams can be requested by FLVS at any time and for any reason in an effort to ensure academic integrity. When taking the exam to assess a student’s integrity, the exam must be passed with at least a 59.5% in order to earn credit for the course.

Communication Policy

To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, “any pace” still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to maintain regular contact with teachers; the minimum requirement is monthly. When teachers, students, and parents work together, students are successful.

November 6 @ 23:05
23:05 — 00:05 (1h)

English

Coli McGhee, Jacob Denbrook, Nick Osborn