ࡱ> jli 'bjbj.. .TDgDg  |<< ExxxxxSSSDDDDDDD$GJfDSSDxxDhhhjxxDhDhh@0hCx~RLA$xDD0 EpAKLKHhChCK|CSZ@h4!SSSDDLSSS EKSSSSSSSSS X r: English III 2024-2025 Mr. Lindberg Room C-207 (941) 575-5450 ext. *7063 James.Lindberg@yourcharlotteschools.net Course Description The purpose of this course is to provide grade 11 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness. This course will be centered mostly on American Literature. We will explore the many genres of American literature, as well as become acquainted with some of Americas most famous authors. We will do so through in-class activities, independent and guided reading assignments and the completion of a research project. We will study poetry, prose, and drama in this course. This course will be aligned with the Florida State Standards. Included in the Florida State Standards is the inclusion of Shakespeare at all grade levels. This means that, despite the focus on American Literature, we will get a taste of Shakespeare in this class. As this is also a writing class, we will be doing numerous written projects and activities to enhance and advance our own skills as writers. There will be numerous in-class free-writes as well as several writing assignments. Many assignments will be done in class; however, students will be expected to edit at home. Finally, vocabulary quizzes will be given on a weekly basis. An emphasis will be placed on preparations for the ACT Exam, including vocabulary acquisition and both guided and independent practice with ACT-prep activities. Course Objectives The content will include, but not be limited to, the following: active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn analysis of literature and informational texts from varied literary periods to examine: text craft and structure elements of literature arguments and claims supported by textual evidence power and impact of language influence of history, culture, and setting on language personal, critical, and aesthetic response writing for varied purposes developing and supporting argumentative claims crafting coherent, supported informative/expository texts responding to literature for personal and analytical purposes writing narratives to develop real or imagined events writing to sources (short and longer research) using text based claims and evidence effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions collaboration amongst peers Anticipated Course Outline (subject to change) Quarter 1: Early American/Puritan Literature Unit 1: The American Story Begins: Conflict and Culture The Declaration of Independence -Jefferson Speech in the Virginia Convention -Henry Selected Puritan poetry from Anne Bradstreet Sinners in the Hands of an Angry GodEdwards The CrucibleMiller Quarter 2: Transcendentalists Unit 2: The Individual and Society: Fitting in, or Standing Out? The Writings of Walt Whitman from Walden and Civil Disobediences--Thoreau The Poetry of Emily Dickinson From Nature and Self Reliance--Emerson Quarter 3: Realism Unit 4 : Grit and Grandeur: The Importance of Place To Build a Fire- London The Notorious Jumping Frog of Calaveras County-Twain from The Devils Highway--Urrea The Red Badge of Courage--Crane Quarter 4: Short Stories Unit 6: The Storytellers Craft: Spinning Life into Art Winter Dreams- Fitzgerald The PedestrianBradbury The Cask of AmontilladoPoe Poems of the Harlem Renaissance: Song of the Son- Toomer, from The Dark Tower -Cullen A Black Man Talks of Reaping- Bontemps Anticipated Supplementary Canonical Texts Of Mice and Men, by John Steinbeck The Great Gatsby, by F. Scott Fitzgerald The Catcher in the Rye, by J.D. Salinger Textbook Savvas Learning Company, myPerspectives, Florida: English III. Paramus, New Jersey: Savvas Learning Company. 2022. Print. Supplies You will need an English notebook. Most students use a three-ring binder. Spiral notebooks are fine, provided you have some way of organizing handouts, class notes, etc. You will need to purchase a composition book to use for in-class writing assignments (freewrites). These may be purchased at Wal-Mart, K-Mart, Target, Walgreens, etc. Pensblack or blue ink, please. Also, #2 pencils for exams. Highlightersvarious colors Policies and Procedures Attendance/Tardy Policy: You are expected to attend class, and be on time. Much of what we do in class (group work, discussions, etc.) cannot be made up easily. Because of this, excessive absences will almost certainly result in a lower course grade. All absences are considered unexcused until explained by a parent/guardian within two (2) school days after the students return to school. For my class, tardy means this: You must be through the threshold of the door to my classroom before the start of the bell. If you arrive after that (without a written excuse), you will be marked as tardy. You may NOT leave to get an excuseFor example, if a teacher keeps you late, let them know that you need a pass to get into class. You get two freebies, for which you will get by with a verbal warning. Each subsequent tardy will be subject to discipline through the deans office. Make-Up Work: Each day when you arrive to class, the work for that day will be posted. If you are absent, you can access my Schoolwires website from home. It is YOUR responsibility to check the website and request any make-up work that you need. If you do not know how to access my Schoolwires website, please see me. The district policy allows 2 days for work to be made up, regardless of the type of absence (excused / unexcused). Excused absences will receive full credit, unexcused absences will receive a maximum of 70%. These guidelines are in the Code of Student Conduct that you received early in the school year. Late Work: If you hand in work late (beyond the time allowed per ϲͼ policy), that assignment will receive 10% off, per day that the assignment is late. Hall Passes: Please take care of restroom and water fountain needs prior to coming to class. You need to stay here until the class period ends. I will only allow students to leave in the case of a dire emergency. You will need a pass to leave the classroom, which you will attach to your ID lanyard. Only one person may be out of the room at a time Please do not ask me if you can leave the room during the last 10 minutes of the period. Grading Your grade in this course will be based upon your performance in class work, projects, tests and quizzes, as well as in-class participation (discussions, activities). The grading scale is as follows: 90%-100% A 80%-89% B 70%-79% C 60%-69% D below 60% F Semester grades follow the ϲͼ High School grading matrix: Qtr 135% Qtr 235 % Exam30% Classroom Behavior Expectations: I believe in being fair. You can expect me to treat you fairly, but in return, I expect you to treat me the same way. In my opinion, as juniors at Charlotte High School, you should already know how to conduct yourselves in the classroom. With this in mind, my policies are simple. They are: Cheating, copying others work and plagiarism WILL NOT BE TOLERATED. You will be signing a statement of academic honesty at the beginning of the year and I expect you to honor it. Come to class with a great attitude, and be ready to learn. Respect others. Treat them the way you would like to be treated. Be on time for class and have all books and materials with you. Raise your hand and wait for permission to speak. Listen while others are speaking, and dont interrupt. No cursing or profanity in the classroom. PLEASE, dont line up at the door at the end of class. Remain in your seats until the dismissal bell rings. 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