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Rainshadow Community Charter High School 2013

English 3B Syllabus
Course Description:
During the second semester of English III, a junior level English course, we will primarily focus on literature from the British cannon. We will read short stories, dramas, and poetry from Old English all the way up to current pieces of literature. We will also be exploring different career opportunities throughout the class by interviewing people in perspective careers and researching what it takes to succeed in your potential career paths. The course will teach students the different varieties of writing whether it is creative or more technical. Course Goals: In this course we will be studying various works from the British Canon. Students will be able to identify and discuss various aspects of British Literature from Old English pieces up to modern British literature. The course will also prepare students for life outside of high school through a career exploration project that will enable students to research potential careers.

Daily Class Expectations: Complete the journal Participate in readings & class discussions Complete class assignments & projects to the best of your ability Participate with a positive attitude in weekly activities, guest speakers, class trips, and class time

Grade Breakdown: 100-90% =A 89-80% =B

Rainshadow Community Charter High School 2013


79-70% =C 69-60% =D 59-50%=F

The vast majority of the coursework is available on the class website,


rainshadowhumanities.weebly.com

English 1A Pacing Guide


Week Unit
1 Goal Setting

Standards
W6- Use technology including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W10- Write routinely over extended timeframes and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. W5-Focus on how well purpose and audience have been addressed. L&S6- Continue to use precise language by adapting speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. W7- Conduct research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate. EW2- Continue to use hyphenation conventions. W8- Synthesize credible sources demonstrating understanding of the subject under investigation; all

Assessment
1. 2. 3. 4. Website creation Goal setting Career options Journals # 1-2

Resume/Cover Letter

1. 2. 3. 4.

Resume Cover letter Sample application Journals # 3-5

Career Exploration

1. Career Surveys 2. Personality Surveys 3. Career Research

Career Exploration

1. Citing Sources 2. Outline 3. Rough Draft

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research includes both print and digital. W6- Use technology including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. S&L- Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each sources, and noting any discrepancies among the data. L& S4- Continue to use public speaking techniques to present information, clearly, concisely, and logically insuring that alternative or opposing perspectives are addressed, and with organization, development, substance, and style that are appropriate to purpose , audience, and range of formal and informal tasks. S& L3-Listen to and evaluate the logic of a speakers argument with attention to POV, reasoning, and use of rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. ET4- Determine the meanings of words and phrases with an emphasis on technical meanings and analyze how an author uses and refines the meaning of a key term or terms over the course of the text. LT1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as

Career Exploration

1. Peer edit 2. Final draft 3. PowerPoint presentations

Drama/ American

1. Analyzing the Declaration of Independence/Debat e 2. The American Dream 3. Webquest on Death of a Salesman 4. Journals # 6-8 5. Reading Death of a Salesman

Drama/ American

1. Reading Death of a Salesman 2. Vocabulary # 1

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well as inferences drawn from the text, including determining where the text leaves matters uncertain. LT3- Analyze a complex set of ideas or sequences of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. EW4- Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 11-12 reading and content, choosing flexibility from a range of strategies. LT5- Analyze how an authors choices concerning how to structure a text, order events within it and manipulate time contribute to its overall structure and meaning as well as its aesthetic impact. LT7- Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text. S& L3-Listen to and evaluate the logic of a speakers argument with attention to POV, reasoning, and use of rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. W9-Draw evidence from literary of informational text to support analysis, reflection, and research applying grades 11-12 reading standards as needed. LT2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex 3. Journals #9-12

Drama/ American

1. Group performances 2. Compare/Contrast 3. Movie adaption

Drama/ Shakespeare

10

Drama/ Shakespeare

1. Powerpoint the Elizabethan Stage 2. Reading The Taming of the Shrew 3. Journals # 13-16 1. Reading The Taming of the Shrew 2. Journals # 17-21 3. Vocabulary # 2

Rainshadow Community Charter High School 2013


account; provide an objective summary of the text. LT6-Analyze a case in which grasping a POV requires distinguishing what is directly stated in a text from what is really meant. EW4-Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 11-12 reading and content choosing flexibility from a range of strategies. W10- Write routinely over extended timeframes and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. S& L3-Listen to and evaluate the logic of a speakers argument with attention to POV, reasoning, and use of rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. LT7- Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text. EW3- Write narratives using a formal style, with narrative techniques and stylistic techniques that build toward a particular tone and outcome to engage and orient the reader showing the relationships among experiences and events; provide a conclusion that follows from and reflects on the narrated event. LT1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where

11

Drama/ Shakespeare

1. Compare/contrast 3 different versions 2. Presentations

12

British Literature

1. 2. 3. 4. 5.

Porphyrias Lover The Ruin PowerPoint British Literature Timeline Journals # 22-25

Rainshadow Community Charter High School 2013


the text leaves matters uncertain. 13 British Literature LT5- Analyze how an authors choices concerning how to structure a text, order events within it and manipulate time contribute to its overall structure and meaning as well as its aesthetic impact. LT6- Continue to evaluate and analyze how an author uses rhetoric effectively, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. W7- Conduct research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate. W4-Continue using the writing process with an emphasis on the craft of writing. W7- Conduct research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate. W8-Synthesize credible sources demonstrating understanding of the subject under investigation; all research includes both multiple print and digital. LT2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text including how they interact and build on one another to produce a complex account; provide an objective summary of the text. LT9- Demonstrate knowledge of 18th, 19th, and early 20th century foundational works of American Literature, including how two or 1. John Donne 2. Mary Shellys Frankenstein 3. Journals # 26-30

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Research Project

1. Outline 2. Rough Draft

15

Research Project

1. Peer Edit 2. Final Draft

16

Short Story/ Poetry

1.A White Heron 2. Journals # 31-32 3. Vocabulary # 3 4. Kate Chopin

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more texts from the same period treat similar themes or topics. LT10- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in grades 11 text complexity band proficiency, with scaffolding as needed at the high end of the range. EW4-Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 11-12 reading and content choosing flexibility from a range of strategies. 17 Short Story/ Poetry W10- Write routinely over extended timeframes and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. LT2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 1. Mother TongueAmy Tan 2. Writing a Literacy Narrative

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Compare/ Contrast Essay

LT3-Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama. LT4- Analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. LT9- Demonstrate knowledge of 18th, 19th, and early 20th century foundational works of American Literature, including how two or

1. Poem- Ezra Pound 2. Poem- Elizabeth Bishop 3. Journals # 33-35

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more texts from the same period treat similar themes or topics. EW5-Demonstrate an understanding of figurative language and word relationships, and analyze the nuances in word meanings with similar denotations and interpret figures of speech. 19 Portfolios W6- Use technology including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. L&S5- Continue to make strategic use of multimedia components and visual displays in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 1. Portfolio Presentations