English 3H

Syllabus

1. Welcome to English 3H
English 3H is an American Lit Survey course where we will cover examples of literature from
every literary period in America from the Native Americans through Contemporary. Most of our
time will focus on literature, but we will also study vocabulary, writing, and grammar. I
absolutely love American Lit, and my hope is that during this course, you will love it too.

Course Outline (tentative and subject to change).

Outline of Literary Movements:

 Native Americans (beginning to 1607) 1 week

 
 The Colonial Period / The Enlightenment (1607-1800) 3 weeks
Puritans Age of Faith (1607-1750) 2 weeks
The Revolutionary Period, Age of Reason (1750-1800) 1 week

 American Romanticism/Transcendentalism (1800-1855) 2 weeks

 The Rise of Realism (1865-1915) 3 weeks

 Modernism (1915-1945) 4 weeks

 Contemporary (1945 – Present) 3 weeks

2. Course Information

Course Title: English 3H

Prerequisites: English 2/2H
Description: Survey of American Literature with an emphasis on vocabulary
development, reading comprehension, and communication through
writing and speaking.
Intended Audience: 10th and 11th grade students at Carolina Forest High School
Program: English
School: Carolina Forest High School
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Syllabus

3. Goals and Outcomes

Course Goals
The following course goals articulate the general objectives and purpose of this course.
Students will:

 Be successful (at least a proficient ranking) in English, writing and reading/research.

 Become familiar with the Literary Movements in America, what was happening in U.S.
History at the time, and recognize the types of writings that came from those periods
 Practice research methods leading to the preparation of a well-documented research
paper.

Course Outcomes
After completing this course, students will be able to:

 Have a greater appreciation for the English language and for documents/texts written in
English
 Increase their self-esteem through the satisfaction of
 completing course objectives
 improving reading comprehension and analytical skills
 creating writing over which they feel a sense of ownership

4. Grading
Student grades are based on three categories: tests, essays, and projects are 50%; quizzes,
journals, and extensive activities are 30%; and class participation, homework, and classwork
are 20%. The final is 20% of the semester grade.

Course Assessments
Assessments: As we complete each unit, there will be an assessment. Those will either be
online exams or unit projects and will be graded in the high category (50%).
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Quizzes: Reading and Vocab quizzes will be given every other week online in Google Classroom.
You will have a 3 day window to take the quiz. It must be completed in one sitting, and only one
attempt will be allowed. These will be graded in the mid category (30%).

Discussions: Classroom discussions are meant to engage students with each other and the
instructor. Discussions will be done once per week in Google Classroom. You will be required to
make an initial post of at least 100 words and respond to at least 2 classmates with 25-50
words. Please ensure your posts are respectful, on topic, and carefully written to interact with
your classmates. Discussion posts will be a low grade (20%).

Assignments: Assignments will be given weekly and due to Google Classroom by the date listed.
These may be short reading guides, some sort of digital presentation, or journal entries. Please
be sure you read the requirements for each assignment and pay attention to the due dates.
Assessment Weight
Assessments/high 50%
grade projects
Quizzes/mid-grade 30%
assignments

Assignments, 20%
Discussions

Grades
Student work is graded on a point scale.  All assignments are worth 100 points and assigned a
grading category of high, mid, or low based on the difficulty and time constraints of a given
assignment. Students will also have a rubric when completing major assignments and projects. 
The grading scale is as follows:

Score Grade
100-90 A
89-80 B
79-70 C
69-60 D
59 and below F
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Syllabus

5. Textbooks and Supplies

Required Texts
 All required reading texts will be provided via Google Classroom or through CommonLit.
There is no required textbook. If you would like to purchase your own novels to be able
to annotate, the novels we will be reading include: The Crucible, The Great Gatsby, and
A Raisin in the Sun.

6. Schedule
The Design of a Typical Lesson:
Note:  Because we study literature, writing, research methods, grammar, and vocabulary,
lessons vary from day to day.  Some typical patterns are given below:
 SAT prep vocabulary lists will be shared with you in google drive, there will be a quiz on
these every other Thursday. 
 Journals will be assigned and due every other Thursday opposite the vocabulary week.
 Writing skills and strategies will be important throughout the semester.
 Research skills and writing using research will be emphasized in the second quarter.
 Literature will be the main focus of the class.  Reading assignments are crucial, along
with the special vocabulary used in the discussion of literature.  A typical class that features
a literary selection will involve a discussion of the selection, examples from the selection
(especially ones that feature the application of literary terms), and a discussion of how the
writer and piece represent the period of American literature with which they are grouped. 
In addition, worksheets, written responses, outlining, paraphrasing, and critical analysis will
be used from time to time on various reading selections.

7. Course Policies
Selection of Reading Material: 
Since reading is one of the most fundamental and important tools a person possesses, one of
our major goals is for each student to become a better reader. Students will participate in SSR
(sustained silent reading) multiple times each week.  It is the student’s responsibility to bring a
book to class.  Should a student not have a book, he or she will lose SSR points. Students may
be able to use their Dell device to access books online through our school library system. These
online books are appropriate materials for SSR. Students are not limited to select a title from
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the classroom or school library. They have the options of the local libraries or you may help
them select a book. 

Remember, reading and writing work in unison.  Students who read often tend to be better
writers because they are exposed to more vocabulary, writing styles, and strategies. 

District Office Disclosure:

The district provides access to a wide variety of reading materials and resources in promoting
literacy for students.  In selecting the materials and resources for classroom libraries and media
centers, teachers and media specialist follow the general procedures.

One of a school’s primary goals is to develop lifelong learners, with literacy being a key
component in this process. Reading a wide range of materials helps students develop these
literacy skills.   While a school’s classrooms and media center make every effort to provide only
the highest quality reading materials, we understand that parents want to help their children
make wise a choice as it pertains to what their child reads. A parent who may have questions
about his/her child’s reading material may contact the school media specialist to request
additional information regarding the title, including possible professional reviews of the title.
The school media specialist will work collaboratively with parents and teachers, to identify titles
that will help develop a love of reading. Classroom libraries in teachers’ classrooms offer a
variety of texts for a variety of interests and reading levels and students self-select these books
to develop their reading skills.  Every book may not be appropriate for every student. Parents
and students may ask for an alternative novel/work if there is an objection to the content in a
novel/work.  Teachers are expected to help students and parents identify another choice.

 Students will respond politely to the instructor and to each other.

 Students will make every effort to pay attention and stay on task
 Students will complete work on time (late policies will be enforced)
 All assigned work is due on the date stated. Students will lose 10 points each day an
assignment is late (including weekends).  Late work will not be accepted after three days
(including weekends). Assignments will be completed using Google Docs and shared via
Google Drive or submitted to Google Classroom. These documents are time stamped and
that time will be used to determine if an assignment is on time or late in those situations. 
 Any student’s grade for unsubmitted work will be a “0” until it is turned in for credit.
Assignments not turned in during the allotted time will be entered as a zero in the
gradebook.  Extenuating circumstances will be taken into account on an individual basis.

Please note that the above procedures are the expectations of a work place.  My goal is to treat
each of you in a professional manner, as though I were your supervisor.  I consider your
education a team effort.  Your role and my role are both important to your success.
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School Policies:
The rules and consequences stated in your student Handbook are always applicable in this
classroom.  If these procedures or any other school rules are disregarded, please note the
following information. 

Consequences:
First Offense: Warning 
Second Offense: Teacher-student conference and parent contact
Third Offense and beyond: Referral to administration

Tardy Policy: Refer to the student handbook.  No warnings will be given. I strictly enforce the
tardy policy; students should be in class prepared to begin working before the tardy bell rings. 

Technology Policy: It is my expectation that students come to class each day with the
technology necessary to fulfill the day’s requirements. This includes a working, fully charged
Dell device. Students who do not have a working, fully charged Dell device in class each day will
incur disciplinary action. In addition, students should be using this technology only for academic
purposes. 

Time Management: An online course can take a considerable amount of time. Each module
requires around 7 hours for readings and assignments/assessments. For this reason, it is highly
recommended that you begin each assignment early. Work on assignments regularly over the
week rather than waiting until the last day or two. This will allow you to have the chance to
work out problems or get help if needed.

Participation: Depending on the class activities, you are responsible for completing weekly
assignments, participating in discussion groups, and checking in to the course site on a
consistent basis.

Academic Integrity: Under all circumstances, students are expected to be honest in their
dealings with faculty, administrative staff, and fellow students. In speaking and/or
correspondence with members of the college community, students must give an accurate
representation of the facts at hand. Students must submit work that fairly and accurately
reflects their level of accomplishment. Any work that is not a product of the student’s own
effort is considered dishonest. Students may not submit the same work for more than one
course. A student may be suspended or expelled for academic dishonesty. Please refer to the
Student Handbook for additional information regarding the policy on academic honesty.
Technical Support: If you encounter technology difficulties with websites, hardware, or
software, please contact the instructor first (lschneider@horrycountyschools.net). If necessary,
I will forward your request to Mrs. Gollie, head of CFHS tech.
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8. Other Information

E-mail and Its Etiquette

Students must use their Horry County e-mail accounts for all correspondence with their
intstructor. This will help ensure that e-mails are secure and that HCS staff can assist students
with any e-mail related technical problems.

It is expected that all E-mail correspondence to the instructor will be conducted in a

professional manner. When utilizing E-mail for this class, you should:

1. include the course code, number, and block in the E-mail subject heading “English 3H –
2nd block” for example
2. address the recipient in an appropriate manner
3. utilize proper spelling, grammar, and punctuation
4. close with your full name.

Plagiarism
Plagiarism is defined as taking someone else’s academic work and intending to pass it off as
your own. Plagiarism is not acceptable in any form, and will result in a zero for the assignment.
Plagiarism can be intentional or accidental, so be sure if you are using someone else’s work in
your papers, that you properly cite the source using MLA citation. Information about proper
MLA citation can be found on the Purdue Owl website as https://owl.purdue.edu

Computing Requirements
Required Hardware
To access e-learning courses, a multimedia-class computer (PC or Mac) with Internet
connectivity is required. Your school issued Latitude meets all of these requirements.

PC Macintosh

 500 MHz Pentium III  400 MHz G4

 Windows 2000  OS 9.1 (OS X recommended)
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 128 MB RAM (512 MB recommended)  128 MB RAM (512 MB recommended)

 1 GB free hard disk space  1 GB free hard disk space
 56K modem (broadband  56K modem (broadband
recommended) recommended)

Modification of the Syllabus and Schedule

The instructor reserves the right to modify the syllabus and schedule at any time. Notice of any
change will be emailed and posted to Google Classroom as an announcement.