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N. Galashaw Wilson High School
2019-2020
English III Course Syllabus
2019-2020 Academic School Year
Course Requirements/Expectations:
To ensure successful completion of this course, all students are expected to report to class
equipped, on time, prepared, and ready to work. Textbooks will be distributed and should be
brought to class as directed. All students are expected to complete assignments on time. It is the
responsibility of each individual to obtain any and all assignments missed due to absence or illness.
Students who have missed assignments due to excused absences will be given 5 school days upon
return, to complete and hand in missing work. Questions regarding this information may be
directed to [email protected].
To accentuate content saliency and to promote student engagement, Units may be augmented and
supplemented with a variety of information in both print and non-print format. Instructional
tutorials, informational videos, content specific movies, excerpts and clips will also be
incorporated at the discretion of the instructor to enhance materials and concepts covered. Concept
Reviews in the form of quizzes will be given consistently to assess student understanding and
cumulative exams will be given at the completion of each unit. To help prepare students to meet
the demands of a highly technological and global world, students will be assigned applicable
research projects. Students will be given access to the Media Center and the world-wide-web on
campus to complete these assignments.
Upon evaluation, unit scheduling and/or order is subject to modification as necessary to
accommodate time, skill mastery, and student comprehension.
Notes for English classes are available upon request. Similarly, information is updated weekly on
our High School website.
Interim reports will be given at intervals for parents/guardians to monitor student progress.
Power School is available and may be accessed via the internet.
Grades are updated weekly.
N. Galashaw
English Instructor
Wilson High School
Academic School Year 2019-2020
N. Galashaw Wilson High School
2019-2020
English III lessons are organized into Six Units and three components of Extended Study.
Prelude to textbook study:
Essential Questions in American Literature
1. What makes American Literature American?
2. What is the relationship between literature and place?
3. How does literature shape or reflect society?
The Promise and Paradox of America The Native American Experience: 0-1400- From “Bury My Heart at Wounded Knee” to “The Canary Effect” Unit 1:New World Literature of Early America: 1400-1800 –
A Gathering of Voices Meeting of Cultures The Puritan Influence A Nation is Born
Students read an historical overview of the period as well as informational period text. Examples of expository text help students understand the viewpoints and ideologies of the times.
Authors represented in this chapter include Cabeza de Vaca, Anne Bradstreet, Benjamin Franklin, Thomas Paine, and Phillis Wheatley.
Students also study synonyms and nuances of word meaning.
Unit 2: America’s Voice: A Growing Nation 1800-1850
Literature of the American Renaissance
Fireside and Campfire Shadows of the
imagination The Human Spirit and
the Natural World American Masters:
Poetry
Students study the period in order to understand important events, ideas, and themes that influenced the literature of this period.
Featured literature includes: “The Devil and Tom Walker”; an excerpt from “Self-Reliance”; essays from “Walden”; Thoreau; poems by Longfellow, Dickinson, and Whitman; “The Minister’s Black Veil”; and works by Frederick Douglas and Sojourner Truth.
Unit 3: Division, Reconciliation, and Expansion, Realism, Frontier: 1850-1914 Literature of the Civil War and the Frontier:
A Nation Divided Forging New Frontiers Living in a Changing
World
N. Galashaw Wilson High School
2019-2020
– Students analyze the events and ideals of the period and their effect on fiction. Students examine the author’s use of language and in addition, study the use of multiple word meanings and idioms in fiction.
Unit 4: Disillusion, Defiance, and Discontent, Depression, Reform: 1914-1945
Literature of the Modern Age
Facing Troubled Time From Every Corner of
the Land The Harlem Renaissance
– Students consider the Great Depression and its effect on literature. Students analyze a chronological text structure and the use of flashbacks. They compare theme, structure, and clarity in paired passages from different works
Poetry by Langston Hughes, and Zora Neale Hurston
Poetry of Cultural Identity: Lucille Clifton, Colleen McElroy, Claude McKay, Arna Bontemps, Countee Cullen
Students analyze an expository text on careers and compensation and build vocabulary through analogies.
Unit 5: Prosperity and Protest: The Modern Age 1945-1970
Literature of the Post-War Era: Experiment and Conflict
War Shock Tradition and Rebellion Literature of Protest
Students analyze imagery and symbolism in the modern age. Students discuss media in the modern age and compare information presented using different types of media.
This unit includes literary works by: Baldwin, Morrison, Kennedy, and King.
Lorraine Hansberry’s “A Raisin in the Sun”, and Arthur Miller’s “The Crucible”.
Supplements include excerpts from Nelson Mandela
Unit 6: Contemporary America: New Voices, New Frontiers: 1970-Present
Literature of the Contemporary Period:
Contemporary Fiction Contemporary Poetry Contemporary
Nonfiction
Students read about the events and culture of this volatile period. Students examine story structure,
N. Galashaw Wilson High School
2019-2020
epiphany as a literary device, and the characteristics of allegory.
Students analyze a variety of literary works after learning about the events and culture of the period.
Students explore postmodern story structure and poetry and inductive and deductive reasoning in nonfiction.
Students consider bias in media. Literary texts for the unit include Julia Alvarez, Alice Walker, Li-Young Lee, Naomi Shihab Nye, Cofer, H.L. Mencken, Amy Tan, Rita Dove, N. Scott Momaday.
Vocabulary study includes categorization and salient features. Vocabulary study also focuses on word origins and cognates.
Extended Study:
1. Novel Study – Students will read One or more of the following:
Chinua Achebe’s “Things Fall Apart”
Nathaniel Hawthorne: The Scarlett Letter
Nelson Mandela’s “The Long Walk to Freedom”.
Students explore character development, subplots, recurring motif, climax, and resolution in the novel.
Students write an analytical essay in response to what they have read and learned.
2. Writing – Students write a college application essay. Students work through different stages of the writing process as they complete their essay prewriting, drafting, revising, editing, and publishing.
Students also consider and practice different types of writing: persuasive, descriptive, narrative, reflective, analytical, and response to literature.
3. Research – Students complete a research paper. Legal and ethical research practices regarding plagiarism and copyright are discussed in depth.
Lessons focus on the steps involved in completing a research project including: topic and plan, finding sources, note taking and organizing, evaluating and synthesizing, and citations and documentation.
Upon evaluation, unit scheduling and/or
order is subject to modification as
necessary to accommodate time, skill
mastery, and student comprehension.
N. Galashaw 2019-2020
Research Unit 6
Unit Objectives:
Students will read several works on a particular
topic, paraphrase ideas, synthesize ideas from
other author’s, and summarize findings.
Students will utilize Media Center, Internet, and
Reference and Circulatory texts as sources of
information to conduct research on applicable
topics.
Research will be interjected throughout the
course and implementation of each unit.
Students will conduct research consistently in
connection with each unit.
Research assignments are subjective to
instructor’s discretion.
Please note: All Unit order and content coverage
are subject to alterations and modifications at
instructor’s discretion.
Elements of Research include:
Research Sources
Primary
Secondary
Relevant
Accurate
Unbiased
Biased
Print and Non-print
Research Elements Continued:
Plagiarism
Bibliography
Paraphrase
Summarize
Cite
Parenthetical Citation
Evaluate
Clarify
Refine
Additional Unit Objectives:
Students will incorporate all skills acquired
throughout the course of English III study to
create and complete a 5-8 page Research
Paper as a culminating assessment in
conclusion with this unit.
Students will conduct research dependently
and independently on and off campus.
Students will investigate all aspects of a
topic including various viewpoints regarding
it.
Students will evaluate the credibility of
resources including consideration of
accuracy and bias.
Students will gather information in
relevance to research question/topic.
N. Galashaw 2019-2020
Additional Elements to be incorporated within Units:
Test Preparation:
Students will learn skills and strategies gained through this course to assist with the passing of
standardized exams. The objectives of each Unit are designed to meet the SC Standards and
Career and College Readiness include: Writing, Critical thinking skills, reading comprehension,
writing as a form of communication, and research skills.
Word Analysis :
Student reading comprehension is greatly affected by the ability to recognize and understand
difficult words. Students will use word analysis and context clues to determine the meaning of
unfamiliar or multiple meaning words.
Students will use a general dictionary and/or thesaurus.
Students will differentiate between connotative and denotative definitions and descriptions.
Please note: Students will also be required to complete either a winter break, or spring break assignment in this class This will encompass extensive reading and in-depth research along with the completion of a formal assessment.
For extended study, analysis and reinforcement students will also complete:
Student Compilation Workbook
Close Reader Notebook