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Course: English 3
Course: English 3
Grade Level: Juniors
Grade Level: Juniors
Instructor: Martha Carrillo
Instructor: Martha Carrillo
Common Core Standards
Common Core Standards
Key Ideas and Details:
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 the text leaves matters uncertain.
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.
Craft and Structure:
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Writing
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Discussion Comprehension and Collaboration:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Course Description
Course Description
Course Description:
Course Description:
English III strengthens students' critical thinking and argumentative skills as they closely read and respond to fictional literature, nonfiction pieces, and real-world situations. Grammar and vocabulary as well as reading, writing and language skills are integrated in all units of study.
The purpose of this course is to provide grade 11 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language.
Course Objectives:
Course Objectives:
The course provides opportunities for students to develop the skills in the following:
The course provides opportunities for students to develop the skills in the following:
Reading
Reading
Formulate a thesis and cite strong and thorough textual evidence to support analysis of what the text says.
Determine themes or central ideas of a text and analyze their development over the course of the text
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama
Read and comprehend literature, including stories, dramas, and poems.
Writing
Writing
Write arguments to support claims using valid reasoning and relevant and sufficient evidence.
Write narratives to convey meaning using well-chosen details, and well-structured event sequences.
Speaking and Listening
Speaking and Listening
Initiate and participate effectively in a range of collaborative discussions on diverse texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Language
Language
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Strategies/activities:
Strategies/activities:
Independent Study of Life Skills through reflection and research
Journal Writing: Narrative writing about personal experiences making connections with texts.
Reader Response Annotations: Asking questions, making connections
Small group discussions/Whole group discussions
Students will read and discuss the book. Students will use comprehension questions and journals to help their comprehension of the book. As they read the chapters, students will ask questions, make connections and summarize the main ideas.
Students will engage in discussing and exploring life skills. This will include researching topics and working on reflection journals.
Students will explore a career path, complete a taxes inventory, find an apartment, find a car, and create a budget.
Personal Research Projects
Students will conduct research on a topic of their choosing, synthesize their findings and write an argument essay defending their viewpoints.
Grading Scale
Grading Scale
A=100-90 B=89-80 C=79-70 D=60-69 F=59-50
Grading Categories:
Grading Categories:
Responsible Learner 10%, Reading 35%, Writing 35%, Language 20%
Short Stories Unit
Short Stories Unit
The Lottery Questions
Journal 10.8 Do you believe in destiny? Do you think life is predestined or do you think like is just luck? Describe a time something lucky happened to you.
The Lottery Questions
Journal 10.8 Do you believe in destiny? Do you think life is predestined or do you think like is just luck? Describe a time something lucky happened to you.
Journal Describe a time you felt like an outsider at a gathering. Describe a time you were an outsider.
Journal Describe a time you felt like an outsider at a gathering. Describe a time you were an outsider.
200 words.
200 words.
Describe a time a person's appearance mislead you. Describe a time you judged someone for their appearance and it turned out you were wrong. 200 words.
Describe a time a person's appearance mislead you. Describe a time you judged someone for their appearance and it turned out you were wrong. 200 words.
There is a saying, "Think before you act." Describe a time this proved to be true for you. Tell me about a time you were grateful you thought before you acted.
There is a saying, "Think before you act." Describe a time this proved to be true for you. Tell me about a time you were grateful you thought before you acted.
Week 1 Day 1
Week 1 Day 1
2/5
1. Journal Choose one of the items from the Goal Setting Formative Questionnaire that you would like to change. What is it? Why do you think you struggle with this trait? How do you think you can improve? Explain.
2. Take a survey of your ability to set personal goals and objectives.
2/5
1. Journal Choose one of the items from the Goal Setting Formative Questionnaire that you would like to change. What is it? Why do you think you struggle with this trait? How do you think you can improve? Explain.
2. Take a survey of your ability to set personal goals and objectives.
Week 1 Day 2
Week 1 Day 2
2/7
1. Journal: Describe a time you gave up something that was harming you. Describe a time you changed your life for the better.
2. Look at the Life Skills Assessment. Choose 5 questions from the Leisure Activities Section that you would like to ask someone in the class. Ask them the questions. Jot down their answers. What did you learn from this conversation? Explain.
2/7
1. Journal: Describe a time you gave up something that was harming you. Describe a time you changed your life for the better.
2. Look at the Life Skills Assessment. Choose 5 questions from the Leisure Activities Section that you would like to ask someone in the class. Ask them the questions. Jot down their answers. What did you learn from this conversation? Explain.
3. Atomic Habits Introduction part 2
Read the excerpt. Answer the questions at the top of the excerpt.
3. Atomic Habits Introduction part 2
Read the excerpt. Answer the questions at the top of the excerpt.
Week 2 Day 3
Week 2 Day 3
2/12
1. Journal What do you see yourself doing after Curie? What kind of job would you like to get? Is there any place you would like to work? Do you work now? What do you envision yourself doing in the future?
2/12
1. Journal What do you see yourself doing after Curie? What kind of job would you like to get? Is there any place you would like to work? Do you work now? What do you envision yourself doing in the future?
(200 words)
2. Look at the Life Skills Assessment. Choose 5 questions from the second section that you would like to ask someone in the class. Ask them the questions. Jot down their answers. What did you learn from this conversation? Explain.
(200 words)
2. Look at the Life Skills Assessment. Choose 5 questions from the second section that you would like to ask someone in the class. Ask them the questions. Jot down their answers. What did you learn from this conversation? Explain.
Week 2 Day 4
Week 2 Day 4
2/14
1. Journal: Describe your ideal job. Would you like to work at home? Downtown? A forest preserve? Another city? Would you like to work outside? Inside? Do you like to be physically active? Do you like to be in an office? Have you ever done something that you felt you could do for a long time and not get tired? Taking care of a kitten or a child? Explain.
2. Watch the Hotel Assistant Manager career videos. Answer the questions about this career choice.
2/14
1. Journal: Describe your ideal job. Would you like to work at home? Downtown? A forest preserve? Another city? Would you like to work outside? Inside? Do you like to be physically active? Do you like to be in an office? Have you ever done something that you felt you could do for a long time and not get tired? Taking care of a kitten or a child? Explain.
2. Watch the Hotel Assistant Manager career videos. Answer the questions about this career choice.
3. Atomic Habits Chapter 1 pages 23-30
Read the excerpt. Answer the questions at the top of the excerpt.
3. Atomic Habits Chapter 1 pages 23-30
Read the excerpt. Answer the questions at the top of the excerpt.
Week 3 Day 5
Week 3 Day 5
no school
no school
Week 3 Day 6
Week 3 Day 6
(200 words)
2. Watch the Chef de Cuisine career videos. Answer the questions about this career choice.
(200 words)
2. Watch the Chef de Cuisine career videos. Answer the questions about this career choice.
Week 4 Day 7
Week 4 Day 7
2/26
1. Journal Read the following quote: Thorndike described the learning process by stating, “behaviors followed by satisfying consequences tend to be repeated and those that produce unpleasant consequences are less likely to be repeated.”
2/26
1. Journal Read the following quote: Thorndike described the learning process by stating, “behaviors followed by satisfying consequences tend to be repeated and those that produce unpleasant consequences are less likely to be repeated.”
How is this true for you? Describe behaviors that you repeat because they have satisfying consequences and things you avoid because they provide unpleasant consequences. 200 words.
How is this true for you? Describe behaviors that you repeat because they have satisfying consequences and things you avoid because they provide unpleasant consequences. 200 words.
(200 words)
(200 words)
Week 4 Day 8
Week 4 Day 8
2/28
1. Journal The human brain is a prediction machine. It is continuously taking in your surroundings and analyzing the information it comes across. What is a prediction you made that came true? Why do you think you were able to make that prediction? Explain. 200 words.
2/28
1. Journal The human brain is a prediction machine. It is continuously taking in your surroundings and analyzing the information it comes across. What is a prediction you made that came true? Why do you think you were able to make that prediction? Explain. 200 words.
Week 5
Week 5
Monday
Monday
Journal: Describe a time you started a new habit that worked out for the best or describe a time you picked up a bad habit that negatively affected you. What can you do today to change your habits for the better?
Journal: Describe a time you started a new habit that worked out for the best or describe a time you picked up a bad habit that negatively affected you. What can you do today to change your habits for the better?
Week 5 Day 9
Week 5 Day 9
Wednesday
1. Journal What do you notice is always in the aisle when you are checking out of a store?
Wednesday
1. Journal What do you notice is always in the aisle when you are checking out of a store?
Why do you think those items are placed there? Is there something you pick up as you are walking out that you would not go look for?
How does the placement of objects in a store manipulate you into buying them?
How does the placement of objects in a store manipulate you into buying them?
Week 7 Day 12
Week 7 Day 12
Monday 10/23/23
Monday 10/23/23
Who is someone you admire? This can be someone famous or someone you know. Who would you like to model yourself after? Who do you try to imitate? We tend to imitate powerful people. Who is someone you would like to be like?
Who is someone you admire? This can be someone famous or someone you know. Who would you like to model yourself after? Who do you try to imitate? We tend to imitate powerful people. Who is someone you would like to be like?
200 words.
200 words.
Week 7 Day 13
Week 7 Day 13
Wednesday 10/25/23
Wednesday 10/25/23
Week 8 Day 14
Week 8 Day 14
Monday
Monday
Week 9 Day 15
Week 9 Day 15
Wednesday
Wednesday
Week 9 Day 15
Week 9 Day 15
Monday
Monday
Week 9 Day 16
Week 9 Day 16
Wednesday 10/25/23
Wednesday 10/25/23
Week 10 Day 17
Week 10 Day 17
Monday 11/06/23
1. Journal Watch one of the army recruiter videos.
Monday 11/06/23
1. Journal Watch one of the army recruiter videos.
What does the video make you feel? Do you relate to it? Can you see yourself in the video?
What does the video make you feel? Do you relate to it? Can you see yourself in the video?
How do the creators of the video try to persuade you to join the army?
How do the creators of the video try to persuade you to join the army?
Are you persuaded? Explain.
Are you persuaded? Explain.
200 words.
200 words.
2
2
Week 10 Day 18
Week 10 Day 18
Wednesday 11/08/23
Wednesday 11/08/23
Journal
Journal
Week 11 Day 19
Week 11 Day 19
Journal
Journal
Week 11 Day 20
Week 11 Day 20
Journal
Journal
What can ruin your mood? What is something that will change your mood from good to bad? Explain. How do you change your mood from negative to positive? What do you do to cheer yourself up when you are sad?
What can ruin your mood? What is something that will change your mood from good to bad? Explain. How do you change your mood from negative to positive? What do you do to cheer yourself up when you are sad?
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