English III

Syllabus: 

English III Syllabus
Westlake High School, 2026-2027

Megan Olsen

molsen@eanesisd.net
Room 356

Trey Young

tyoung@eanesisd.net
Room 270

Shelby Kroll

skroll@eanesisd.net
Room 356 / 270 / 260

Course Description

English III combines a thematic, regional, and historical study of American literature and American culture focusing on analyzing the idea of the American Dream.  Our study will largely be thematic in nature, and emphasis will be placed on developing critical reading and writing skills that connect each student’s own experience with the themes and ideas explored in the American literary tradition. In addition, this course will provide opportunities for improving research skills and preparing for the writing/vocabulary components of the SAT.

Assessment Targets

• To broaden and enrich each student’s educational experience through the imaginative, intellectual, and emotional engagement with diverse literature.

• To increase the ability to read and comprehend material of increasing complexity and difficulty.

• To understand and analyze the elements of fiction as they contribute to meaning.

• To expand vocabulary by determining word meanings through context clues, specialized dictionaries, and structural analysis of etymology, roots, prefixes, suffixes, etc.

• To develop research and informational access skills.

• To write compositions reflecting rhetorical choices based on specific audiences, purposes, and modes.

• To increase proficiency and knowledge of the writing process:  use of idea-generating strategies, portfolio building, peer response, and revision techniques.

Textual Complexity

Students will be given a variety of (mostly fictional) texts to engage with throughout the year. The subject matter will range across political and social issues from several periods both implicit and explicit to American history. Because of their age and subject matter, some of these texts will have complex vocabulary and syntax; others may concern or include outdated (or even offensive) language and controversial subject matter, and may contribute to a student experiencing challenging concepts and reaction. 

Because of this, it is vital that students consider texts carefully, critically, and respectfully. Asking questions and doing research about the larger meaning, purpose, and effect of a particular idea or certain kinds of language is deeply important for the work students will do in this classroom and their endeavors beyond. In the media ecosystem that is constantly vying for our attention, especially from young people, one of the only ways students can find their own voice is by reasonably considering the various perspectives they encounter. As Parker Palmer has written, “When the going gets tough, turn to wonder.”

Materials

• Fully updated and charged iPad

• Independent Silent Reading novel 

• Spiral notebook for writing

• Writing utensils (pencil!!!!! required, pens, colored pencil, highlighter)

• Dedicated English folder or binder 

• Tissues

Units of Study

• Colonial America, the Enlightenment, Romanticism, Transcendentalism, Realism/Modernism

• The Great Gatsby

• The Crucible 

• Nonfiction book of choice

• Poetry

• College/Career essay (personal narrative)

Grades

According to school policy, the nine weeks’ grade will be determined by weighing the average of:

• Major Grades (60%): tests, essays, projects, etc.

• Daily Grades/Quizzes (35%): homework, quizzes (double daily), classwork

• Timeliness grade (5%): only applicable to process-pieces, not exams 

Board Policy: When calculating a nine-week average, no single assignment/assessment grade may count more than 25% of the total average, regardless of the grade category (such as major or daily grade). It should be noted, however, that some major projects may comprise more than one assignment/grade.

Daily Grades:

Students are expected to meet deadlines. All assignments are due at their announced deadline. Daily grades will not be accepted late unless the absence is listed as excused in Skyward. Students have one day to turn in missing work per day of excused absence (e.g., if you miss one day, you have one day to make work up; if you miss two days, you have two days, etc.), up to a maximum of three days. 

Students can earn up to a 70% maximum for a late assignment. If you turn in an assignment beyond its late-work deadline, you will receive a score of 0%. 

Major Grades: 

From time to time, emergencies happen - such as illness, hospitalization, injury, or a death in the family - that will interfere with a student’s ability to submit work in a timely manner.  In these cases, the student is expected to contact the teacher in person or by email as soon as the crisis arises to request a reasonable extension. Your personal schedule, extra-curricular activities, and technological issues are not “emergencies.”

Students are expected to submit major assignments by their assigned due date and time. To encourage the skill of meeting deadlines and to ensure skills are practiced when assigned, the following policy will be implemented:

• Major Grades will be accompanied by a 5% Timeliness Grade (100% for on time, 0% if not on time). When a student receives a 0% for timeliness, they still have up to 1 week to turn in the late Major Grade assessment for up to 100% on the Major Grade. The Timeliness Grade cannot be replaced if the assignment is late. 

  • Late assignments are not eligible for a rewrite/resubmission.

  • Major assignments (any process pieces) turned in between 7-14 days late may earn up to a 70%. After 14 days, assignments may still earn up to a 50%. If the late submissions’  grade would score above 70% (or 50%) normally, the recorded late grade will be capped at 70% (or 50%). If the late submissions’ grade scores below 70% (or 50%) on merit, the student will receive the grade earned.

  • Major grade rewrites: Major grade process writings can be revised and resubmitted for a maximum grade of 80% if the following conditions have been met:

• Work was submitted by the deadline

• Conference with teacher 

• Original grade was 79.6 or lower

• Resubmission is done in a timely manner, per discussion with your teacher

Incompletes/Eligibility

It is important to remember that an “incomplete” makes a student ineligible until the work is completed. UIL eligibility guidelines will be observed throughout the year.  

WHS Academic Integrity Honor Code

Artificial Intelligence

The purpose of written assignments in English courses is to assess students’ ability to think critically and to effectively communicate their thinking; the use of Artificial Intelligence to complete these tasks prevents an accurate evaluation of student learning.  Therefore, the use of any Artificial Intelligence tools (e.g. ChatGPT, DALL-E, etc.) or essay writing services (e.g. Chegg or Course Hero) to brainstorm, draft, or revise and edit student work related to any formative or summative assessment is strictly prohibited.  Students who submit assignments with AI assistance will be subject to an honor code violation, as outlined in the WHS Student Handbook, and will receive a zero for the assignment. 

Plagiarism

Plagiarism is taking the words, ideas, and even structure of another person’s writing (whether from a website, tutor, video, blog, print source, or essay written by someone else) and claiming authorship for it, and then submitting it for a grade. Writers must always cite any material (except what is common knowledge) which is taken from a source and included in their writing, whether it be quoted directly or paraphrased. Students should never submit one essay, even a refashioned version of it, for multiple courses.  Students who submit plagiarized assignments will be subject to an honor code violation, as outlined in the WHS Student Handbook, and will receive a zero for the assignment. 

On the first violation of the WHS Academic Honor Code, students may request to redo the assignment (or an alternate) for a maximum grade of 50. Any subsequent Honor Code violation will receive a grade of 0 and will not be eligible for resubmission.

Classroom Management

Students are expected to observe class rules/norms and follow all school rules as detailed in the Student Handbook.  The “step procedure” will be followed in dealing with discipline problems as well as in cases of excessive tardiness.  It is expected that a serious and positive learning environment will encourage students to be responsible for themselves and their work.  It is also expected that a student-centered classroom with active participation by and interaction among students and the teacher will be consistently achieved.    

Expectations

• Be on time and be prepared. 

• Per district policy and state law, personal communication devices must be stowed away during instruction time. No phones are allowed in class for any reason. Students with phones in hand, on lap, or on desk will be asked to put them away. 1st offense: contact home. 2nd offense: Referral to your AP. 

• Show respect for your classmates, teachers, school staff, and substitute teachers: please do not talk while the teacher or a recognized student is talking.  

• Participate in discussions.  Share your ideas when you are recognized as the speaker.  Ask questions.

• Be Present! Think!  Create!  Explore!  Engage!  Encourage!

Class Calendar: 

Google Classroom

Westlake High School utilizes the Google Classroom platform to share classroom resources, many assignments, and assessment preparation materials to students. WHS students will receive a classroom code to access these materials, submit assignments, and track any missing work.