Instructor: Melanie Rivers
Location: Room B 117
Phone: 355-6608
Email: mrivers@greenville.k12.sc.us
Course Description: English 3 College Prep prepares students for all areas beyond the classroom, including college and career. Literary study will focus on a survey of American literature. Students should expect major essay assignments on a frequent basis. The rigor of this course will prepare students for standardized tests such as the SAT and the ACT and for future English courses.
Instructional Philosophy: The English Department of Mauldin High School believes that every student has a unique voice and our goal is for that voice to be heard in both oral and written communication. We follow South Carolina College- and Career-Ready Standards for English Language Arts at every level to plan and implement lessons designed to improve reading, writing, research, listening, speaking, and viewing skills in a logical, systematic, and sequential manner. A variety of teaching and assessment strategies are used to address multiple learning styles. We adhere to the district grading guidelines and to its scope and sequence recommendations in order to help each student realize his or her potential as a learner.
Course Goals and Power Standards: Course Goals and Power Standards:
A South Carolina student who is college and career ready in English Language Arts will demonstrate:
the ability to analyze deep content and construct conceptual knowledge through strategic and appropriate academic and technical skills and tools to complete tasks and solve problems in real world situations.
the development and application of interpersonal skills through listening, speaking, writing, and reading ion order to respect diversity and to seek an understanding of varied perspectives. Students will work collaboratively to achieve goals, solve problems, and foster innovation.
the appropriate intellectual integrity in the ethical selections and application of resources. The Student will assimilate, synthesize and verify research while citing relevant sources and evaluating evidence.
employment of a variety of strategies to discern the meaning of increasingly complex texts and other modes of communication to form logical, evidence-based conclusions.
the qualities of an independent, reflective learner and contributor to varied societies through self-reliance, self-improvement, constructive interactions with others, and perseverance of life-long learning.
fluent and appropriate use of various modes of communication for authentic purposes based on audience, task and discipline.
(from the SC Department of Education’s document “South Carolina College-and-Career Ready Standards for English Language Arts”, p.12.)
Textbook:
Literature: American Literature, Holt McDougal, 2012.
A class set of textbooks will be available for students to use in class. Students may check out a textbook from the school if they wish to do so.
Required Materials:
black or blue writing pens
pencils
folder
loose-leaf paper
charged Chromebook
earphones (compatible with Chromebook)
Assessment and Grading Policy:
60% Major Grades (Including unit tests, formal papers, projects) approximately 3-4 per nine weeks
40% Minor Grades (classwork, quizzes, short writing responses, Grammarflip lessons) approximately 12-15 per nine weeks.
SC Grading Scale:
A 90-100
B 80-89
C 70-79
D 60-69
F 51-59
COURSE OUTLINE:
Instruction will follow the guidelines below.
**The schedule may be modified as progress is monitored and the major texts may be adjusted to accommodate varied learning rates and availability of supplemental materials.**
1st 9 weeks:
Unit 1: Coming to America, The Individual and Society
Literary Requirements:
Native American Myths (We will read selected works from the English 3 textbook.)
Puritan literature (We will read selected works from the English 3 textbook.)
Book Club (Student Choice)
Writing Focus
Expository Writing
Language Conventions
Article of the Week with Mentor Sentences
SCCCR Standards for ELA:
RL 4.1, 4.2, 4.3, 5.1, 6.1, 7.1, 7.2, 8.1, 9.1, 10.1, 11.1, 12.1, 12.2, 13.1, 13.2; Communication 1.1, 1.2, 1.3, 1.4, 1.5, 1.6; RI 1.1, 5.1, 6.1, 7.1, 8.2, 9.1, 10.1, 11.1, 11.2, 12.1; W 1.1 a-l, 5.2 a-b, 6.1, 6.5,
Unit 2: A New Birth of Freedom, An Age of Realism
Literary Requirements:
Romanticism (We will read selected works from the English 3 textbook.)
Realism (We will read selected works from the English 3 textbook.)
Writing Focus
Formal and Informal Writing Responses for Article of the Week
Language Conventions
Article of the Week with Mentor Sentences
SCCCR Standards for ELA:
RL 4.1, 4.2, 4.3, 5.1, 6.1, 7.1, 7.2, 9.1, 10.1, 11.1, 12.1, 12.2, 13.1, 13.2, 13.3; RI 1.1, 5.1, 6.1, 7.1, 8.1, 8.2, 9.1, 10.1, 11.2, 12.1, 12.2, 12.3; C 1.1, 1.2, 1.3, 1.4, 1.5, 1.6; W 1.1 a-l, 2.1 a-l, 3.1 a-h, 4.1 a- e, 5.2 a, b, 6.1, 6.5
2nd 9 Weeks
Unit 3: The Modern World
Literary Requirements:
The Great Gatsby*
Harlem Renaissance (We will read selected works from the English 3 textbook.)
Of Mice and Men*
Writing Focus
Research Project
Language Conventions
Article of the Week with Mentor Sentences
SCCCR Standards for ELA:
RL 4.1, 4.2, 4.3, 5.1, 6.1, 7.1, 7.2, 9.1, 10.1, 11.1, 12.1, 12.2, 13.1, 13.2, 13.3; RI 1.1, 5.1, 6.1, 7.1, 8.1, 8.2, 9.1, 10.1, 11.2, 12.1, 12.2, 12.3; C 1.1, 1.2, 1.3, 1.4, 1.5, 1.6; W 1.1 a-l, 2.1 a-l, 3.1 a-h, 4.1 a- e, 5.2 a, b, 6.1, 6.5
Unit 4: Contemporary Literature
Literary Requirements:
Dystopian Literature (We will read selected works from the English 3 textbook.)
Writing Focus
Formal and Informal Writing Responses for Article of the Week
Language Conventions
Article of the Week with Mentor Sentences
SCCCR Standards for ELA:
RL 4.1, 4.2, 4.3, 5.1, 6.1, 7.1, 7.2, 9.1, 10.1, 11.1, 12.1, 12.2, 13.1, 13.2, 13.3; RI 1.1, 5.1, 6.1, 7.1, 8.1, 8.2, 9.1, 10.1, 11.2, 12.1, 12.2, 12.3; C 1.1, 1.2, 1.3, 1.4, 1.5, 1.6; W 1.1 a-l, 2.1 a-l, 3.1 a-h, 4.1 a- e, 5.2 a, b, 6.1, 6.5
**Description of Novels
The novels listed below are on a list of district-approved novels for ELA instruction for English 3.
The Crucible
Based on historical people and real events, Arthur Miller's play uses the destructive power of socially sanctioned violence unleashed by the rumors of witchcraft as a powerful parable about McCarthyism.
The Great Gatsby
The Great Gatsby is a 1925 novel by American writer F. Scott Fitzgerald. Set in the Jazz Age on Long Island, the novel depicts narrator Nick Carraway's interactions with mysterious millionaire Jay Gatsby and Gatsby's obsession to reunite with his former lover, Daisy Buchanan.
Of Mice and Men
They are an unlikely pair: George is "small and quick and dark of face"; Lennie, a man of tremendous size, has the mind of a young child. Yet they have formed a "family," clinging together in the face of loneliness and alienation.
Laborers in California's dusty vegetable fields, they hustle work when they can, living a hand-to-mouth existence. For George and Lennie have a plan: to own an acre of land and a shack they can call their own. When they land jobs on a ranch in the Salinas Valley, the fulfillment of their dream seems to be within their grasp. But even George cannot guard Lennie from the provocations of a flirtatious woman, nor predict the consequences of Lennie's unswerving obedience to the things George taught him.
In addition to the course outline, the following items will be used to assess students and enhance the curriculum.
BELL RINGERS
Each day, students will complete an assignment with the Article of the Week.
Day 1 - Read the article
Day 2 -Annotate the article
Day 3 -Find evidence to support statements
Day 4 - Write a personal response about the article
Day 5 - Write a formal response about the article with a mentor sentence.
SCCCR Standards for ELA:
11. RI 8.1, 9.1; W 4.1 a-e, 5.2 a-c, 6.1
General Guidelines for Writing
Students will receive specific instruction for each assignment, but the MHS English Department uses the standard MLA format.
Students will have access to a writing rubric before any major assignment.
In addition to the course outline, the following items will be used to assess students and enhance the curriculum.
Extra Help
By appointment only from 3:45-4:15
Behavior Expectations and Consequences:
Be prompt. Be in your desk and ready to begin class when the bell rings. The bell does not dismiss this class; the teacher does. I will dismiss you after the final bell sounds if everyone is seated and quiet and all materials have been put away.
Be respectful. Treat everyone in the classroom with the courtesy and respect you wish to receive yourself. Pay attention and do not distract others. Also, respect the property, personal space, and opinions of others.
Be considerate. Think about the feelings of others before you say anything. Also, raise your hand so that each person may have a turn to speak; and don’t conduct personal business (doing your hair, gossiping, passing notes, eating/drinking, etc.) during class time.
Be prepared. Bring your Chromebook, paper, and a writing utensil to class every day. Complete your homework before coming to class each day.
Be present. I expect you to be in class every day! Do not ask to leave the classroom unless it is an emergency.
MAKE-UP WORK: See School's Late Work Policy
LATE WORK: See School's Late Work Policy
ACADEMIC DISHONESTY:
Each student must follow the MHS Honor Code (found in the MHS Student Handbook). All students will be required to write and sign the MHS Honor Code on every major assignment submitted. If a student violates this code on any assignment (including classwork and homework), he or she will receive a zero and will be referred to administration.
ATTENDANCE:
Regular attendance is critical to academic success. Students must be present at least half of the class period to be counted present. Students who are absent from class more than 5 days will not receive credit for the course. Absences excused by a doctor, court, or school administrator, which are excused, are the only exception.
TARDY POLICY: See School's Tardy Policy