2026 Syllabus for English III
Mrs. Reece, Room 95
phone: 864-355-5753; email: greece@greenville.k12.sc.us
Course Description: In English III, the focus is on American literature. We will read literature from early America to the present. In addition to reading a survey of American authors, students will analyze several non-fiction texts, then practice forming logical arguments and performing proper research. I also emphasize vocabulary and grammar/mechanics throughout my class. I believe in giving students practical knowledge as much as possible to help them express themselves both verbally and in writing as they enter the workforce or continue their education.
Standards: Course standards are aligned with the South Carolina State Department curriculum standards and guidelines. You can find a copy of these standards on The School District of Greenville County website.
Major Works:
The Crucible is a play written by Arthur Miller highlighting the cultural influences and circumstances which led to the Salem Witch Trials. Miller wrote the play after enduring questioning and accusations of Communism by the HUAC led by Senator McCarthy.
The Great Gatsby is a novel by F. Scott Fitzgerald set in the 1920’s. It follows the lives of rich Long Islanders and the hopes and dreams of the mysterious Jay Gatsby. It follows his entanglement with the members of high class society and the consequences of those relationships.
The following additional works will (or may) be a part of our reading and study in the classroom:
From Early American Literature:
The World on a Turtle’s Back (a Native American myth)
“Balboa,” a short story by Sabina Murray
Poems by Anne Bradstreet: “Upon the Burning of my House,” “To my Dear and Loving Husband”
“World, in Hounding Me,” a poem by Juana Ines De La Cruz
Slave Narratives: “Incidents in the Life of a Slave Girl” by Harriet Jacobs and “The Interesting Narrative of Olaudah Equiano” (in addition, I usually show this video in class to introduce/discuss the slave ships)
Sinners in the Hands of an Angry God, a Puritan sermon by Jonathan Edwards
“The Minister’s Black Veil,” a short story by Nathaniel Hawthorne
From American Romanticism:
“Song of Myself,” a poem by Walt Whitman
“Thanatopsis” a poem by William Cullen Bryant
“The Chambered Nautilus,” a poem by Oliver Wendell Holmes
Civil Disobedience, an essay by Henry David Thoreau
Works by Edgar Allen Poe: “The Masque of the Red Death” (short story) and “The Raven” (poem)
Poems by Emily Dickinson: “Tell all the truth but tell it Slant,” “Because I could not stop for Death,” “Much madness is Divinest Sense,” and “The Soul Selects her own Society”
From The Harlem Renaissance:
Poems by Countee Cullen: “Tableau,” “Yet I Marvel,” and “Incident”
“America,” a poem by Claude McKay
“Go down, Death,” a poem by James Weldon Johnson
Poems by Langston Hughes: “The Negro Speaks of Rivers,” “Harlem II,” and “Theme for English B”
In addition to these works, students will sometimes be asked to research and read articles relating to [articular authors or time periods. Students may also be required to read articles about current events for class writing purposes.
Grading Scale:
90-100.................A
80-89...................B
70-79...................C
60-69...................D
50-59...................F
Grade Distribution: Major Assignments – 60%, Minor Assignments – 40%
Exam: The final exam is cumulative, over everything covered in this class. The exam usually contains around 50-100 objective questions plus an essay. The exam counts as 10% of the final grade, so students must approach it seriously and prepare throughout the semester.
Class Supplies: Much of our work will be submitted through Google Classroom. However, students should have looseleaf notebook paper, a binder/notebook for notes and a writing utensil available in their backpacks every day.
Journals: Students will have daily journal entries. These will include vocabulary, grammar, literary terms, reading responses, and some freewrites. These will be graded for minor grades at random intervals as well as assessed for one major grade each nine weeks.
Independent Reading: Students will get into the habit of reading independently in my class for 15-20 minutes each day. Students may read whatever they desire, bringing materials from home or checking them out in the media center, but it does need to be a book in print. I also have a large collection of books and novels in my classroom. Studies have shown that regular reading has the following effects:
Improves brain connectivity
Increases empathy and relationship-building skills
Increases vocabulary and comprehension
Can reduce the symptoms of depression and stress
Increases insight into the world at large
Improves concentration and focus
Improves memory
Improves communication skills
Helps us to be better readers!
Course Pacing Guide and Curriculum Map
Vocabulary: Vocabulary and grammar will be taught in conjunction with our literature. Vocabulary words will be assigned on Mondays, and a quiz will be given every Friday.
Late Work: Students are responsible for completing their work on time. However, students may turn in late papers and projects for up to 5 days after the due date. An assignment turned in late will receive a 10% deduction for each day after the official due date. Once five days have passed without the writing assignment or project being submitted, it will receive a zero
Classroom Expectations:
Respect yourself and others in the classroom.
Ensure that all work you turn in with your name on it is indeed your own work. (Plagiarism and cheating will result in a grade of zero on the assignment.)
Raise your hand if you want to comment or need to ask a question.
Stay in your seat until class is dismissed by the teacher, not by the bell.
Always do your best, but reach out with any questions or if you feel like you are falling behind.
Be open to having a great semester and we will!