English 3 Honors I. Title

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English 3 Honors
Teacher: Sarah Workman
Phone: (270) 628-3800 ext. 4125
Email: [email protected]
Planning Period: 5th period (11:40-12:30)
I. Title
English 3: American Literature
II. Course Description
Eleventh grade Honors English students are required to read at least four novels per year. Students will read,
discuss, and analyze the historical context of American non-fiction, fiction, and poetry selections both orally and in
writing. Emphasis is also placed on writing. Students are required to write a short story, informative speech, and a
research-based argumentative paper as well as experiment with other forms of transactive/analytical writing. Grammar
usage and mechanics are parts of the writing experience. Focus will also be placed upon reviewing concepts for the
English and Reading portions of the ACT. This course is a pre-requisite for Honors English IV (dual credit). Students
wishing to take the dual credit Honors English IV must pass Honors English III with a ‘C’ or better.
III. Course Objectives
Class activities will be centered on the attainment of the course objectives listed below. These objectives are
understood to be reflective of, but not limited to, those behaviors aligned with the Kentucky Core Academic Standards
(KCAS) for English Language Arts Grades 11-12. Following each objective, and enclosed in parentheses, are numbers
which reference the Kentucky Core Academic Standards that are addressed by that objective. Upon successful
completion of this class, students will be able to
A. Read and interpret a variety of grade-level appropriate texts (literature and informational) to determine what the text says explicitly
and implicitly, determine central themes or ideas and analyze their development throughout the text, analyze the impact of the author’s
choices, and determine the meaning of unknown words and phrases. (RL. 11-12.1-5, RI. 11-12.1-4)
B. Determine an author’s point of view and analyze the development and effectiveness of a presented argument or topic, with attention
given to style, content, and aesthetic. Arguments studied will include seminal U.S. texts such as “The Declaration of Independence” and
Thomas Paine’s “The Crisis.” (RL. 11-12.6-10, RI. 11-12.6-10)
C. Produce clear and coherent writing that addresses and fits the following parameters: write arguments to support claims in an analysis
of substantive topics or texts using valid reasoning and relevant and sufficient evidence; write informative/explanatory texts to examine
and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of
content; write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. (W. 11-12.1-4)
D. Gather evidence from multiple source types including texts studied to effectively evaluate and present a topic or position on a topic.
Students will conduct research as needed, and use the writing process to guide the production of assigned writing tasks. (W. 11-12.5-10)
E. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Students will present
information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose, audience, and task, incorporating a variety of media as
necessary. (SL.11-12.1-6)
F. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L. 11-12.1)
G. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing paying particular
attention to the use of semicolons to separate two or more independent clauses and the use of colons to introduce lists. (L. 11-12.2)
H. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression; demonstrate understanding of figurative language and word relationships. (L.
11-12.3-6).
IV. Content Outline
Mrs. Workman reserves the right to modify and refine the instructional units as the year progresses. Texts to be studied
are somewhat tentative and subject to change.
A. Unit 1 – Literature of Early America (Beginnings-1750)
This unit will focus on American literature from the Early American Period and will feature such authors
as the Navajo, Onondaga, Iroquois, Christopher Columbus, John Edwards, Anne Bradstreet, and Arthur
Miller (for content of The Crucible). Students will also write personal narratives/memoirs in response to
Native American readings which will give an accurate picture of who and why they are.
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“The Earth on Turtle’s Back,” the Onondaga
“When Grizzlies Walked Upright,” the Navajo
“The Iroquois Confederation,” the Iroquois
“Journal of the First Voyage to America,” Christopher Columbus
“General History of Virginia,” John Smith
“Of Plymouth Plantation,” William Bradford
“Sinners in the Hands of an Angry God,” John Edwards
“To My Dear and Loving Husband,” Anne Bradstreet
The Crucible, Arthur Miller
B. Unit 2 – Early National Period (1750-1800)
This unit will focus on American literature from the Early National Period and will feature such authors
as Olaudah Equiano, Phyllis Wheatley, Patrick Henry, and Benjamin Franklin. Students will also prepare
informative speeches that will require research documented using MLA styling and will complete a
practice informative constructed response.
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“The Interesting Narrative of the Life of Olaudah Equiano,” Olaudah Equiano
“The Declaration of Independence,” Thomas Jefferson
“The Crisis, Number 1,” Thomas Paine
To His Excellency, George Washington, Phyllis Wheatley
“Speech in the Virginia Convention,” Patrick Henry
“Speech in the Convention,” Benjamin Franklin
C. Unit 3 – 19th Century Literature (1800-1870)
This unit will focus on American literature from the 19th Century Literature Period and will feature such
authors and poets as Washington Irving, Nathaniel Hawthorne, Edgar Allan Poe, Walt Whitman, and
Emily Dickinson. Students will also be required to create short stories that tie in elements of those
words read and discussed in class.
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“The Devil and Tom Walker,” Washington Irving
“The Minister’s Black Veil,” Nathaniel Hawthorne
“The Fall of the House of Usher,” Edgar Allan Poe
Because I Could Not Stop for Death, I Heard a Fly Buzz When I Died, et. al., Emily Dickinson
Song of Myself, I Hear America Singing, Walt Whitman
“Walden,” Henry David Thoreau
“Self-Reliance,” Ralph Waldo Emerson
D. Unit 4 – The Age of Realism (1850-1914)
This unit will focus on American literature from the Age of Realism and will feature such authors and
poets as Sojourner Truth, Mark Twain, Jack London, Kate Chopin, Edwin Arlington Robinson, Edgar Lee
Masters, and Willa Cather. Students will begin working on an argumentative research paper which will
include sources document using MLA format. Students will also complete a practice argumentative
constructed response in preparation for end of the year testing.
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“My Bondage and My Freedom,” Frederick Douglass
“An Account of an Experience of Discrimination,” Sojourner Truth
“The Gettysburg Address,” “The Emancipation Proclamation,” Abraham Lincoln
“Life on the Mississippi,” Mark Twain
“To Build a Fire,” Jack London
“The Story of an Hour,” Kate Chopin
“A Wagner Matinee,” Willa Cather
Luke Havergal, Richard Cory, Edwin Arlington Robinson
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Lucinda Matlock, Richard Bone, Edgar Lee Masters
E. Unit 5 – The Modern Era (1914-1945)
This unit will focus on American literature from the Modern Era and will feature such authors and poets
as John Steinbeck, William Faulkner, Robert Frost, Langston Hughes, and Carl Sandburg. Students will
also revise their research papers and turn in a final draft.
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“The Curious Case of Benjamin Button,” F. Scott Fitzgerald
“The Turtle from Grapes of Wrath,” John Steinbeck
Chicago, Leaves of Grass, Carl Sandburg
Stopping by Woods on a Snowy Evening, Mending Wall, Robert Frost
“A Rose for Emily,” William Faulkner
“Dust Tracks on a Road,” Zora Neale Hurston
I, Too, Dream Deferred, Dream Variations, Langston Hughes
The Red Wheelbarrow, The Great Figure, This is Just to Say, William Carlos Williams
F. Unit 6 – The Contemporary Period (1946-present)
This unit will focus on American literature from the Contemporary Period and feature such authors and
poets as Flannery O’Connor, Alice Walker, Amy Tan, Sylvia Plath, Ian Frazier, and Martin Luther King, Jr.
Students will complete a literary analysis that will require a more in-depth look at a chosen look.
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“The Life you Save May be Your Own,” Flannery O’Connor
“Everyday Use,” Alice Walker
“Onomatopoeia,” William Safire
“Coyote v. Acme,” Ian Frazier
“Mother Tongue,” Amy Tan
“The Rock Pile,” James Baldwin
Mirror, Sylvia Plath
My Papa’s Waltz, Theodor Roethke
In a Classroom, Adrienne Rich
“Letter from Birmingham Jail,” Martin Luther King, Jr.
V. Instructional Activities
A variety of instructional activities will be used in this course including inquiry learning, reflective journaling,
classroom discussion and presentations.
One novel will be read each nine weeks. Students will complete identification, interpretation, and discussion
questions for each novel every two or three weeks. A quiz will accompany each assignment.
Students will complete the ACT Coach book activities throughout the year in preparation for taking the ACT in
March. Students will also acquire fifteen vocabulary words each week and will complete a variety of activities to
learn the words and be able to use them in everyday conversation. A weekly vocabulary quiz will be completed,
as well as mid-term and end-of-term quizzes each nine weeks.
VI. Texts and Resources
A. Prentice Hall Literature, Penguin Edition, Grade Eleven
B. Wordly Wise 3000, Third Edition, Book 11 (reproduced pages)
C. Novels
“The Great Gatsby,” F. Scott Fitzgerald
”Of Mice and Men,” John Steinbeck
“Huckleberry Finn,” Mark Twain
“The Scarlet Letter,” Nathaniel Hawthorne
D. ACT Coach: English, Reading, and Writing
VII. Evaluation and Grading Procedures
A. Grading Scale
A = 100% - 90%
B = 89% - 80%
C = 79% - 70%
D = 69% - 60%
F = 59% and below
B. Articulation, professionalism, standard English, appropriate use of MLA format, and neatness are extremely
important in presentations and written assignments. Grades will be earned based upon completion of and
participation in the classroom activities. A 10% late penalty will be deducted each calendar day that an
assignment is late. An assignment is considered late if it is not submitted when the teacher collects the class
assignments (i.e., turning an assignment in at the end of class when it was collected at the beginning of class
would result in a 10% penalty).
C. Students will receive grades in the following categories: Tests and Quizzes (30%), Papers (30%), Daily (40%).
All grading will be posted in a timely fashion via Infinite Campus. Bellringers and other daily assignments fall
under the category of “Daily.” Participating in class and completing Bellringers each day is the student’s
responsibility; students will not be able to complete these assignments for a late grade.
IX. Attendance Policy
Students are expected to adhere to the attendance policy outlined in the student handbook.
Students will be considered tardy if they are not in their seat when the bell rings. Jumping into the classroom as the
bell rings will not count.
X. Academic Honesty
Taken from Murray State University’s Academic Honesty Policy
Violations of Academic Honesty include:
Cheating - Intentionally using or attempting to use unauthorized information such as books, notes, study aids, or other electronic,
online, or digital devices in any academic exercise; as well as unauthorized communication of information by any means to or from
others during any academic exercise.
Fabrication and Falsification - Intentional alteration or invention of any information or citation in an academic exercise. Falsification
involves changing information whereas fabrication involves inventing or counterfeiting information.
Multiple Submission - The submission of substantial portions of the same academic work, including oral reports, for credit more
than once without authorization from the instructor.
Plagiarism - Intentionally or knowingly representing the words, ideas, creative work, or data of someone else as one’s own in any
academic exercise, without due and proper acknowledgement.
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Parent or Legal Guardian Signature
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Student Signature
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