English Literature III
COURSE SYLLABUS
1. Prerequisite: Successful Completion of English II.
2. Course Description: English III is a survey of American literature designed to help students develop
an understanding of the nature of literary writing in the American tradition. In addition to this,
students will learn the skills necessary to analyze works of fiction in order to gain an understanding
of literary writing.
3. Organization: The class is organized by genre and will focus mainly on Short Stories, Drama, the
Novel, and Poetry.
4. Course Objectives:
By the end of term, students should be able to:
RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of
a text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text.
Knowledge Target:
1. Identify two or more themes or central ideas of a text.
2. Explain how the themes or central ideas interact and build on one another to produce a complex
account
Know how to write an objective summary
Reasoning Target:
3. Analyze how the text develops two or more central ideas or themes throughout a text
4. Interpret how the text supports the themes or central ideas to produce a complex account of the text.
5. Formulate an objective summary that includes how the text builds upon the central ideas or themes
to produce a complex account of the text
RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or
drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and
developed).
Knowledge Target:
6. Identify key elements of a story or drama
7. Identify key choices the author made that relate elements of the story
Reasoning Target:
8. Explain how the author’s choices (setting, order of events, character change/
motivations/Interactions) relate the elements of a story or drama
9. Analyze how the decisions the author made regarding setting, order of events, etc. impacted the story
RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of
where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall
structure and meaning as well as its aesthetic impact.
Knowledge Target:
10. Identify the author’s specific style choices
11. Identify aesthetic impact:
 (e.g., historical context emotional appeal and artistic appeal)
Reasoning Target:
12. Analyze how the author’s choices contribute to the:
 overall structure
 meaning
 aesthetic impact
RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g. recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play
by Shakespeare and one play by an American dramatist).
Knowledge Target:
13. Define source text
14. Identify two or more interpretations of text (story, drama, poem)
Reasoning Target:
15. Explain multiple interpretations:
 recorded/live play
 recorded novel
 recorded poetry
 of (story, drama, poem) analyzing how each interprets source text
16. Evaluate how an artist chooses to interpret an entire work
RL.11-12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics.
Knowledge Target:
17. Describe the historical context of ______________ (18th, 19th, or 20th) century
18. Identify foundational works of _______________ (18th, 19th, or 20th) century
Distinguish between theme and topic
Reasoning Target:
19. Determine the theme or themes of foundational works of American Literature
20. Compare/contrast the treatment of similar themes from two or more texts from the ______________
(18th, 19th, or early 20th) century
21. Compare/contrast the treatment of similar topics from two or more texts from the ____________
(18th, 19th, early 20th) century
W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance,
establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent
whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over
the course of the narrative.
Knowledge Target:
22.
23.
24.
25.
26.
Define tone
Recognize how writers relate the significance of a problem, situation, or observation to a reader
Identify multiple points of view in narratives
Recognize multiple plot lines in narratives
Recognize techniques writers use to build toward a particular outcome
Reasoning Target:
27.
28.
29.
30.
31.
32.
33.
34.
Analyze how writers create tone
Develop a sequence of events that creates a desired tone and outcome
Determine appropriate techniques to relate significance.
Analyze:
 multiple points of view of various narratives
 use of multiple plot lines in narratives
Use a variety of techniques to logically sequence and connect events
Analyze the relationships among experiences and events
Design an organized sequence of events with dialogue to develop experiences, events, and/or
characters
Use precise, descriptive, and sensory language to develop vivid images of experiences, events, setting,
characters
Develop conclusions that reflects on what is experienced, observed, or resolved in a narrative
Product Target:
35. Write a narrative that:
 creates a particular tone
 engages the reader with a significant problem, situation, or observation and introduces a narrator
and/or characters
 establishes multiple points of view

creates a desired tone

uses techniques such as dialogue, pacing, description, reflection, and multiple plot lines to
develop experiences, events, characters and build toward a particular outcome
uses a variety of transitions to develop a coherent sequence of events
uses appropriate precise, descriptive, and sensory language
includes a reflective conclusion that flows from what is experienced, observed, or resolved



L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. hyperbole, paradox) in context and analyze their role in text.
b. Analyze nuances in the meaning of words with similar denotations.
Knowledge Targets:
36.
37.
38.
39.
Define figures of speech (e.g. hyperbole, paradox)
Recognize figures of speech within the text
Identify words with similar denotations
Recognize nuances in the meaning of words with similar meanings
Reasoning Targets:
40.
41.
42.
43.
Interpret figures of speech (e.g. hyperbole, paradox)
Analyze the role of figurative language within the text
Determine how figurative language impacts a text’s purpose
Analyze nuances in the meanings of words with similar denotations
5. Required Text and Supplies:
a. Three Ring Binder or Pronged Folder
b. 1 Piece of Poster Board
c. Pencils and Paper
d. Jump Drive/Flash Drive (optional)
6. Course Web Page & Resources :
a. www.edmodo.com
b. http://www.fleming.kyschools.us/olc/teacher.aspx?s=252
7. Evaluation of Student Achievement:
a. Grading Policy:
i. Standards Based Grading
b. Attendance:
i. Attendance is a vital part of student success! It is imperative that students are
present each day. If this is not possible, students need to make arrangements to
stay for tutoring to make up class time.
c. Missed Exams and Late Assignments:
i. If a student misses school, it is their responsibility to make up missing assignments
and exams. Missing assignments can be found on either the class webpage or on
Edmodo.
d. Extra Credit:
i. There will be NO extra credit for this course.
e. Academic Dishonesty:
i. Students are expected to do their own work to the best of their ability. They will be
expected to use the rules of proper citation at all times. Students that cheat or
plagiarize will be reprimanded using the school/district plagiarism policy.
8. Classroom Rules of Conduct:
a. Students are expected to come to class prepared each and every day. This includes bringing
all class materials and being in their seat doing the bell work when the bell rings. Students
who are not in their seat when the bell rings will be counted tardy.
b. Students are expected to meet deadlines and turn in work when it is due. Students that do
not have homework when it is due will be required to stay for After School Detention to
finish missing assignments.
9. Schedule:
Date/Week
Topic/Activity
Standard(s)
Week 1
Week 2
Community Building
Short Stories &
Structure – Not Just
Freytag’s Pyramid
Of Mice and Men –
Elements of Fiction
None
RL.11-12.5
Week 3
RL.11-12.3
Assignments/Due
Dates
Literacy Autobiography
Story Structure
Analysis - Other
Novel Analysis
(Elements of Fiction)
Week 4
RL.11-12.2
LDC Task
RL.11-12.2
LDC Task
RL.11-12.7
RL.11-12.9
RL.11-12.9
L.11-12.5
Compare and Contrast
Essay (Possible LDC
Task)
Compare and Contrast
Essay (Possible LDC
Task)
Test
Test
Poetry Analysis
W.11-12.3
Personal Narrative
Week 12
Fahrenheit 451 – The
Importance of
Knowledge
Fahrenheit 451 – The
Importance of
Knowledge
Shakespeare, American
Drama and the
Production
Shakespeare, American
Drama and the
Production
The American Tradition
The American Tradition
The Language of
American Poetry
Your American
Experience
Digital Experience
W.11-12.3
Digital Story
On-Going Bell work
ACT Practice
All Standards
Every Day
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
RL.11-12.7
10. Final Exams: Final Exams count for 20% of the grade for the course.
11. Learning Tips & Suggestions for Success: Be prepared for class each and every day, this includes
being up to date on reading assignments. Do not put things off until the last minute.
12. How to Contact the Instructor: email – leslie.workman@fleming.kyschools.us or via Edmodo.