English III CP
Course Syllabus
Ms. Cartee: 260-5179
Welcome to English III CP! By the end of this literature survey course, you should be able to do the following:
 Analyze literary works and discuss them in an intelligent way
 Identify literary devices and use them effectively in your own writing
 Use the writing process to communicate ideas effectively about literature and life
 Research a topic, write a paper about your findings using MLA documentation, and create a product that


synthesizes what you learned
Work effectively within groups and make creative and effective oral presentations individually and with a team
Have an awareness of the forces that shape the worldviews of authors, others, and yourself, and compare and
contrast the differences in your and others’/authors’ worldviews intelligently and respectfully
This course is a CP course. The goal is to prepare you not only for college. A successful college-bound student
 possesses time to devote to assignments
 reads and thinks about text (does not rely on Cliff’s notes to think for him/her)
“Anything that ultimately
 accepts and learns from constructive criticism
was worthwhile, initially
 shares opinions with an open mind and can learn from others
scared me to death”
 learns for the sake of gaining knowledge—not just obtaining grades
--Betty Bender
 is conscientious and thoroughly completes assignments on time
 accepts responsibility and refrains from excuses
 recognizes that an A is for outstanding work and does not come easily.
SUPPLIES NEEDED FOR CLASS



1” or 1.5” 3-ring binder w/ 3 dividers
Papers-Pens-Pencils
3-hole journal or notebook in which to
write all year—by first Friday of School
 A book to read at all times
 Textbook every day
Poster board, markers, white-out, etc. may be
used throughout the course. Novels will be
purchased as needed.
GRADING*
I use a percentage system. You will receive
interim progress reports and report cards;
however, should you ever desire to see your grade
in between, please make an appointment with me.
Consistency, responsibility, organization, and
simply doing your work are the keys to doing well
in my class. Grades are as follows:
Major assessments: 30%
Quizzes: 20%
Class work: 20%
Homework: 20%
9 weeks test: 10%
Also, any student discovered cheating will receive
a grade of zero on that assignment.
MATERIALS NEEDED EACH DAY
Each day the student will need a pen or
pencil, a 3-ring binder with loose-leaf paper
and journal, book to read, and textbook. All
information in the notebook should be
neatly organized and available upon request
for a notebook grade. The following will be
the sections of the notebook: daily notes
& classwork, grammar, and vocabulary
& literary terms. All should be organized
by date.
HOMEWORK AND
PARTICIPATION
Students will be given homework on a
regular basis. There will be reading
homework quite often. I also encourage
you to study notes from class on a
nightly and/or weekly basis, and utilize
Google. During class time, I expect
students to participate by being prepared
and adding to the discussions and
activities.
ABSENCES
LATE WORK
When you must be absent from my class, IT IS
Late work is defined as any assignment
YOUR RESPONSIBILITY to find out what you turned in after a due date. Work that is late
missed. I keep a ‘while you were out’ board
receives two letter grades off for each day late.
at the front of the room. If you miss class and
So, for example: 1 day late=C (highest 84%); 2
have an assignment due, you must turn it in the
days late =F (highest 69%); 3 or more days
day that you return with your excuse. If you do
late = highest 50%. After one week=0%(no
not have a valid excuse (as defined by the school credit). Some of the work is not accepted
handbook) then you will lose two letter grades
late—Class work is not accepted late if you
off for every day that it is late (see late work).
were here for the class period in which it
Missed work must be made up within a week of
was to be done. Weekends count as “one
the absence unless there are very extenuating
day.”
circumstances. Work missed as a result of
**TELL YOUR TEACHER ASAP if there is
skipping my class or without a valid absence
something CRAZY going on in your life and
excuse will be given a grade of zero.
you need extra help to catch up or keep up!
CONTACT INFO:
Phone: 260-5179
Email: marycartee@anderson5.net
WEBSITE and TECHNOLOGY:
Homework will be on the board and on my website daily. I update homework AFTER SCHOOL each day. Students will be using Google
Drive to turn in and receive feedback on major papers and various other assignments this year.
SUPPLY WISH LIST
We use a lot of supplies throughout the year to educate students! I buy many of my own supplies. If you are in a position to donate any of
the following to the class, it would be greatly appreciated. Simply bring them to my room at any time .
 Kleenex, paper towels, wipes
 Individually wrapped candy
 Dry erase markers and erasers
 Hand sanitizer, band aids,
 Old magazines
 Pencil erasers and small pencil
safety pins, tape
sharpeners
 Pencils, pens, red pens, staples
 Printer, legal size, chart, lined,
 Washable markers, colored
 Glue sticks, scissors, post-its
and/or construction paper!
pencils, crayons, highlighters
ATTENDANCE POLICY
No credit will be given for a class if you have
more than five unexcused absences, even if you
have a passing grade. Only absences caused by
illness, family member’s illness or death, and
doctor’s appointments are excused. Excuses must
be turned in within ten days after you return to
school. Three tardies equal one absence.
“Eighty percent of success
in life is simply showing
up.”
--Woody Allen
CLASSROOM RULES
I have two main rules:
1. Respect—I believe that respect is something that all people deserve. I take respect
seriously, and I expect you to have respect for everyone in this class.
If we act with respect towards one another, we will have no disciplinary problems in
this class. If showing respect for yourself, your classmates, or your teacher is too
much to handle, you may be removed from the classroom and/or assigned detention.
2. Responsibility—You are as responsible for your education as I
am. In order for you to be successful in this class, you must take an active role in
your education. What you get out of this class will be directly determined by what
you put into it. Therefore, you are expected to do all assignments, participate in
class, bring materials and a positive attitude every day. If you are not able to do this,
you may be removed from class and/or your parents may be called. Parents are also
called any time your grade drops below ‘C’ on interims or ‘D’ on report cards.
My basic philosophy is that you are either in class learning and working or you
should not be in class.
PROCEDURES
In our classroom, there is a procedure for everything. A procedure is different from a rule because a procedure is simply “how we do
things in here.”
With procedures, time will not be wasted and you will know what I expect.
1. Entering the classroom—Immediately find your assigned seat and begin work on the bell-ringer assignment. If you are still up and
moving about the classroom when the bell rings, you will be counted tardy. (If it becomes apparent as the school year
progresses that this procedure is not needed in order for us to have an orderly class that starts on time, it may be dropped.)
2. Exiting the classroom—I will announce when it is time to pack up your materials. If I do not announce it, please assume that
you are to wait for the bell to ring. When the bell rings, you must wait for me to dismiss you. Never line up at the door.
3. Sharpening your pencil—Pencils should be sharpened before class or after I have finished giving instructions. Pencils should not
be sharpened during class lectures and /or discussions.
4. Getting your attention—I tend to lose my voice if I over-use it, so if the room is noisy, I have a bell that I will ring. When you
hear the bell, please be quiet within ten (10) seconds and turn towards me.
5. Going to the restroom or water fountain—You will receive two bathroom passes per 9 weeks. If you do not use them, you may
turn them in for extra credit at the end of the 9 weeks. Lost bathroom passes will not be replaced. If you lose or use all your
bathroom passes, you will not be allowed to leave the room unless it is an emergency. If you must go to the restroom, you will
stay two minutes after the bell rings that day. Any time you leave the room, sign out and back in on the clip board.
6. Completing work early—Turn your paper over and begin reading silently. Only work on English while in class. If you finish
an assignment, you may read your assigned work or study. You should always have something to read in class.
7. Asking a question—Please raise your hand until I recognize you. This procedure does not require talking.
8. Throwing away trash—I greatly prefer that you save trash on your desk or in your pocket and throw it away on your way out;
however, at minimum you should not get up during lecture or discussions. Under no circumstances should you leave trash out
around the classroom when you leave. If you do so, you may be asked to stay after the bell.
9. Blowing your nose—I encourage you to get several tissues before class begins if you feel you will need them. Otherwise please at
minimum refrain from getting them during lecture or discussions unless you have an emergency.
10. Food, drinks, and gum—All of these are against school policy. If it becomes a continual problem, I have very creative detentions.
11. Turning in work—ALL WORK should be placed in the red basket. Please do not come and hand it to me
before class or after class has started. Be sure you work is labeled with the following: your name, my name, title of this class, and
the date it was due. IF LATE OR MAKE-UP, please write ‘X DAYS LATE’ or ‘MAKE UP’ at the top.
12. Detention/Tutoring—If you plan to stay for tutoring, please notify me in advance and sign up in my appointment calendar. I
will usually be here after school for an hour or more, but there may be exceptions. I also hold group study sessions by request.
For detention, you will have 24 hours’ notice. You must serve it within 48 hours (two days). You will sign up in my
appointment calendar for when you can come. If you know you cannot stay for detention, do not break the rules. I write up
those who do not serve my detentions. If you sign up for appointments/detentions, also NOTIFY ME VERBALLY.
13. Homework or Extra Help—If you have a problem with your homework, it is much easier for me to work with you if I have been
told before class AND IF YOU HAVE AT LEAST ATTEMPTED IT. I also encourage you to send me an email before
class begins the next day or come see me BEFORE class begins. This shows greater responsibility on your part.
14. Cell phones—Cell phones are not allowed in school between 7:50 and 3:40. If you have a cell phone in class, or it goes off in
class, I will remove it and turn it in to administration. IT IS BETTER TO ASK ME IF YOU CAN CHECK TO MAKE
SURE YOUR PHONE IS OFF (and check it while I watch you check it) THAN TO HAVE IT GO OFF IN CLASS.
15. Textbooks—Unless I notify you otherwise, plan to have your textbook every day and put it on the corner of your desk when
class begins so I can check that you have it. Fill out a form if you don’t. 3 times without your textbook per SEMESTER=referral.
English 3
Required Reading Abstracts
College Prep—Ms. Cartee
Anderson School District Five strongly encourages all parents to be involved in their children’s
education. Our English class will read the following works this semester. These novels have been
selected because they are considered essential reading by most colleges and universities. We hope you
will read and discuss these works with your child. If you have any questions or concerns about these
books, please contact me as soon as possible. Thank you. (marycartee@anderson5.net; 260-5179)
Required in ALL A5 English III classes:
The Crucible by Arthur Miller
This play, considered to be one of Miller’s best, is an historical allegory for the McCarthy period. Although not totally
historically accurate, Miller shows that the mere accusation of wrongdoing can wreak havoc in society. The play begins with a
group of teen-age girls caught practicing witchcraft in the woods. In order to save their own lives, the girls begin to falsely
accuse others in the society of practicing witchcraft. Film critic James Beradinelli comments on its rich themes, “Indeed, its
fertile themes – the lure of power, the gullibility of those who believe they have a moral imperative, the need to accept
responsibility for the consequences of all actions, and the nature of truth – are universal in scope. Events such as those
depicted in The Crucible have recurred with alarming predictability throughout human history.” The play contains sexual
imagery and a reference to the adulterous relationship between Abigail Williams and John Proctor.
Their Eyes Were Watching God by Zora Neale Hurston
Rich with authentic African-American dialect, Their Eyes Were Watching God tells the story of Janie Crawford, a strong,
independent woman living in Eaton, Florida in the 1930s. Janie, who has had three husbands and stood trial for the murder
of one, is something of a scandal in her community, but Janie refuses to justify her actions to the townspeople. Instead, she
tells her story and her thoughts to her friend Phoeby, who then carries the stories back to the townspeople. Janie and
Phoeby’s conversation thus becomes a frame for Janie’s story—the story of a woman whose uncompromising search for her
own identity leads her back to her roots. Because of its subject matter, this novel contains language that may be
racially offensive if read out of context.
The Great Gatsby by F. Scott Fitzgerald
This novel is one of the greatest works set in the Roaring Twenties. It catalogues a new generation who quickly becomes a lost
generation. One Fitzgerald scholar says: “It is a wonderful work which displays the penalties of greed, lust, and wealth as well
as gives a beautifully accurate depiction of society during a particular era.” Through this novel, Fitzgerald examines the theme
of the disillusionment of the American dream. The strength of the novel lies in its symbolic language and intricate plot
revolving around the love triangle of Daisy, Tom, and Gatsby.
We will also read some or all of the following:
Of Mice and Men by John Steinbeck
In 1937 Steinbeck achieved his first literary success with this poignant novel that deals with the plight of two migrant workers
in California during the Great Depression. George is a realist who must care for the simplistic and child-like Lennie as they
travel from ranch to ranch. Racially offensive language and profanity are used to show the characters’
ignorance and prejudice. The novel’s simple language, plot, and imagery are deceptive. Maturity is needed to understand
the life-and-death choices faced by the characters as well as the themes of the American dream, the true nature of friendship,
and the dangers of isolating people in society because of their differences.
The Narrative of the Life of Frederick Douglas by Frederick Douglas
This autobiographical account tells the inspirational story of Douglas’s life, from his birth as a slave to his young adult years,
during which time he became an abolitionist, orator, and statesman, among other things. Narrative was published in 1845
and quickly became a bestseller. It is Douglas’s best-known work.
Huckleberry Finn by Mark Twain
Ernest Hemingway called this novel, “The greatest American novel ever written.” It focuses on the adventures of Huckleberry
Finn and his companion, a runaway slave named Jim, who provides Huck with friendship and protection during their journey
along the Mississippi. It is considered Mark Twain’s best work, combining the use of dialect, humor, and satire to bring out
themes of honor, personal integrity, religion, superstition, and racial prejudice. While this book does contain racially
offensive language, it allows discussion of what it means to be truly civilized, the power of the individual,
and the evolution of racial relations in America.
The Scarlet Letter by Nathaniel Hawthorne
This beautifully crafted novel is known as the first great psychological novel. Written in 1840, it
still deals with issues relevant for today. Hawthorne explores the psychological and physical
effects of sin and guilt on the nature of man and highlights the struggle between the individual
and society. The novel is a must read for any college-bound student because of its connection to
many modern day pieces of literature, and its representation of that particular time period in our American culture. This
novel does contain a vague reference to adultery.
Fallen Angels by Walter Dean Myers
Fallen Angels, winner of the 1989 Coretta Scott King Award, is set during the controversial
Vietnam War. The novel continues the debate with tough questions, including the narrator’s
inquiry about why black soldiers are given the most dangerous assignments. Perry, the narrator,
is a Harlem teen who volunteers to fight. This novel deals with mature issues, including
racism and violence. It also includes profanity.
The Glass Menagerie by Tennessee Williams
This play known as Williams’ gentlest work explores the desperate lives of Amanda, Tom, and Laura Wingfield. Each of these
characters lives in an illusionary world until Tom’s co-worker Jim strips them of this comfort. Amanda escapes into the past,
Laura into the imaginary world of the glass menagerie, and Tom into alcohol and movies. This play examines the
conflicts between parent and child, during which profanity is used. Literary critics describe Williams’ plays as “. . .
realism blended with an imaginative, poetic sensibility.” Tennessee Williams is one of the greatest American playwrights
ranking next to Eugene O’Neill and Arthur Miller.
A Raisin in the Sun by Lorraine Hansberry
This play is primarily about housing discrimination in the 1950’s shown through the family of the Youngers inspired by
Hansberry’s personal life and the Langston Hughes’s poem, “A Dream Deferred.” The Youngers live in an overcrowded
apartment in Chicago and constantly bicker over how to spend their newfound wealth, an insurance check from the death of
the elder Mr. Younger. Hansberry presents themes of hope and idealism in contrast with themes of despair and fear. David
Cooper of Michigan State University says, “It is a play about distress, futility, and tragedy, but also about hope and pride and
that kind of conviction and commitment it takes to bring hope out of hopelessness, courage out of fear, and idealism out of
fatalism.” This play inspires meaningful discussion about racism and civil rights, and it contains some
racially offensive language.
August 19, 2013
Mary Cartee, English Department
T.L. Hanna High School
2600 South Carolina 81
Anderson, SC 29621
To parents and students for the 2013-2014 year:
Welcome back to school! I hope that each of you is coming back refreshed from the summer and ready for a year of learning and growing.
I am looking forward to working with each of you and/or your children.
My basic teaching philosophy is that learning about literature and writing is learning about human wisdom. Too often our lives are filled
with pressures—money, stress, friends, relationships, families, chores, homework, grades, car problems: all these can sap our energy.
Learning is rooted in our experiences, but it is increasingly hard for learning to happen if we do not make the space to process the things
that happen to us, the things we read, the things we encounter. We can learn skills quickly, but wisdom takes time—and it takes
cultivation.
Literature is a place where we learn not only about what happened in the past, but the thinking of people who came before us that has
shaped the thinking of today. And thinking shapes our reality both individually and collectively. As one of my best teachers told me, “the
way we see the world affects the world we see.” Fundamentally, when people write, they are making choices about what they think is
important to say both privately and publicly, and they are making choices about how to see what they see.
Literature calls us to ask ourselves to think with, engage with, and question whether or not we agree with others’ choices of what is
important and real. In other words, reading literature (both fiction and non-fiction) requires us to actively engage with what we value.
What we value is also shaped by the thinking and values of those we know—our parents, our friends, our communities—and also those
we come to know through reading. As one of my favorite philosophers said, reading is a way to make friends across time and space.
Indeed, I have found some of my dearest friends in literature, and in authors I have been fortunate enough to get to know even though I
have never met them.
My goal in this class is to give my students a space for learning where they can put all the other pressures their lives are filled with to the
side for a small time so that they can engage in the quest for human wisdom. They will gain valuable and important skills along the way
as they do this. Their reading, writing, speaking, listening, note-taking, studying, and most of all their thinking skills should make large
strides this year if we are all doing our jobs right. These skills are the vehicles for their learning. These are skills that will help them
succeed in college and/or careers of all types, as well as in becoming citizens of a democracy.
In this class, we will read a great deal, write a great deal, and discus our reading and writing with each other. Students will take
intellectual risks. In order to create an environment in which we can do this kind of work, I expect students to be respectful of
each other, of me, and of themselves. I expect them to follow the rules and procedures outlined on the syllabus in order for us to have an
environment in which we can all work, learn, collaborate, and concentrate. I also expect your child to attend class regularly unless very
extenuating circumstances arise. Not only does your child risk a lower grade if she/he does not attend every day, but he/she could lose
credit due to excessive absences as well. I will update homework assignments on the Hanna Website after school each day, and they are
posted in my classroom on the board as well.
If you have any questions or concerns, please do not hesitate to contact me. I always appreciate hearing from you. I strive to keep parents
informed of their students’ progress in my class, and I look forward to working with you to help your student grow as a learner. I will
check and respond to emails and calls during my planning period (4thblock, 2pm-3:40pm) and some days after school. I will respond to
all calls and emails as soon as possible.
Thank you,
Mary R. Adkins Cartee
Student Contract and Parent Assignment, Ms. Cartee’s English III: Please read the following information,
sign where appropriate, write letter, staple to THIS PAGE ONLY (tear off), and return the second day of class.
Student Contract
After reading the course syllabus, I am fully aware of the requirements for this class and I agree that
I will follow all class rules, policies, procedures, and accept any consequences for not following them gracefully.
I know and understand that I must fully participate in class every day with a positive attitude in order to remain in the classroom.
I know I must treat Ms. Cartee and my fellow classmates with respect at all times to remain in class.
I understand that not all work will be accepted late without a valid excuse, and that late work that IS accepted
will be counted off 2 letter grades per day (0% after 1 week). I also understand that it is to be put in the red
basket with an appropriate header at the top, not handed to the teacher.
o I will strive to do my personal best throughout the semester and to seek help if I need it.
Student Signature/date _____________________________/_____________
o
o
o
o
Parent/Guardian Contract
After reading the course syllabus, I am fully aware of the requirements of this class and I agree that
I am aware of the course policies, rules, and procedures and will uphold the teacher’s decisions that are governed by these.
I will support my child by asking about grades, progress, assignments, homework, and by stressing the importance of doing well in
class.
o I realize my child will be held accountable for all deadlines and grades and I understand the late work/make-up work policies.
o I approve of my child reading the major works for this class (abstracts attached to syllabus).
o I will attempt to stay fully informed by reviewing progress reports and contacting the teacher if I have any
questions or concerns about my child’s behavior or grades in the class.
Parent/Guardian Signature/date _______________________________/____________
o
o
Dear Parents and Guardians,
My philosophy is that parents and teachers create a partnership that enables students to learn better. To help me see your child through
your eyes, please write me a letter about your child by the second day of class (your child will receive a 100 just for bringing the
work!). Please TEAR OFF THIS PAGE and staple your letter to it. In your letter, please address the following areas:
o The best traits/skills/attributes of your child
o The habits/challenges that hinder your child from being as academically and/or socially successful as you would like
o What, if anything, you would like to see your child do after high school and in life (career and personal goals)
o Your grade expectation for this class for your child
o Any additional information that would be helpful for me to know.
o The best method for communicating with you (see below—fill out on this page unless extra space needed)
If you cannot write a letter for any reason, please call me or send a very brief note or email for me to respond to. Please know that I am
always available to help your child be successful!
Ms. Cartee: 260-5179; marycartee@anderson5.net
Parent/Guardian and student contact information: Please fill out as much of the following as is applicable and return
this sheet with the letter. Please place a *star* next to, or otherwise mark, which contact is THE BEST in order to reach
you.
Parent/Guardian phone # 1(home, work, or cell?):_____________________________________
Name and Relationship to student for phone #1:______________________________________
Parent/Guardian phone #2 (home, work, or cell?):_____________________________________
Name and Relationship to student for phone #2:______________________________________
Parent/Guardian/student phone #3 (home, work, or cell?):_______________________________
Name and Relationship to student for phone #3:______________________________________
Parent/Guardian email #1: ____________________________________________________
Name and Relationship to student for email #1:______________________________________
Parent/Guardian email #2: ____________________________________________________
Name and Relationship to student for email #2:______________________________________
Physical mailing ADDRESS: ________________________________________________________________________