Course Syllabus

Clink this link for a downloadable copy of the syllabus

Course Description

Students will learn to, critically and analytically, assess complex texts using literary and rhetorical lenses. Through the learning and application of literary techniques of diction, imagery, details, language, and syntax; literary devices of symbolism, imagery, and figurative language; rhetorical strategies of ethos, pathos, and logos; and other rhetorical devices to poems, short stories, informational texts (non-fiction), and novels (fiction), students will learn to apply these assorted techniques to events and ideas from literary and informational texts.

 

Students in English III will develop, review, and refine the various modes of writing (narrative, persuasive, expository, and imaginative) through journaling, essay, and letter formats. Thematic units with integrated activities and assignments will encourage students to make meaningful connections and to extend understanding beyond the texts.

 

This class will strengthen your reading, writing, and thinking skills in preparation for the SATs, English IV and future educational and employment opportunities.

Course Objectives

The class emphasizes writing strategies that enable students to analyze, synthesize, and evaluate a variety of nonfiction texts.

As readers, you are given opportunities to develop the skills necessary to read and understand complex texts by focusing on, but not limited to:

• Understanding a text beyond the surface level and understand how an author’s use of language

serves his/her purpose

• Determining and testing an author’s argument or position based on textual evidence
• Developing and expanding knowledge of complex, scholarly vocabulary and rhetorical language
• Annotating a text, thus being engaged with a text, questioning it as they read

 

As writers, you are provided opportunities to apply skills that will enable you to write efficiently and confidently in a variety of forms for a variety of audiences by focusing on the following areas:

• Presenting complex analysis with the clarity of purpose and style
• Supporting their position with significant textual, concrete evidence
• Weaving rich analysis throughout their compositions that offer insightful, engaging prose that warrants praise and thoughtful response by peers
• Exhibiting a sophisticated control of language that utilizes the stylistically pleasing aspects of the writing, they are analyzing

 

• Organizing their prose organically that moves cohesively with transitions throughout composition

 

Course Social Emotional Goals:

• Students have confidence in the ability to efficiently and positively accomplish a task using discipline-specific skills.
• Students can set academic goals that are grounded in content-area standards and track their progress toward achieving those goals.
• Students can identify the triggers from outside extremities that impact their academic success. They have the tools in their toolkit to remain positive and develop alternatives to turn the negative into a positive emotion.
• Students can successfully advocate for themselves and others by demonstrating perspective and empathy and developing strong arguments.
• Students are able to work in teams with peers, making sure to set collaboration norms, assign tasks equitably, and negotiate conflict effectively.
• Students can successfully communicate, apply disciplinary concepts and objectives while engaging with others of diverse viewpoints. They apply appropriate body language, effective advocacy, listening, writing and speaking skills to contribute positively to the learning community.
• Students can successfully identify problems, analyze situations and solve problems while considering personal behaviors, social interactions and norms, ethical standards, and safety concerns.
• Students are able to self-reflect and realistically evaluate consequences, taking into consideration ethical responsibilities, such as the well-being of others and oneself.

 

Curriculum Focus

American Literature will delve into the ways authors encourage their audience to evolve their thinking from innocence to consciousness to response and final action with readings that helped educate Americans on matters of social justice, spurring them to action. Students will create narrative, expository, and argumentative writing and experience a research-simulation that supports their exploration of critical consciousness and informed social action. By the end of the year, students will be able to employ multiple techniques, genres, and types of writing to communicate their ideas and urge others to action.

 

Course Materials

With a focus on environmental stewardship aspect of Global Digital Citizenship, we will do our best to conserve paper. You will be using your school provided laptop to type notes and complete classwork assignments; additionally, you will keep an online notebook through your Highline provided Microsoft Office account. The only materials required for this course are:

 

 

• RAHS Laptop
• Pens (black and blue)
• Google Drive Account
• Microsoft Account
• Post it Notes 3x3

You will complete most of your classwork on Canvas. You will receive information on how to access Microsoft 365 and GoogleDrive via Canvas.

 

 

 

 

 

 

Major Units of Study

Unit Title	American Ideals and Identity	American Dream Revisited: An Examination of Race, Modernism, and Mayhem	Mobilizing the Masses	A Call to Action
Essential Question	●       What does it mean to be American? ●       What defines an American value? ●       How do writers represent their differing views of America? ●       How do authors address critical questions regarding the American individual, justice, liberty, and the American promise? ●       Why is hypocrisy an important part of the American experience?	●         How do authors use rhetoric to address inequities and injustice in early America? ●         Is the American dream real? Has the American dream existed since the inception of the nation? How has it changed over time? Does it still exist today	●         How does cultural hegemony influence identity? ●         What is worth fighting for? ●         How do authors use their voice to spur political and social change?	●         How do leaders organize people and create social movements? ●         What are the lasting impacts of social actions like the Grape Boycott? ●         How can I address an issue important to me through social action?
Unit Reading   *Available in class readers and on canvas	*The Crucible, Arthur Miller (Audio Copy available)	*The Narrative of the Life of Frederick Douglass, Frederick Douglass   *The Great Gatsby, F. Scott Fitzgerald	*The Autobiography of Malcolm X as told to Alex Haley	*The Tings They Carried, Tim O’Brian   *Selected text by political and social activist of the 20th century
Addendum Readings   *Available in class readers and on canvas	*Self-Reliance, Ralph Waldo Emerson	*The Negro Artist and the Racial Mountain, Langston Hughes *Creative Process, James Baldwin	*Black Skin, White Masks, Frantz Fanon *If You Believe the Negro has a Soul, Marcus Garvey	Plans of Social Action

 

Class Expectations

You should observe the rules of Raisbeck Aviation as outlined in the student handbook. Specifically, you should:

• Come to class on time and prepared with the proper materials.
• Participate responsibly in class.
• Listen politely, speak professionally, and stay on topic.
• Ask for help when needed.
• Challenge yourself to find meaning and learning in all activities.
• Use your 1:1 device responsibly, as outlined in the student handbook and directed by your teacher.
• Avoid carrying on private conversations during class time.
• Avoid chewing gum, eating, or drinking in this class. Bottled water is an exception.
• Respect your own and others’ beliefs, ideas, and individual property.

 

 

Punctuality:

You should be seated by the bell. You should arrive on time and ready to work.  If you are tardy, please get a pass from a dean/admin/main office.  As soon as you enter the room, take out your supplies as required. Avoid needless conversations and be ready to raise your hand for questions. 

 

Class Dismal:

Remember the bell does not dismiss the class; the teacher dismisses the class. The class will not be dismissed until every student is seated in their assigned seat. Avoid congregating near the front door at the end of the period. Do not pack without the teacher’s dismissal.

 

Electronics:

Computers are a necessary device for class. All other electronics (phones, smart watches, and other devices) are a required tool for class. If the teacher directs, phones may at times, be permitted for use. Otherwise, phones and other devices must be on silent and away at all times. 

 

Note: Do not access your email, Google Drive, the Internet, or any social media (Facebook, Twitter, Instagram, etc.) during instruction. Also, make sure that your computer is charged daily.

 

Attendance Policy

Attendance is taken at the beginning of class. If you are not present at the beginning of class, you will be marked as either absent or tardy. Repeated tardiness or absences will result in parent contact and/or other appropriate actions.

 

• The student must have a written excuse from their parent or the office to be excused as tardy or absent.

 

Assignments and Homework Policy

Assignments and Deadlines:

Submit your assignment on time. Work completed at home is due at the beginning of class. Assignments not ready to be handed in at the beginning of class may be counted as late. You should:

• Be proactive. Well before the due date, take the opportunity to clarify questions and deadlines.
• Stick to the deadlines. All assignments should be turned in at the beginning of the class period on the dates specified—including hard copy, an electronic copy on Canvas, email, and other links to be specified. All written homework must be finished, printed out (if applicable), stapled, and turned in at the beginning of the class/period when it is due.
• Avoid arriving to class late because “you have been printing your assignment” before class.

 

Late Work Policy:

If you are present when assignments are given and when assignments are due, it is up to the teacher’s discretion to give you credit or not.

 

Makeup Work:

If you are absent, e-mail the teacher or make an arrangement during the teacher’s office hours to secure the missed materials (classwork, homework, notification of tests & quizzes missed). You can make up quizzes or tests you have missed. 

 

It is YOUR responsibility to get and complete the makeup classwork, tests, and quizzes promptly.

 

 

Grading Scale and Breakdown

This course follows the Highline grading scale. Percent of Total Points available will be used to determine the class grade as follows:

Letter	Percentage	Letter	Percentage	Letter	Percentage	Letter	Percentage
A	93- 100	B+	87- 89	C+	77- 79	D+	67- 69
A-	90- 92	B	83- 86	C	73- 76	D	64- 66
		B-	80- 82	C-	70- 72	F	63- 0

 

Scores are posted on Synergy. All work will be scored using point values, and grades will follow the grading scale below.

 

The final grade for each advisory will be determined by the following categories:

Participation: 5%   Listening, Speaking & Effort—includes, but not limited to, attentiveness, class discussions, warm-ups and use of appropriate terminology

Homework 5%   Homework—when assigned, is expected to be completed before the next class or when otherwise designated.

Practice and Application: 50% Student work/assignments— Includes, but not limited to, classwork, performance-based assignments, and related assignments

Assessments: 40%   Formative/Summative Assessments— Includes, but not limited to, quizzes, unit tests, projects, and cumulative tasks

 

Note: The Midterm Exam (January) and Final Exam (June) will be averaged and account for up to 20% of the overall course grade. **No single project, assignment, task or assessment may account for more than 10% of a student’s advisory or total grade.

 

Writing Assignments

Writing assignments using the Topic Sentence, Main Idea, Evidence, Analysis, Link (T/MEAL) and/or Claim, evidence, Reasoning) CER template will be graded on the scale shown below.

 

		/Revise/Resubmit
100%-83%	80%-70%	67%-63%

 

Note: Mistakes are learning opportunities; therefore, you will have the option to rewrite, revise, and resubmit an assignment to acquire the skills to avoid the same mistake in future assignments.  Your teacher will specify which assignments have a re-write option (minimum of 2 assignments per semester). Any paper with a “√-/RR” should be revised and resubmitted the next period class to make sure the student masters the skills.

 

Grade Dispute Policy

To dispute a grade, the student and their guardian must schedule a meeting with the principal within three weeks of the posted grade. The principal has the final authority to discuss next steps with grade disputes.  Grades may be disputed for the following reasons only:

• Teacher calculation error
• Failure to receive notification of failing grade during the advisory

 

Plagiarism and Academic Dishonesty                      

Cheating is a direct infraction of Raisbeck Aviation High School policy and will be treated to the full extent of the student’s responsibility and accountability

 

Academic Dishonesty and all other forms of cheating are not tolerated at RAHS. Students who violate the policy will receive the following consequences:

• 1^st offense: The student will receive a zero on the assignment with the potential of a retake with a grade earned but no higher than a 63. The student will not be eligible for honor society for the current academic year.
• 2^nd offense: The student will receive a grade of zero and will receive a detention. The student will not be eligible for honor society for the current academic year.
• 3^rd offense: The student will receive a grade of zero for the assignment. The student will not be eligible for honor society for the remainder of their high school time.