Iroquois School District 2-3 111 e washita Ave



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Iroquois School District 2-3

111 E Washita Ave

Iroquois SD, 57353

[605] 546-2426


2010-2011

COURSE SYLLABUS

ENGLSIH III:
Semester 1: 01102 – English Composition 3
(Grammar/Vocab/DOL, Novels)

Semester 2: 01055 – American Literature/History
(Literature/Short Stories, Vocab/DOL, Novels)


INSTRUCTOR: Mrs. Palmlund
PREREQUISISTES: English I and English II
CREDIT: 1 Credit - Required for Graduation [Total of two semesters]

Note: All Students graduating from high school are required to have a total of 4 Credits in English/Reading and Communication Arts. Specifically: 1.5 Writing credits, 1.5 Literature credits, .5 American Literature credit, and .5 Speech credit
MATERIAL TO BE COVERED:

English 3 continues to build on the major principles taught in English 2. In addition, this year long course will acquaint the student with their heritage and the directions American literature has taken since the beginning of the colonial settlement. Studies will include American poetry, drama, essays, and short stories. Students will be required to read novels in and out of class and ACR will be a requirement as well. Additional emphasis is placed on the study of vocabulary and elocution, analogies and Daily Oral Language. Students continue to work on their formal and informal forms of written expression and are expected to successfully complete literary analyses of various forms of literature. Students will also be required to complete a research paper this year as well.


TESTING PROCEDURES:

Quizzes will be used as formative assessments periodically throughout the year.



Tests will be used as summative assessments periodically throughout the year.
DAILY CLASS REQUIREMENTS:

  1. Bring a Pen or Pencil

  2. Three-Subject Notebook:

    1. Section 1 – Journaling (topics given on Mondays; due last day of each week by 4:00 PM)

    2. Section 2 – Notes (checked and graded sporadically throughout the year)

    3. Section 3 – Assignmentshttp://www.sxc.hu/pic/m/d/da/daino_16/296861_lined_paper.jpg


Your Name

Assignment
& Page #

English III
Set up papers as follows:


Date



      1. Note: If your name, the assignment information, or English III is missing from your paper, you receive 2 points off automatically!

  1. Notes will be checked and graded periodically throughout the year.


REQUIRED TEXT:
CLASS POLICIES:

  1. Cheating: results in an automatic ZERO for the cheater and the person who is allowing them to cheat.

  2. Late Work: Assignments will need to be handed in no later than Friday of the week they were due (unless you have discussed another arrangement with me) or they will be graded as ZERO and you will no longer be allowed to make them up.

  3. Make-Up Work: It is your responsibility to get notes you have missed and make up assignments on your own time.

    1. If you are absent on a Monday or Tuesday, assignments will need to be turned in by that Friday!

    2. If you are absent on a Wednesday or Thursday, assignments will need to be turned in by the following Monday!

  4. Tardies: The office will be keeping a close watch on tardies this year. You will receive one verbal warning from me about being late to class and that will be it. You will stay after school and make up 2 minutes of time for each minute that you are late to class. If you are late for the bus or sports, that’s your problem!

  5. Attitude/Behavior: Treat and Respect others as you yourself wish to be Treated and Respected! Anything else, expect to sit in the office and you will be spending time with me after school as well!


ACR:

New Policy: After carefully planning over the summer, I have created a new ACR policy.

  • Instead of being required to read so many points each quarter for a grade, I have decided that you will be required to read ONE ACR book at YOUR level per quarter.

  • You must pass the ACR quiz with a score of 85% or better (which is a B-). Whatever grade you receive on the quiz will be the grade you receive for ACR for that quarter. If you do not pass a book with a score of 85% or better, you receive a ZERO. If you are not happy with your grade, you can always read another book at your level and take another test to up your ACR grade.

  • Before I will accept the score you receive on the book, Karen and I will make sure that the book was at your reading level (or above your reading level) so if you chose a book that wasn’t, be prepared to pay the consequences of finding and reading another book!

  • We will be taking a Reading Test at the beginning of the school year to see what your reading level is. This test will be graded as a Test Grade.

  • This same test will be taken again at the end of the semester/year so we can see if your reading abilities have improved over the course of the year.

  • (Note: ACR books read in class will NOT count towards the one required book each quarter. They will, however, count towards your total ACR Points Bank like they did last year – See below Info.)


Old Policy: In addition to the points you receive for the above, I have also decided to hold on to the original ACR Program.

  • The regular ACR points will stay in affect this year as well. However, the original ACR program can’t hurt you it can only help you.

  • If you receive the required ACR points for the quarter as they have always been,
    [9th–25, 10th–30, 11th–35, 12th–40] you will be eligible for the Movie and Popcorn Party. Depending on the size of the group, I am up for open discussions as to whether we watch a movie or choose to do something else like games.

  • Again this year, the student with the most ACR Points will receive the ACR Award on Awards Night as well.


ELEVENTH GRADE STANDARDS MET:

Reading Skills Standards Met

Writing Skills Standards Met

Listening/Viewing/Speaking Skills Standards Met

  • 11.R.1.1 Students can apply cause and effect clues to extend vocabulary.

  • 11.W.1.1 Students can write text using comparison/contrast organizational patterns.

  • 11.LVS.1.1 Students can evaluate strategies used in auditory and visual communications to inform, to persuade, and to entertain.

  • 11.R.2.1 Students can analyze how diction affects the interpretation of text.

  • 11.W.1.2 Students can write a document analyzing how a work of literature mirrors the themes and issues of its historical period.

  • 11.LVS.1.2 Students can evaluate logical and critical thinking used in communication.

  • 11.R.2.2 Students can read fluently to comprehend grade-level text.

  • 11.W.2.1 Students can edit text for the correct use of independent and subordinate clauses.

  • 11.LVS.1.3 Students can implement rhetorical devices in oral presentations.

  • 11.R.3.1 Students can analyze and explain literary devices within text.

  • 11.W.2.2 Students can edit for correct use of verbals and verbal phrases.




  • 11.R.4.1 Students can analyze a text within cultural, geographical, and historical context.

  • 11.W.2.3 Students can edit for correct use of semicolons and colons.




  • 11.R.5.1 Students can analyze factors that influence the credibility of informational sources.

  • 11.W.2.4 Students can edit for correct use of parentheses, dashes, hyphens, and ellipses.





TENTATIVE COURSE OUTLINE:

(Note: Centers will run the entire year.)

SEMESTER 1: 01102 – English Composition 3
(Grammar/Vocab/DOL, Novels)

Week 1.1… (1 Week)

  1. Day 1

    1. Hand out syllabus

    2. Go Through Rules of the Classroom

    3. Pass out Books




  1. Day 2/Day 3

    1. Students will be given further information on the ACR Program. At the same time, students will be introduced to the Centers listed below.

    2. Included in the Center below for Days 2 and 3, Students will use computers to take the Star Reading Test which will give them their reading levels for the ACR Program.

    3. Each week, students will have one day (Usually Mondays) where they work on group projects.

    4. Although group projects will vary, students will almost always see the following four centers:




Vocabulary Center

Analogies and DOL Center

Creative Writing Center

Reading Center

Requirements

  • Students will be responsible for learning 5-10 words each week.

  • Info on Wksts will Include: Pronunciation, Word Division, Prefix/Suffix/Root, Antonyms/Synonyms.

  • Test and packet will be due the last day of each week!

  • Analogies always play a large role on the Dakota Step Tests. In order to get students comfortable with these, they will use the Promethean Board for Analogy practice and Daily Oral Language Practice.

  • At least one analogy and one DOL sentence will be on their quiz at the end of the week.

  • Students will be given a topic at the beginning of each week that will be due by the end of the week.

  • Students will be graded on creativity, sentence structure and grammar.

  • Students will work on Speed Reading Skills.

  • Students will also work on SQ3R (Skimming, Reading, Reviewing, and Rereading skills)

  • Students will be given a short story to read. Once finished, they must answer questions about the story correctly.

  • This is also something that they will see a lot of on their Dakota Step tests!

  • Once finished with this, they will have time to work on the other centers.

Basic Language Arts Skills…
(The skills listed directly below will be worked on over the course of the year within the Centers provided each week.)

        • Vocabulary

        • Appropriate Use of Formal and Informal Language

        • Types of Writing:

      1. Parallel Structure

      2. Main Idea/Topic Sentence

      3. Creative Writing/Journals

        • Read/Listen to selections from Langston Hughes, James Weldon Johnson, William Shakespeare, Robert Frost, and Stevie Wonder

      4. Short Stories

      5. Songs




Grammar Touched on in Centers….

        • Commonly Confused Words / Glossary Usage

        • Spelling Rules

        • Capitalization Review

        • Punctuation Review

      1. End Marks (1 day)

      2. Commas (1 week)

      3. Colons/SemiColons [11.W.2.3] (2 days)

      4. Quotation Marks/Direct Quotations/Italics [10.W.2.3] (1 week)

      5. Dashes/Parentheses/Hyphens/Ellipses [11.W.2.4] (2 days)

      6. Apostrophes (2 days)

    • Effective Sentences (If Time)

      1. Sentence Combining

      2. Varying

      3. Fragments

      4. Run-Ons

      5. Misplaced Modifiers

    • Misc. Problems in Usage (Touched on in Centers)

      1. Double Negatives

      2. Homophones

    • Capitalization Review (Touched on in Centers)

      1. Proper Nouns/Adjectives

      2. Titles

Standards Met

  • 11.R.1.1 Students can apply cause and effect clues to extend vocabulary.

  • 11.W.2.1 Students can edit text for the correct use of independent and subordinate clauses.

  • 11.W.2.2 Students can edit for correct use of verbals and verbal phrases.

  • 11.W.2.3 Students can edit for correct use of semicolons and colons.

  • 11.W.2.4 Students can edit for correct use of parentheses, dashes, hyphens, and ellipses.

  • 11.W.2.1 Students can edit text for the correct use of independent and subordinate clauses.

  • 11.W.2.2 Students can edit for correct use of verbals and verbal phrases.

  • 11.W.2.3 Students can edit for correct use of semicolons and colons.

  • 11.W.2.4 Students can edit for correct use of parentheses, dashes, hyphens, and ellipses.

  • 11.R.2.2 Students can read fluently to comprehend grade-level text.

  1. Day 4

    1. Students will be given their results from the Star Reading Test and will be taken in to the Library to choose an ACR Book.

    2. Students will then be brought back to the classroom to take their first Quiz over Center Work.


Week 1.1 (3 ½ Weeks)…

  1. Grammar, Usage and Mechanics

    • 8 Parts of Speech (Brief Review – 1 Week)




  1. Elements of Sentence Construction

    • Basic Sentence Parts (2 days)

      1. Compliments

    • Phrases (4 days)

      1. Prepositional[9.W.2.2]

      2. Appositives

      3. Verbals [11.W.2.2]

    • Clauses (If Time)

      1. Independent/Subordinate[11.W.2.1]

        • Adjective

        • Adverb

        • Noun

      2. Classification by Structure

        • Simple

        • Compound

        • Complex

        • Compound-Complex


Week 1.2 (4 ½ Weeks)…

  1. American Literature: The Short Story [11.R.2.1 | 11.R.2.2 | 11.R.3.1 | 11.R.4.1 | 11.R.5.1 | 11.W.1.2] and Composition [11.W.1.1 | 11.LVS.1.1]

    1. America’s Family Tree (18)

      1. The First Americans (22)

          1. “The Walam Olum” by Delaware Indian (23)

          2. “Song of the Sky Loom” by Tewa Indian (30)

          3. “Blue Highways” by William Least Heat Moon (42)

        • Writer’s Assignment: Description: A Family Portrait (51)

        • Reading Rates (57)

      2. The Next Wave: Colonial Period (58)

          1. “Of Plymouth Plantation” by William Bradford (59)

          2. “What is an American” by Michel-Guillaume Jean de Crevecoeur (66)

          3. “Americans Then and Now” (68) or “From Africa to America” by Olaudah Equiano (71)

          4. “Heritage” by Countee Cullen (82)

        • Writer’s Assignment: Compare and Contrast: A letter to the Past (86) [11.W.1.1]

    2. Puritans and Patriots (1600-1800) includes Revolutionary Period (96)

      1. Voices of Conscience (100)

          1. “Sinners in the Hands of an Angry God” by Jonathan Edwards (101)

          2. “The Autobiography” by Benjamin Franklin (109)

        • Writer’s Assignment: Exposition: Manual (136) [11.W.1.2]


Week 2.1 (4 ½ Weeks)…

  1. Literature [11.R.2.1 | 11.R.2.2 | 11.R.3.1 | 11.R.4.1 | 11.R.5.1 | 11.W.1.2]

    • Novel: “The Crucible” by Arthur Miller OR Scarlet Letter (Nathaniel Hawthorne)


Week 2.2 (4 ½ Weeks)…

  1. American Literature: The Short Story [11.R.2.1 | 11.R.2.2 | 11.R.3.1 | 11.R.4.1 | 11.R.5.1 | 11.W.1.2] and Composition [11.W.1.1 | 11.LVS.1.1]

    1. Puritans and Patriots (1600-1800) include Revolutionary Period (96) Continued…

      1. The Revolutionary Spirit (144)

          1. “Speech in the Virginia Convention” by Patrick Henry (145)

          2. “The Crisis” by Thomas Paine (163)

          3. “Stride Toward Freedom” by Martin Luther King “(170)

        • Propaganda Techniques (187)

        • Writer’s Assignment: Persuasion: Speech to Congress (180) [11.LVS.1.1]

    2. The American’s Within (1800-1900) (190)

      1. Visions of Darkness: Early Romantics (194)

          1. “The Search for the Fountain of Yourth” by Nathaniel Hawthorne (208)

          2. Your Choice of Edgar Allan Poe (“The Pit and the Pendulum” or “The Masque of the Read Death”)

            1. THE CASK OF AMONTILLADO!

          3. “The Raven” by Edgar Allan Poe (235)

          4. “Danse Macabre” by Stephen King (252)

        • Language: Figurative (261)

        • Writer’s Assignment: Creative Expression: Ficiton of the Fanstastic (257)


~~~~ Christmas Break ~~~~
SEMESTER 1: 01055 – American Literature/History
(Literature/Short Stories, Vocab/DOL, Novels)
Week 3.1 (4 ½ Weeks)…

  1. Literature [11.R.2.1 | 11.R.2.2 | 11.R.3.1 | 11.R.4.1 | 11.R.5.1 | 11.W.1.2]

    1. Novel: “Little Women” by Louisa May Alcott, OR “Huck Fin”/”Tom Sawyer” by Mark Twain


Week 3.2 (4 ½ Weeks)…

  1. American Literature: The Short Story [11.R.2.1 | 11.R.2.2 | 11.R.3.1 | 11.R.4.1 | 11.R.5.1 | 11.W.1.2] and Composition [11.W.1.1 | 11.LVS.1.1]

    1. The American’s Within (1800-1900) (190) Continued…

      1. Song of the Self: Transcendentalist vs. Anti-transcendentalists (265)

          1. “Aphorisms” by Ralph Waldo Emerson (269)

          2. “Walden” by Henry David Thoreau (273)

          3. Selected Poems from Whitman

          4. Selected Poems from Dickinson

        • Writer’s Assignment: Compare and Contrast: Songs (136) [11.W.1.1]

    2. The Tempest Outside (1800-1900) (324)

      1. Fields of Battle (328)

          1. “A Horseman in the Sky” by Ambrose Bierce (329)

          2. “The Gettysburg Address” by Abraham Lincoln (340)

          3. “Untie His Hands” by Frederick Douglas (343)

          4. “Aint I a Woman?” by Sojourner Truth (343)

        • Writer’s Assignment: Exposition: Newspaper Report (361)

      2. Tales of the Frontier (368)

          1. “A story without End” by Mark Twain (379)

          2. “A Wagner Matinee” by Willa Cather (416)

          3. “Letters of a Woman Homesteader” by Elinore Stewart (437)

        • Writer’s Assignment: Exposition: Defining the Frontier Spirit (440) [11.LVS.1.1]


Week 4.1 (4 ½ Weeks)…

  1. Dakota Step Testing

  2. Literature [11.R.2.1 | 11.R.2.2 | 11.R.3.1 | 11.R.4.1 | 11.R.5.1 | 11.W.1.2]

        • “Oxbow Incident” By Walter Van Tilburg Clark, OR “Grapes of Wrath” By John Steinbeck, OR “Black Like Me” by John Howard Griffin


Week 4.2 (4 ½ Weeks)…

  1. American Literature: The Short Story [11.R.2.1 | 11.R.2.2 | 11.R.3.1 | 11.R.4.1 | 11.R.5.1 | 11.W.1.2] and Composition [11.W.1.1 | 11.LVS.1.1]

    1. Who we Are: The 20th Century (450)

      1. Winning Respect (454)

          1. “When the Negro Was in Vogue” by Langston Hughes (488)

      2. Reading Out (504)

          1. “Little Things are Big” by Jesus Colon (525)

      3. Breaking Bonds (587)

          1. “Unfinished Business” by Elisabeth Kubler-Ross

    2. What we Believe: The 20th Century (684)

      1. Taking A Stand (688)

          1. “I Have a Dream” by Martin Luther King, Jr. (695)

          2. “Thirty-Seven Who Saw Murder Didn’t Call the Police” by Martin Grasberg (698)

        • Writer’s Assignment: Problem and Solution: Advice Column (579)

        • Writer’s Assignment: Narration: The Reflective Essay (674) [11.LVS.1.1]

        • Writer’s Assignment: Argumentation: Point-Counterpoint Essay (734)

Student and Parent(s) ~ Please read and sign the slip below. If you have any questions please do not hesitate to contact me via email @ shannon.palmlund@k12.sd.us. Feel free to contact me at the school as well!

-------------------------------------------------------------------------------------------------------------------------------



I ________________________________have read the requirements and policies for this English course. I understand them and agree to follow procedures in class or will expect consequences for my actions.


Student Signature: ____________________________________

I ________________________________have read the requirements and policies for this English course. I understand them and agree that my child will follow procedures in class or expect consequences for his/her actions.


Parent Signature: _____________________________________


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