Tentative Course Syllabus 
11th Grade - English III- American Literature and Composition-

Contact information: – Mr. Nolan Arriaga, English Teacher, Room 426
Email: nolan.arriaga@uisd.net
    Phone #: 956-473-5572
Conference Period:  12:15 pm - 1:15 pm
Texts: 
HMHCO.com (link available on USHS homepage)
The Crucible (drama in 4 acts) The Great Gatsby or Catcher in the Rye
    
Supplementary Texts:  To initiate academic integrity and growth in student writing, the USHS English department supports and encourages use of the Modern Language Association (MLA) Handbook.  Teachers of all grade and academic levels will refer to these texts in conjunction with writing instruction and recommend that students purchase both texts as course supplements.  While copies are available, students that annotate and frequently refer to these texts during their high school English career will reap maximum benefits.  Both the MLA Handbook and Elements of Style may be attained at any book retailer.

Required Materials:  
Chromebook/Spiral notebook for notes
Highlighters (4 colors)
Blue/black pen/pencils
Earbuds 

Structure of the Course
English Literature and Composition is designed to strengthen and refine your ability to analyze and write about literature. You will:
hone your ability to look beyond the obvious and make careful observations, inferences, and conclusions.
gain the analytical skills necessary to succeed on the AP Literature test.
discover new ideas and connect them to all areas of knowledge and experience. 
explore ideas from other cultures and time periods, and how they relate to our Western Culture.
Objectives:  
Curriculum objectives, assignments, resources, reminders and due dates will be posted on the teacher’s Google Classroom.
Content Objectives 

GRADING
Refer to UISD Grading Guidelines.

ABSENCES AND MAKE-UP WORK
`Refer to UISD Student Handbook

LATE WORK
Homework and daily assignments are due upon request as assigned; they will NOT be accepted late, UNLESS VALID PARENT EXCUSE IS CONFIRMED BY TEACHER.
10 points per day will apply to homework (including weekends)
1 letter grade for major projects & essays. 

PLAGIARISM STATEMENT
Plagiarism is the use of another’s words or ideas and the presentation of them as though they were entirely one’s own.  Acts of plagiarism might include, but are not limited to:
using words or ideas from a published source without proper documentation
using the work of another student (e.g. copying homework, composition, or project)
using excessive editing suggestions of another student, teacher, parent, or paid editor.

A note about what constitutes “excessive editing.”  Students learn to write well by doing just that, writing.  Struggling independently through the writing process produces growth (as well as a certain amount of agony), and eventually the student’s own voice.  When well-meaning parents, siblings, tutors, or others contribute their ideas, words, phrases, revisions, etc. to students’ writing, student writers miss the opportunity to achieve literary self-reliance.

So – what is helping, but is NOT excessive editing?  The answer is: questioning and cueing.  For example: “Is this word strong enough? Interesting enough? Specific enough?”  “Can you think of another word that would fit better?”  “Does this sentence seem awkward?”  “What exactly do you mean?”  “I don’t understand what you are trying to say here; can you say it more clearly?” “This sentence has a powerful verb; can you find one as powerful for that other sentence?”

These kinds of questions and statements allow the students to think and write independently.  Students should be allowed to find their own voices and to develop their own writing skills.  

Plagiarism on any project or paper will result in a zero for the assignment.  Unless strictly stipulated by the teacher, collaboration on written work is not acceptable.  Students who willingly provide other students with access to their work are in violation.

English III Semester at a Glance (Fall 2021)
Week
Selections
Topics
TEKS

Week 1
Balboa
pg. 20-29

Foundations and Encounters
Diagnostic
Procedures 
Grammar
Journal Writing
Essential Question
Class discussion
Vocabulary
Annotations
Literary Elements/Rhetorical devices
Critical Thinking
HEQ’s
Assessment

1A,1B,1C, 1D
2A, 2B, 
4A, 4B, 4C, 4E, 4F, 4G, 4I, 
5A, 5B, 5C, 5E, 5F, 
6A, 6B, 6C, 6D, 
8B, 8D
11A

Week 2
A Desperate Trek Across America
pg. 37-41

Foundations and Encounters
Grammar
Journal Writing
Essential Question
Class Discussion
Vocabulary
Annotations
Literary Elements
Rhetorical Devices
Critical Thinking
HEQ’s
Literary Analysis Essay (If needed week 3)
Writing Process

1A, 1B, 1C, 1D,
4E
5A, 5B, 5C, 5D, 5E, 5H,
7D, 7Di-ii
8B, 8D,
9A, 9B, 9Bi-ii, 9C, 9D, 9E

Week 3
Here Follow Some Verses Upon the Burning of Our House
pg. 46-53

Foundations and Encounters
Reflection
Class Discussion
Poetic Elements
Journal Writing
Essential Question
Vocabulary
Annotations
Literary Elements 
Rhetorical Devices
Academic Strategies
Critical Thinking
HEQ’s
Short Answer Responses

1A, 1B, 1D
4D4E
5A, 5D, 5E
7B
8D, 8E, 8F

 
Week 4
Declaration of Independence
pg. 94-95/100-111

Building a Democracy
Journal Writing
Essential Question
Vocabulary
Argumentative text structure
Literary Elements 
Rhetorical Devices
Annotations
Graphic Organizer
Cognates
Language
Annotation
Author’s Purpose
Critical Thinking
Analysis Precis
Argumentative Essay

1A, 1C, 1D, 
2B
3
4B, 4E, 4H
5B, 5C, 5J
7A, 7E, 7Ei-ii
8B, 8F, 8G
10B
11F

CBA 1

Week 5
Thomas Jefferson: The Best of Enemies
pg. 112-125
Letter to John Adams
pg. 168-173
Essay from “Lean In”
pg. 178-185

Building a Democracy
Class Discussion 
Essential Question
Informational Structures
Author’s Purpose
Vocabulary
Cognates
Venn Diagram
Annotations
Literary Elements
Rhetorical Devices
Analyze/Annotations
Practicing Register
Analysis/SAQ/Precis
Dialogue Activity

1D
3
4E, 4F, 4G, 4H
5B, 5C, 5D, 5E
7A, 7D, 7Di, 7Dii
8A, 8B, 8E, 8F
9D
11F
Week 6
Research Paper

Planning,
Outline,
Research,
Drafting,  Revising,
Editing,
MLA Citation
Grammar and Mechanics

3
9A, 9B, 9C, 9D, 9E
10B
11A, 11B, 11C, 11D, 11E, 11F, 11Gi, 11H, 11l

Week 7
Essay from Walden
pg. 250-257
Last Child in the Woods
pg 258-265

The Individual and Society
Grammar
Discussion
Literary Elements/Rhetorical Devices
Journal Writing
Essential Question
Vocabulary
Annotations
HEQ’s
Activity

1A, 1B, 1C, 1D, 
2A, 2B
4A, 4C, 4E, 4F, 4H, 4G
5A, 5D, 5E, 5F
CBA 2
Week 8
The Minister’s Black Veil
pg 268-289
The Pit and the Pendulum
pg 290-311

The Individual and Society
Grammar
Literary Elements/Rhetorical Devices 
Journal Writing
Essential Question
Vocabulary
Annotations
Critical Thinking
HEQ’s
Assessment

1A, 1B, 1C, 1D
2A, 2B
4A, 4E, 4G, 4H
5A, 5B, 5C, 5E, 5F, 
6A, 6B, 6C, 6D, 
7A
8B, 8D, 8E, 8F

Research Resources:
MLA Guide: http://owl.english.purdue.edu/
Sample MLA essay: http://owl.english.purdue.edu/owl/resource/747/13/
All Sides: www.allsides.com 
Citation Machine: http://citationmachine.net/index2.php
EBSCO: http://search.ebscohost.com/  (Username: USHS  Password: panthers)
USHS LIBRARY: https://ushs.uisd.net/207293_2
TAMIU Writing Center: https://www.tamiu.edu/uc/writingcenter/handouts.shtml

EXTRA CREDIT: (PAWS)
Parent Meetings- homework pass (daily only NOT to replace essays or test grades)
other approved extra credit (TBA)
    

Notes:
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Attention STUDENTS & PARENTS of 11th grade American Literature & Composition students,

Welcome to United South High School. We are looking forward to a productive and successful year with your son/daughter. The 11th grade year is a time of growth and change for most students, and parental involvement is essential.  Please take the time to carefully read and sign this syllabus with your child. 

I am also requesting that parents provide an updated email address and cell number where you can be reached since I will communicate via Remind and Google Classroom. Due to my inability to leave class during the day, it is sometimes faster to reach me through Remind, Google Classroom or e-mail: lramo92@uisd.net. Please feel free to contact me should you have any questions about this syllabus or the class, in general.

I have received, read, and agree with any and all responsibilities this course offers. I also know that this syllabus is available on our class page and is subject to change. I agree to follow through with the course syllabus and work with my son/daughter in order for him/her to succeed. I am aware that my son/daughter can check out a book with Mr. Robert Burrier. I agree that the majority of the assignments will be submitted via Google Classroom, meaning my son/daughter needs access to the internet in order to submit his/her assignments. 

My son/daughter can use the USHS library services before & afterschool as well as during lunch in order to complete all of his/her required INTERNET assignments on Google Classroom (yes, there’s an app for this as well). I am aware that transportation is provided after school, in any case my son/daughter needs to stay to complete assignments or online assignments. I am also aware that extra credit, corrections on low test grades, make up work, or late work will count as Pay Attention to Your Work (P.A.W.). 
I will ensure that my son/daughter come prepared with the required materials and complete every requirement for this class. It is my responsibility to communicate with my son/daughter’s teacher if my child has any special needs, is a truancy problem, or if he/she submits late work. I will also contact the teacher, in a timely manner, when and if my child is at risk of failing or failing the course, or to simply check on my child’s current status in English III. I am aware that my son/daughter will be provided with 2 major timed essays, research projects, and presentations, along with reading at home. and homework deadlines ahead of time, and that it is my son/daughter’s responsibility to complete their work in a timely manner.