English III Honors 2016-2017

Ms. CocchiolaCreekside High School

Email: amy.cocchiola@stjohns.k12.fl.us

Room 560 Office Hours: 8:00 A.M. - 8:45 A.M. Tuesday and Thursday

The Course

The course consists of primarily American literature in a variety of genres, such as poetry, drama, short stories, personal essays, and novels. The reading will vary from the traditional classics to more modern pieces of literature. Connections are made through thematic elements of different multi-cultural conflicts and various historical periods.

The purpose of this course is to provide students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, language, and literature in preparation for college and career readiness.

The content will include, but not be limited to, the following:

constructing meaning and analyzing and evaluating the logic and rhetorical strategies used in a variety of grade-level print and digital informational texts

reading and analyzing grade-level print and digital literary texts that represent a variety of genres across cultures and historical periods

using recursive process writing strategies to craft various forms of writing, expressing ideas with maturity and complexity appropriate to writer, audience, purpose, and context

listening purposefully to a variety of speakers and messages in both formal and informal contexts

speaking with clarity for a variety of purposes, audiences, and contexts, including formal and informal modes of discourse

understanding and making effective language choices to successfully craft the meaning, style, and tone of oral and written communication at grade-level and/or higher complexity

acquiring an extensive vocabulary through reading, discussion, listening, and directed word study, as well as an understanding of the ways that historical events, culture, and setting influence language.

employing a detailed inquiry-based research process, and selecting and using information and communication technologies (ICT) effectively

collaboration amongst peers

Required Materials To Be Brought Daily

Student Planner

5 subject spiral

Black or blue pens, pencils, and highlighters

Loose leaf notebook paper

Novels (when applicable)

Small Post-it notes and flags

Classroom Needs (donations GRACIOUSLY accepted) boxes of tissues

Texts used in my class:

1. Literature Book Florida Collections by Houghton Mifflin Harcourt Publishing Company- Various extended texts include, but are not limited to: The Great Gatsby, by F. Scott Fitzgerald, The Things They Carried, by Tim OBrien, The Crucible, by Arthur Miller, and Walden, by Henry David Thoreau. Students can either check out the first two novels from the library or purchase them on their own. The last two are in our literature book.

Classroom Expectations

You will determine the type of classroom we will have. Hopefully, by following these few basic expectations we will have a classroom that will be stimulating and productive for all.

-Read the student handbook. Please familiarize yourself with our schools expectations concerning technology, absences, tardies, dress code, etc.

If a student fails to comply with these expectations, the following procedure will be used:1st offense: Warning to student2nd offense: Call home3rd offense: Referral to Dean

-Come ready to engage in class discussions and activities.

-Be in your seat and working on the opening assignment when the bell rings. If you are not in the classroom when the tardy bell rings, you will be marked tardy.

-No food or drinks, except water, are to be consumed in the classroom.

-Time is allotted between classes for locker and bathroom breaks. Please do not ask for a pass to leave the classroom for water or bathroom privileges, unless it is an emergency.

-All students have the right to learn and teachers have the right to teach; therefore, treat other people the way you would like to be treated.

- Adhere to the Knights Code of Honor (respect others and yourself at all times, show good character every day, set goals, stay focused, think and act like a leader, and strive for excellence.)

AssignmentsAll assignments are due at the beginning of the period (when the tardy bell rings).Please use blue or black ink. Write legibly. Avoid all caps! Typing is preferred.

Make-Up Work Missed tests and quizzes can be taken before school during office hours. For excused absences, a day for each day absent is allowed for makeup work. Please refer to The Student Code of Conduct for The District Makeup Policy if you have any questions.

Extra Help - Assistance is available by appointment. Please let me know if you are having difficulty understanding or completing assignments. Communication is key, and I cannot help you if I do not know that you are having trouble. My goal is to help you to succeed!

Academic Integrity It is a non-negotiable that students will exhibit academic integrity at all times and in all classes at Creekside High School. All work submitted should be your own, with credit given to any expert used. Cheating, plagiarism, falsification or attempts to cheat, plagiarize or falsify will not be tolerated. Academic dishonesty will result in a zero on the assignment, a referral to the Dean, and a phone call home.

Evaluation - Grading will occur on a variety of assignments, including writing, discussion responses, public speaking, group work, outside reading, tests, quizzes, presentations and participation. Projects, writing assignments and tests will be worth approximately 100 points, quizzes will count for approximately 50 points, and homework will count as 10 20 points.

Semester grades will be calculated according to district policy. This formula can be found in the Student Progression Plan. Parents can view grades at any time via Home Access Center (HAC). For a password, please contact the CHS guidance department. I do keep the grades updated

Grading Scale

A= 90- 100B= 80- 89C= 70- 79D= 60-69F= 0- 59

ESE & ELL accommodations will be addressed within the classroom.

Overview of the Year

1st Quarter Persecution Leads to New Beginnings

*Independent Novel Assignment: A Lesson Before Dying by Ernest Gaines

The Crucible by Arthur Miller (This can be found in our literature book)

The World on Turtles Back, When Grizzlies Walked Upright, and other various short stories

Sinners in the Hand of an Angry God, Speech at the Virginia Convention and other non-fiction texts

Writing to include analyzing literary devices; creating narrative myths

2nd Quarter The Individual and Society: Creating a New American Voice

*Independent Novel Assignment: Into the Wild by Jon Krakauer

Walden by Henry David Thoreau (This can be found in our literature book)

The Devil and Tom Walker, The Pit and the Pendulum, and other various short stories

from Nature, from Self-Reliance, Iroquois Constitution, and Emancipation Proclamation and other non-fiction texts

Writing to include text annotations, organizing an analytical essay, and writing to inform/explain

3rd Quarter The Aftermath of Destruction: Reconstructing the American Dream

*Independent Novel Assignment: The Catcher in the Rye by JD Salinger

The Great Gatsby (Students can check this out of the library or purchase the book on their own)

The Story of an Hour and The Yellow Wallpaper short stories

I Hear America Singing, Because I could not stop for Death and other poems

The Autobiography of Mark Twain and Why I Wrote the Yellow Wallpaper - informational texts

Writing to include analyzing an argument, analyzing an authors use of language, and comparing/contrasting the changing roles of women

4th Quarter Modern Times, Modern Issues and Conflicts

*Independent Novel Assignment: In Cold Blood by Truman Capote

The Things They Carried by Tim OBrien (Students can check this out of the library or purchase the book on their own)

How it Feels to be Colored Me and other short stories

Harlem Renaissance Poetry

Why Soldiers Wont Talk, Inaugural Address of JFK and other informational texts

Writing to include Cornell notes, examining an authors use of rhetoric, and research centering around Americans uniqueness

Sometimes there is an opportunity to view a movie or movie scene to assist with content comprehension. The following movies are all content appropriate for our curriculum, and some of them might be viewed in part or whole as a class activity to enhance the study of the novels and literary time periods studied in class.

The Crucible The Great Gatsby Forest Gump A Raisin in the Sun Of Mice and Men Dear America Letters Home from Vietnam

Creekside High School

English III Honors

Ms. C

Please return this portion of the syllabus and the answer to the following short response for a homework grade by Monday, Aug. 15th.

Student:

I have read and understand Ms. Cocchiolas classroom guidelines and syllabus (including the grading policy) and I understand the consequences of failure to do what is expected of me in this class.

_________________________________ _________________________________

Student Signature Print Student Name

Parent:

I have read and understand Ms. Cocchiolas syllabus and classroom guidelines and I am aware of what is expected of my student in her class. I have also reviewed the movie list and I give permission for my student to view all movies and movie clips that pertain to the curriculum.

_____________________________________________________________

Parent Signature Parent Printed Name

Preferred email address:______________________________________________

Preferred daytime contact #:__________________________________________