Hello students and parents! 
I am so excited for our English III class together. Whether you are new-to-me or one of the wonderful students who has taken my Grammar, English I, and/or English II classes, welcome! You do not need to have taken English I or II to take this course; however, students should be familiar with basic literary terms such as metaphor, simile, hyperbole, etc. I will provide each student with a list of foundational vocabulary words in case they need a memory refresher for these terms.

In this semester-long course, students will cultivate critical thinking an analytical strategies that will equip them with the language skills they need to be successful as they transition into adulthood. The primary goal of Junior English is to think analytically. In middle school and early high school, we spend a lot of time helping students learn fundamental comprehension and skills-- i.e., the "what." In upper-level English, we focus on the "how" and the "why." How do writers create effective prose? Why do they use some writing strategies rather than others? When should I write one way as opposed to another?  Understanding the "how" and the "why" brings students one step closer to being able to create powerful writing themselves. My goal is to help students become thoughtful and discerning listeners, innovative thinkers, and influential and effective speakers. 

Students will discuss greek roots, literary terms, and various grade-level grammar skills. Additionally, we will read fictional drama, non-fiction, and short stories. All literature will be presented via class readings so that students can see and learn critical thinking strategies for upper-level reading. This course will include weekly writing practice and students will be assigned two full-length essays for the semester. 

This class will meet live 2 times per week; however, there will be one hour of required homework between each class. Some outside studying may be necessary. This means that students will spend at least 4 hours per week on this class: 2 live hours and 2 flexible hours. 
Live classes will include lecture-style instruction, class discussions, group work, and some fun games and activities. 
Required homework assignments will vary but may include: online quizzes and tests, workbook activities, projects, and pre-recorded classes. Students will take tests and quizzes using Google Forms. Students will receive a class calendar at the beginning of the semester. This calendar will include all of the homework assignments and major grades. Students should be diligent to turn in their homework assignments by the due date. Students who turn in late work will earn a 50% penalty on that assignment. 

The semester is broken into three units. Parents may receive progress reports at the end of units one and two upon request. Parents will receive final exam scores and report cards at the end of the semester. If you would like to receive progress reports and/or a transcript, please notify me at the beginning of the semester or as soon as possible. Thanks! 

Class Overview

Unit One (Weeks 1-4):

Vocabulary- Determining Vocabulary Based on Context; Word Roots; Literary Terms
Grammar- Writing with Clarity; Modifiers
Literature- Persuasive Speeches: 
	Act Like a Car by Nathan Pyle 
	Learning from Dirty Jobs by Mike Rowe 
	Senate Statement on Funding for Educational Television by Fred Rogers
Writing- Rhetorical Analysis Essay
________________________________________________________

Unit Two (Weeks 5-7):

Vocabulary- The Crucible Vocabulary; Historical Vocabulary
Grammar- Revising and Editing Final Drafts
Literature- Poetry and Short Stories:
	“Out, Out—” by Robert Frost
	“My Papa’s Waltz” by Theodore Roethke
	“The Yellow Wallpaper” by Charlotte Perkins Gilman
	“Ode to an Orange” by Larry Woiwode
Writing- Literary Analysis Essay

________________________________________________________

Unit Three (Weeks 8-12):

Vocabulary- The Crucible Vocabulary; Historical Vocabulary
Grammar- Sentence Structures Applications; Combining Sentences 
Literature- The Crucible by Arthur Miller
Writing- Research Writing; Evidence-Based Open-Ended Responses

(Weeks 13 and 14 will be a grammar workshop and final review.)