Fullerton Joint Union High School District COURSE SYLLABUS. English 3 American Humanities

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1 Fullerton Joint Union High School District COURSE SYLLABUS Course Description English 3 American Humanities English 3-American Humanities is an 11 th grade English course designed for juniors to acquaint them further with the development of America through the humanities. By reading, writing, discussion, and creating projects about this ethnocentric medium the student will gain better perspective about what it means to be an American. This course will focus on the development of American history, literature, art, and music from the colonial years to the present. District Content Standards for English 4 General A. Reading 1.0 Word Analysis, Fluency, Systemic Vocabulary Vocabulary and Concept Development 1.1 Students trace the etymology of significant terms, including those used in political science and history. 1.2 Students apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning including scientific and mathematical terminology. 1.3 Students discern the meaning and relationship between pairs of words encountered in analogical statements (e.g., synonyms/antonyms, connotation/denotation). 1.4 Students use context clues to determine meaning of unfamiliar words in various texts. 2.0 Reading Comprehension (Focus on Informational Materials) Structural Features if Informational Materials 2.1 Students analyze both the features and rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and how authors use these features and devices. Comprehension and Analysis of Grade Level-Appropriate Text 2.2 Students analyze how clarity is affected by the patterns of organization, hierarchical structures, repetition of key ideas, syntax, and word choice in texts. 2.3 Students verify and clarify facts presented in other types of expository texts. 2.4 Students make warranted and reasonable assertions about significant patterns, motifs, and perspective by using elements of text to defend and clarify interpretations. Students analyze an author s implicit and explicit philosophical assumptions and beliefs about a subject. Expository Critique 3.0 Literary Response and Analysis Structural Features of Literature 3.1 Students analyze characteristics of sub genres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, drama, novel, short story, essay, and other basic genres. Narrative Analysis of Grade-Level-Appropriate Test 3.2 Students analyze how the theme or meaning of a selection represents a view or comment of life, using textual evidence to support the claims.

2 3.1 Students analyze how irony, tone, mood, style, and sound of language are to achieve specific rhetorical and/or aesthetic purposes. 3.2 Students analyze ways in which authors use imagery, personification, figures of speech, and sounds that evoke readers emotions. 3.3 Students analyze recognized works of United States literature representing a variety of genres and traditions in order to a) examine the development of United States literature. b) contrast the major periods, themes, styles, and trends and describe how works by members of different cultures relate to one another. c) evaluate the philosophical, political, religious, ethical, and/or social influences that shaped United States literature. 3.4 Students analyze how authors have used literary archetypes. Literary Criticism 3.5 Students analyze the clarity and consistency of political assumptions in an selection of literary works (e.g., suffrage, women s place in organized labor) (Political Approach). 3.6 Students analyze the philosophical arguments presented in literary works to determine whether author position contributes to the quality of the work and credibility of characters (Philosophical Approach). B. Writing 1.0 Writing Strategies Organization and Focus 1.1 Students demonstrate understanding of the elements of discourse. 1.2 Students use point of view, characterization, style, and related elements for specific rhetorical and aesthetic purposes. 1.3 Students structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples. 1.4 Students enhance meaning by employing rhetorical devices and incorporate the use of visual aids. 1.5 Students use language to create and enhance a specific tone. Research and Technology 1.6 Students develop presentations by using clear research questions and creative critical research strategies. 1.7 Students use systematic strategies to organize and record information. 1.8 Students integrate databases and graphics into research and written documents. Revising and Evaluating Strategies 1.9 Students revise content to improve rhetorical effectiveness (e.g., individual voice and style) Students edit writing to achieve Standard Academic English (e.g., spelling, punctuation, mechanics, and grammar). 2.0 Writing Applications (Genres and their Characteristics) Using the writing Strategies Outlined in Writing Standard Students write fictional, autobiographical, and/or biographical narratives a) narrate a sequence of events and communicate their significance. b) locate scenes and incidents in specific places. c) develop the narrative elements with concrete, sensory details and language.

3 d) pace the presentation of actions to accommodate temporal, spatial, and dramatic mood changes. e) make effective use of descriptions of appearance, images, shifting perspectives, and/or sensory details. 2.2 Students write responses to literature that a) demonstrate a comprehensive understanding of the significant ideas in works or passages. b) analyze the use of imagery, language, universal themes and/or unique aspects of text. c) support key ideas and viewpoints through accurate and detailed references. d) demonstrate an understanding and appreciation of the author s use of stylistic devices. e) identify and assess the impact of perceived ambiguities, nuances, and complexities. 2.3 Students write reflective compositions that a) explore the significance of personal experiences, events, conditions, or concerns using rhetorical strategies. b) draw comparisons between specific incidents and broader themes that illustrate the writer s important beliefs or generalizations about life. c) maintain a balance in describing individual incidents and relating those incidents to more general and abstract ideas. 2.4 Students write historical investigation reports that a) use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main proposition. b) analyze several historical records of a single event, examining critical relationships among elements of the research topic. c) explain the perceived reason(s) for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation. d) include information from all relevant perspectives, taking the validity and reliability of sources into consideration. e) provide a works cited page. 2.5 Students deliver multimedia presentations that a) combine text, images, and sound, drawing information from many sources. b) select an appropriate medium for each element of the presentation. c) use selected media skillfully, including proper editing and monitoring for quality. d) test audience response and revise the presentation accordingly. C. Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions Manuscript Form 1.1 Students demonstrate awareness of grammar, paragraph and sentence structure, diction, and usage. 1.2 Students produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. 1.3 Students reflect appropriate manuscript requirements in writing.

4 D. Listening and Speaking 1.0 Listening and Speaking Strategies Comprehension 1.1 Students recognize strategies used by media to inform, persuade, entertain, and transmit culture. 1.2 Students analyze the impact of media on the democratic process at the local, state, or national levels. 1.3 Students interpret and evaluate the various ways that visual image-makers present events and communicate information. Organization and Delivery of Oral Communication 1.3 Students use rhetorical questions, parallelism, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and aesthetic effect. 1.4 Students distinguish among, and use, various forms of classical and contemporary logical argument, including a) inductive and deductive reasoning. b) syllogism and analogies. 1.5 Students use logical, ethical, and emotional appeals that enhance a specific tone and purpose. 1.6 Students use appropriate rehearsal strategies to achieve command of text, skillful and artistic staging, and attention to performance details. 1.7 Students use effective and interesting language, including a) informal usage for effect. b) Standard English for clarity. c) technical language for specificity. 1.8 Students use research and analysis to justify strategies for gesture, movement, and vocalization, including dialect, pronunciation, and enunciation. 1.9 Students evaluate when to use different kinds of images to create effective productions. Analysis and Evaluation of Oral and Media Communications 1.10 Students critique the impact that a speaker s use of diction and syntax has on purpose and audience Students identify logical fallacies used in oral addresses Students analyze the basic types of persuasive speeches Students analyze the techniques used in media messages. 2.0 Speaking Applications (Genres and Their Characteristics) Using the speaking strategies outlined in Listening and Speaking Standard Students deliver reflective oral presentations that a) explore the significance of personal experiences, events, conditions, or concerns using rhetorical strategies. b) draw comparisons between the specific incident and broader themes that illustrate the speaker s beliefs or generalizations about life. c) maintain a balance between describing the incident and relating it to more general abstract ideas. 2.2 Students deliver oral reports on historical investigations that a) use exposition, narration, description, argumentation, or some combination of the four modes of presentation to support the main proposition. b) analyze several historical records of a single event, examining critical relationships between and among elements of the research topic.

5 c) explain the perceived reasons for the similarities and differences, using information derived from primary and secondary sources to support of enhance the presentation. d) include information on all relevant perspectives, considering the validity and reliability of sources. 2.3 Students deliver oral responses to literature that a) demonstrate a comprehensive understanding of the significant ideas of works or passages. b) analyze the use of imagery, language, universal themes, and unique aspects of text through the use of rhetorical strategies. c) support key ideas and viewpoints through accurate and detailed references to the text or to other works. d) demonstrate awareness of the author s use of stylistic devices and appreciation of the effects created. e) identify and assess the impact of perceived ambiguities, nuances, and complexities within text. 2.4 Students deliver multimedia presentations that a) combine text, images, and sound, incorporating information from a wide range of media. b) select an appropriate medium for each element of the presentation. c) use the selected media skillfully, including editing and monitoring for quality. d) test audience response and revise the presentation accordingly. 2.5 Students recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate understanding of meaning

6 Course Objectives 1. The student will apply knowledge of word origins both to determine the meaning of new words encountered in reading materials and to use those words accurately. The student will read and understand grade-level-appropriate material, analyzing the organizational patterns, arguments and positions advanced. The student will read and respond to historically or culturally significant works of United States literature and conduct in-depth analyses of recurrent patterns and themes. 2. The student will write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. Student writing will demonstrate an awareness of audience and purpose, as well as the stages of the writing process. The student will combine rhetorical strategies, such as narration, exposition, persuasion, and description to produce text(s) of approximately 1,500 words. Student writing will demonstrate a command of Standard English, as well as research, organizational and drafting strategies. 3. The student will write and speak with a command of Standard English conventions. 4. The student will formulate thoughtful judgments about oral communication, and deliver focused and coherent presentations that convey clear and distinctive perspectives and solid reasoning. The student will incorporate gestures, tone and vocabulary tailored to audience and purpose. The student will deliver formal and extemporaneous presentations that combine rhetorical strategies of narration, exposition, persuasion, and description. Student speaking will demonstrate a command of Standard English, organization and delivery strategies.

7 Class Materials TO BE COMPLETED BY THE TEACHER Attendance Policy TO BE COMPLETED BY THE TEACHER Classroom Expectations TO BE COMPLETED BY THE TEACHER Grading Policy/Guidelines TO BE COMPLETED BY THE TEACHER

8 Student and Parent Signatures This verifies that I have read and understood the above information as it was explained in the handout and discussed in class. Student Name Date (please print) Student Signature This verifies that I have read and discussed the above information with my son or daughter. Parent/Guardian Name Date (please print) Patent/Guardian Signature Telephone Number

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