KENWOOD ACADEMY

ENGLISH III SYLLABUS 2014 TO 2015

GREGORY L. JONES, PRINCIPAL; 773-535-1350

INSTRUCTOR: REBECCA WALZ
OFFICE: ENGLISH DEPARTMENT ROOM 112
AVAILABILITY: OFFICE HOURS DURING 2
ND
AND 6
TH
PERIODS; BY APPOINTMENT BEFORE/AFTER SCHOOL
EMAIL: rwalz@cps.edu
PHONE: 773-535-1379

Prerequisite: Students should have successfully completed American Literature in the previous year.
Description: In this course, students examine the development of the English language and world literature from the Anglo-Saxon Period
through the present. Readings include works in all major genres. This course refines skills taught in previous years and includes a research
assignment that is required for second semester credit in the course.
Objectives:
1. to develop reading, writing, speaking, listening, research and critical thinking skills.
2. to prepare students to meet and exceed personal and school goals for the ACT test by practicing the skills outlined in the College
Readiness Standards.
3. to prepare students to meet and exceed personal and school goals by practicing the skills outlined in the Common Core State
Standards.
4. to gain knowledge and understanding of various works in British and world literature from the Anglo-Saxon period to the present.

Course Outline:
Unit and Dates Major Topics Major Text
Summative
Assessment
Common Core College Readiness
Unit 1:
Introduction to
Literature and
Beowulf
Sept. 2 Oct. 3
How does
literature affect a
persons being?
How effective is
literature in
determining a
persons ability to
discover life?
Why do canonical
texts endure
through the ages?
What can the 21
st

century contribute
to the canon?
Beowulf;
short non-
fiction and
fiction
readings
that assist
students
with
addressing
the major
topics of
the unit and
drawing
their own
conclusions
about
literature.
Analytical and
research-based
essay on
Beowulf
Focus: crafting
an arguable
thesis and
integrating
textual support
and research,
expressing
judgment,
focusing on a
topic
Write arguments to
support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence.
Write
informative/explanatory
texts to examine and
convey complex ideas,
concepts, and
information clearly and
accurately through the
effective selection,
organization, and
analysis of content.
Produce clear and
coherent writing in
which the
development,
organization, and style
are appropriate to task,
purpose, and
audience.
C
o
l
l
e
g
e

B
o
u
n
d

COP 13-15: Delete commas that create basic sense
problems (e.g., between verb and direct object).
COU 13-15: Solve such basic grammatical problems as how
to form the past and past participle of irregular but commonly
used verbs and how to form comparative and superlative
adjectives
P
r
e
-
A
c
c
e
l
e
r
a
t
e
d

COP 16-19: Provide appropriate punctuation in
straightforward situations (e.g., items in a series). Delete
commas that disturb the sentence flow (e.g., between modifier
and modified element).
COU 16-19: Solve such grammatical problems as whether to
use an adverb or adjective form, how to ensure straightforward
subject-verb and pronoun-antecedent agreement, and which
preposition to use in simple contexts. Recognize and use the
appropriate word in frequently confused pairs such as there
and their, past and passed, and led and lead
H
o
n
o
r
s

COP 20-23: Use commas to set off simple parenthetical
phrases. Delete unnecessary commas when an incorrect
reading of the sentence suggests a pause that should be
punctuated (e.g., between verb and direct object clause)
COU 20-23: Use idiomatically appropriate prepositions,
especially in combination with verbs (e.g., long for, appeal to).
Ensure that a verb agrees with its subject when there is some
text between the two
Unit 2:
Globalization
and The
Canterbury Tales
Oct. 6 Nov. 6
What effect does
the movement of
people have on the
environment?
What effect does
travel have on a
The
Canterbury
Tales; short
non-fiction
and fiction
readings
Research project
on how Medieval
society
influenced the
telling of The
CCSS.ELA-
Literacy.W.11-12.7
Conduct short as well
as more sustained
research projects to
answer a question
C
o
l
l
e
g
e

B
o
u
n
d

WCH 16-19: Revise sentences to correct awkward and
confusing arrangements of sentence elements. Revise vague
nouns and pronouns that create obvious logic problems
SST 16-19: Use conjunctions or punctuation to join simple
clauses. Revise shifts in verb tense between simple clauses in
a sentence or between simple adjoining sentences
persons
knowledge of and
relationship to the
world?
How can literature
be a tool for
commenting on
society?
that assist
students
with
addressing
the major
topics of
the unit and
drawing
their own
conclusions
about
literature
Canterbury Tales
Focus:
Conducting
research and
analyzing source
validity and
relevance; citing
primary text and
secondary texts
and making
connections
between the two.
(including a self-
generated question) or
solve a problem;
narrow or broaden the
inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the
subject under
investigation.
CCSS.ELA-
Literacy.W.11-12.8
Gather relevant
information from
multiple authoritative
print and digital
sources, using
advanced searches
effectively; assess the
strengths and
limitations of each
source in terms of the
task, purpose, and
audience; integrate
information into the
text selectively to
maintain the flow of
ideas, avoiding
plagiarism and
overreliance on any
one source and
following a standard
format for citation.
P
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a
t
e
d

WCH 20-23: Delete obviously synonymous and wordy
material in a sentence. Revise expressions that deviate from
the style of an essay
SST 20-23: Determine the need for punctuation and
conjunctions to avoid awkward-sounding sentence fragments
and fused sentences. Decide the appropriate verb tense and
voice by considering the meaning of the entire sentence
H
o
n
o
r
s

WCH 24-27: Delete redundant material when information is
repeated in different parts of speech (e.g., "alarmingly
startled"). Use the word or phrase most consistent with the
style and tone of a fairly straightforward essay. Determine the
clearest and most logical conjunction to link clauses
SST 24-27: Recognize and correct marked disturbances of
sentence flow and structure (e.g., participial phrase fragments,
missing or incorrect relative pronouns, dangling or misplaced
modifiers)
Unit 3: Human
Nature and
Sexuality/Gender
and Macbeth
Nov. 10 Jan.
29
How can reading
other peoples
ideas about a text
illuminate my
understanding of a
text?
Does every person
have a tragic flaw,
and what happens
when this flaw is
acted upon? What
roles do men and
women have in
society, and can
gender roles be
switched?
Macbeth;
short non-
fiction and
fiction
readings
that assist
students
with
addressing
the major
topics of
the unit and
drawing
their own
conclusions
about
literature
Research paper
on Elizabethan
literature.
Focus: Research
incorporating
primary and
secondary
sources,
developing and
supporting an
arguable thesis,
developing a
position and
organizing ideas.
CC.11-12.R.L.1 Key
Ideas and Details: Cite
strong and thorough
textual evidence to
support analysis of
what the text says
explicitly as well as
inferences drawn from
the text, including
determining where the
text leaves matters
uncertain.
CC.11-12.W.1 Text
Types and Purposes:
Write arguments to
support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence.
C
o
l
l
e
g
e

B
o
u
n
d

OUC 16-19: Select the most logical place to add a sentence
in a paragraph
P
r
e
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A
c
c
e
l
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r
a
t
e
d
OUC 20-23: Use conjunctive adverbs or phrases to express
straightforward logical relationships (e.g., first, afterward, in
response). Decide the most logical place to add a sentence in
an essay. Add a sentence that introduces a simple paragraph
H
o
n
o
r
s

OUC 24-27: Determine the need for conjunctive adverbs or
phrases to create subtle logical connections between
sentences (e.g., therefore, however, in addition). Rearrange
the sentences in a fairly uncomplicated paragraph for the sake
of logic. Add a sentence to introduce or conclude the essay or
to provide a transition between paragraphs when the essay is
fairly straightforward.
Unit 4:
Industrialization
and Social Class
and A Modest
Proposal
Feb. 2 Feb. 20
To what extent
should a person go
to get his point
across to his
audience? What
rhetorical tools can
A Modest
Proposal;
short non-
fiction and
fiction
readings
Analytical essay
on self-righteous,
moral solution as
it relates to social
class.
CC.11-12.R.I.1 Key
Ideas and Details: Cite
strong and thorough
textual evidence to
support analysis of
what the text says
C
o
l
l
e
g
e

B
o
u
n
d
TOD 16-19: Identify the basic purpose or role of a specified
phrase or sentence. Delete a clause or sentence because it is
obviously irrelevant to the essay
review of previous strands
an author use to
achieve his point?
In what ways to
the inequities in
the 21
st
century
continue the
inequities identified
in the 18
th
century?
Does a ruling class
have the right to
rule over a group
of people? Is it
possible for an
essay to bring
attention to issues
of social class?
that assist
students
with
addressing
the major
topics of
the unit and
drawing
their own
conclusions
about
literature
Focus: Write
arguments to
support claims in
an analysis of
substantive
topics or texts,
using valid
reasoning and
relevant and
sufficient
evidence from
the text..
explicitly as well as
inferences drawn from
the text, including
determining where the
text leaves matters
uncertain.
CC.11-12.R.L.6 Craft
and Structure: Analyze
a case in which
grasping point of view
requires distinguishing
what is directly stated
in a text from what is
really meant (e.g.,
satire, sarcasm, irony,
or understatement).
P
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t
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TOD 20-23: Identify the central idea or main topic of a
straightforward piece of writing. Determine relevancy when
presented with a variety of sentence-level details.
review of previous strands
H
o
n
o
r
s

TOD 24-27: identify the focus of a simple essay, applying
that knowledge to add a sentence that sharpens that focus or
to determine if an essay has met a specified goal. Delete
material primarily because it disturbs the flow and
development of the paragraph. Add a sentence to accomplish
a fairly straightforward purpose such as illustrating a given
statement.
review of previous strands
Unit 5:
Industrialization
and Social Class
and Romantic
Poetry
Feb. 23 Mar.
13
How do we read a
poem? What is the
difference between
a surface-level
reading and a
close reading?
How do people
cope with a rapidly
changing world?
What role can
poetry play in
depicting the
differences in
society/social
class?
Poetry from
the
Romantic
Period;
short non-
fiction and
fiction
readings
that assist
students
with
addressing
the major
topics of
the unit and
drawing
their own
conclusions
about
literature
Analytical, close
reading essay of
a poem
addressing social
class.
Focus: Write
arguments to
support claims in
an analysis of
substantive
topics or texts,
using valid
reasoning and
relevant and
sufficient
evidence from
the text.
CC.11-12.R.L.10
Range of Reading and
Level of Text
Complexity: By the end
of grade 11, read and
comprehend literature,
including stories,
dramas, and poems, in
the grades 11CCR
text complexity band
proficiently, with
scaffolding as needed
at the high end of the
range. By the end of
grade 12, read and
comprehend literature,
including stories,
dramas, and poems, at
the high end of the
grades 11CCR text
complexity band
independently and
proficiently.
C
o
l
l
e
g
e

B
o
u
n
d

COP 16-19: Provide appropriate punctuation in
straightforward situations (e.g., items in a series). Delete
commas that disturb the sentence flow (e.g., between modifier
and modified element)
COU 16-19: Solve such grammatical problems as whether to
use an adverb or adjective form, how to ensure straightforward
subject-verb and pronoun-antecedent agreement, and which
preposition to use in simple contexts. Recognize and use the
appropriate word in frequently confused pairs such as there
and their, past and passed, and led and lead.
WCH 16-19: Delete obviously synonymous and wordy
material in a sentence. Revise expressions that deviate from
the style of an essay.
P
r
e
-
A
c
c
e
l
e
r
a
t
e
d

COP 20-23: Use commas to set off simple parenthetical
phrases. Delete unnecessary commas when an incorrect
reading of the sentence suggests a pause that should be
punctuated (e.g., between verb and direct object clause).
COU 20-23: Use idiomatically appropriate prepositions,
especially in combination with verbs (e.g., long for, appeal to).
Ensure that a verb agrees with its subject when there is some
text between the two.
WCH 20-23: Delete redundant material when information is
repeated in different parts of speech (e.g., "alarmingly
startled"). Use the word or phrase most consistent with the
style and tone of a fairly straightforward essay. Determine the
clearest and most logical conjunction to link clauses.
H
o
n
o
r
s

COP 24-27: Use punctuation to set off complex parenthetical
phrases. Recognize and delete unnecessary commas based
on a careful reading of a complicated sentence (e.g., between
the elements of a compound subject or compound verb joined
by and). Use apostrophes to indicate simple possessive
nouns. Recognize inappropriate uses of colons and
semicolons.
COU 24-27: Ensure that a pronoun agrees with its
antecedent when the two occur in separate clauses or
sentences. Identify the correct past and past participle forms
of irregular and infrequently used verbs and form present-
perfect verbs by using have rather than of.
WCH 24-27: Revise a phrase that is redundant in terms of
the meaning and logic of the entire sentence. Identify and
correct ambiguous pronoun references. Use the word or
phrase most appropriate in terms of the content of the
sentence and tone of the essay.
Social Class and
Imperialism and
The Strange
Case of Dr.
Jekyll and Mr.
Hyde
Mar. 16 Apr.
24
How do people
deal with
difference/change?
What role can
literature play in
depicting the
differences in
society? How does
literature change a
persons
perspective on
life?
How do authors
use narrative to
reveal significant
meaning?
The
Strange
Case of Dr.
Jekyll and
Mr. Hyde;
short non-
fiction and
fiction
readings
that assist
students
with
addressing
the major
topics of
the unit and
drawing
their own
conclusions
about
literature
Personal
narrative essay
defining social
class as it relates
to self. Focus:
Write a narrative
essay preparing
for the creation
of the college-
entrance essay.
Decide key facts
and background
information
determining
social standing.
CCSS.ELA-
Literacy.W.11-12.3
Write narratives to
develop real or
imagined experiences
or events using
effective technique,
well-chosen details,
and well-structured
event sequences.
CC.11-12.W.3.d Text
Types and Purposes:
Use precise words and
phrases, telling details,
and sensory language
to convey a vivid
picture of the
experiences, events,
setting, and/or
characters.
C
o
l
l
e
g
e

B
o
u
n
d

SST - 16-19: Determine the need for punctuation and
conjunctions to avoid awkward-sounding sentence fragments
and fused sentences. Decide the appropriate verb tense and
voice by considering the meaning of the entire sentence.
OUC 20-23: Use conjunctive adverbs or phrases to express
straightforward logical relationships (e.g., first, afterward, in
response). Decide the most logical place to add a sentence in
an essay. Add a sentence that introduces a simple paragraph
TD 20-23: Identify the central idea or main topic of a
straightforward piece of writing. Determine relevancy when
presented with a variety of sentence-level details.
P
r
e
-
A
c
c
e
l
e
r
a
t
e
d

SST 20-23: Recognize and correct marked disturbances of
sentence flow and structure (e.g., participial phrase fragments,
missing or incorrect relative pronouns, dangling or misplaced
modifiers)
UOC 24-27: Determine the need for conjunctive adverbs or
phrases to create subtle logical connections between
sentences (e.g., therefore, however, in addition). Rearrange
the sentences in a fairly uncomplicated paragraph for the sake
of logic. Add a sentence to introduce or conclude the essay or
to provide a transition between paragraphs when the essay is
fairly straightforward.
TD 24-27: Identify the focus of a simple essay, applying that
knowledge to add a sentence that sharpens that focus or to
determine if an essay has met a specified goal. Delete
material primarily because it disturbs the flow and
development of the paragraph. Add a sentence to accomplish
a fairly straightforward purpose such as illustrating a given
statement.
H
o
n
o
r
s

SST 24-27: Revise to avoid faulty placement of phrases and
faulty coordination and subordination of clauses in sentences
with subtle structural problems. Maintain consistent verb tense
and pronoun person on the basis of the preceding clause or
sentence.
UOC 28-32: Make sophisticated distinctions concerning the
logical use of conjunctive adverbs or phrases, particularly
when signaling a shift between paragraphs. Rearrange
sentences to improve the logic and coherence of a complex
paragraph. Add a sentence to introduce or conclude a fairly
complex paragraph.
TD 28-32: Apply an awareness of the focus and purpose of
a fairly involved essay to determine the rhetorical effect and
suitability of an existing phrase or sentence, or to determine
the need to delete plausible but irrelevant material. Add a
sentence to accomplish a subtle rhetorical purpose such as to
emphasize, to add supporting detail, or to express meaning
through connotation.
Unit 7:
Imperialism and
Colonialism and
Things Fall Apart
and Second
Class Citizen
Apr. 27 Jun. 16
How can literature
determine/effect
morals/values?
Can literature
influence
perception on
experiences?
How can different
literary works
represent different
perspectives on a
similar topic?
Things Fall
Apart and
Seconc
Class
Citizen;
short non-
fiction and
fiction
readings
that assist
students
with
addressing
the major
First completed
draft of personal
statement.
Focus: Writing a
narrative to
develop real
experiences
using effective
technique, well-
chosen details
and well-
structured
sequences that
will allow post-
CC.11-12.L.1.a
Conventions of
Standard English:
Apply the
understanding that
usage is a matter of
convention, can
change over time, and
is sometimes
contested. CC.11-
12.L.3 Knowledge of
Language: Apply
knowledge of language
to understand how
C
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Review of previous skills
P
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Review of previous skills
topics of
the unit and
drawing
their own
conclusions
about
literature
secondary
options to
acknowledge
accomplishments
and
involvements.
language functions in
different contexts, to
make effective choices
for meaning or style,
and to comprehend
more fully when
reading or listening.
H
o
n
o
r
s

Review of previous skills
Grading Scale:
Grades will be determined by the following categories:
Formative: Class Assignments, Informal Writing Assignments, and Collaborative Activities
Summative: Quizzes, Exams, Projects and Formal Writing Assignments
Homework: Independent Readings and Enrichment Activities
Participation: Presentations, Formal and Informal Discussions, and Appropriate Engagement in Learning Activities
Category Weight
Summative 35%
Formative 30%
Class Participation 20%
Homework 15%
100%

Credits: Earning a D or above results in .5 credits per semester (1 credit for the entire year)

Materials needed: Novels and other readings will be provided unless otherwise noted by teacher. Students should come to class daily with
a binderdivided into five sectionsdedicated to English III, loose-leaf paper, writing utensilsincluding pens and a highlighter, and a
pocket dictionary. Students should also have access or know where to gain access to a computer, a printer, and the Internet. The schools
media center (library) does offer free printing, but students should have a plan in place for printing assignments.

Homework: Students will have daily homework assignments including reading, writing and reviewing notes. Homework will be considered
late if not passed in when collected. It is crucial for students to complete all reading assignments, as they are necessary for class activities,
quizzes, tests and writing assignments. Assignments should be typed when required, or hand written in blue or black ink as directed by
teacher.

Late work and missed assessments: Late work will be accepted for one week after the due date these assignments will receive partial
credit. Late work will not be accepted after the unit has ended. Tests can be made up for excused absences within two days. Quizzes cannot
be made up. If a quiz is missed because of an excused absence, the next received quiz grade will count as two.


Plagiarism: Plagiarism is the practice of taking someone else's work or ideas and passing them off as one's own. This includes copying any
assignment from a fellow student; copying from a book, novel, or other source without providing the proper citation; or copying from the
Internet without providing proper citation. Plagiarism is academically dishonest, and your teacher and the principal will deal with any
occurrence.

Attendance:
Tardy: This is being late to class by any margin of time. If the bell rings and you are not inside the classroom, you are late and
will not be allowed to enter the classroom without a tardy pass. When you enter class, do so quietly and look on the board for the
agenda and objectives of the day. Students will not receive credit for work missed due to tardiness.
Cut: A cut is not attending class for any reason other than an excused absence. You will receive an automatic zero for the day
missed. Students will not receive credit for work missed due to cutting.
Excused Absences: You must bring a note signed by your guardian with a telephone number with an explanation for your
absence that is excusable under CPS policy. Ms. Fleming-Jones must approve your absence and will be responsible for clearing it
in Gradebook. Work including tests, homework and class work must be made up within 2 days of absence or will not be accepted.
Be sure to check with your teacher after an excused absence to get your missed work.
School Function Absences: Students are not excused from tests, quizzes, or assignments the following day. Sign-outs for school
activities require 24-hour notice (permission given only if passing).
Work due the day after an absence: If an assignment was given prior to the absence, the work is due on the original due date.

Class Conduct and Behavior Expectations: The classroom is a learning environment for up to 30 students at a time, so its important that
we make it a comfortable and productive place to learn. It is important that each of us practice common courtesy in order to ensure the best
experience for everyone. For our time together please:
1. Have a positive attitude and trust that I am here to help you become better thinkers, writers, readers and learners.
2. Arrive to class on time every day, be prepared with your materials, and be ready to work as the bell rings.
3. Be aware that there are many differences of opinion on any subject and they must be discussed appropriately with tolerance for other
ideas, cultures, orientations, abilities, religions, and learning styles.
4. Refrain from eating anything in the classroom. There have been issues with uninvited pests. You may drink water only.
5. Leave the space as you found it. If you happen to make any kind of mess, please clean up after yourself.
6. Be sure that cell phones are turned off and they are put away in a purse, bag or pocket. If I see a phone (in use or not) it will be
confiscated and delivered to the Dean or Principal to be picked up by a parent after school.
7. Use the restroom between classes.
-



English III British Literature

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