Hutchinson Central Technical High School

Course Syllabus


Course Name: English 3

Instructor: Mrs. Waller            Contact Time: 9:42-10:23         Phone Ext: 1439


Grading Policy
Basis for Grading
• Classwork = 20%
• Summative Assessments = 30%
• Homework = 20%
• Formative Assessments = 20%
• Class Participation = 10% (Attendance, Timeliness, Attentiveness, Engagement)



Homework Policy
• Homework includes short written assignments, short and long-term reading assignments, and various other forms of work done outside of class. All homework is graded.
• Any student who does not hand in his/her homework will have two days from the original date to turn in with a deduction of 10 points per day. Once the homework has been graded and returned, I will no longer accept the late work.





• Long term assignments students are expected to hand in on time. If there are extenuating circumstances, then a written explanation is expected. If a student knows in advance he/she is going to be absent for a long period of time or he/she is not going to be able to hand in an assignment on time, then it is strongly recommended that he/she find a moment to talk to me about the situation.



Course Outline
English 3 is a required course for high school graduation. The course will culminate with the NYS English Regents Common Core Exam in June. Students in English 3 will analyze both fictional and informational texts as they reflect the historical significance and social perspective of the era in which they were written. Students will use language for expressive, expository, argumentative, and literary purposes. The emphasis in English 3 is critical analysis of texts through reading, writing, speaking, listening, and using media. In addition, students will:
• Relate the experiences of others to their own
• Research the diversity of American experience
• Examine relationships between past and present
• Build increasing sophistication in defining issues and using argument effectively
• Create products and presentations that maintain standard conventions of written and oral language
Learning Goals for the Year:
• Reading Literature: Reading and understanding a range of texts, including stories, drama, and poetry, of increasing complexity.
• Reading Informational Text: Reading and understanding a broad range of literary nonfiction, including exposition, argument, and functional text, such as personal essays, speeches, opinion pieces, memoirs, and historical and technical accounts.
• Writing: Generating three written products such as arguments, informative or explanatory texts, and narratives, as well as using the writing process and technology to develop and share your writing. Writing should also emphasize research and involve writing for short and extended time frames.
• Speaking and Listening: Comprehending information presented in a variety of media and formats, participating in collaborative discussions, and presenting knowledge and ideas clearly.
• Language: Addressing the conventions of Standard English grammar, usage and mechanics; knowledge of language; and vocabulary acquisition and use.

New York State Next Generation English Language Arts Learning Standards
• Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration.
• Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text.
• In literary texts, analyze the impact of author's choices. In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop.
• Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text.
• In literary texts, analyze how varied aspects of structure create meaning and affect the reader. In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal.
• Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement).
• In literary texts, analyze multiple adaptations of a source text as presented in different formats (e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each version interprets the source. In informational texts, integrate and evaluate sources on the same topic or argument in order to address a question, or solve a problem.
• Delineate and evaluate an argument in applicable texts, applying a lens (e.g., constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient.
• Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from counterclaim(s), and create an organization that logically sequences claims, counterclaims, reasons, and evidence. Develop claim(s) and counterclaim(s) thoroughly and in a balanced manner, supplying the most relevant evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level, concerns, values, and possible biases. Use precise language, content specific vocabulary and literary techniques to express the appropriate complexity of the topic. Use appropriate and varied transitions, as well as varied syntax, to make critical connections, create cohesion, and clarify the relationships among complex ideas and concepts. Maintain a style and tone appropriate to the writing task. Provide a concluding statement or section that explains the significance of the argument presented.
• 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. Introduce and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole. Develop a topic thoroughly by selecting the most significant and relevant facts, definitions, concrete details, direct quotations and paraphrased information or other examples, appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension. Use appropriate and varied transitions and syntax to make insightful connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts. Use precise language, content specific vocabulary and literary techniques to express the appropriate complexity of a topic. Establish and maintain a style appropriate to the writing task. Provide a concluding statement or section that explains the significance of the information presented.
• Conduct research through self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding and analysis of the subject under investigation.
• Gather relevant information from multiple 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; avoid plagiarism, overreliance on one source, and follow a standard format for citation.
• Draw evidence from literary or informational texts to support analysis, reflection, and research.
• Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
• Come to discussions prepared, having read and researched material under study; draw on that preparation by referring to evidence to stimulate a thoughtful, well-reasoned exchange of ideas.
• Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed. 11-12SL1c: Pose and respond to questions that probe reasoning and evidence; address a full range of positions; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. 11-12SL1d: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.