English III and College Writing I Direct Instruction

Ms. Abushar
ROOM 335, Blocks 5 & 7
labushar@catalystschools.org

COURSE DESCRIPTION


English III and College Writing I uses a combination of ACT strategies and rigorous content material to engage
scholars in both American and British literature, as well as complex grammar rules and enhancing their authors
voice through various writings. In English III, scholars will utilize novels, short stories, plays, and poems.
College I will give scholars the opportunity to explore their authors voice through the production of essays,
debates, and speeches of various styles. We will be focusing on how these concepts apply to practical
usage in everyday life.

Though successful completion of these junior-level courses will award scholars separate credit hours,
English III and College Writing I function together as a blocked class in which scholars engage in
approximately 50 minutes of English AND 50 minutes of Writing every day.

Scholars will be expected to actively read challenging texts and create writing worthy of an introductory
collegiate course. A strong foundational knowledge provided in freshman and sophomore
English/Writing courses will be necessary to be successful in these courses.

FOCUS SKILLS

CCSS.ELA-LITERACY.RL.11-12.1 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.
CCSS.ELA-LITERACY.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop
and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
CCSS.ELA-LITERACY.RI.5 Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear, convincing, and
engaging.
CCSS.ELA-LITERACY.RI.7 Integrate and evaluate multiple sources of information presented in different
media or formats as well as in words in order to address a question.
CCSS.ELA-LITERACY.L4a Use context as a clue to the meaning of a word or phrase.
CRS 20-23 CLR 401. Locate important details in somewhat challenging passages
CRS 20-23 CLR 402. Draw logical conclusions in somewhat challenging passages
CRS 20-23 IDT 401. Infer a central idea in straightforward paragraphs in somewhat challenging literary
narratives
CRS 20-23 REL 401. Order simple sequences of events in somewhat challenging literary narratives
CRS 20-23 WME 401. Analyze how the choice of a specific word or phrase shapes meaning or tone in
somewhat challenging passages
CRS 20-23 WME 402. Interpret most words and phrases as they are used in somewhat challenging
passages, including determining technical, connotative, and figurative meanings
CRS 20-23 ARG 401. Analyze how one or more sentences in somewhat challenging passages offer
reasons for or support a claim



COURSE OUTLINE


TEACHING/LEARNING STRATEGIES
Catalyst-Maria works around principles of cross-curricular integration and rigorous college preparation.
Each quarter is broken into nine weeks. Catalyst-Maria teachers focus on incorporating all learning
modalities into weekly lessons, and creating a culture of critical thinking around the subject area.
Catalyst-Maria teachers create effective feedback systems and use data to consistently inform instruction.
Catalyst-Maria teachers prepare their scholars for state assessments and ensure that success for all
scholars!

CLASSROOM EXPECTATIONS
1. SLANT (Smile, Sit-up, Listen, Ask/Answer Questions, Nod, Track the Speaker)
Internalized values/core beliefs of the school as evidenced by actions and behaviors
Know and follow rules and procedures
Classroom Greeter
Respond to redirection
Invest in your own learning
2. Show respect at all times
Silently listen while others speak.
Respect each person in the building at all times.
3. Be prepared at all times
Come prepared and on time to class with all the materials that you will need.
Complete homework and class work everyday.
Bring a strong work ethic and positive attitude to class.
4. Work hard everyday
Come prepared to work and make significant progress.
Semester One: English III Semester One: College Writing I
Early American Short Stories: Chopin, Twain, Irving
Short Essay, Magazine Article, and Poems: Steinbeck,
Jarrell, Breslau, Whitman, McKay
Letter, Poem, Short Story, Autobiography: King, Randall,
Moody
*Book Clubs: scholars will be placed in groups and will be
reading a variety of novels and texts that are both student-
and teacher-selected.

Skills Focus: Vocabulary, prediction, summary, inference,
ACT-reading, literary analysis.
Futuristic Biography
ACT Writing Prompts
Argument of Definition
Proposal Writing





Skills Focus: Organization, structure, voice, ACT-English
strategies, grammar.
Semester Two: English III Semester Two: College Writing I

The Great Gatsby: Fitzgerald
Non-fiction Short Stories: Walker, Tan, White
*Book Clubs: scholars will be placed in groups and will be
reading a variety of novels and texts that are both student-
and teacher-selected.

Skills Focus: Vocabulary, prediction, summary, inference,
ACT-reading, literary analysis.
Persuasive Speech
Argument of Opinion
Debates
Literary Analysis
College Entrance Essay

Skills Focus: Clarity, cohesion, style, ACT-English strategies,
advanced grammar.
Stay focused at all times.
5. Take responsibility for your actions
Take ownership of your education and development.
Own your mistakes and your triumphs.
6. Critical Thinking
You are expected to THINK in this course. This means to take risks and share your thoughts about
reading and writing.
You are in turn expected to respectfully support your classmate as they take risks.

GRADING
The following school-wide grading scale will be applied to all work:
A= 100-90%
B= 80-89%
C= 67-79%
F= 66% and lower

The following grading percentages will apply to the calculation of semester grades (core classes):
Tests/Quizzes- 25%
Classwork (projects, labs, essays, participation)-35%
Homework- 25%
Final Exam- 5-%
Interim Assessment 5%
EPAS Scores- 5%

ASSESSMENT DATES
8/28 ACT for juniors
9/16 EPASCPS driven for those without EOY assessment
11/6 Interim (seniors exempt)
12/16 ACT for juniors and honors 10
th
graders
1/28, 1/29, 1/30 Final exams and Interim (as a part of finals)
3/3 ACT
3/10 Interim for 9
th
, 10
th
, PARCC for 11
th

5/28 EPAS (9
th
/10
th
). 11
th
/12
th
No school
6/8, 6/9 12
th
final exams
6/12, 6/15, 6/16 9
th
, 10
th
, 11
th
final exams start. No interims with final exams

HOMEWORK POLICIES AND LATE WORK
Excused Absence (including ISS/OSS)
Scholars will ask their teacher for make-up work after school on the first day they return.
o If a scholar does not ask their teacher for make-up work or asks after the first day they
return, teachers will not give the student work.
o If a scholar asks a teacher during class or at another inappropriate time, teachers will not
give the student work.
Scholar will turn in their work for full credit the next day.
o If a scholar missed two days of school, they will have two days to make up the work. Three
days of school missed will result in three days to make up work, and so on.
If a scholar fails to ask their teacher for make-up work on the first day they return and their grade
falls as a consequence, the scholar will attend tutoring to get make up assignments.

Un-excused Absence
Scholars will ask their teacher for make-up work after school on the first day they return.
o If a scholar does not ask their teacher for make-up work or asks after the first day they
return, teachers will not give the scholar work.
o If a scholar asks a teacher during class or at another inappropriate time, teachers will not
give the scholar work.
Scholars will turn in their work for 50% credit the next day.
o If a scholar missed two days of school, they will have two days to make up the work. Three
days of school missed will result in three days to make up work, and so on.
If a scholar fails to ask their teacher for make-up work on the first day they return and their grade
falls as a consequence, the scholar will attend tutoring to get make up assignments.

HALL AND BATHROOM PASSES
Scholars are expected to come to class prepared with everything they need from their lockers.
Additionally, scholars are expected to use the restroom before or after class. Emergencies for using the
bathroom will be handled at the teachers discretion, and no hall passes will be issued for any reason.

NEED HELP?
The English and Writing Department will hold Academic Lab on Tuesdays and Thursdays from 4:10-4:50
in Room 335. During this time, scholars can receive targeted help on objectives, projects, and make-up
work from an English and Writing teacher. Scholars that may need additional help may make
appointments in advance with the teacher.

COURSE SPECIFIC INFORMATION
Texts: American Literature for 11
th
Grade, Common Core Edition, Holt-McDougal; Everythings an
Argument: With Readings, Lunsford; book club novels TBD.
Materials: Scholars must keep separate sections for English and Writing in their binders. Scholars must
also have a journal/composition notebook and two packs of notecards for College-Writing I. Scholars
must bring a black or blue pen, colored pen (not blue), and pencils to class everyday.