English III Foundations (Semester 1)

Course Description:

"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights that among these are Life, Liberty and the pursuit of Happiness." ~ Declaration of Independence This course explores American literature and the pursuit of the American Dream. Students will examine the roots of American literature in religion and faith, relive a revolution of rebellion and conformity, redefine truth and human potential, and develop a deeper sense of self. Through an exploration of classic American themes and ideals, students will deepen their awareness of political and social influences that have shaped American culture as it is known today. Selections of literature range from poetry and fiction (short stories, novellas, drama) to nonfiction (speeches, sermons, letters, journals, news articles). Not only will students think about literature and its connection to their lives--they will also learn to question the beliefs and ideas that have informed American literature throughout the country’s sometimes harmonious, sometimes volatile history.

Course Details:

Course Title (District): English III Foundations (Semester 1)
Course Title (NCES SCED) : English/Language Arts III (11th grade)
Course Provider : Genesee ISD
Content Provided By : Fuel Education LLC
Online Instructor Provided By : Fuel Education LLC
Standards Addressed : Common Core State Standards
Academic Terms : Open Entry / Open Exit
Subject Area : English Language and Literature
Course Identifier : English/Language Arts III (11th grade)
Course Level : High School (Secondary)
Available Credit : 0.5
Sequence : 1 of 2

How To Enroll:

Enrollment Website : https://www.gennet.us
Email : [email protected]
Phone : 810-591-4401

Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.

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Additional Course Information:

Additional Cost: $0.0

Additional Cost Description: Most courses have no additional costs; however some have required books or other materials that are not included in the course. Some required books or other materials may be available for checkout from schools or public libraries. See the provider's course description for required books/materials or call 810-591-4401 for assistance.

Explore Puritanism, Transcendentalism, and other literary periods framing the work of American writers. Use reading, writing, speaking, and listening skills to understand a variety of texts, including biographical sketches, fiction, poetry, speeches, and diary entries. Understand how language, historical events, literary periods, personal perception, and cultural context shape the meaning of a text Make connections between life and literature, explore identity, and ponder intriguing philosophical questions through analytical reading, questioning, listening and writing Understand and apply the steps to clear, logical writing (prewriting, drafting, and revising) to compose a variety of texts, including fiction, expository essays, persuasive essays, and autobiographical pieces for authentic audiences Evaluate both fiction and nonfiction literary works by writing a literary analysis, an interpretive essay, or an evaluative essay. Prepare multimedia presentations that demonstrate knowledge of visual design, technology and audience awareness. Recognize vocabulary words and know how to find the meaning of unfamiliar words. Speak and introduce relevant, facilitating information, ideas and opinions in discussions and formal speech situations. Understand, make inferences and draw conclusions about the features of informational texts and documents in a variety of academic areas. Adjust stress, volume and inflection to provide emphasis to ideas or influence audience during informal discussion. Explore a range of sources (primary and secondary) and expert opinions including interviews with experts. Develop an argument that uses the most effective format for purpose and audience, address readers'/listeners' problems, uses convincing, properly cited evidence and clearly states a position using rhetorical strategies. Create a persuasive text that accurately and honestly addresses multiple perspectives by using language and rhetorical devices and accurately documented, valid, reliable primary and secondary sources. Write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Identify and advance a clear thesis statement or controlling idea with the intent of affecting the attitudes or actions of a specific audience. Utilize a variety of methods to advance the argument such as facts, expert opinions, quotations or expressions of widely held beliefs. Use a variety of formatting techniques (headings, graphics) and graphic organizers (outlines, lists, visuals) to aid reader understanding. Learn new vocabulary and recognize vocabulary words and know how to find the meaning of words the students don't understand; infer word meaning through the identification and analysis of analogies and other word relationships; identify and understand key vocabulary used in contemporary informational texts; determine the meaning of grade-level technical academic English words in multiple content areas. Use and understand a variety of media, and evaluate the quality of material. Evaluate the objectivity of coverage of the same event in various types of media. Evaluate how messages presented in contemporary media reflect social and cultural views in ways different from traditional texts. Evaluate the role of media as well as various texts. Create a multi-media presentation that demonstrates an understanding of a specific topic or issue, or teaches others about it. Produce a multimedia presentation with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view. Use a variety of sentence structures to add interest to a presentation, and edit writing using the conventions of language. Demonstrate consideration of the validity and reliability of all primary and secondary sources used. Synthesize information, ideas and opinions to determine relevancy. Distinguish between essential and nonessential information, and fact and opinion. Identify and analyze the structure of contemporary informational texts. Write an analysis of an author’s use of stylistic or rhetorical devices. Provide textual evidence, direct quotations, to support analysis of text. Use stylistic aspects of composition effectively, including sentence variety. Become familiar with employment-related documents. Anticipate questions and gather resources needed to respond. Maintain a record of resources. Write a personal résumé and other work-related documents. Listen responsively to a speaker and acknowledge the contributions of others. Speak using skills appropriate to formal speech situations. Use appropriate organizational structures supported by facts and details. Translate (from text to graphic or from graphic to text) complex factual, quantitative, or technical information. Analyze the structure of informational materials. Select and refine a topic for research and locate information using appropriate sources and strategies. Select sources appropriate to the breadth and depth of the research. Organize and write a report based on research, including effective introductions, conclusions and paragraphs. Revise drafts to clarify meaning and achieve specific rhetorical purposes; improve style, word choice and sentence variety; in response to feedback. Edit, proofread, and publish final drafts.

iNACOL National Standards for Quality Online Courses

Academic Content Standards and Assessments Rating Comments
The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. Fully Met
The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. Partially Met
The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. Fully Met
Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. Fully Met
Multiple learning resources and materials to increase student success are available to students before the course begins. Fully Met
Course Overview and Introduction Rating Comments
Clear, complete course overview and syllabus are included in the course. Fully Met
Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. Fully Met
Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. Fully Met
Legal and Acceptable Use Policies Rating Comments
The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. Fully Met
Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. Fully Met
Privacy policies are clearly stated. Partially Met
Instructor Resources Rating Comments
Online instructor resources and notes are included. Fully Met
Assessment and assignment answers and explanations are included. Fully Met
Accessing Course Effectiveness Rating Comments
The course provider uses multiple ways of assessing course effectiveness. Fully Met
The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. Fully Met
Course Updates Rating Comments
The course is updated periodically to ensure that the content is current. Fully Met
Certification Rating Comments
Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. Fully Met
Instructor and Student Support Rating Comments
Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. Fully Met
The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. Fully Met
Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. Fully Met
Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. Fully Met
The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. Fully Met
Students are offered an orientation for taking an online course before starting the coursework. Fully Met
Instructional and Audience Analysis Rating Comments
Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. Fully Met
Course, Unit and Lesson Design Rating Comments
The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. Fully Met
Instructional Strategies and Activities Rating Comments
The course instruction includes activities that engage students in active learning. Fully Met
The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. Fully Met
The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. Fully Met
The course provides options for the instructor to adapt learning activities to accommodate students’ needs. Fully Met
Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. Fully Met
Communication and Interaction Rating Comments
The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. Fully Met
The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. Fully Met
The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. Fully Met
Resources and Materials Rating Comments
Students have access to resources that enrich the course content. Fully Met
Evaluation Strategies Rating Comments
Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. Fully Met
The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. Fully Met
Feedback Rating Comments
Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. Fully Met
Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. Fully Met
Assessment Resources and Materials Rating Comments
Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. Fully Met
Grading rubrics are provided to the instructor and may be shared with students. Fully Met
The grading policy and practices are easy to understand. Fully Met
Course Architecture Rating Comments
The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. Fully Met
The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. Fully Met
User Interface Rating Comments
Clear and consistent navigation is present throughout the course. Fully Met
Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. Fully Met
Technology Requirements and Interoperability Rating Comments
All technology requirements (including hardware, browser, software, etc...) are specified. Fully Met
Prerequisite skills in the use of technology are identified. Fully Met
The course uses content-specific tools and software appropriately. Fully Met
The course is designed to meet internationally recognized interoperability standards. Fully Met
Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. Fully Met
Accessibility Rating Comments
Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). Fully Met
Data Security Rating Comments
Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). Fully Met

Review Conducted By: Fuel Education LLC
Date of Review: 07/08/2014

Unit 1: The American Dream
Daring to Dream
Skepticism and Belief in the American Dream
Religion and Faith
Language and Thought

Unit 2: Reflections in American Literature
The Freedom to Dream
The Freedom to Choose
The Chains of Freedom
The Path to Enlightenment

Unit 3: Poetry in America
Freedom Beyond the Age of Reason
Self-Knowledge and Identity
Innocence and Experience: Defining the Self
The Romantic American Identity

Unit 4: Drama and the American Dream
The Reality of the American Dream
The American Dream: Choice or Obligation
Choice, Obligation and Responsibility
Reality of the American Dream Revisited

Unit 5: My Country, Myself
Equality and Integrity of Dreams
The Truth and Appearance of Dreams
The American Dream: Material or Immaterial
Presenting Your American Literature Newsletter
Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Open Entry / Open Exit 07/01/2023 06/30/2024 100 $270 $0
Open Entry / Open Exit 07/01/2023 06/30/2024 100 $275 $0
Open Entry / Open Exit 07/01/2023 06/30/2024 100 $300 $0
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Enrollments earning 60% or more of the total course points are considered course completions and will be charged the final 20% payment. Open Entry / Open Exit 07/01/2023 06/30/2024
Open Entry / Open Exit 07/01/2023 06/30/2024
K-5: Extensions are not available. 6-12: 4-week extensions are available for $50 per enrollment (maximum 2 extensions per 18-week enrollment). 6-12: 2-week extensions are available for $25 per enrollment (maximum 2 extensions per 9-week enrollment). Open Entry / Open Exit 07/01/2023 06/30/2024
Students can contact their online instructor as needed. Online instructors have posted office hours, and provide contact information.
School Year Enrollment Count Pass Count Completion Rate Notes
19-20 0 0 0.0%
14-15 5 3 60.0%
13-14 9 0 0.0% Enrollment data include all enrollments (21f and non-21f) for the Spring and Summer 2013-14 school year.