English 11 (III) B

Course Description:

English III is a survey of American Literature and literary culture from its inception through the twentieth century. Students will explore the major literary forms, themes, authors, and periods of American Literature. They will understand how this literature represents the experiences of people native to America, those who immigrated to America, and those who were brought to America against their will. Emphasis is placed on a rhetorical analysis of the literature to determine how authors achieve a particular purpose or effect. Through focused readings, composition, speaking and listening activities, vocabulary study and research, students will continue to build the literacy skills they need to meet the challenges of high school and beyond. Curriculum decisions for this course are guided by the Common Core State Standards. These standards were developed to provide clear and consistent goals for student learning and to ensure that students have the skills they need to be successful beyond high school. These standards define what students need to know and be able to do by the end of each grade. In additional to defining grade-level skills, the ELA standards require that students be exposed to increasingly more complex texts to which they apply those skills. In order for curriculum to align to these standards, it must be both rigorous and relevant. It must also expose students to certain critical content. In English language arts, that content includes classic myths and stories from around the world, America’s Founding Documents, Foundational American literature, and Shakespeare. English III students will continue their climb up this staircase of skills through their study of the following units: • Unit 1: Intersection in a New World: The focus of this unit will be on the earliest American literature. Students will read first-hand accounts of the dreams and the challenges the first settlers in the New World faced. They will read fiery Puritan sermons and the cultured poetry of a young slave. The reading will highlight the intersection, and resulting conflicts, of Native American, European, and African American cultures as well as establish some of the themes that will appear in the literature of America for centuries to come. • Unit 2: Becoming a Nation: The focus of this unit will be on the historic and literary significance of documents relating to the establishment of the new government in America as well as on some of the poetry and prose of the period. Students will compare and contrast points of view presented on related issues. They will also compare and contrast the tone used in foundational documents like the Declaration of Independence and the Constitution. They will use what they learn about the qualities of an effective argument to create one of their own. • Unit 3: American Romanticism: This unit will focus on the romantic literature that dominated America during the first part of the nineteenth century. Students will explore how the romantics revolted against the “cog in the wheel” philosophy of the eighteenth century and instead celebrated intuition, spontaneity, subjectivity, nature and, above all, individuality. They will compare the different aspects of American romanticism by examining the Gothic tales of writers like Poe and Hawthorne as well as the transcendental explorations of writers like Emerson and Thoreau. The slave narrative, a sub-genre of romanticism, will provide students with a glimpse into the protest and struggle for identity these Americans faced. • Unit 5: Regional Voices: In this unit, students will continue to explore the theme of individualism, expanding their idea of what that looked for all Americans in the nineteenth century. They will look at the issues of racism, slavery, inequality and displacement through the words of those who experienced these issues first hand and those who worked to make America a more tolerant nation. They will also explore the theme of regionalism and examine how fictional characters in the works of writers like Twain and Jewett express the challenges facing America in this period. • Unit 6: American Modernism: This unit explores American literature from the beginning of the 20th century through the Great Depression. Students will be introduced to the characteristics that define literature as modern and analyze those characteristics in poetry, fiction and drama. Because the movement is complex, the unit is subdivided into categories allowing for a more focused analysis of the different aspects of modernism and its writers. • Unit 7: Post WW II: This unit focuses on the literature that followed the Second World War and takes students up to what is known as the postmodern period in literature. Like the previous unit, this final unit is divided into sub-categories. Students will read representative works from the abundance of southern literature. The unit also includes a number of selections from the 1960s that mirror this turbulent decade’s struggle with issues similar to ones we face today.

Course Details:

Course Title (District): English 11 (III) B
Course Title (NCES SCED) : English/Language Arts III (11th grade)
Course Provider : Brandywine Community Schools
Content Provided By : OdysseyWare
Online Instructor Provided By : Brandywine Community Schools
Standards Addressed : CCSS, MHSCE
Ailgnment Document : https://www.odysseyware.com/statestandards
Academic Terms : Semester
NCES SCED Code :
Subject Area : English Language and Literature
Course Identifier : English/Language Arts III (11th grade)
Course Level : (G) General or Regular
Available Credit : 0.5
Sequence : 2 of 2

How To Enroll:

Enrollment Website : http://biabobcats.org
Email : [email protected]
Phone : 269-683-8805

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Additional Course Information:

Curriculum Content and Skill Focus Unit 1: Coming of Age • improving reading skills: analysis, evaluation, interpretation • identifying explicit and implicit meaning in a variety of genres • analyzing historical and cultural context and source material and their effect on meaning • analyzing literary elements: character, conflict, theme, narrative/poetic structure, point of view, irony, allusion • analyzing language: figurative language, imagery, mood, tone, rhetoric, connotation, nuance in meaning • improving writing skills: o explanatory: responding to literature, developing a thesis, supporting a thesis, creating an outline, using the writing process • participating in speaking and listening activities: listening and analyzing speeches, collaborating with peers • strengthening language skills: conventions, knowledge, vocabulary acquisition and use Unit 2: The Struggle against Injustice • improving reading skills: analysis, evaluation, and interpretation • identifying explicit and implicit meaning in a variety of genres, including foundational documents • analyzing historical and cultural context and source material and their effect on meaning • analyzing literary elements/devices: character, conflict, theme, narrative/poetic structure, point of view, foreshadowing, symbolism, allegory irony, allusion • analyzing and comparing the representation of a subject in two different mediums • analyzing language: figurative language, imagery, mood, tone, connotation, nuance in meaning • analyzing arguments: rhetoric, claim development, structure, purpose • improving writing skills: o explanatory: responding to literature, exploring characterization and theme, constructing an original thesis statement, supporting a thesis, composing strong introductions and conclusions, using the writing process, using technology o narrative: focus on language and sentence structure • conducting research: web searches, formulating a research question, gathering, evaluating, synthesizing, paraphrasing, summarizing, quoting, documenting information • analyzing and participating in speaking and listening activities: collaborative discussions and seminars, research presentation, creating a Power Point presentation • strengthening language skills: conventions, knowledge, vocabulary acquisition and use Unit 4: Perspectives in World Literature • improving reading skills: analysis, evaluation, and interpretation • identifying explicit and implicit meaning in a variety of genres • analyzing historical and cultural context and source material and their effect on meaning • analyzing and comparing the representation of a subject in two different mediums • analyzing literary elements and devices: point of view, character, plot, conflict, theme, narrative or poetic structure, pacing, allusion, irony, flashback, foreshadowing, symbolism, allegory, magical realism • analyzing language: figurative language, imagery, mood, tone, connotation, nuance in meaning • developing writing skills: o narrative: incorporating engaging literary elements, using figurative language, aligning to purpose, task, and audience o explanatory: responding to literature, comparing and contrasting, formulating and supporting a thesis, conveying complex ideas, organizing ideas, writing effective conclusions, using precise language, using the writing process, incorporating technology o argumentative: making a claim, supporting a claim, distinguishing claims from counterclaims, using transitions, using formal and objective language, using the writing process • analyzing and participating in speaking and listening activities: analyzing rhetoric, purpose in published speeches, collaborative discussions • strengthening language skills: conventions, knowledge, vocabulary acquisition and use Unit 5: Tradition versus Change • improving reading skills: analysis, evaluation, and interpretation • identifying explicit and implicit meaning in a variety of genres • analyzing historical and cultural context and source material and their effect on meaning • analyzing and comparing the representation of a subject in two different mediums • analyzing literary elements and devices: point of view, character, plot, conflict, theme, narrative or poetic structure, pacing, irony, foreshadowing, symbolism • analyzing language: figurative language, imagery, mood, tone, connotation, nuance in meaning • analyzing arguments: rhetoric, claim development, structure, purpose • developing writing skills: o narrative: reflection on theme, supporting ideas o explanatory: responding to literature, formulating and supporting a thesis, conveying complex ideas, organizing ideas, using effective transitions, writing effective conclusions, using precise language, using the writing process, incorporating technology • conducting research: web searches, formulating a research question, gathering and evaluating research, synthesizing, quoting, paraphrasing, documenting using MLA • analyzing and participating in speaking and listening activities: analyzing rhetoric, purpose in published speeches, collaborative discussions, giving a speech • strengthening language skills: conventions, knowledge, vocabulary acquisition and use

INACOL Online Course Quality Standards

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. Fully 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. Fully Met
Instructor Resources Rating Comments
Online instructor resources and notes are included. Fully Met
Assessment and assignment answers and explanations are included. 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
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

Review Conducted By : Brandywine Community Schools
Date of Review : 08/03/2015

Unit 5: Regional Voices Unit 6: Modernism in America Unit 7: Post-World War II Unit 8: Semester Review and Exam Unit 9: Final Exam

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 08/29/2019 10/01/2019 10/01/2019 09/15/2019 09/03/2019 01/24/2020 99 $300.0000 0.0000
Semester 11/01/2019 02/15/2020 02/15/2020 02/01/2020 01/27/2020 06/09/2020 99 $300.0000 0.0000
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Course can be refunded if dropped by 9-15-2019. Course must be completed by 1-24-2020 in order to obtain credit. Semester 08/29/2019 10/01/2019
Course can be refunded if dropped by 9-15-2019. Course must be completed by 1-24-2020 in order to obtain credit. Semester 11/01/2019 02/15/2020

Students will be expected to contact instructors on a weekly basis and dedicate 5 hours per week of study. Course is to be completed by end of semester dates. Additional help is available.

School Year Enrollment Count Pass Count Completion Rate Notes
14-15 0 0 0.0%
15-16 0 0 0.0%
16-17 1 1 100.0%
17-18 0 0 0.0%
18-19 2 2 100.0%

A computer with high speed internet is required.