English III Foundations (Semester 2)
“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 Title (District):||English III Foundations (Semester 2)|
|Course Title (NCES SCED) :||English/Language Arts III (11th grade)|
|Course Provider :||Genesee ISD|
|Content Provided By :||Fuel Education LLC (formerly Aventa Learning)|
|Online Instructor Provided By :||Fuel Education LLC (formerly Aventa Learning)|
|Standards Addressed :||CCSS|
|Academic Terms :||Open Entry / Open Exit|
|NCES SCED Code :||
How To Enroll:
|Enrollment Website :||https://www.gennet.us|
|Email :||[email protected]|
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.
Additional Course Information:
- Email: [email protected]
- Phone: 810-591-4401
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 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.||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|
|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|
|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|
|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|
|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|
|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|
|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|
|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|
|The course is updated periodically to ensure that the content is current.||Fully Met|
|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 : Fuel Education LLC (formerly Aventa Learning)
Date of Review : 07/08/2014
Unit 6: The Art of Persuasion
Section A: Speaking and Listening
Section B: The Art of Debate
Section C: Investigations in Persuasive Communication
Section D: Persuasive Speaking and Writing
Unit 7: Media and Its Impact on History
Section A: Types of Media
Section B: Evaluating Media
Section C: Media’s Impact on Opinion
Section D: My Media Project
Unit 8: Contemporary Issues in American Communication
Section A: Contemporary Media in America
Section B: Contemporary Messages in Print
Section C: Assessing Contemporary Messages in Communication
Section D: Independent Exploration of Messages in the Media
Unit 9: Communication in the Workplace
Section A: Skills for Finding a Job
Section B: Going to Work
Section C: Communicating at Work
Section D: Written and Verbal Work Communication
Unit 10: Independent Project
Section A: Exploring, Planning, and Researching a Topic
Section B: Organizing Your Writing and Composing Your Drafts
Section C: Revising and Editing
Section D: Publishing
|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||07/01/2019||12/31/2019||100||$270.0000||0.0000|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Courses dropped within 2 weeks of enrollment will receive 100% refund||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||07/01/2019||12/31/2019|
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|
|13-14||4||1||25.0%||Enrollment data include all enrollments (21f and non-21f) for the Spring and Summer 2013-14 school year.|