English III—Second Semester Syllabus

Instructor Credentials E-mail School

Winston Patterson B.S. Idaho State wpatterson@lcsd2.org Star Valley High
Phone Planning Time Home Room
885-SVHS 10:16 – 11:38 A. M. Daily 8:20 – 8:40 A. M.
ext. 7293

Course Description
Junior English is an overview of American Literature through which you will learn to analyze literary
works by becoming proficient in reading, writing, speaking. Successful completion of this course satisfies
one-half unit of graduation requirement and will help the student to integrate language arts standards
throughout your life. This course also helps students prepare for such tests as the ACT and the
PAWS/Terra Nova.

No late work due to negligence.

Language Arts Standards

1. Reading 2. Writing 3. Speaking/Listening

Performance Standard

These statements describe how well students must perform the benchmark standards. The "proficient" level is
required to meet the standards. The level descriptors help teachers to judge where students are performing in
relation to the standards. A general definition of these levels is provided below.

Advanced (Level 4)--Students who perform at the advanced level use their knowledge of language arts in
complex and abstract situations and can communicate, argue and articulate information and ideas.
Proficient (Level 3)–Students who perform at the proficient level use concepts and skills to acquire and
communicate information and ideas using appropriate strategies as required by the standards.
Partially Proficient (Level 2)–Students who perform at the partially proficient level use rudimentary knowledge and
skills to acquire and communicate information and ideas on well-defined tasks with direction.
Novice (Level 1)-Students perform at or below the basic level and require support or provide little or no evidence
of meeting the standard.

Course Materials and Resources*

United States in Literature Of Mice and Men The Great Gatsby The House on Mango Street
Essays/Editorials American Short Stories (“Barn Burning,” “A Rose for Emily,” “The Blue Hotel”)
PAWS preparation material Subject-verb Agreement Other troublesome verbs Persuasive Writing
Reflective Narratives

*This is a list of materials that the instructor may choose from. The instructor may use these works or
supplement with other appropriate works.
 Units of Study—Second Semester Junior English III

Units Standards Benchmarks Assessments

Semester Assessment: Reading (11) 1.1, 1.2 LA Project #9 The Book
Modern Literature and Writing (11) 2.1. 2.2 Club (The American
Themes in Modern Speaking/Listening (11) 3.1, 3.2, 3.3 Dream)
American Literature

Common Assessment #1 Reading/ Writing (11) 1.1, 1.2, 2.1, 2.2, Grammar (Subject,
(11) 3.1, 3.2 Verb, Pronoun
Agreement)

Common Assessment #2 Reading/Writing (11) 1.1, 1.2, 2.1, 2.2 Of Mice and Men
Persuasive Essay

Common Assessment #3 Reading/Writing (11) 2.1 The Great Gatsby

Inferences, predictions,
short answer.

Common Assessment #4 Reading/ (11) 1.1, 1.2, 1.3, 2.1, 2.2, “Song of Myself” poem
Writing/Speaking Or The House on Mango
Street
*Assessments and projects are adapted from the Wyoming Body of Evidence Activities Consortium and the Wyoming State
Department of Education.

Grading: Semester Grade Only

Class Work 50 percent
Tests/Quizzes 10 percent
Common Assessments 30 percent
Assessment 1 (7.5%)
Assessment 2 (7.5%)
Assessment 3 (7.5%)
Assessment 4 (7.5%)
Semester Project L.A./S.S. #3 10 percent

Student and/or Parent Signature

By signing on the indicated line, the student and/or parents agree to the standards, benchmarks, assessments,
and materials of this course.
_____________________________________ _________________________________________
(Student’s Signature) (Parent’s Signature)

Notice of Nondiscrimination: School district number Two agrees to ensure equitable access and equitable
participation in all District courses/classes. All district schools will effectively manage and creatively utilize
resources necessary to support student learning. The District’s Board of Trustees is committed to a policy of
nondiscrimination in relation to race, gender, age, national origin, color, religion, or disability in admission to,
or access to, or treatment in its educational programs or activities.
Note: Please sign, cut on dotted line, and return just the signed/cut portion to Mr. Patterson. Thank you.