English III (Fall)

English III
Junior English (Semester I)
Fall 2019
M–F, 9:10 a.m.–10:06 a.m.
Room H260


  1. Spiral notebook used exclusively for this course (used for class notes)
  2. Composition notebook used exclusively for this course (used for journaling)
  3. Loose leaf sheets of paper (for submitting assignments)
  4. USB drive (work should also be saved to your school OneDrive)
  5. 2 pocket folder (for various important hardcopy documents)
  6. Textbook or novel (students will be notified of items far in advance)
  7. Pen (black or blue ink only)

Students must respect other students, as well as the teacher and all staff. The students shall respect the property of the school, teacher, and other students.

Respect requires that students do not speak when another student or the teacher is addressing the class. In addition, students should only ask questions that are on topic, and directly connected to what is being discussed. Other questions, including questions regarding grades, should be addressed individually and not in front of the class.

Respect requires that students have their heads up and eyes open during class time. It is understood that different students work at different speeds; however, if you finish a task and others are still working, you must first check with Mr. Depew to be certain there isn’t anything else that needs to be accomplished. Do not have your head down (even if your claim to be “listening”) when you are expected to be working. Individuals with their head down will receive an NHI for in-class work that day. Class work points will be granted sporadically by the instructor (very likely to occur on days when an individual decides to put their head down).

Respect requires that students do not cause harm to one another with words or actions. You are now considered upperclassmen/women. To this end, you should understand appropriate language and topics to be discussed in school. Topics and language that are deemed inappropriate or hurtful by Mr. Depew will result in an automatic referral.

Do not sit on the desk top or lean/rock the desk in any way. You must sit in the desk properly, placing your feet on the ground—not resting them on anyone or anything else.

Students will not waste class time by standing and/or speaking when the bell rings and Mr. Depew has started the class. Students will not attempt to pack up, leave their seats, or line up at the door until the dismissal bell rings and Mr. Depew has dismissed the class. The bell doesn’t dismiss you, the teacher will dismiss you. If students are not sitting down, they will be kept after the bell until everyone is seated. When leaving the classroom and walking through the halls, be quiet and considerate of others. You will not run, or speed walk in a rude manner (bumping into people etc.).

[1] In addition, students are expected to adhere to all rules outlined in their student handbooks. The instructor may alter, or supplement rules at any time depending on the individual class.

A positive attitude/effort will dramatically improve your education and ability to critically think. To this end, never say that you aren’t being challenged if you aren’t putting forth the extra effort (beyond what is required). If your feel you are putting forth extra effort but would like to be challenged more, please come to me individually (at an appropriate time), and I will be certain to work with you.

1st Period: Electronic Devices should be put away BEFORE entering the classroom—even if the bell has not yet sounded.

ALL other periods: must not have the device out until 2:10pm—even if you have early release, or are simply leaving early that day.

Devices that I see (regardless of whether they are being used, or “in the process of being put away”) must be turned over to the instructor, and can be retrieved in the office at the end of the school day.

Intellectual Honesty—All work should be original and created by the individual student assigned the work in the course within the time frame for the given assignment. All formal written assignments will be submitted to Turnitin.com. Any instances of plagiarism, as determined by Mr. Depew, will result in a zero for the assignment (further disciplinary action may also be warranted as the case dictates).

Self-plagiarism, sometimes referred to as recycling fraud, undermines the academic purpose of the exercise of working on course assignments. You plagiarize yourself if you submit for course credit a piece of work that is the same or substantially similar to work for which you have already gained or intend to gain credit in current or past courses (including this or any other academic learning facility). To avoid self-plagiarism, you must have prior permission from the relevant instructor(s), and give full attribution to the source (i.e. yourself).


  • Assessment Points ——————–  60%
    • Essays
    • Project
    • Presentations
    • Quizzes/Exams
  • Practice Points ————————-  20%
    • Journals
    • Classwork
    • Participation
    • Homework
    • Intervention
  • Final Exam  —————————–  20%

As upperclassmen/women much more will be expected of you, not only in terms of behavior and quality of work, but also when it comes to personal responsibility. To this end, since many of the major assignments in this course require you (and group members) to save the most current versions of work in easily accessible places, it is YOUR responsibility to be certain that all required items are accessible at the needed times.

The statements, or any variation of the statements, “I forgot it at home.” / “I thought I saved it.” / “My group member is absent, and they have the work.” / “I saved it on my home computer.” will not be accepted and will result in consequences up to and including a zero for the assignment. You are provided with a FREE Microsoft Office 365 account that includes 1TB of OneDrive storage—this is enough online storage to save roughly 50 million documents at 50KB each.  That is to say, you have plenty of free storage, so use it.


Unit A: Literary Analysis
Length of Time: 21st August 2017–13th October 2017

Overview: The second eight weeks of the first semester will be dedicated to thoughtful engagement with literary texts. We will read through several short stories as well as focus on a longer text for several weeks. The study of the carefully selected texts is intended to help develop individual critical thinking and careful reading skills. Moreover, literature connects us all in a uniquely human way. We communicate to others through stories on a daily basis—gaining a better understanding of how a story is developed helps us to better understand each other. Beyond the reading that we will do, you will also be required to further develop your writing skills significantly through several formal and informal responses to texts.

Focus: Students will analyze literary elements and how they are used to create meaning.

Outcome: Students will analyze a variety of grade level appropriate texts and mediums to evaluate the use of literary devices to create meaning. Students will write an argument analyzing literary devices to create meaning.


  1. Identify and evaluate theme, details, and sequence of events of various texts and draw connections between them using textual evidence to support ideas.
  2. Identify and evaluate an argument.
  3. Write routinely over extended and shorter time frames using various writing formats.(journals, note-taking, short responses)
  4. Synthesize multiple arguments.
  5. Produce and publish a focused, coherent written proposal.
  6. Engage in active teacher or student led discussion using appropriate formal language.
  7. Demonstrate the use of Standard English usage.

Benchmark I: Two Informational Summaries of Thematic Articles

  • Choose one of the thematic arguments provided in class and finding two current articles that discuss the issue (editorials and/or opinion editorials recommended)
  • Summarize main idea in each chosen article (150-200 words for each summary abstract)
  • Understand and identify the usage of literary devices within a narrative
  • Identify an intelligent thematic message of a story and explain how a literary device helps to support that claim

Benchmark II: Literary Analysis of a Short Story (MC and Extended Response)

  • Identify definitions of a variety of literary devices
  • Comprehend elements of a narrative and identify significance
  • Understand how the major theme(s) of the novel are connected to chosen articles
  • Display proper syntax, style, conventions, and formatting

Benchmark III: Formal Literary Analysis Essay

  • Incorporate several direct quotations and properly weave them into the essay
  • Identify and explain how an author develops a thematic message throughout a piece
  • Support your claims by identifying literary devices and a minimum of four quotations. Then, explain how they assist in conveying the message of the work
  • Display a working through of the writing process through drafts and revisions

Unit B: Rhetorical Analysis
Length of Time: 16th October 2017–22nd December 2017

Overview: Throughout approximately the first eight weeks of this course you will study the way in which rhetoric influences nearly all aspects of our lives. For this year’s course, I have divided the eight weeks into four sections—each focused on a separate theme connected to social issues: education, gender, technology, and patriotism. I have not selected these topics in order to bend your opinion regarding issues related to them. Rather, it is my hope that by presenting a variety of information and guiding you through an understanding of rhetorical devices and persuasive appeals you will grow in your ability to thoughtfully and intelligently express and defend your views.

 Focus: Students will define various rhetorical terms/strategies and analyze their use when conveying an overall argument. Students will study historical and modern texts to further evaluate the application of such rhetoric and its effectiveness in eliciting social change. Students will then compose a research-based argument essay while using rhetorical strategies and techniques.

Outcome: Students will compose an argumentative essay using one pro source and one con source that applies the rhetorical devices and strategies examined in the unit, and incorporates ancillary resources.


  1. Read one historical document and analyze its use of rhetorical devices and strategies to convey an overall argument.
  2. Read one historical document and evaluate its use of rhetorical devices and strategies to convey an overall argument.
  3. Compose an argumentative essay through reading an anchor text and identifying a social issue, and apply the rhetorical devices and strategies examined in class.
  4. Write routinely over extended and shorter time frames using various writing formats.
  5. Evaluate multiple arguments.
  6. Produce and publish a focused, coherent written product.
  7. Engage in active teacher or student led discussion using appropriate formal language.
  8. Demonstrate the proper use of Standard English.

Benchmark I: Guided Short Response Questions to a Speech (7 Questions, Each w/2 Parts)

  • Identifying rhetorical devices and speaker’s intended purpose
  • Identify persuasive appeals and speaker’s intended purpose
  • Identify overall purpose of speech while referencing text

Benchmark II: Unguided Short Response Questions to a Speech (8 Questions, Multiple Parts)

  • Identifying rhetorical devices and persuasive appeals in connection to speaker’s intended purpose
  • Explicate rhetorical devices and persuasive appeals intended effect upon the audience
  • Identify overall purpose of speech while referencing text

Benchmark III: Formal Rhetorical Analysis Essay

  • Minimum length of 500 words
  • Required use of outside formal speech as a source text (suggestions will be provided)
  • Identify speaker’s purpose and connect three rhetorical devices to the achieving of said purpose
  • Quote, cite, and analyze three pieces of evidence to support your ideas