Welcome to English III - American Literature

Course Syllabus
Instructor: Mr. Ben Harris
Email: bh02234@georgiasouthern.edu
Virtual Office Hours: 6-7pm M-F via Elluminate
Phone: (404)777-9311
1.

Welcome to English III - American Literature

i.
Goals of the Course
ii.
Textbook
iii.
Graded Course Components
a. Class Discussion/Participation
iv.
Class Discussion Rubric
a. Class Modules
b. Project
c. Examinations
d. Grading
v.
Other Information
a. Class Rules and Policies
b. Incomplete Grades
c. Course Grade

Goals of the Course

This course is designed to expose students to a broad cross-section of American literature. Students are also expected to increase their
composition skills through a variety of writing experiences. Students will be expected to have a number of products ready by semester's end that

can be included in a major project. This course will address standards for success on the Georgia High School Graduation Test. You may access
the standards at http://www.doe.k12.ga.us or here.

Textbook
We will be using an electronic textbook for this course, you can find it here: (link to textbook)

Graded Course Components

Class Discussion/Participation
Students will need to write a response to the essential question of the week. Students will also respond to at least two of their peers in well
thought out responses that avoid brief replies such as "I agree".

Class Discussion Rubric

Acceptable
2 points

Category

Target
3 points

Student-Content

Post is clearly linked to class content with

New sources are provided in addition to those provided

Posts

specifics from required readings provided.

in the weekly activity. Evidence of synthesis of the new

Reflection is evident in the post.

sources is provided.

Student-Student

A clear, direct, and thoughtful response is

In addition to a clear response, the post provides

Posts

provided in response to another students

further evidence to support your own position/opinion

post.

on the topic.

Your
Score

Student-Group Posts Questions or comments lead the discussion to In addition to leading the discussion to new areas,
new areas of focus OR link the discussion to

other class members are specifically encouraged to

topics previously discussed in class.

participate and respond to the new ideas presented.

Participation over the Usually participated on time

Always participated on time

course of the
semester
Total Points
Grading Scale:
12 Points
100 (A)
10-11 Points 90 (A)
8-9 Points
80 (B)

Class Modules
Students will proceed sequentially through numbered modules designed to provide learning opportunities to different aspects of American
Literature. Students may work in teams and individually on module assignments. The instructor will announce how assignments will be
completed. These modules form the core of the course. They will encourage you to think critically and produce products that allow students to
express individuality.
Module 1

THE NATIVE AMERICANS

Module 2

THE RISE OF PURITANISM

Module 3

THE RESTORATION or the Age of Reason

Module 4

ROMANTICISM and Transcendentalism

Module 5

REALISM and Naturalism

Module 6

MODERNISM and Harlem Renaissance

Module 7

CONTEMPORARY

Project
Throughout the semester, we will be performing tasks to increase our understanding and exposure to various types of American Literature. This
work will culminate in the production and display of an informative American Literature digital project. You will create a time sequenced project of
your groups assigned literary time period and include the major pieces of literature from the period on it. You may do this via PowerPoint
presentation, a PREZI presentation, a Digital Video, or a Website.
In addition to this, identify the literatures genre. Also, include any important historical events that may have impacted the authors or the
literature. This portion of the project is due Monday, May. 18, 2011.

Examinations
We will have a midterm and a final exam. The midterm is tentatively scheduled for 3/15. The midterm will be worth 15%. The date and time for the
final exam is set
by the school administration. The final exam will be cumulative and will be worth 20% of your grade. There will also be an End-of-Course exam for
this class. The EOCT is averaged in as 15% of the final course grade. The student must have a final course grade of 70 or above to pass the course
and earn credit toward graduation.

Grading
Wiki Participation
Modules

10%
30%

Project
Midterm Exam
Final Exam
EOCT

15%
10%
20%
15%

Other Information

Class Rules and Policies

Rules and guidelines set forth in the student handbook will be followed in this class. Any student who distracts other students or the instructor
interferes with the learning environment and should expect consequences.

Incomplete Grades
According to the student handbook, the grade of "incomplete" is reserved for "exceptional cases, where an unanticipated event beyond ones
control interferes with a student's completion of course requirements."

Course Grade
Grading is on a straight scale (no curve), with 90%, 80%, 70%, 60% guaranteeing A-, B-, C-, and D- respectively. Remember that the completion of
all assignments and participation is required and missing assignments can result in a grade reduction or even a failing grade.

Eleventh Grade - American Literature - The Native Americans

All images are royalty free from stock.xchng

In this module, students will experience themes and seminal ideas of Native American contributions to American Literature.
Time and Space Flexibility:

This module is one of six and represents one week in the course. Students are required to access the module and respond to the
essential questions in the class discussion area. The completion of the chosen project is due on the Friday of the week.

Group Composition:

Group collaboration is encouraged for project choices through peer reviews. Students are encouraged to provide quality feedback.

Learning Task:

Students will read Native American Myths - "Grandmother Spider Steals the Sun", and "Earth on Turtle's Back". Students
will respond to the Essential Question in the discussion area using the Discussion/Participation rubric as a
guide. Students will self select from 3 possible assessment choices: Write your own Native American myth based on the
theme and motifs of traditional oral tales, Create a digital story of the Native American Myths discussing history and
themes, or Create a video or podcast of a Native American Myth. For extra credit, students may combine assessment
choices.

Instructor's Role:

Facilitator

Learner Engagement:

Students will need to pace their daily work load to include reading stories, engaging in group discussion, creating artifacts, and peer
reviewing artifacts.

Formative Evaluation:

Learners will receive feedback in the discussion area. Projects will be self-assessed, peer assessed, and instructor assessed.

Time Management:

Time management is a must because assignments will have a schedule. The stories are to be read on Day 1, Essential Questions
should be completed on Day 2, Project Artifact must be completed by Day 4, and the projects should be peer reviewed on Day 5. The

schedule will be posted. The students will also be prompted and reminded in emails.
Dimensions of Flexibility

The module provides multiple means of representation, expression and engagement.

Multiple Means of Representation
The assignments will have examples to model quality work. The modules will include multimedia presentations for students to
review assignment specifics.

Multiple Means of Expression

Learners will be allowed to self-select projects to complete the assignment.

Multiple Means of Engagement

The students will engage in discussions and peer reviews to connect the group to a learning community.

Essential Questions:
How do writers present their cultural heritage so that their audience understands, remembers, and
possibly shares those values?
1.
2.
3.

In what ways are Native American stories similar (i.e. cultural values, settings, characters)? How are they different?
How do we identify theme or underlying meaning in a story or poem?
How can we tell a two-dimensional character from a three-dimensional character?

Georgia Performance Standards American Literature ELAALRL1 e,f; ELAALRL2 a,d; and ELAALRL3 a,i

Module 1 - The Native Americans

Monday. Read "Grandmother Spider Steals the Sun" and "The Earth on Turtle's
Back"

Tuesday. Respond to the Essential Questions in the Discussion Area. Reply to the
Essential Questions and post your response. Respond to at least 2 of your classmates.

Discussion Area

Login

Follow the discussion

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Wednesday. Create a project artifact that displays your understanding of Native

American Myths.
Please choose from the following assessment opportunities.
Native American Myth

Write an original Native American myth based on the theme and motifs of traditional Native American oral
tales. Example; Rubric

Digital Story or Multimedia

Presentation

Create a digital story or multimedia presentation of the Native American Myths discussing the history and themes of the
people. Example;Rubric

Video or Podcast

Create a video or podcast of a Native American myth. Example; Rubric

Thursday. Complete your project and post the artifact along with your Self-Assess
Multimedia Rubric to the Discussion Area.

Friday. Review a project of one of your peers. Complete the Peer Assessment Rubric in
your reply.