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English 3B
   

Course Description

This course is designed to introduce students to various concepts of the study of English and to develop skills related to critical analysis of literature through a variety of perspectives and genres.  Through directed reading and writing, students focus on the mechanics of language, literary characteristics and devices, vocabulary and grammar development, and they are asked to critically evaluate and analyze recurring patterns and connections within the literature presented.  Students will read recommended literary works such as The Adventures of Huckleberry Finn,by Mark Twain, and I Know Why the Caged Bird Sings, by Maya Angelou, as well as selected short stories, poetry, historical literature, American and international literature, novels, nonfiction, and material focused on library research and The Writing Process.  Students write various essays related to the material presented and that demonstrate proficiency in drafting, editing, revising, and research skills. 

Credits: 5


University of California
A-G Approval
State Standards
High School Exit Exam

Course Content

Unit 6 - American Literature and The Adventures of Huckleberry Finn

California English Language Arts Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.0)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. (Reading Comprehension 2.0, 2.1, 2.2, 2.4, 2.5)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. (Literary Response and Analysis 3.2, 3.3, 3.5, 3.8, 3.9)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.2, 2.3)

Students write and speak with a command of standard English conventions. (Written and Oral Language Conventions (1.1, 1.3)

Unit Objectives

Upon completion of this Unit, students will:

  • Develop reading and vocabulary strategies.
  • Practice independent reading and build reading speed.
  • Understand various characteristics of literature, literary devices, and narrative structure.
  • Understand fiction and the novel as a genre.
  • Read, understand, and critically analyze The Adventures of Huckleberry Finn by Mark Twain.
  • Understand the historical period and social climate of the time in which the book takes place.
  • Understand and utilize the Writing Process to produce written response to questions as well as a longer essay assignment.

Unit 7 – Historical International Literature

California English Language Arts Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.0)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. (Reading Comprehension 2.0)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. (Literary Response and Analysis 3.1, 3.4, 3.7)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.1, 2.2, 2.3)

Students write and speak with a command of standard English conventions. (Written and Oral Language Conventions (1.1, 1.2)

Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. (Speaking Strategies 2.5)

Unit Objectives

Upon completion of this Unit, students will:

  • Develop reading and vocabulary strategies.
  • Practice independent reading and build reading speed.
  • Understand various characteristics of literature, literary devices, and narrative structure.
  • Understand historical international literature from 17th- 20th centuries.
  • Read, understand, and critically analyzeliterature (short stories, poems, memoir, etc.) from England, France, India, Mexico, Scotland, Spain, and Russia.
  • Understand and utilize the Writing Process to produce written response to questions as well as a longer essay assignment.

Unit 8 - I Know Why the Caged Bird Sings

California English Language Arts Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.0)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. (Reading Comprehension 2.0, 2.1, 2.4, 2.5)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. (Literary Response and Analysis 3.2, 3.3, 3.5, 3.8)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.1, 2.2, 2.3, 2.4)

Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the Writing Process. (Writing Strategies 1.1, 1.3, 1.7. 1.9)

Students write and speak with a command of standard English conventions. (Written and Oral Language Conventions (1.1, 1.2)

Unit Objectives

Upon completion of this Unit, students will:

  • Develop reading and vocabulary strategies.
  • Practice independent reading and build reading speed.
  • Read, understand, and critically analyze I Know Why the Caged Bird Sings, by Maya Angelou.
  • Understand various characteristics of literature, literary devices, and autobiography/memoir.
  • Understand the historical period and social climate of the time in which the book takes place.
  • Understand and utilize the Writing Process to produce written response to questions as well as a longer essay assignment.
Unit 9 - American Literature

California English Language Arts Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.0)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. (Reading Comprehension 2.0, 2.1, 2.2, 2.4, 2.5, 2.6)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. (Literary Response and Analysis 3.2, 3.4, 3.5, 3.8, 3.9)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.2, 2.3)

Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the Writing Process. (Writing Strategies 1.3, 1.9)

Students write and speak with a command of standard English conventions. (Written and Oral Language Conventions (1.1, 1.2)

Unit Objectives

Upon completion of this Unit, students will:

  • Develop reading and vocabulary strategies.
  • Practice independent reading and build reading speed.
  • Read, understand, and critically analyze various pieces of American literature including short stories, nonfiction, and poetry.
  • Understand various characteristics of literature and literary devices.
  • Understand the historical period and social climate of the time in which the selections take place including the colonial period, Transcendentalism, and American Naturalism.
  • Understand and utilize the Writing Process to produce written response to questions as well as a longer essay assignment.

Unit 10 - Writing and Research Skills

California English Language Arts Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.0)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. (Reading Comprehension 2.0, 2.2)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.4)

Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the Writing Process. (Writing Strategies 1.1, 1.3, 1.4, 1.5, 1.6, 1.7, 1.9)

Students write and speak with a command of standard English conventions. (Written and Oral Language Conventions (1.1, 1.2, 1.3)

Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose. (Listening and Speaking Strategies 1.4, 1.6, 1.7, 1.8, 1.9, 1.10)

Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. (Speaking Strategies 2.2)

Unit Objectives

Upon completion of this Unit, students will:

  • Develop reading and vocabulary strategies.
  • Practice independent reading and build reading speed.
  • Read, understand, and critically analyze various pieces of American literature including short stories, nonfiction, and poetry.
  • Understand various characteristics of literature and literary devices.
  • Understand the historical period and social climate of the time in which the selections take place including the colonial period, Transcendentalism, and American Naturalism.
  • Understand and utilize the Writing Process to produce written response to questions as well as a longer essay assignment.