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English 3 and 4 Syllabus       2018-19                        Noella Deaton

Essential Question - What Does the World Expect of Me?

What is Worth the Effort? Am I Ready?


This course is designed to present a wide range of reading experiences with print and non-print materials that have literary, informational, persuasive, and practical purposes. The courses also require students to use the writing process and criteria for effective writing and demonstrate their abilities to write in a variety of forms and for multiple audiences and purposes. Students use writing-to-learn and writing-to-demonstrate-learning strategies to make sense of their reading and thinking experiences. Speaking, listening, and observing skills are used to communicate information for a variety of authentic purposes. In addition, students continue to integrate inquiry skills and technology to communicate ideas.


Students will be ACT preparation and reading comprehension as a class. Students will also be working on story selections in groups based on grade level.


Reading and writing focus: College and Career Ready

ACT College Readiness Reading Practice

ACT College Readiness English Practice

Junior Reading:

Survey of American Literature (Reading could be all or parts of the stories)

  • Colonial Writers and Arthur Miller’s The Crucible
  • Revolutionary Writers
  • Naturalist / Romantic Writers - Choices from textbook
  • Civil War / Realist Writers Huck Finn, Frederick Douglass
  • Regionalist / Modern Writers Of Mice and Men, The Great Gatsby, Grapes of Wrath, Native Son (Some or all parts of the stories)



Senior Reading:

Survey of British Literature (Reading could be all or parts of the stories)


Anglo-Saxon and Medieval

• Beowulf                                                           • The Canterbury Tales

• Sir Gawain and the Green Knight


Renaissance and 17th Century

• Sir Thomas Wyatt, “Whoso List to Hunt”

• Christopher Marlowe, “The Passionate Shepherd to his Love”

• Sir Walter Raleigh, “The Nymph’s Reply to the Shepherd”

• William Shakespeare, - Macbeth

 • John Donne, - “A Valediction: Forbidding Mourning,” - “Death be not proud…,”

• John Milton, - “On His Blindness”; - from Paradise Lost, Book I, lines 1-263

• Pepys, “The Fire of London”


18th Century and Romantic

• Alexander Pope, from “The Rape of the Lock” (Canto III and V excerpts)

• Jonathan Swift, “A Modest Proposal”

• William Blake, “The Tyger,” “The Lamb”

• William Wordsworth, - “My Heart Leaps Up,” - “The World Is Too Much with Us”

• Samuel Taylor Coleridge, “The Rime of the Ancient Mariner”

• John Keats, - “Ode to a Nightingale,” - “When I Have Fears…”


Victorian and 20th Century

• Alfred, Lord Tennyson, “Ulysses”                          • Elizabeth Barrett Browning, Sonnet 43

 • Robert Browning, “My Last Duchess”                                 • Emily Brontë, “Song”

• Matthew Arnold, “Dover Beach”                           • Emily Dickinson, “Because I Could Not Stop for Death”

• Wilfred Owen, “Dulce et Decorum Est”              • William Butler Yeats, “The Second Coming”     

 • T.S. Eliot, “The Hollow Men”   • Dylan Thomas, “Do Not Go Gentle into That Good Night”


Writing: and Research:

Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and relevant and sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection organization, and analysis of content.


Students will write 5 paragraph essays.

Students will write a research paper.


Class expectations:

Come in ready to work- pencil, paper, notebooks, etc…

Have phones on silent and put away.

Leave the room only when needed and one person out at a time.

Positive interaction only please…

When I or another person is talking – listen.

Complete work on time and remember ethics – do your own work unless it is group work.



Contact Information:

Noella Deaton