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Course:            English III                                                        Teacher: Danneal L. Jones

Term:               Fall 2025                                                          Email: [email protected]

 

WSJH Mission Statement

One hundred percent of West St. John High students will be accepted into college or prepared for a technical career.

 

West St. John High School Believes:

  1. Each member of our school community plays an integral part in making student success a certainty. 
  2. That all students are provided the necessary resources and opportunities to become successful Collaborative Workers, Adaptable Problem Solvers, Critical Thinkers, Involved Citizens, Quality Producers and Self-Guided Achievers.
  3. That all students are immersed in vigorous, standards-based curricula that promotes higher level thinking skills.
  4. That all students are capable of learning and as such, we educate the whole person providing students the necessary support to achieve their fullest potential.
  5. That we value diversity and promote tolerance and espouse understanding and compassion.
  6. That the aesthetic value of our campus is an important part of student achievement.

 

Louisiana State Standards:

  1. RL.11–12.1-Reading Standards for Literature: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
  2. RI.11–12.6-Reading Standards for Informational Text: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
  3. RI.11–12.7-Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
  4. W.11–12.3-Text Types and Purposes: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  5. RI.11–12.7-Reading Standards for Informational Text: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

 

Expectations for my students:

Respect is NON-NEGOTIABLE.
Students are expected to have an “I CAN” attitude. Quitting is not an option!
Students are expected to come to school to Learn and for this they must be Prepared.

Classroom Rules and Discipline Policy:

Be respectful of others and their things!
Be on time and come prepared!
Do not touch anything that you do not have permission to touch.
Mask are to be properly ALWAYS worn!!
No talking or walking without permission. No profanity!
Six feet of distance MUST be maintained between students inside and outside of the classroom!!

 

This is the shortened version of classroom policies and procedures; students will be given full policies and procedures on first day of class. 

 

Students are expected to always behave properly.  Failure to do so may result in a verbal warning, earning a “Classroom Infraction Notice”, parent phone call and or conference, detention, or referral to the office.

 

Computer Lab Policy:

This year we will work on several project-based learning activities (PBL). I am encouraging students to work on their PBL activities both in class and outside of class. Please encourage your child to work on their project on every opportunity. Students are to bring their ear buds on lab days.

 

Small Groups:

Students will be grouped according to their learning needs. The assignments may vary according to the level at which the student progress on concepts. 

Supplies:

Highlighters

Pencils

Pens (black or blue ink)

Ear buds

Student Resource Packets – (will receive first day of school)

District Computer and charger.   *** Please make sure student laptop is fully charged

 

Absentee Policy:

When a student is absent, the teacher will compile a folder with missing classwork for the student. It is the student’s responsibility, not the teacher’s, to collect this work and see that it is handed in.  It is also recommended that the student checks in with the teacher to ask any questions about the missed work and make sure that there are no other missing assignments.  Students have one day for every day that they were out plus one extra day to make up the work.  Missed tests and quizzes must be made up within five school days.

 

Homework Policy:

Homework is an integral part of the curriculum and essential to reinforcing material that was taught in class. Students may receive partial credit for late homework.  Homework is considered late if it is incomplete and/or not in the teacher’s hands at the end of class.

 

English III Course Overview:

 

Unit 1: Friday Night Lights

​Students will read the nonfiction book Friday Night Lights, along with multiple additional texts—journal articles, periodicals, video clips, movies, etc.—to explore the question: How does the high school sports culture reflect American society? Students will also trace the development of multiple central ideas within Friday Night Lights and analyze the way in which Bissinger develops them. In addition, students will analyze the claims about high school sports made by other authors, analyze how these claims are developed, and compare these claims with the central ideas developed in Friday Night Lights. Lastly, students will express their understanding of the text and topic by writing an essay that analyzes the way in which Bissinger develops multiple central ideas about high school football within his text.

 

Unit 2: Homeownership

Students will read various nonfiction texts related to the American ideal of homeownership, exploring such subtopics as gentrification, the creation of suburbs, the Subprime Mortgage Crisis, and recent trends in homeownership. In addition, students will evaluate and analyze the information and arguments presented in the unit texts and form our own arguments in response to these texts. Lastly, students will focus on a more focused subtopic of homeownership and write an argumentative essay that makes a claim about that subtopic and how it influences the viability of the American ideal of homeownership for all Americans.

 

ACT Test Prep

This component is designed to help students improve their performance on the English and Reading sections of the ACT. Through targeted instruction, timed practice, and strategy development, students will become more confident and proficient in the skills assessed on the exam. Emphasis will be placed on grammar, punctuation, rhetorical skills, reading comprehension, vocabulary in context, and time management strategies.

 

By the end of this ACT Prep segment, students will be able to:

  • Demonstrate an understanding of the grammar and usage rules tested on the ACT English section.
  • Apply rhetorical skills to revise and improve passages.
  • Analyze a variety of nonfiction and literary passages for main ideas, details, inferences, and structure.
  • Employ test-taking strategies specific to the ACT format.
  • Complete full-length ACT English and Reading sections under timed conditions.

Units of Study

  1. Introduction to the ACT
    • Test structure, timing, scoring
    • Overview of the English and Reading sections
  2. ACT English Section Focus
    • Grammar & mechanics (punctuation, verb tense, subject-verb agreement, pronoun usage)
    • Sentence structure and clarity
    • Organization, transitions, and style
  3. ACT Reading Section Focus
    • Passage types and question strategies
    • Main ideas, inferences, tone, and author’s purpose
    • Comparing viewpoints and synthesizing information
  4. Timed Practice & Strategy Application
    • Full-section practice under test conditions
    • Review of errors and targeted remediation
    • Pacing techniques and answer elimination strategies
  5. Final Practice Exam & Score Analysis
    • Practice ACT English and Reading tests
    • Personalized feedback and growth plan

 

Grading Policy:

Several factors make up the quarterly grade in English III.  In addition to daily classwork, students will have regular homework assignments, quizzes, tests, projects, and reports to complete.  Effort and participation are very important.  Students are expected to be on time to class and to come prepared.

 

Grading Scale

Honors

A

93- 100%

100-89.5

B

85-92%

89.499-79.5

C

75-84%

79.499-69.5

D

67-74%

69.499-68.5

F

Below 66%

68.499-0

 

 

 

 

 

 

 

*If a student does not complete any assignments and does poorly on test, teacher will set up appointment with parents and principal.

 

Test & Projects

Quizzes

Class Participation

70%

20%

10%

 

 

 

Regular Courses

A = 4 quality points B = 3 quality points C = 2 quality points D = 1 quality point

 

Honors/Dual Enrollment/Advanced Placement

A = 4.1 quality points B = 3.1 quality points C = 2.1 quality points D = 1.0 quality point

 

Incomplete Grades:

An Incomplete grade “I” is to be posted for the applicable grading period until a student fulfills all class requirements for each grading period. Requirements include completion of home/class assignments, etc., as stated by the teacher and approved by the principal.


The student will have two weeks to complete missing assignment in order to remove the “I” and still earn a passing grade for the assignment. After the extension period has expired, the student will earn an F for any incomplete assignment, unless extenuating circumstances are granted by administration.