English 2 Syllabus
· Six trait writing: coherence, ideas and content development, word choice, conventions, voice, and organization
· Tenth grade or higher reading comprehension including word part analysis
· Literary analysis of all genres (short story, novel, poetry and drama) with the emphasis on exposing students to perspectives that differ from their own culture, ultimately leading them to a deeper understanding of other cultures and the works that represent them
· Effective group/individual formal and informal presentations
Textbook:
The Language of Literature (McDougall Littell, 10th Grade Edition )
Other Texts:
Night, Online materials
III. Materials needed
Throughout the year, students apply grammar skills in oral and written analyses. Also, students synthesize and apply appropriate format to develop organized written and spoken ideas. They use word recognition and word part analysis skills to determine meaning. Additionally, students read and analyze works, identifying main ideas and relevant details which support content. Students use their language arts skills to identify and define problems and pose viable solutions to issues addressed in literary and nonfiction texts. Also, they take periodic spelling and vocabulary tests.
Quarter 1
· Syllabus signature page
· Use figurative language – simile, metaphor, personification, alliteration, hyperbole in written work and speeches
· Sequence events, procedures, and ideas and use a variety of modes of writing like expository, narrative, persuasive, descriptive and/or creative using the writing process steps: plan, draft, revise, edit, and publish. Therefore, students must select a topic and write a clear topic sentence or thesis, support it with specific (elaborated) details, examples, facts and/or reasons, and organize writing so that it has an engaging introduction, logical and effective development of ideas with transitional words or expressions and a satisfying conclusion.)
· Draw conclusions from a variety of sources (editorials, political cartoons, advertisements, and essays and analyzes and synthesizes information from a variety of sources to produce persuasive arguments in speaking and writing to demonstrate one or more of the following skills: implements dialogue in narrative writing, uses active as opposed to passive sentence structures, and uses tone in writing appropriate for purpose and audience.)
· Use word recognition skills to determine meaning of context
· Yacapaca (http://yacapaca.com/py/teacher/assignment/new/step3/subject/52/21/2138/) (Word parts: roots, prefixes, and suffixes to aid comprehension)
· Pages 1058-1060, pages 1076-1080, pages 1099, 1101, and 1102 The Language of Literature (Use phrases, dependent clauses, and complex sentences to create complete sentences with no fragments or run-ons. Create sentences with parallel sentence structure and use different sentence beginnings, structures and lengths by employing adverb clauses, verbal phrases, etc.)
· Pages 1061-1075 The Language of Literature (Maintain subject/verb and pronoun/antecedent agreement)
· Pages 1081-1084 and page 1103 The Language of Literature (Maintain consistent verb tense and use regular and irregular verbs correctly)
Quarter 2
· Pages 1024-1033 The Language of Literature and classroom discussion (Use figurative language – simile, metaphor, personification, alliteration, hyperbole.)
· Pages 1034-1041 The Language of Literature (Effectively apply the writing process and implement dialogue in narrative writing.)
· Pages 1044-1047 The Language of Literature and online materials (Problem/solution, expository, compare/contrast).
· Page 1103 The Language of Literature and http://academic.scranton.edu/department/ctle/tutorials/writing/active_voice/index.html (Use active as opposed to passive sentence structures.)
· Pages 1085-1097 The Language of Literature (Capitalize and punctuate correctly, including quotes within a quote.)
· Pages 1042-1043 The Language of Literature (Analyze and synthesize information from a variety of sources to produce persuasive arguments in speaking & writing)
Quarter 3
· Pages 14-29, 1024-1033; “Two Kinds” The Language of Literature (Analyze how literary elements affect the interpretation of the text: allegory, themes, tone, symbolism, figurative language – simile, metaphor, personification, alliteration, and hyperbole.)
· Pages 14-29 “Two Kinds” compared to 40-50 “Winter Night” The Language of Literature (Compare and contrast text with different themes or ideas.)
· Pages 151-163 “The Study of History,” Pages 164-165 “Afro-American Fragment,” and pages 83-91 “The Teacher Who Changed My Life” The Language of Literature, Summarize, synthesize, and evaluate information from a variety of text and genre (e.g., documents, speeches, technical texts, web pages, and memoirs. Determine the organizational pattern of a work: problem/solution, expository, and/or compare/contrast.)
· Pages 308-315 “From Night” The Language of Literature and Night (Analyze American and world literature that represents differing points of view and diverse backgrounds by recognizing and interpreting literary elements: protagonist, antagonist, setting, conflict, plot elements, resolution, dialect, point of view: 1st person, 3rd person limited or omniscient, figurative language, symbolism, tone, and bias. Identify an author’s purpose and the text’s historical/ cultural context.)
· “A Case of Cruelty” 381-391 The Language of Literature. (Recognize subtleties in relationships between people and ideas in virtually any passage.)
Quarter 4
· “On the Rainy River” 266-283 The Language of Literature (Apply word recognition skills to expand fluency and vocabulary and evaluate the quality of ideas in a literary work by applying criteria, such as author’s point of view, author’s selection of significant details, theme development, and author’s reflection of events and ideas of his/her lifetime. Analyze American and world literature that represents differing points of view and diverse backgrounds by recognizing and interpreting literary elements: protagonist, antagonist, setting, conflict, plot elements, resolution, dialect, point of view (1st person, 3rd person limited or omniscient), figurative language, symbolism, tone, and bias.)
· “The Californian’s Tale” 430- 437 The Language of Literature (Analyze literature by identifying an author’s purpose and the text’s historical/ cultural context.)
· “The Witness for the Prosecution” 523-543 The Language of Literature (Recognize subtleties in relationships between people and ideas in virtually any passage and create a role play (p. 543) which demonstrates a variety of sentence structures in oral written language as well as the ability to apply standard conventions of grammar and punctuation in oral and written work.
· “Two Friends” 567-579 The Language of Literature (Apply word recognition skills to expand fluency and vocabulary and evaluate the quality of ideas in a literary work by applying criteria, such as author’s point of view, author’s selection of significant details, theme development, and author’s reflection of events and ideas of his/her lifetime. Apply literal, interpretive, and evaluative reading strategies to comprehend a variety of texts.)
· “Searching for Summer” 672-681 (Students effectively apply the writing process to a variety of modes to create a radio commercial which demonstrates their ability to analyze themes and identify supporting text.
· “A Sound of Thunder” 682-693 The Language of Literature Apply word recognition skills to expand fluency and vocabulary and evaluate the quality of ideas in a literary work by applying criteria, such as author’s point of view, author’s selection of significant details, theme development, and author’s reflection of events and ideas of his/her lifetime. Analyze American and world literature that represents differing points of view and diverse backgrounds by recognizing and interpreting literary elements: protagonist, antagonist, setting, conflict, plot elements, resolution, dialect, point of view (1st person, 3rd person limited or omniscient), figurative language, symbolism, tone, and bias.)
· Pages 1044-1047 The Language of Literature, pages 258-277 and online materials (Evaluate information from various sources to extract meaning and purpose. Differentiate fact from opinion in a variety of texts. Determine the reliability of sources. Use organizational features of printed text, such as citations and bibliographic references to locate relevant information. Use organizational features of electronic texts, such as bulletin boards, databases, key word searches, and email addresses to locate information. Recognize or create compelling and engaging expository writing. Produce a carefully documented product in MLA format.)
VI. Grading (based on percent)
A+ 97-100 C+ 77-79
A 93-96 C 73-76
A- 90-92 C- 70-72
B+ 87-89 D+ 67-69
B 83-86 D 63-66
B- 80-82 D- 60-62
F 0-59
VII. Policies – All school policies described in the school handbook will be adhered to in class.
Make Up Work: All make-up work needs to be completed within one week of the absence. If the student has a prolonged absence, the parent/guardian should call to make special arrangements. Students are responsible for getting missing assignments from the teacher or from the Web site. Students can make an appointment to come in before school, during lunch, or after school for clarification/help.
CITIZENSHIP
ENGLISH 2
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