Plainfield High School Course Syllabus
Course: ENGLISH II Honors Phone: (860) 564-6422
Teacher: Mrs. Maher Email: maherl@plainfieldschools.org Website: http://maherl.educatorpages.com
The mission of Plainfield High School is to promote academic excellence and personal development. In conjunction with rigorous instruction and high expectations, we will work collaboratively with families and the community for our students to develop skills necessary to succeed in college or career choice, challenging them to become life-long learners and responsible, productive citizens.
SCHOOL-WIDE EXPECTATIONS
Academic Expectations
Students at Plainfield High School will:
• Read, write, listen and speak for effective communication.
• Use technology and other sources to gather, analyze, interpret and synthesize information effectively.
• Demonstrate problem-solving and critical thinking skills.
Social Expectations
Students at Plainfield High School will:
• Demonstrate respect for themselves, others, diversity, and property.
• Demonstrate punctuality, preparedness and engagement in school activities.
• Demonstrate honesty, integrity and personal responsibility.
• Appreciate the value of life-long physical fitness and good health.
Civic Expectations
Students at Plainfield High School will:
• Participate in school and community activities.
• Value the rights and responsibilities of a democratic society.
Course Description: The purpose of this course is to foster a sense of owned literacy, develop critical thinking skills, integrate and expound on students’ previous literacy education, and establish a contextual understanding of the interrelatedness of literature, culture, and the social order. This course is designed for all students to accomplish high levels of achievement in the areas of motivation, academic rigor and basic skills in English and in preparation for the CAPT. The focus of study in each unit formation is to understand the theme of “Individual versus Society” as well as the author’s role and relationship to the creation of each piece. In each unit these areas of study will be explored utilizing composition, research and position papers, vocabulary, essays, novels and novellas, drama, short stories and basic grammar skills.
CURRICULUM FRAMEWORK
Course Title: Sophomore English
Course Objectives: The students of Plainfield High School Sophomore English will:
- understand how to speak and write using standard English language structures and dictation appropriate to the audience and task.
- evaluate the quality of various forms of literature, i.e. short stories, print media, novels, plays, poems, etc.
- develop appropriate technology based skills necessary for presentations and conducting research.
- understand the use of the Elements of Literature as they apply to short stories, print media, novels, plays, poems, etc.
- be able to analyze, evaluate, and connect with the diversity of human experiences and conflicts.
- students interpret, analyze, and evaluate text in order to extend understanding and appreciation.
- students develop and defend multiple responses to literature using individual connections and relevant text references.
- students recognize and appreciate that contemporary and classical literature has shaped human thought.
- students use descriptive, narrative, persuasive, and poetic modes.
- students use standard English for composing and revising written text.
- write a properly referenced, research-based, essay utilizing the MLA format.
- identify the eight parts of speech.
- identify prepositional phrases (adj. and adv.).
- comprehend and utilize correct punctuation.
- read and comprehend grade level literature in various formats.
- listen actively to instructor and classmates.
- speak clearly while expressing their thoughts, questions, and opinions on various topics covered in and out of class.
- think and respond critically in regards to literature, the visual and performing arts, and other forms of media.
- constructively manage personal and group activities as a function of the classroom setting.
- apply the knowledge of the core theme, man versus society, to the various texts and media utilized in class.
1. Especially because of the personal nature of writing and discussion, students will be respectful to one another and themselves at all times. Derogatory statements including racism, sexism, religious and cultural intolerance, and otherwise intentionally hurtful comments will not be tolerated.
2. Observe the Classroom Rules and Expectations on a daily basis.
3. All essays must be word processed and in MLA format. I am available after school with few exceptions, so students may always come to my classroom for help. Students must sign-up for afterschool help and if they do not appear on the date they committed to, a detention will be issued.
4. There will be copious reading assignments for this class and your success is incumbent on the completion of these assignments and any additional homework.
* Failure to follow any of the above policies will result in a consequence proportional to the incident. Levels of consequences include: verbal warning, one-on-one conference, parent/teacher conference, detention, referral to office.
MATERIALS NEEDED
3 inch binder with dividers and filler paper
Agenda Book
Pens/pencils
GRADING SCHEME
Participation: 20%
Quizzes: 25%
Writing: 25%
Tests/ Projects: 30%
The following is a general outline of the semester that may be adjusted at any time due to such factors as time constraints.
- OTHELLO, Shakespeare: quizzes, test, group project, literary analysis essay
“Othello is a study of human strengths and human weaknesses. It is a love story. It is a tragedy. Written in the 16th century by William Shakespeare, Othello is also a thorough treatise on the timeless subject of good vs. evil.”
- TO KILL A MOCKINGBIRD, Harper Lee: quizzes, test, literary analysis essay, project
“one of the best accounts of the hysteria that racial hatred and false accusations could create in the deep South prior to the 1980s. The tireless efforts of Atticus to save the falsely accused black man are set in a tone to draw the reader into sympathy, surprisingly, with both the victim and his accusers.”
- THE NARRATIVE AND THE LIFE OF FREDERICK DOUGLASS, Frederick Douglass. test, literary analysis essay, project
"None so dramatically as Douglass integrated both the horror and the great quest of the African-American experience into the deep stream of American autobiography. He advanced and extended that tradition and is rightfully designated one of its greatest practitioners."
- NIGHT, Elie Wiesel: quizzes, research paper and project
“Wiesel has taken his own anguish and imaginatively metamorphosed it into art”
- FARENHEIT 451, Ray Bradbury: quizzes, test, l.a. essay
“one of Bradbury's most famous books, and it reads like a fever dream -- intensely cinematic, directed by its own weird dream logic, and full of the quality of images that haunt you for days. The book is a cautionary tale about what happens when books are forgotten or actively suppressed, and it forms one of its own best arguments in favour of the book as a keystone to intellectual freedom.”
- THE HOUSE ON MANGO STEET, Sandra Cisneros: quizzes, l. a. essay, creative project
"Cisneros draws on her rich [Latino] heritage...and seduces with precise, spare prose, creat[ing] unforgettable characters we want to lift off the page. She is not only a gifted writer, but an absolutely essential one."
- POETRY: Students will read selections from various poets, master the art of explication and put together a portfolio of their own work.
- VOCABULARY: This course will utilize the standards based Worldly Wise 3000 vocabulary program which focuses on building SAT skills.
- Informational Text/ Current Events: students will regularly read nonfiction texts about contemporary issues and topics related to current readings in an effort to build CAPT related skills.
- Grammar, Punctuation and Mechanics – We will thoroughly examine the rules and regulations of grammar, punctuation, and mechanics.