EACH SECTION IN ITALICS MUST BE COMPLETED ACCORDING TO THE INDIVIDUAL
TEACHER’S PREFERENCES.
TEACHER SHOULD REMOVE THESE DIRECTIONS (IN ALL CAPS WRITING) BEFORE
DISTRIBUTION OF COMPLETED SYLLABUS TO STUDENTS
English II Honors – 1001350
Credit: 1.0 Will meet graduation requirements for English
2010-2011 COMPLETED BY INDIVIDUAL TEACHER
Ida Know, _ HYPERLINK "mailto:[email protected]"
[email protected]_ _ HYPERLINK "http://www.mywebpage.com"
_www.mywebpage.com_
Room phone: 466-5678 Guidance phone: 466-8765
Elements of Literature –Holt Rinehart and Winston – 3rd Course
Writers, INC: A Student Handbook for Writing and Learning by Writes Source
Course Description:
Reading, writing, speaking, listening and viewing competencies are integrated
throughout students’ learning experiences.
Benchmarks for the Sunshine State Standards are repeated as needed in course
sequences. As students progress from one course to the next, increases should occur in
the complexity of materials and tasks and in the students’ independence in the
application of skills and strategies.
Learning tasks and materials accommodate the individual needs of students.
Technology is available for students to develop competencies in the language arts.
Course Content:
The purpose of this course is to provide integrated educational experiences in the
language arts strands of reading, writing, listening, viewing, speaking, language, and
literature.
The content should include, but not be limited to, the following:
 using reading strategies to construct meaning from informative, technical, and
literary texts
 acquiring an extensive vocabulary through reading, discussion, listening, and
systematic word study
 using process writing strategies, student inquiry, and self-monitoring techniques
 using speaking, listening, and viewing strategies in formal presentations and
informal discussions
 understanding and responding to a variety of literary forms
 understanding and using language successfully to impact readers, writers,
listeners, speakers, and viewers.
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Course Materials: COMPLETED BY INDIVIDUAL TEACHER
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Pen
The book and/or essays we’re reading
English binder: you will need a three-ring binder to organize all your class notes,
reading notes, and handouts
 Divide your binder into the following sections:
Class Notes:
 Daily notes will constitute the largest part of your total notebook grade
 The expectation is one page of notes per day; each day’s notes are to be titled
and dated, beginning with a new sheet each day of notes.
 Notes are always to be taken in blue and/or black INK
 Your notes should be in a clear, stand-alone format and legible
 Pages should be numbered
 Use college-rule paper
Writing:
 You will keep all handouts, such as the rubric, that pertain specifically to writing
in this section.
 Your own personal Writer’s Log will also go in this section.
Grammar:
 All handouts that pertain to grammar go in this section
 Keep any graded or ungraded exercises in this section
Vocabulary:
 You will receive a list of “hot words” to use in your papers, which you will keep in
this section
 As we work on vocabulary throughout the year, keep all lists in this section
Graded Papers:
 Keep all graded papers in this section, for a couple of reasons: (1) it serves as
your insurance in case there is a discrepancy between your records and mine. (2)
I try to point out strengths and areas for improvement when I grade your writing;
so the expectation is for you to review past papers in an effort to improve upon
your work.
Course Requirements: COMPLETED BY INDIVIDUAL TEACHER
Attendance/ Absences/Make-Up Work: Your presence (mind and body) in class is
essential. If you MUST miss class due to illness or circumstances beyond your control, it
is YOUR RESPONSIBILITY to find out which assignments are missed, to get the handouts,
and to borrow and copy* the class notes of the day(s) you were absent. Since you will
have at least one week’s lead time for papers and other major assignments, the due date
remains the same regardless of your absence. If you are ill the day a paper is due,
deliver it to a friend who can turn it in for you. If an emergency arises (illness or
otherwise) and you absolutely cannot complete an assignment, I will need a note from
your parent/guardian explaining the situation.
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*You can either copy notes by hand or make a photocopy. If you choose to make a
photocopy, you need to highlight and/or annotate so that I know you read through the
notes you borrow.
AVOID LATE ASSIGNMENTS! Your responsibilities in this class include keeping your own
up-to-date assignment notebook, turning assignments in on time, and carefully guarding
your class notebook. If you do not understand an assignment, check with me or a buddy
before the assignment is due. Saying “I don’t understand” will not excuse any
assignment you fail to turn in. Each day an assignment is late, I will subtract 10% from
the grade. Once I have graded and returned an assignment you cannot turn that
assignment in for credit.
CLASSROOM RULES/ EXPECTATIONS: I expect you to be in class on time, with your
notebook open and dated for that day’s notes, pen out, books ready, and backpack off
our desktop. Have your assignment ready to hand in if one is due. You need to be ready
to participate in class. Show respect toward one another and toward me as I have great
respect for each of you.
Grading Policy/ Assessment COMPLETED BY INDIVIDUAL TEACHER:
EVALUATION: For most major assignments, I will provide the rubrics or explain the
expectations that I will use to assess your work. For general reference, I will follow St.
Lucie County School Board grading system of A – F.
Academic Honesty Policy:
Violation of the “Academic Honesty Policy” includes willful or deliberate unauthorized
use of the work of another person for academic purposes, or inappropriate use of notes,
or other material in the completion of an academic assignment or test is not permitted.
In addition to disciplinary responses, the granting of credit for this assignment may be
considered null and void.
Personal Statement: COMPLETED BY INDIVIDUAL TEACHER
“I hear and I forget, I see and I remember, I do and I understand.
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English II-Honors
Course Topics
1st Quarter
1. Diagnostic Testing (on-going)
In order to evaluate students’ previous knowledge and foundation in reading and
writing through various assessment tests
 SLC Benchmark Pre-Test
 FCAT Writing Pre-Test
2. Writing (on-going)
In order to prepare before writing, understand and further develop your
knowledge, foundation, and application of the writing process, 6+1 Traits of
Writing, paragraph structure, and composition development, and how language
can transcend cultural barriers, the student will learn the following:
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Review the 6+1 traits of writing, including ideas, organization, voice,
word choice, sentence fluency and conventions, presentation
Review the writing process of prewriting, writing, revising, editing, and
publishing
Develop stronger application of specific steps of the writing process,
specifically prewriting, to formulate ideas through prewriting to include
but not limited to brainstorming, notes, journals, discussion, Venn
diagram, story map, plot pyramid.
Formulate a logical organizational pattern for your writing based upon a
persuasive or expository topic from your repertoire or the teacher, and
utilize prewriting strategies to better prepare for the essay.
Develop a succinct thesis statement to present an effective argument for
a persuasive or expository essay
Exhibit proper paragraph development, application of transitional
devices, sentence structure, spatial order, and/or chronological order,
and punctuation.
Reiterate and demonstrate composition development to include
introduction, body, conclusion, purpose, tone, and audience through
expository writing.
Exhibit proper grammar and mechanics from self-directed and classdirected study
Understand the necessity of precise diction
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Comprehend the impact of connotation and denotation of language due
to language barriers
Primary Sources:
Writer’s Choice Grammar and Composition & any Write Traits resource
Research: Compose an expository essay on a conflict or area of tension that has
developed in another country
3. Literature: Fiction/Non-Fiction
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In order to understand conflict and tension and the impact of cultural
collision:
Compare a variety of traditional, classical, or contemporary works of
literature
Identify the key literary elements of each story/novel
Utilize literary circles to present your novel for others to wish to read
Maintain an independent reading log of personal reading completed over
the quarter
Analyze literature for effective use of literary devices taken from essential
vocabulary
Readings:
“The Cold Equations” by Tom Godwin p. 8
“The Bass, The River, and Sheila Mant” by W. D. Wetherell, p. 34
“Geraldo, No Last Name” by Sandra Cisneros, p. 112
“A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez, p. 222
“Everyday Use,” by Alice Walker, p. 70
“Life is Sweet at Kumansenu,” by Abioseh Nicol, p. 147
“Liberty,” by Julia Alvarez, p. 184
“Through the Tunnel,” by Doris Lessing, p. 276
“The First Seven Years,” by Bernard Malamud, p. 119
“The Bet,” by Anton Chekhov, p. 209
“The Pit and the Pendulum,” by Edgar Allan Poe, p. 288
Primary Sources: Elements of Literature, Third Edition
4. Non-fiction and research
In order to understand the importance of age appropriate materials,
mass media, and effective oral communication:
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Develop a topic for an expository essay that would be engaging for you,
the speaker, and the audience
Create an effective research plan
Select proper sources based upon audience when developing an
argument for an expository presentation or essay
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Determine the validity of multiple sources using MLA and APA guidelines
and initial teacher guided research
Use mass media and digital technology to create a visually appealing and
appropriate presentation
Present an oral presentation discussing the global impact of a conflict or
tension impacting a studied culture
Primary Source:
Writer’s Choice Grammar and Composition
5. Vocabulary
In order to develop grade level vocabulary, use multiple strategies to own
the meaning and application of the following essential vocabulary and literary
terms: plot, theme, exposition, rising action, falling action, climax, resolution,
omniscient point of view, magical realism, suspense, internal and external
conflict, cause and effect, inured, increments, recoiled, paramount, annihilate,
irrevocable, immutable, ponderous, apprehension, ineffably, denizens, pensive,
dubious, antipathy, filial, surreptitiously, conspicuous, concussion, luminous,
quizzical, stench, impeded, magnanimous, reverence, frivolous, impertinence,
ingenious, prudence, cataclysm, providential, sidle, furtive, cowering, doctrines,
rifling, plaintive, cajoled, diffuse, complacent, elect, hyperactive, admonitions,
clenched, inconsolable, contrition, supplication, inquisitive, minute, incredulous
Course Topics
2nd Quarter
1. Writing
In order to understand cause and effect, sentence elaboration, and the
use of figurative language:
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Write to explain the elements of drama
Research the time period of the assigned play and relate the play
to its historical period
Develop a research question pertaining to the unit, gather
information to support your topic, and write a thesis paper
Write to compare and contrast any aspect of our drama unit
Practice timed writings focusing on expository and persuasive
writing
Write to explain informational text
Work in groups to develop an advertisement using poetic devices
Create your own poem (s) to demonstrate mastery of sounds,
structure, and graphical elements of poetry
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2. Literature: Poetry & Drama
In order to identify, analyze, and apply the knowledge of the elements of
poetry and drama:
Readings (Drama):
Antigone, p. 690
“Greek Drama: Out of Ritual,” by David Adams Leeming, p. 685
“The Myth of Oedipus,” p. 688
“Literature and Religion: Ancient Greek Burial Practices,” p. 696
“What is a Tragic Hero?” by Aristotle, p. 739
“Russia’s Antigone,” by Roberta Reeder, p. 740
“All the Unburied Ones,” by Anna Akhmatova, p. 740
“I am not one of those who left the land,” by Anna Akhmatova, p. 740
“Recognizing Persuasive Techniques in Advertisements,” p. 898
Primary Source: Elements of Literature, Third Course
3. Listening and Speaking
In order to understand the multiple ways in which people can respond to
poetry and the tools that playwrights use, both past and present:
Readings:
“Stagecraft: Using Stage Directions,” p. 683
“Courage,” by Anne Sexton, p. 512
“Theme for English B,” by Langston Hughes, p. 376
“Stopping by Woods on a Snowy Evening,” by Robert Frost, p. 516
“Sea Fever,” by John Masefield, p. 590
“I am Offering This Poem,” by Jimmy Santiago Baca, p. 550
“Shall I Compare Thee to a Summer’s Day?” by William Shakespeare, p. 560
“Heart! We Will Forget Him!” by Emily Dickinson, p. 568
“Three Japanese Tankas,” by Ono Komachi, p. 570
The Power of a Poem,” by Susan Sheehan, p. 510
“Loveliest of Trees,” by A.E Housman, p. 520
“The Parable of the Old Man and the Young,” by Wilfred Owen, p. 907
“To Every Thing There is a Season,” p. 911
“The Greatest of These is Charity,” p. 922
Primary Source: Elements of Literature, Third Course
4. Informational Text (on-going)
In order to learn more about playwrights and poets:
 Read articles, essays, and biographical information pertaining to
studied authors
 Research the lives of these authors using texts, the Internet,
United Streaming, and other valid and reliable sources
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5. Vocabulary (on-going)
In order to develop grade level vocabulary, use multiple strategies to own
the meaning and application of the following essential vocabulary and
literary terms: dramatic interpretation, genre, drama, stagecraft, simile,
assonance, alliteration, metaphor, hyperbole, rhyme, meter, imagery
Course Topics
3rd Quarter
1. Writing
In order to develop and demonstrate strong creative, informative, or
persuasive writing:
 Write to expand and elaborate upon your ideas
 Further develop paragraph and sentence elaboration
 Compose writing samples that are examples of real life writing,
including resume, cover letter, brochure, how-to-manuals
 Incorporate figurative language in to writing to further enhance
writing style
 Compose writing that demonstrates a strong position by means
of a thesis statement and support for the idea
 Incorporate sensory description in to writing to further enhance
writing skills
 Participate in mock timed writing exams to prepare for the FCAT
Writing test
 Read and use the FCAT rubric to evaluate personal persuasive and
expository writing
Primary Source: Writing Grammar and Composition
2. Literature: Non-fiction and Fiction (on-going)
In order to understand the value of informational and functional text and
its use in daily life:
 Evaluate text for features such as transitional devices, table of
contents, glossary, index, bold and italicized text, headings,
charts, illustrations and subheadings, to enhance comprehension
of text
 Determine the main idea of text through textual features and
content
 Understand the characteristics of a variety of non-fiction text
 Comprehend the author’s purpose of writing and how it affects
the meaning
 Read a variety of literature to expand core foundation of
knowledge necessary to connect topics and become a fully
literate member of a shared culture
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Read a variety of FCAT writing samples that demonstrate higher
level writing in preparation for the exam
Readings:
“Where Have You Gone, Charming Billy?” by Tim O’Brien, p. 196
“No News From Auschwitz” by A.M. Rosenthal, p. 409
Night by Elie Wiesel
“The Butterfly,” by Pavel Friedmann, p. 414
“Into Thin Air” by Jon Krakauer, p. 418
“R.M.S. Titanic” by Hanson W. Baldwin, p. 388
Supplementary readings:
Fallen Angels by Walter Dean Myers
Friedrich by Hans Peter Richter
3. Vocabulary (on-going)
In order to improve grade level vocabulary, using context clues to comprehend
terminology: references, reports, technical manuals, articles, editorials, primary
sources, historical documents, periodicals, job-related materials, practical/functional
text, fecund, skirted, objective, subjective, irony, purpose, deteriorate, innocuous,
notorious, benign, apex, crucial, speculate, traverse, jeopardize, tenuous
Course Topics
4th Quarter
1. Writing: Research Papers
In order to understand the value of research writing:
 Develop writing that emphasizes focus/tone/style
 Write a persuasive literary analysis of the play
 Develop a research question and create a multi-genre
presentation with a bibliography
 Write a research paper and create an oral presentation that
supports your paper
 Fine tune research writing focusing on synthesis
 Write a business letter or memo
 Complete a job application
2. Literature: Shakespeare
In order to understand how themes in Shakespearian literature relate to your
life:
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Identify, analyze, and apply knowledge of the elements of a variety of fiction and
literary texts to develop a thoughtful response to a literary selection
Identify, analyze, and apply knowledge of the elements of a variety of nonfiction,
informational, and expository texts to demonstrate
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Identify, analyze, and apply knowledge of the elements of drama to develop a
thoughtful response to a Shakespeare play
View and critique a production of Julius Caesar
Readings:
Julius Caesar, p. 774
“William Shakespeare’s Life: A Biographical Sketch,” p. 762
“The Elizabethan Stage,” p. 765
“Rule by the Rich,” p. 833
“Literature and Beliefs: The Uses of Superstition,” p. 791
“Literature and Government: Rule by the Rich,” p. 833
“Julius Caesar in an Absorbing Production,” p. 878
“The Arrogance and Cruelty of Power” from “Speech at the Nuremberg Trials,
November 21, 1945,” p. 884
Primary Source: Elements of Literature, Third Course
3. Informational Text/Media Literacy (on-going)
In order to better understand the life and times of William Shakespeare:
 Using the school library, public libraries, and other resources, select a
topic, develop a research question, and collect reliable information to
support your topic
 Read informational text about his life and analyze and compare his
works (drama, poetry)
 Research the life and times of Julius Caesar using text, the Internet,
and other valid and reliable sources
 Organize, synthesize, analyze, and evaluate the validity and reliability
of information from multiple sources
5. Vocabulary (on-going)
In order to develop grade level vocabulary, use multiple strategies to own
the meaning and application of the following essential vocabulary and
literary terms:
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