Course Description:

English II is a thematic study of literature that prepares students for the End of Course Examination (EOC) at the end of the year. This course includes poetry, drama, fiction, and nonfiction, as well as opportunities for a variety of compositions with an emphasis on argument and literary analysis. This course is skills-driven and focuses on writing, grammar, reading, and vocabulary.

Instructional Philosophy:

The English Department of Mauldin High School believes that every student has a unique voice, and our goal is for that voice to be heard through both oral and written communication. In preparing our students to communicate effectively as citizens of a global community, we follow the SC Standards for Learning at every level to plan and implement lessons designed to improve reading, writing, speaking, research, listening, and viewing skills in a logical, systematic, and sequential manner. Each teacher uses a variety of teaching and assessment strategies to address multiple learning styles. We adhere to the district grading guidelines and to its scope and sequence recommendations in order to help each student realize his or her full potential as a life-long learner.

Course Goals and Power Standards:

English II Standards

Textbook:

Collections: Grade 10. Boston: Houghton Mifflin Harcourt, 2015.

Required Materials:

• Charged Chromebook

• Paper, pens/pencils, and highlighters

• A folder or binder is recommended for organizational purposes

Books Studied in this Course:

• A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah

  • “Parents need to know that A Long Way Gone: Memoirs of a Boy Soldier is the critically acclaimed memoir of Ishmael Beah, who was a child soldier during Sierra Leone's civil war. Orphaned at 12, Ishmael would walk through a war-ravaged countryside, often starving and always afraid, until at 13, he found refuge with government soldiers. Soldiers who would turn him into a killer. For the next three years, Ishmael would witness or take part in unimaginable acts of violence that are often graphically described in the book. Violent death is constant and pervasive, with countless men, women, children, and babies stabbed, shot, mutilated, or burned alive. One town he enters is described as having "air that smells of blood and burnt flesh." At 16, UNICEF workers gained his release and he was sent to a rehabilitation center for boy soldiers where he found a chance to rebuild his life. Beah would go on to finish his education in the United States and become UNICEF's Advocate for Children Affected by War. First published in 2007, A Long Way Gone was a New York Times best-seller. It has been translated into more than 40 languages and is sometimes assigned in school” (CommonSenseMedia.org).

  • This memoir was chosen to depict an aspect of the modern African experience in addition to serving as a work for non-fictional studies.

• Macbeth by William Shakespeare

  • “One night on the heath, the brave and respected general Macbeth encounters three witches who foretell that he will become king of Scotland. At first sceptical, he’s urged on by the ruthless, single-minded ambitions of Lady Macbeth, who suffers none of her husband’s doubt. But seeing the prophecy through to the bloody end leads them both spiralling into paranoia, tyranny, madness, and murder.

This shocking tragedy - a violent caution to those seeking power for its own sake - is, to this day, one of Shakespeare’s most popular and influential masterpieces” (goodreads.com).

• This play was chosen for its exploration of universal themes such as the dangers of absolute power and the consequences of guilt.

• Persepolis by Marjane Satrapi

  • Parents need to know that although this film -- an adaptation of graphic novelist Marjane Satrapi's critically acclaimed memoir about growing up in Iran during the Islamic Revolution -- is animated, it's aimed at adults. There are many references to the atrocities (mostly executions and bombings) of life before, during, and after the revolution. Several scenes involve secret parties during which secular Iranians drink and smoke; as a teenager living in Europe, Marjane also drinks, smokes, tries hash, and sleeps with two guys (at one point, feeling suicidal, she also takes lots of pills). If teens are interested, they'll learn a lot about the harsh realities of life in an oppressive culture. It's worth noting that there are two versions of the film: The original is in French with subtitles; the other is dubbed in English (commonsensemedia.org)

  • This graphic novel was chosen for students to experience a different type of genre exploring an Iranian teen’s experience in addition to being non-fiction.

• A Time to Kill by John Grisham

  • “Before The Firm and The Pelican Brief made him a superstar, John Grisham wrote this riveting story of retribution and justice. In this searing courtroom drama, best-selling author John Grisham probes the savage depths of racial violence, as he delivers a compelling tale of uncertain justice in a small southern town, Clanton, Mississippi.

The life of a ten-year-old girl is shattered by two drunken and remorseless young men. The mostly white town reacts with shock and horror at the inhuman crime. That is, until her black father acquires an assault rifle and takes matters into his hands.

For ten days, as burning crosses and the crack of sniper fire spread through the streets of Clanton, the nation sits spellbound as young defense attorney Jake Brigance struggles to save his client's life, and then his own’ (goodreads.com).

• This novel was chosen for our semester fictional text because it includes engaging content. It was also chosen for its recognizable author in the hopes of appealing to reluctant readers.

Assessment and Grading Policy: 60% Major Grades (3-5 per quarter), 40% Minor Grades (12-20 per quarter)

SC Grading Scale:

A 90-100

B 80-89

C 70-79

D 60-69

F 51-59

Major Units of Study Outlined:

**The schedule may be modified as progress is monitored and the major texts may be adjusted to accommodate varied learning rates and availability of supplemental materials.**

Unit 1: Point of View with Short Stories

Unit 2: Literature of Africa-A Long Way Gone

Unit 3: Literature of Europe-Shakespeare’s Macbeth

Unit 4: Literature of the Middle East-Persepolis

Unit 5: Literature of America-A Time To Kill

Unit 6: Reflection

Attendance Expectations:

Students are expected to be in class on time, every day. If a student is absent it is imperative they communicate with their teacher. Excused absences will qualify for make-up work within a 5 day window.

Late Work:

A student’s work will be considered late if:

• The student attended class and failed to submit a required assignment.

• The student has an unexcused absence as coded in PowerSchool

• Students involved in extracurricular activities are expected to submit assignments prior to their absence OR on the first day upon return for the school-approved activity or event. Otherwise, the work is considered “late.”

Students will be allowed to submit MINOR assignments up to 3 days late with a 10 point deduction per day. Students can submit MAJOR assignments late with a 10 point penalty each day (1 day late = 90 maximum score; 2 days late = 80 maximum score, et cetera). Major assignments will NOT be accepted late after 5 days. Weekends ARE included with respect to grading penalties.

Make-up Work:

Students are allowed to make up work if:

• The student has an excused absence coded in PowerSchool (ex. medically documented illness or appointment, bereavement, court date) or an unexcused parent note in PowerSchool..

• Student has 5 days from the date of their return to complete assignments.

All students are responsible for communicating any circumstances which prevent students from participating in class activities, which include, but are not limited to, any videos, surveys, and assignments.

Extra Help:

I am available most mornings from 8:10am-8:40am in my classroom.

You may also email me or call me using the information at the top of this page to set up a time that works for you.

Behavior Expectations and Consequences:

1. Be prompt. Be at your desk and ready to begin class when the bell rings. The bell does not dismiss this class; the teacher does. I will dismiss you after the final bell sounds if everyone is seated, quiet and all materials have been put away. The tardy policy will be strictly enforced.

2. Be respectful. Treat everyone in the classroom with the courtesy and respect you wish to receive yourself. Pay attention and do not distract others. Also, respect the property, personal space, and opinions of others.

3. Be prepared. Bring required materials to class every day. Complete and turn in your work prior to the deadline.

4. Be present. I expect you to be in class every day! Do not ask to leave the classroom unless it is an emergency.

5. Cell phones and personal electronic devices are prohibited unless specifically determined by the teacher. Every student has a Chromebook which renders other electronic devices unnecessary. The class is given a blanket warning of the policy at the beginning of the year. After that, unauthorized personal electronic device use will result in a referral. Personal electronic devices may not be charged in this classroom.

6. Ability to leave the room is limited. For safety and accountability reasons, students are not allowed to leave the classroom during the first and last 10 minutes of class unless it is a documented medical reason. Students will be given 3 personal passes to leave the classroom each quarter (water, restroom, ID replacement, etc.)

Consequences: First offense, teacher warning—second, parent contact—thereafter, office referral. See MHS Handbook for outlined policies in regards to tardies, electronic devices, etc.

** Depending on the severity of an issue, certain consequences may be bypassed.