The course syllabus is below and attached to the bottom of this page. 

English II Syllabus

Learning Focus:  English II focuses upon the study of a diversity of literature to effect acquisition of thinking skills and writing effectiveness.  These skills and this effectiveness enable students to gain greater control of the world in which they live.  Specific thinking skills addressed are those of classifying, analyzing, and synthesis.

Course Format:  The general format of class operation is discussion.  Student participation is important and rewarded.  Infrequent lectures serve to introduce supplementary data not available in textbooks.  Taking notes is not required but essential.

Assessment:  Assessment occurs in the form of unit assessments, quizzes, projects, and formal essays.  During such assessment students demonstrate those thinking, listening, reading, and writing skills which are the focus of class learning.  Grades will be determined by the above assessments.  In addition, daily free writes, class assignments, and quizzes over the reading assignments will be incorporated into the overall grade.  Grades are comprised as follows:  10% daily work, 45% quizzes, 45% projects and papers.  The English II Final Exam is worth 20% of total semester grade. (Note the final examination for this course will be cumulative over the entire semester’s work.)

Homework:  Homework is a constant function of those enrolled in language arts programs.  Not only must students read all assigned literary selections, they should at pertinent times reread these same selections.  Periodic studying or recopying notes based on class discussion helps.

Absences:  Of course, students must be present to function effectively.

Tardiness:  Persistent tardiness is an indicator of a lack of learning sincerity.  Also, according to school policy, tardiness will result in a lunch detention.

The following list of texts will be covered.  Note that short stories, poems, and informational texts will be woven into the units and will vary.  In addition, supplemental texts may be incorporated for enrichment purposes.

The Crucible by Arthur Miller

Huck Finn by Mark Twin

Of Mice and Men by John Steinbeck

A Raisin in the Sun by Lorraine Hansberry

English II                                            9th and 10th Graders                                        1 credit


This course offers the college preparatory freshman or sophomore advanced analysis of stories, poems, plays, and novels.  Students will also prepare for the Michigan Merit Exam in Language Arts/ACT Test.

RECOMMENDATIONS:  Students should be prepared for a college-preparatory schedule of reading and writing in this class.  Students should expect to be independent readers of text.

PREREQUISITE:  English I and Freshman Status

OUTCOMES: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Below are the reading and writing standards for 10th Grade ELA:

    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

    Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

    Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme

    Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

    Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

    Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

    Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

    Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

    By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

    Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

    Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

    Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

    Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

    Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

    Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

    Draw evidence from literary or informational texts to support analysis, reflection, and research.


I consider cheating and plagiarism the worst offense in my class.  I have no mercy for those who try.  My penalty is to fail that person for the assignment – whether it is a 10 pt quiz or a 600 pt project.  I will also write an office referral. If it happens again, you will fail my course as per the student handbook.


What counts as “cheating”?

Any type of academic dishonesty.  This includes those attempts that:

·         claim or submit the work of another as one’s own. This means taking material from web sites (like cutting and pasting in part or total), from other people, and/or from other places without proper citation. Don’t know what that means?  Ask.

·         procure, provide, accept or use any materials containing questions or answers to any examination or assignment without prior approval.

·         complete or attempt to complete any assignment or examination for another individual without proper written authorization from the teacher or administrator.

·         allow any examination or assignment to be completed for oneself, in part or in total, by another without proper written authorization from the teacher or administrator.

·         alter, tamper with, destroy or otherwise interfere with the academic work of another person without their explicit consent.

·         turn in one assignment for two teachers or classes (this is known as plagiarizing yourself).

 (This explanation of cheating and plagiarism has been revised from Michigan State University’s policy on academic dishonesty2007).

Doing any of these acts will constitute plagiarism and consequences thereof.  Don’t do it.  You’ll notice that I borrowed the basis of this policy from MSU; therefore, I cited that use – even though the use wasn’t verbatim.

Plagiarism, academic dishonesty; cheating etc.

Unless you wrote it or you are citing the information you are using (telling where it came from) to augment your work, it is cheating.  When found out, you will be given a zero and an office referral.

Late Work

I do not accept late work.  By missing a due date, you forfeit your grade for that piece.  You are responsible for turning your work in on time.  No exceptions.

Absent Work

Absent work is the work you miss during an absence.  Work previously assigned does NOT count as absent work.

You are responsible for collecting, completing, and submitting your work within five-school days upon your return to class (see student handbook).  If you do not turn in your work within five-school days, the grade will be a zero.  Absent work policy will be suspended the last week of the semester. Performance work that is missed must be made up the day the student returns to class.  It is the student’s responsibility to request work missed to turn in or perform within the above guidelines.  Missed tests must be made up either before or after school by appointment only.

The absent work policy DOES NOT APPLY to presentations, group projects, or group assignments.  A zero will be given on these assignments unless previous arrangements have been made by your group.

General Classroom Rules

1.       Be on time.  The door will be closed after the second bell.

2.      Be respectful to both the teacher and students at all times.

3.      ABSOLUTELY NO NEGATIVE COMMENTS about other students’ reading/discussion will be allowed.  This is a cardinal sin during class.  It is hard enough to read in front of your peers, much less be concerned about what others think.  Negative comments will not be tolerated.

4.      All books must be approved by Dr. Schofield prior to reading for a grade.  No exceptions will be made to this rule.  If they are not approved you will not receive a grade for the reading.

5.      Talking while others are reading aloud or in discussion is inconsiderate and is not to be done.

6.      Do not arrive in my room with candy or gum in your mouth. Points will be deducted from a student has gum or candy in his/her mouth.

7.      All electronic devices, such as cellular phone, pagers, PDAs and headphones, are prohibited during school hours, which includes during this class.  If found, cell phones will be confiscated until the end of the day.  Multiple infractions will result in parental contact and office referrals.

8.      Adhere to all rules set aside in the school handbook and by the Harper Creek School District.

Failure to follow these rules will result in a conference with the teacher after the first infraction and if a resolution cannot be found, then a referral to the Assistant Principal.


I have read and understand the guidelines in the ENGLISH II Syllabus.


________________________________                                                        ___________


Student Signature                                                                                           Date


Note to Parents

It is my hope that English II will be an educational, interesting, and enjoyable class.  I believe that the rules and concepts contained in this syllabus will promote a classroom environment conducive to learning.  These rules and concepts are designed to ensure fairness and success for all of the students in this classroom. If you have any questions or comments, do not hesitate to call me at school, or e-mail me.

Please look over this syllabus, so that you can become familiar with the policies, rules, concepts, and responsibilities that are contained within it.  I look forward to working with your child and meeting you during the school year.


Course:  English II


__________________________________                                                    ____________


Parent Signature                                                                                              Date

(Please list any phone numbers at which you would prefer to be contacted.)

Home Number:  ______________________________________________


Cell Number:   _____________________________________________


Work Number:   __________________________________________


E-Mail Address:  _____________________________________________

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Cynthia Schofield,
Aug 29, 2014, 7:57 PM
Cynthia Schofield,
Aug 29, 2014, 7:54 PM