Syllabus

English II Honors:  World Literature 2023-2024

English 2 Honors introduces students to a survey of World Literature, ancient to modern. The course is designed to prepare students for the rigor of the South Carolina State Standards for College and Career Readiness and the State End of Course Exam (EOC). Note: this course carries Honors GPA weighting.

Placement recommendations:

• Earned 80 or above in English 1 Honors or a strong A (95 or above) in English 1 CP

• High level of performance in reading and writing skills

• Ability to think critically and demonstrated enthusiasm for language arts

• Teacher recommendation 

Instructional Philosophy

This class will emphasize a student-centered learning environment where the student is responsible for his or her own learning with the teacher acting as guide and model. Students in English II Honors will be expected to work both independently and in groups.  They will also be expected to complete reading, writing and research outside of class in conjunction with in-class assignments. Major assignments and projects are designed to engage students with different learning styles and encourage advanced ninth and tenth graders to develop independent and self-sufficient study habits that will prepare them for college and other advanced level English classes. The course will incorporate best practices in English language arts instruction, including reading and writing process, strategies to improve writing, student presentations, and the Socratic Seminar discussion method. Strategies that will be used during the course of the year include group learning activities and independent learning exercises.  Material will be presented in a variety of ways to ensure that all learning styles are addressed.  Students are expected to remain engaged in their own learning process at all times.

Office Hours

Monday-Thursday: 8:00 a.m.-8:30 a.m. 

Required Class Supplies

• Charged Chromebook

• Pen or Pencil

• Notebook or Composition Book

• Folder

• Headphones that are compatible with Chromebook (can be Bluetooth) 

• Post-Its

• Highlighter

Course Goals and Power Standards

To view the South Carolina College and Career Readiness Standards, please go to the following URL:

http://ed.sc.gov/agency/programs-services/59/documents/ELA2015SCCCRStandards.pdf

Inquiry: SCCCR Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.

Reading Literary Texts: SCCCR Standard 4: Read with sufficient accuracy and fluency to support comprehension.

Reading Informational Texts: SCCCR Standard 12: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.

Writing: SCCCR Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

Communication: SCCR Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

Major Course Assignments and Projects

*Exploring Culture: Why Study World Literature?: Students will read articles and watch videos related to the study of World Literature. They will write an essay explaining why we should study World Literature.

*Literature of the Americas: Students read a variety of literature in multiple genres written about and by authors spanning the entire continent - both North and South America. Emphasis is given to post-colonial literature, magical realism, and modern poetry.  Writing in response to the literature  takes the form of text dependent analysis and short informational writing to explore the historical context in which the selections were written. 

*Literature of Africa: Students read a variety of literature in multiple genres written about Africa and by African authors.  Writing in response to the literature takes the form of informational writing to explore the historical context in which the selections were written.  

*Literature of the Ancient World: Students read a variety of literature in multiple genres written during ancient and medieval times. Writing in response to the literature  takes the form of text dependent analysis and short informational writing to explore the historical context in which the selections were written. 

*Literature of Middle East/Asia: Students read a variety of literature in multiple genres written by Middle Eastern or Asian authors.  Writing in response to the literature takes the form of narrative writing and informational writing to explore the historical context in which the selections were written. 

*Literature of Europe: Students read a variety of literary texts to study the techniques used to craft those texts and to explore the historical, social, and political context of literary texts studied in this unit. Students will explore these techniques in depth and participate in collaborative discussions to share. Writing in response to the literature takes the form of literary analysis and short informational writing to explore the impact of the context in which the selections were written.

Academic Integrity

All assignments turned in must by the work of the student; plagiarism and academic dishonesty will result in a grade of zero for the assignment and an administrative referral. 

Assessment and Grading

Assessment of work completed in English II Honors will be done by using literary comprehension assessments, constructed responses, and project-based assessments. This course uses the grading scale provided by The School District of Greenville County to determine grades for each student.

Grading Scale:

90-100 ...........................................A

80-89   ...........................................B

70-79   ...........................................C

60-69   .......................................... D

59 & below   ................................. F

Grades will be calculated for this class using the following Greenville County Schools recommended percentages:

Major grades- 60%

Minor grades- 40%

Final Grade Calculation

The final grade for English II Honors will be calculated in the following way: 

1st nine weeks – 40%

2nd nine weeks – 40%

Final Course Exam (EOC)– 20%

Required Reading: 

Holt McDougal: Literature, Grade 10

The Alchemist

Oedipus Rex - This tragedy which finds its origins in the Greek myth "Oedipus and the Sphinx" and was written by the groundbreaking Greek playwright Sophocles; this text introduces students to elements of Greek drama- including the elements of chorus, tragic hero, and hamartia. In addition to exploring the elements of tragedy, this piece invites discussion around themes related to the effects of an individual's actions, the qualities of great leadership, and the deterioration of relationships. 

Epic of Gilgamesh  (excerpt) - This Mesopotamian epic poem is considered the oldest surviving piece of notable literature. Beyond its historical significance, this work allows students to analyze complex characters and grapple with themes related to true friendship, the tenets of strong leadership, and the lessons one learns while pursuing goals and achievements. 

Selected non-fiction, poetry and short stories

Choice of Book Club Novel

• Option 1 - Animal Farm - Orwell's classic satire of the Russian Revolution -- an account of the bold struggle, initiated by the animals, that transforms Mr. Jones's Manor Farm into Animal Farm--a wholly democratic society built on the credo that All Animals Are Created Equal. But are they?

• Option 2 - Pride and Prejudice -  A comedy of manners centered around the Bennet family, a family of five daughters where the parents are desperate for at least one of them to make a wealthy match and save the next generation from destitution. Austen's story engages with the tension between marrying for love, rather than wealth or social prestige, and the pressure to assure financial security.

• Option 3 - And Then There Were None -Ten people, each with something to hide and something to fear, are invited to an isolated mansion on Indian Island by a host who, surprisingly, fails to appear. On the island they are cut off from everything but each other and the inescapable shadows of their own past lives. One by one, the guests share the darkest secrets of their wicked pasts. And one by one, they die… Which among them is the killer and will any of them survive?

• Option 4 - Of Mice and Men - An unlikely pair, George and Lennie, two migrant workers in California during the Great Depression, grasp for their American Dream. They hustle work when they can, living a hand-to-mouth existence. For George and Lennie have a plan: to own an acre of land and a shack they can call their own. When they land jobs on a ranch in the Salinas Valley, the fulfillment of their dream seems to be within their grasp. But even George cannot guard Lennie from the provocations, nor predict the consequences of Lennie's unswerving obedience to the things George taught him.

• Option 5 - Lord of the Flies - A plane crashes on an uncharted island during the start of the next world war, stranding a bunch of schoolboys. At first, their independence is something to rejoice over because they have no parental oversight. They may do whatever they want because they are so far away from civilization. Anything. But when order crumbles, weird howls reverberate through the night, and panic takes hold, the prospect of adventure appears as remote as the prospect of being rescued.

• Option 6 - All Quiet on the Western Front - The book describes the German soldiers' extreme physical and mental stress during the war, and the detachment from civilian life felt by many of these soldiers upon returning home from the front. The novel was first published in November and December 1928 in the German newspaper Vossische Zeitung and in book form in late January 1929.

• Option 7 - Fahrenheit 451 - Fahrenheit 451 is a dystopian novel by American writer Ray Bradbury, published in 1953. It is regarded as one of his best works.[3] The novel presents a future American society where books are outlawed and "firemen" burn any that are found.[4] The book's tagline explains the title: "Fahrenheit 451 – the temperature at which book paper catches fire, and burns..."

• Option 8 - Murder on the Orient Express

• Option 9 - The Hitchhiker's Guide to the Galaxy 

Pacing Guide:

Unit

1

Preface-Exploring Culture

Weeks 1-3

2

Literature of the Americas

Week 4-8

3 

Literature of Africa

Weeks 9-10

4

Literature of the Ancient World 

Weeks 10-13

5

Middle East and Asia

Weeks 14-15

6 

Literature of Europe 

Weeks 16-18

Expectations for Classroom Etiquette - “The 5 P’s”

1. Be Proactive

   1. Ask questions if you are unclear or need clarification; be accountable and communicate if you need extra help or extra time. 

   2. Reach out via email or in person for assistance before deadlines.

   3. Turn in any late work ASAP and before the cut off date

   4. Participate in class discussions - either live in person or via chat in Google Classroom.

2. Be Polite

   1. Be kind and exhibit civility to your teacher and classmates.

   2. Refrain from engaging in behavior or commentary that is not uplifting.

3. Be Present

   1. Upon entering the classroom, get out class materials and prepare to work on the Warm-Up.

   2. Upon entering the classroom, put your phone away and out of site. Phones should not be used; if you have an urgent need to look at your phone, let the teacher know. 

   3. Remain in the moment and engage in class activities. 

4. Be Punctual

   1. Be on time for in-person learning at school by being in the classroom before the bell rings; if you are tardy, sign in before entering the classroom.

   2. Attend Class E-Learning Office Hours during the specified times for your class.

5. Be Poised

   1. Refrain from talking when the teacher is talking or interrupting classmates. 

   2. Handle disagreements in a respectful and balanced manner. 

When Not in Accordance with Class Expectations, Students will receive the following feedback:

1. Teacher Warning

2. Student Detention & Parent Phone Call

3. Administration Notification and removal from class

Any severe disruptions will result in immediate notification to assistant principal or counselor.