Syllabus

2025-2026

English II Honors Syllabus

🌎 World Literature 🌎

Course Description: 

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.

Classroom Materials:

• Google Chromebook & charger 

• Pencils, pens, highlighters

• Post-It Notes

• Loose leaf paper 

• Folders

• Notebook

• Headphones

Course Goals and Power Standards:

• To view the South Carolina College and Career Readiness Standards, please click on the following link: CLICK HERE

• Applications of Reading SCCCR Standard 2.1: Analyze the development of universal themes across literary texts from different time periods, places, and/or cultures.

• Applications of Reading SCCCR Standard 2.2: Analyze how the author of a historical speech or essay uses supporting details to develop the central idea over the course of a text.

• Applications of Reading SCCCR Standard 5.3: Compare how two authors with opposing views develop arguments in informational texts; evaluate the effectiveness of each author’s reasoning, rhetoric, and/or validity of claims.

• Research SCCCR Standard 1.1: Conduct short and more sustained research to answer a question(s) or solve a problem(s) by: 

  • answering a self-generated question(s) about a topic(s) while using a variety of sources; and 

  • refining the scope of inquiry as relevant to the topic(s), purpose, and audience.

• Research SCCCR Standard 1.2: Analyze the credibility and relevance of sources using only those that are credible and relevant to the topic and the purpose of inquiry.

• Communication SCCCR Standard 1.1: Write arguments to support claims in an analysis of a topic or texts.

• Communication SCCCR Standard 2.1: Write arguments to support claims in an analysis of a topic or texts.

• Communication SCCR Standard 4.1: Use the rules of and make intentional decisions about standard English grammar and conventions to write compositions with varied sentence structures.

Major Course Assignments & Projects:

Throughout the course, students will . . . .

• participate in a planned class discussion (Socratic Discussion).

• be assessed on the works of literature. These assessments will include short-answer and constructed response questions

• write an argumentative piece, a literary analysis, and an expository piece. All formal writing should be formatted according to MLA guidelines.

• participate in a project-based learning assessment in which they collaborate and actively take charge of their own learning and the project’s final outcome

• write and create a narrative piece.

• demonstrate their command of the conventions of standard English grammar through writing.

Academic Honesty:

Academically fraudulent behavior will NOT be tolerated. According to school policy, submitting academic work of another or copying work from the internet is forbidden. Additionally, any use of AI, or similar programs to ChatGBT, to present work as your own is considered academic dishonesty and is strictly prohibited without prior approval from a teacher.

• The first offense will result in a referral, a zero in the grade book, and an alternative assignment to be completed to replace the 0. For second offenses and beyond, an administrative referral will be completed and a ZERO will be submitted for your grade.

Assessment and Grading:

• Assessment of work completed in English II Honors will be done by using literary analysis assessments, constructed responses, essays, discussion activities, 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%

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%

Late Work Policy:

• If you are absent, you have 5 days from the day you returned to school to make up late work. The student is responsible for obtaining makeup work. If you miss a scheduled quiz or an announced test, it is your responsibility to schedule the missed assessment with the teacher. 

• Major Grades (test, essay, project):

  • A ZERO WILL BE PUT IN THE GRADEBOOK AS A PLACEHOLDER UNTIL THE ASSIGNMENT IS COMPLETED.  

  • If a test is missing, students ARE EXPECTED to make it up ASAP by making an appointment with the instructor or attending the “Catch-Up Corner.” 

  • ALL major grades are due by the end of the unit, which is determined by the instructor.  

  • Major Assignments (not tests) that are late will be deducted 5% if turned in before the end of the unit or 10% if turned in after the end of the unit.

• Minor Grades:

  • A ZERO WILL BE PUT IN THE GRADEBOOK AS A PLACEHOLDER UNTIL THE ASSIGNMENT IS COMPLETED.  

  • If a quiz is missing, students ARE EXPECTED to make it by making an appointment with the instructor. 

  • All work is to be completed prior to the end of the unit, which is determined by the instructor. 

  • Minor Assignments that are late will be deducted 10% if turned in before the end of the unit or 30% if turned in after the end of the unit.

Classroom Expectations:

Be PUNCTUAL

• Arrive to class on time

• Bring all necessary materials (Chromebooks, supplies, assignments, & an open mind)

• PHONES & HEADPHONES KEPT AWAY!   

Be PRESENT

• Physically & mentally

• Active participation (ask questions, seek help, make connections, & help others) 

• PHONES & HEADPHONES KEPT AWAY!   

Be POISED

• Ensure commentary in class is true, kind, and necessary

• Communicate in an appropriate manner at the appropriate time

• Work on “Reading the Room” and contributing relevant and necessary comments / critiques

Be POLITE

• Be respectful towards your teachers, classmates, and yourself. 

• Be open-minded, patient, and respectful while we discuss diverse texts and topics. 

• PHONES & HEADPHONES KEPT AWAY!     

Be PROACTIVE

• Reach out about questions or concerns immediately

• Come to class ready and open to learning new concepts and material.

• Be someone who others want to collaborate with, respect, and be around. 

• You will make mistakes, but you will learn and grow from them. 

Classroom Consequences: 

1. Warning

2. Warning

3. Parent/guardian Contact

4. Detention & parent/guardian contact

5. Referral & parent/guardian contact

Course Reading: 

• Holt McDougal: Literature, Grade 10

• The Alchemist- Summary

• Oedipus Rex - Summary

• Night - Summary

• Selected non-fiction, poetry and short stories

PACING GUIDE AND OVERARCHING UNIT PLANS

Course Overview

Unit 1: Exploring Culture: Conflict & Connection

Time: 3 weeks

EQ: What is culture and how does culture impact individual connection and conflict?  

Description: In the first unit, students will explore the meaning of culture and read literary works that grapple with cultural identity. Students will focus on critical reading, content vocabulary, crafting analytical paragraphs, developing arguments, and exploring a thematic connection across a variety of literary works. Students will also craft an informative essay that incorporates narrative modes to define and describe their own culture. 

Major Texts: “Harrison Bergeron,” “Fish Cheeks,” and “The Danger of a Single Story” 

Unit 2: Power of Perception

Time: 5 Weeks

EQ: How does our view of people, places, and events impact our decision making?

Description: Unit 2 will allow students to consider how perspective and point of view shape how people think and make decisions.  Students will focus on literary analysis of a novel, reader response, poetry, short-stories, and nonfiction works. Students will craft an analytical essay that explores the impact of literary devices in creating themes, further develop their research skills, and work on their communication through Socratic Seminar

Major Text: The Alchemist, “And of Clay we are Created,” “The Censors,” “Sonnet 49,” Sonnet 71,” “Dreams,” “If” and “Like the Sun.” 

Unit 3: Hard-Won Liberty

Time: 4 weeks

EQ: How can writers utilize language to lead change, inspire hope, & detail the realities of oppression?

 Description: Unit 3 will explore power dynamics and the ways in which inspirational leaders, writers, and historical figures have used the power of language and storytelling  to share experiences of oppression, liberty and  change. Unit 3 incorporates key historical speeches which masterfully craft messages that inspired change. Additionally the unit also incorporates memoirs that detail experiences of hard-won liberty, perseverance in the face of suffering, resilience, and the triumph of the human spirit. Students will analyze rhetorical and literary devices used by a nonfiction writer to create a central idea. Students will craft informative writing, participate in “real world” negotiations and debates, and engage in book club discussions during this unit. 

Major Texts: Night, “Cell One, “Apollo,” “The Long Walk to Freedom,” & “The Question of South Africa,” & “The Challenger Speech”

Unit 4: Reckless Ambition

Time: 3 weeks

EQ: How can suffering lead to reckless ambition and decision-making? 

Description: In the fourth unit, students will study drama and short stories that focus on tragic heroes whose reckless decision-making lead to unimaginable consequences. Students will analyze conflict, characterization, irony, themes,as well as the elements of tragedy, which are meant to illuminate the reality of human suffering. During this unit, students will exhibit the collaborative communication skills they have been honing all year in a series of socratic seminars as well as writing an in-class, “on-demand” argument essay. 

Major Text(s): Oedipus Rex