English II Syllabus

Course Description:

In English II, students refine their knowledge of language through a focused study of World literature. They will read and view a variety of informational texts as well as explore literary concepts represented around the world. These areas will include literature of the Americas, the Ancient World, Africa, the Middle East, Europe and Asia. By reading a variety of informational texts, students analyze an author's development and support of a thesis and create a variety of responses. Through this literary study, students will learn the author's craft by making inferences, determining point of view, and analyzing theme and figurative language. In addition, students continue to develop and use in their reading, writing, and oral communication knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms. In writing, students produce writing assignments that are coherent and well-organized with a thesis and supporting evidence. Writing emphasis will focus on the basic skills, literary analysis, the argument and the narrative. Units of study are created to address current South Caroline ELA standards and these can be found at https://ed.sc.gov/scde-grant-opportunities/documents/FinalVersion-EnglishLanguageArtsStandards.pdf.


Learning Goals for the Year


  • Reading Literature: Reading and understanding a range of texts, including stories, drama, and poetry, of increasing complexity.

  • Reading Informational Text: Reading and understanding a broad range of literary nonfiction, including exposition, argument, and functional text, such as personal essays, speeches, opinion pieces, memoirs, and historical and technical accounts.

  • Writing: Generating three written products such as arguments, informative or explanatory texts, and narratives, as well as using the writing process and technology to develop and share your writing. Writing should also emphasize research and involve writing for short and extended time frames.

  • Speaking and Listening: Comprehending information presented in a variety of media and formats, participating in collaborative discussions, and presenting knowledge and ideas clearly.

  • Language: Addressing the conventions of Standard English grammar, usage and mechanics; knowledge of language; and vocabulary acquisition and use.


Required Texts


Students will be reading a variety of texts throughout the year. Some texts may be read in entirety and some may be read as excerpts. Here are the possibilities:


Things Fall Apart by Chinua Achebe

Night by Ellie Wiesel

Life of Pi by Yan Martel

Real Time by Pnina Moed Koss

The Prophet by Kahil Gibran

Antigone by Sophocles

Master Harold and the Boys by Athol Fugard

Whirligig by Paul Fleischman

Gilgamesh a legend

The Poisonwood Bible by Barbara Kingsolver

Persepholis by Marjane Satrapi

Touch by Adania Shibli

In the Time of Butterflies by Julia Alvarez

The Metamorphosis by Franz Kafka

The Pillow Book by Sei Shonagon

The Alchemist by Paulo Coelho

The Namesake by Jhumpa Lahiri

Copper Sun by Sharon Draper


*Students will also read various short stories and poems throughout the year*

*Novels are subject to change depending on time and student preferences. If a parent or student does not agree with novel or film selections, he/she should inform the teacher, before the unit begins, to receive alternate assignments.

JL Mann Course Book Lists 21-22

Materials:

  • Charged Chromebook

  • Chromebook charger

  • Pens and/or pencils

  • Headphones or Earbuds

Course Outline (Subject to minor changes with or without prior notice):

First Quarter

Unit 1: Ourselves and Others: Informational Text Study/Short Memoir and Argument Writing


This unit explores how we interact with other people - family, enemies, neighbors, strangers. Students establish good strategies for analyzing text and answering text dependent questions. Students read and analyze a number of informational texts. They also conduct a research project of choice to develop a public service advocacy campaign or other appropriate task for an authentic audience. The art of writing and speaking rhetoric is incorporated into the unit as students craft an argument for tolerance.


To begin the unit, students write a short memoir depicting a time or memorable interaction with a family member, enemy, neighbor, or stranger that led to a lesson on how we live together.



Unit 2: Literary Study- Prose and Poetry/Text-Dependent Analysis


English 2 CP students read and analyze one or more works of fiction during this unit, as well as poetry with a thematic connection to Unit 1. Teachers strive to provide students the opportunity to read fiction with significant themes relevant to students. In many classes, the teacher selects an anchor text for the literary units.


Unit 3: Absolute Power Corrupts Absolutely - Drama/Argument Writing


This unit engages students in the study of Shakespeare’s Macbeth, a leader whose rise to power came through ambition, belief in prophecy and his own free will. Students make connections to the previous unit as they analyze how his rise to power occurred and how Shakespeare embellished the actual historical facts to create his tragic hero.

Second Quarter


Unit 4: Culture and Power - Informational Text/Research/Informational Writing


This unit explores how certain cultures promote leadership and an individual’s rise to power simply because of the historical context of the leader. Who is leading political protests in the world? What determines who is in power? Students choose a figure who rose to “power” over others and analyze how the culture of the time or place contributed to their rise. Students craft an expository product (essay, presentation, speech as the character) and present to the class or other authentic audience.


Unit 5: Literary Study - Prose and Poetry/ TDA


English 2 CP students read and analyze one or more works of fiction during this unit, as well as poetry with a thematic connection. Teachers strive to provide students the opportunity to read fiction with significant themes that are relevant to the students. Students craft text dependent analysis essays on thematic development. In many classes, the teacher selects an anchor text for the literary units.


Unit 6: Literary Choice - Prose and Poetry / Literary Analysis Essay


English 2 CP students read and analyze one or more works of fiction during this unit, as well as poetry with a thematic connection. Teachers strive to provide students the opportunity to read fiction with significant themes that are relevant to the students. Teachers also use this unit to address students’ needs with literary analysis.