English 1 Syllabus
English 1 Syllabus
The School District of Newberry County
2021-2022 English 1 Syllabus
Mr. Mooneyham
School #: 321-2621 Ext. 212
Email: hmooneyham@newberry.k12.sc.us
Best time to contact: 11:45 – 1:45
I. DESCRIPTION OF COURSE
According to the South Carolina English Language Arts standards, English I students will 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. Students will continue to develop skills through structured study and independent reading of literary and informational texts. A variety of informational text as well as four major types of literary texts- fiction, literary nonfiction, poetry, and drama- are read and viewed both inside and outside of class. Through literary texts, students study the author’s craft by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, investigating multiple interpretations, determining point of view, and analyzing theme and figurative language. By reading a variety of informational texts, students analyze an author’s development and support of a thesis, create a variety of responses to texts, and examine the ways that bias is revealed in texts. In addition, students continue to develop and use in reading, writing, and oral communication, a knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms.
Students will write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences. They will generate coherent and well-organized writing that includes a thesis and supporting evidence. In implementing the writing process, students compose writing around the three modes of writing- Narrative, information/expository, and persuasive/argument. They will revise, proofread, and edit for the correct use of the conventions of written Standards American English, and they improve the content and development, the organization, and language use in their writing through the use of revision strategies. The ability to develop an idea thoughtfully is a skill that students will use in college and in the workplace.
The ability to locate, use, and evaluate information is the basis of lifelong learning. High school students are faced with unprecedented amounts of information—in school, the workplace, and at home. They must develop skills and strategies to evaluate information critically. Students learn to question the authenticity, validity, and reliability of sources of information. In carrying out the research process, students identify a topic, collect information from primary and secondary sources, and present the information in oral, written, and visual formats. Students evaluate the validity of sources and incorporate their own ideas with the ideas of others. They also paraphrase and summarize information they have gathered from their research, and properly credit the work of others by using a standardized system of documentation.
II. TEXTBOOKS AND SUPPLEMENTARY MATERIALS: Literary materials will be provided by the school and made available in the English classroom for all students. Materials that are checked out to students become the responsibility of the student.
Daily, students will also need: Three ring class binder or large spiral notebook
Loose-leaf, lined paper
Writing materials
Fully Charged Laptop
III. Goals/Objectives
The student will:
Read and critique literary work from a variety of texts.
Read and interpret informational texts.
Expand a rich vocabulary through experience with varied texts.
Recognize, evaluate, and demonstrate variations in intent, purpose, and audience in written texts.
Create and deliver oral presentations to specific audiences.
Collect, evaluate, and organize information to produce reports and papers.
IV. UNITS OF STUDY
Unit One – Author’s Craft
Unit Two - Rhetoric, Propaganda, and Visual Media
Unit Three - Informational Reading and Writing
Unit Four - Drama/Multi Genre Texts
V. ASSESSMENTS
A final exam will be given to all students with a grade of 89 and below. It will be calculated as 10% of the final grade.
A district mid-term semester exam will be administered, and calculated as 10% of semester grade.
Unit Post-assessments will count as a major grade.
VI. GRADING
The grading scale is as follows:
A (90-100)
B (80-89)
C (70-79)
D (60-69)
F (59-Below)
Grades will be classified into three categories:
Major (50%)
Minor (40%)
Daily/Homework Effort (10%)
VII. HOMEWORK: Homework will be assigned when needed to enhance learning. Late homework is not accepted unless a student is absent the day the assignment is due.
VIII. RULES AND PROCEDURES: School policies will be followed regarding attendance, tardiness, dress-code, food, cell phones, and other electronic devices as outlined in the school handbook. Students will be provided expectations of how to follow procedures on the first day of class.
IX. MAKE UP PROCEDURES: Students should make up work within a week of an absence. NO MAKE UP WORK will be allowed for students who are present and choose not to complete assignments.
English 2 Syllabus
The School District of Newberry County
2021-2022 English 2 Syllabus
Mr. Mooneyham
School #: 321-2621 Ext. 212
Email: hmooneyham@newberry.k12.sc.us
Best time to contact: 11:45 – 1:45
I. DESCRIPTION OF COURSE
According to the South Carolina English Language Arts standards, English 2 students will 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. Students in English 2 continue to develop their skills through the structured study and independent reading of literary and informational texts. With the focus on world literature, they read a variety of fiction, poetry, drama, and nonfiction literary texts both in class and on their own. They study the author’s craft by making inferences about meaning and the use of language, determining point of view, and analyzing theme and figurative language in literary texts. By reading informational texts, students analyze the development of a thesis. They create a variety of responses to texts and critique how bias is revealed. Students understand, interpret, analyze, and evaluate aspects of literary and informational texts. In addition, students continue to develop and use in their reading, writing, and oral communication a knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms.
Students produce essays that are coherent and well organized with a thesis and supporting evidence. In implementing the writing process, students compose various types of writing including narrative, persuasive, expository, technical, and analytical. They proofread and edit for the correct use of the conventions of Standard American English, and they use revision strategies to improve the content and development, the organization, and the quality of voice in their written works.
The ability to locate, use, and evaluate information is the basis of lifelong learning. High school students are faced with unprecedented amounts of information—in school, the workplace, and at home. They must develop skills and strategies to evaluate information critically. Students learn to question the authenticity, validity, and reliability of sources of information. In carrying out the research process, students identify a topic, collect information from primary and secondary sources, and present the information in oral, written, and visual formats. Students evaluate the validity of sources and incorporate their own ideas with the ideas of others. They also paraphrase and summarize information they have gathered from their research. They properly credit the work of others by using a standardized system of documentation
II. TEXTBOOKS AND SUPPLEMENTARY MATERIALS: Literary materials will be provided by the school and made available in the English classroom for all students. Materials that are checked out to students become the responsibility of the student.
Daily, students will also need: Three ring class binder or large spiral notebook
Loose-leaf, lined paper
Writing materials
Fully Charged Laptop
III. Goals/Objectives
The student will:
● Read and critique literary work from a variety of texts.
● Read and interpret informational texts.
● Expand a rich vocabulary through experience with varied texts.
● Recognize, evaluate, and demonstrate variations in intent, purpose, and audience in written texts.
● Create and deliver oral presentations to specific audiences.
● Collect, evaluate, and organize information to produce reports and papers.
IV. UNITS OF STUDY
Unit One – Short Fiction/Author’s Craft
Unit Two – Prejudice and Discrimination
Unit Three - Ambition and Power: Rhetoric and the Art of Persuasion
Unit Four – Social Change
V. ASSESSMENTS
Unit Post-assessments will count as a major grade.
The End-of-Course (EOC) will be administered at the end of the semester and will count as 20% of the student’s grade in the course. A district mid-term exam will be administered. Information for the SC College and Career Ready English 2 End-of-Course Examination can be found at - http://ed.sc.gov/tests/high/eocep/.
VI. GRADING
The grading scale is as follows:
A (90-100)
B (80-89)
C (70-79)
D (60-69)
F (59-Below)
Grades will be classified into three categories:
Major (50%)
Minor (40%)
Daily/Homework Effort (10%)
VII. HOMEWORK: Homework will be assigned when needed to enhance learning. Late homework is not accepted unless a student is absent the day the assignment is due.
VIII. RULES AND PROCEDURES: School policies will be followed regarding attendance, tardiness, dress-code, food, cell phones, and other electronic devices as outlined in the school handbook. Students will be provided expectations of how to follow procedures on the first day of class.
IX. MAKE UP PROCEDURES: Students should make up work within a week of an absence. NO MAKE UP WORK will be allowed for students who are present and choose not to complete assignments.