Connecticut Technical High School System
STUDENT COURSE SYLLABUS
2009-2010
Course Title: English II
Course Credit: 1 credit
Instructor: Mrs. Schlehofer
Classroom: Room 132
E-Mail: mary.schlehofer@ct.gov
Voice-Mail: (860) 774-8511 ext. 1132
Office Hours: Monday & Tuesday Period 4
Monday through Friday 2:15 pm to 3:00 pm (by appointment)
Course Description: ENGLISH II
In English II, students further develop the skills begun in English I. This course expands the student’s ability to think originally and from multiple perspectives. Students grow as readers, communicators and writers by studying classical and young adult literature, sharing ideas in small and large groups, and writing creative and critical essays. There is continued emphasis on the development of writing in a variety of formats, with a particular focus on writing to express ideas, to inform and to persuade. Students read and respond to a variety of authors, texts and genres, and share responses to extend understanding, create interpretations, make connections and develop appreciation. Students will acquire greater fluency in grammar, usage, syntax and diction. English II prepares students to take the Connecticut Academic Performance Test (CAPT) by teaching key skills throughout the curriculum, as well as within the Language Arts Lab. As students progress through the year, they continue to build their portfolios with evidence of their developing abilities and skills.
Goals and Essential Questions for this Course: There are 5 learning goals of English II, each with its own essential questions. Students will engage in a variety of learning experiences based on these goals and explore the larger questions related to each goal. The 5 goals and essential questions are listed below:
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LEARNING GOALS: Students will…
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ESSENTIAL QUESTIONS:
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I. Describe, interpret, and evaluate classical and contemporary fictional texts of many cultures in order to construct meaning, extend understanding, and demonstrate appreciation.
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1. Why do we read fiction?
2. How can we become better readers?
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II. Interpret and evaluate informational text in order to construct meaning.
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1. Why do we read informational texts?
2. How can we become better readers of informational texts?
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III. Produce written texts in a variety of modes appropriate to task, purpose, and audience.
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1. Why do we learn to write in a variety of forms?
2. How can we become better writers?
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IV. Employ research skills.
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1. How can we add depth to our research process?
2. Why do we use MLA documentation for research papers and projects?
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V. Communicate effectively in creative and critical formats using various media.
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1. How can we communicate more effectively?
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Textbooks and Materials Provided to Students in the Course:
- Elements of Literature, Fourth Course. Holt, Rinehart and Winston (textbook)
- Holt Reader or Holt Adapted Reader, Fourth Course. Holt, Rinehart and Winston (workbook)
- Textbook website: my.hrw.com Students will be given a password, so they can read selections from their textbook and complete activities in reading and writing using the online website.
- A Raisin in the Sun by Lorraine Hansberry
- English Portfolio. Each student will be given a file folder to collect essays and major assignments. Throughout the course, the student and teacher will assess the collection of written works to set goals and determine student progress in writing and reading skills.
Additional Materials Students Need to Purchase for the Course:
2” (or larger) three-ring binder or binder with pockets and loose leaf paper
Pen and highlighters
Course Grade: The course grade for students in English II will be weighted according to the following activities and assignments:
10% Homework: This category may include but is not limited to the following activities: question and answers based on reading, note-taking, graphic organizers, and homework reader responses.
40% Tests, Formal Essays, and Projects: This category may include but is not limited to the following activities: unit exams, research papers, essays written outside of class, a collection of journal entries, demonstrations, speeches, debates, posters and creative writing. Students must achieve a grade of at least 70% on each formal essay. Please see the revision policy in this syllabus.
15% Quizzes: This applies to announced and/or pop quizzes.
35% In-class Assignments/Activities: This category may include but is not limited to the following activities: group work, presentations, panels discussions, in-class reader responses, and skits.
10% Trimester Assessment: This category pertains to the district-wide trimester assessments. All students are required to achieve a grade of at least 70% on each trimester assessment. Instructional provisions will be made to help a student reach this achievement level until he or she is successful. Students will earn a minimum of 1 grade in this category per trimester; students who retake a trimester assessment will receive the higher of the grades achieved on the test (not an average).
Class Participation: Participation is a positive direction for your grade. It is meant to enhance your grade. It will NOT be used to penalize your grade.
IMPORTANT POLICIES TO NOTE
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LATE WORK POLICY FOR ESSAYS AND MAJOR PROJECTS
Formal essays and projects that are submitted late will lose 5 points per day late up to a maximum of 20 points off the grade earned. Students must complete overdue assignments although the penalty does not increase after 4 days.
ESSAY REVISION POLICY
Students will revise formal essays as often as necessary to earn a grade of 70%. When a student revises a formal essay, the higher grade will be recorded and will replace the lower, previously earned score.
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THE ENGLISH II STUDENT PORTFOLIO
Students in the English II course will engage in a variety of experiences and activities that serve as evidence of learning. Among the many items that will be collected in this portfolio, are the following required pieces:
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PORTFOLIO EVIDENCE COLLECTED DURING THE COURSE
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DESCRIPTION
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END-OF-YEAR PORTFOLIO EVIDENCE TO BE CARRIED TO NEXT ENGLISH COURSE
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Reader Responses to Literature
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A variety of informal written responses to literature, with an emphasis on the CAPT Response to Literature questions. Some of these responses will be composed as a part of classroom activities while others might be part of a collected set of journal entries or a homework assignment.
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Student selects 4 best responses to demonstrate each of the CAPT scoring areas: initial understanding, interpretation, critical stance, and connections
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Reader Response to Informational Texts
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A variety of informal written responses to literature, with an emphasis on the CAPT Response to Literature questions. Some of these responses will be composed as a part of classroom activities while others might be part of a collected set of journal entries or a homework assignment.
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Student selects 2 best responses
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Graphic Organizers for Reading Activities
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A variety of graphic organizers will be assigned throughout the course when students are asked to read and take notes on literature and informational text. These graphic organizers for reading might be assigned as part of class work or as homework.
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Student selects 2 best graphic organizers: 1 for informational reading and 1 for fiction reading
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Practice Test Passages from Released CAPT Reading for Information
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A variety of multiple-choice and brief response CAPT Reading for Information questions and passages will be practiced throughout the course.
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Student selects 1 best CAPT Reading for Information test practice passage
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Written Summaries of Informational Texts
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A variety of summary writing activities will be practiced throughout the course.
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Student selects 1 best written summary of informational text
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Persuasive Essay with Focus on Essay Structure A grade of at least 70% is required on each formal essay. See revision policy in this syllabus.
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A variety of formal persuasive essays will be written throughout the course, so the student can learn to build solid paragraphs that deliver a clear and effective message. These formal persuasive essays will be taken through all stages of the writing process.
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Student selects 1 best persuasive essay (with rough draft paperwork attached)
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Practice Test Passages from Released CAPT Editing
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A variety of multiple-choice CAPT Editing passages will be practiced throughout the course. Some of these test passages will be completed as a part of classroom activities while others might be homework or a part of a test.
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Student selects 1 best CAPT Editing practice test passages
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Report or Notes from Background Information Searches with MLA Works Cited (Showing Use of Print, Auditory, and Visual Media Sources)
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Students will be asked to conduct background information searches to find answers to questions that will enhance their study of literature. These informal research activities can be conducted as class activities, group work, projects, or homework assignments.
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Student selects 1 best set of research notes or informational reports with various types of media sources formatted in an MLA Works Cited Page
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