Prerequisite: English I
Level: 10th grade – Writing Intensive Course
The core of the sophomore English class is a focus on the different styles and elements of writing concise papers, combined with a study of British and American Literature.
Students should have previously mastered basic skills in grammar and will utilize those skills writing persuasive, narrative, and research papers, cumulating with a literary analysis. Special emphasis will be given to building word choice and varying sentence structure.
Technology will be integrated into this classroom in several different aspects. The students will learn to effectively research and present material from different resources.
After successful completion of this course, students will be able to:
Analyze literature for theme, select themes and justify their choices
Interpret literary works
Respond to literature in a discussion and writing sample
Evaluate resources for validity
Communicate ideas through research projects and oral presentations
Write effectively in a variety of styles and structures
Apply knowledge of the writing process in a variety of written moods
Use writing process of pre-writing, drafting, revising, editing, and publishing
Evaluate word choices, phrases, sentence structure, and transitions
Masterfully write an informative paper, persuasive, academic research thesis, and several literary analysis
Apply basic grammar concepts to their writing
Write literary analysis on several subjects, including themes, motifs, character traits, etc. through the study of short stories
Create a thesis statement
Effectively voice an argument
Successfully support argument through a variety of sources
Appropriately cite sources and produce a works cited page
Students will read variety of poems from Robert Frost, William Shakespeare and other poets
Identify and imitate the Shakespearean style of Sonnet prose
Identify and create haikus, tankas and didactic poetry
Know and apply different poetic terms
Evaluating Choices through the short story—“Dandelion Wine” Ray Bradbury, “Third Floor Flat” Agatha Christie, “Thirty-seven who saw Murder did not call the Police”, “Test”, “To Build a Fire” by Jack London
Students will read a variety of short stories and discuss the importance of choices and with possible rewards and consequences
Read for comprehension
Identify foreshadowing events and predict outcomes
Critically analyze and express ideas related to characters, theme and environment in writing
The Novel—Night by Eli Wiesel, To Kill a Mockingbird by Harper Lee, and Fahrenheit 451 by Ray Bradbury
Explore and discuss important humane issues, including war, racism, censorship, government control, and personal relationships
Implement projects from writing process
Discuss importance of theme, symbolism, and motifs
Identify themes, symbolism, motifs, and foreshadowing
Understand character traits and their importance to plot development
English II is part lecture and part class discussion. A workshop approach is utilized for teaching composition. A successful writing process comes only from students taking an active part in their writing. They will be asked to write, edit, peer edit, and write some more. They will be responsible for the changes made in their writing material and for justifying why those changes were made.
The understanding of literature is only improved by interaction with the opinions of others, so during literature units, class time relies very heavily upon student’s interactions and opinions.
Reading comprehension will be assessed through discussion and frequent quizzes
Students will be called upon in class randomly to offer their insight on subjects
Successful writing skills will be evaluated by the teacher as students adhere to the convention of written language as well as demonstrate the use of writing as a tool for communicating
School to Work
Great Source Education Group
To Kill a Mockingbird
In addition to the requirements of this class, students will choose two novels per semester for leisure reading.