syllabus
Listed on this page are some highlights from the English 2 Honors ALA syllabus. For a copy of the complete syllabus please download the PDF below.
weathersbee_english_2_ala_syllabus_2020-21.pdf |
COVID-19 ADDENDUMS:
-Your submitted digital work on the days when you are “virtual” will not only be a coursework grade for you, but will also suffice as your course attendance for that day. Thus, due dates are more important than ever this year to ensure you meet the seat time requirements as dictated by SC law.
-Students will need to keep their masks on at all times and maintain social distancing even when working in small groups. I’m sorry. I know this is uncomfortable and awkward for all of us, but it’s necessary to slow the spread of this virus. Please don’t make this an issue.
Course Description
This course meets the state requirement for honors courses and meets the requirements for English 2. In this course students will read extensively to strengthen their skills and deepen their understanding of literary and informational texts. This course will expose students to literary and informational texts that will steadily increase in sophistication and complexity. Emphasis will be placed on drawing evidence from literary and informational texts in order to support analysis, reflection, and research. Additionally, this course will challenge students to apply their skills and knowledge in the areas of writing, speaking and listening, word study, and language. Writing instruction will focus on teaching students to assert and defend claims and in order to demonstrate what they know about a topic. Students will learn to consider task, purpose, and audience as well as how to combine information, structures, and formats deliberately to make their claim. Students will participate in research that requires them to gather information, evaluate sources, and cite material accurately. Students will become skilled in determining and clarifying the meanings of words and phrases in order to comprehend complex texts and build extensive vocabularies. Because of the pace, depth, and rigor, this course is highly recommended for students who plan to take Advanced Placement or International Baccalaureate courses in the future.
As part of the Academic Leadership Academy, we fully expect students to engage in a variety of challenging ideas, to think critically, to debate each other respectfully, to keep up with all readings and assignments in a fast-paced course, to contribute to the classroom community, and to move towards becoming a global thinker. While attention will continue to be given to the ways in which life shapes literature and in which literature reflects life, we will also being evaluating the other various nonfiction modes of discourse, specifically argumentation, and determining what creates an effective argument. Students will be constantly challenged to answer the question, “How can I use my learning and skills to serve and to lead?” In an attempt to answer this question, we will examine various motifs in literature, including but not limited to the following: justice, identity, sacrifice, societal expectations, responsibility, and integrity.
Course Objectives
In correlation with all levels of Bloom’s Taxonomy, Webb’s DOK, the South Carolina College and Career Ready ELA Standards and the idea that students will develop skills as readers, writers, listeners, speakers, and researchers
The students will be able to:
Additional Resources for Students
· http://owl.english.purdue.edu/ (online writing lab at Purdue University)
· http://www.usd.edu/engl/resources_ac.html (links to online writing labs, Thesaurus, dictionaries, research tips, and timed writing tips)
· http://www.bartleby.com/141/ (Strunk and White’s Elements of Style)
· http://www.liu.edu/cwis/cwp/library/workshop/citation.htm (site for documentation guidelines, includes APA , MLA , and other citation styles; includes guidelines for incorporating documentation into an essay)
· http://www.ccc.commnet.edu/grammar/ (grammar review for specific areas of language usage; allows for individualized instruction on grammar usage)
· http://www.wordcounter.com/ (Students can type in a paper, and the software will analyze the paper for overused words.)
· http://www.collegeboard.com/student/testing/ap/about.html (information for students and parents about AP courses and testing / college information)
· http://www.loc.gov/index.html (access to primary sources such as letters, documents, political cartoon, photographs, etc.)
· http://www.scdiscus.org/school.html (allows student to research a wide variety of topics including literary criticism, author biographies, and websites that have been deemed academically sound)
· http://scholar.google.com/ (allows students to perform academic research that is deemed sound)
Grading
Student progress is determined through both formative and summative assessments. Although all assessments will be evaluated, not all formative assessments will figure into the student’s overall course grades. Graded assignments will fall into two categories, major assignments and minor assignments. A particular assignment’s category will be determined based on complexity, amount of time required, and overall assessment of the course standards. Formative assignments may include but are not limited to quizzes (vocabulary, reading, skill-based), informal writing assignments, general class work and homework. Summative assignments may include but are not limited to tests, formal writing, research-based products, and culminating products. While students will have fewer major assignments than minor assignments per grading period, the major assignments will comprise a greater percentage of the average. In this class, grades will be determined by a weighted system. Major assignments will be weighted 60% of a student’s average; minor assignments will be weighted 40% of a student’s average. Individual assignments within these weighted categories will be scored by total points.
Technology Expectations
Please be certain to have your mobile device with you and charged for every class. All course information, including your gmail calendar with assignment due dates, will be housed on my website. You will need to reference this site frequently. The web address is www.dawnweathersbeeclass.weebly.com. Further technology expectations will be discussed in class.
-Your submitted digital work on the days when you are “virtual” will not only be a coursework grade for you, but will also suffice as your course attendance for that day. Thus, due dates are more important than ever this year to ensure you meet the seat time requirements as dictated by SC law.
-Students will need to keep their masks on at all times and maintain social distancing even when working in small groups. I’m sorry. I know this is uncomfortable and awkward for all of us, but it’s necessary to slow the spread of this virus. Please don’t make this an issue.
Course Description
This course meets the state requirement for honors courses and meets the requirements for English 2. In this course students will read extensively to strengthen their skills and deepen their understanding of literary and informational texts. This course will expose students to literary and informational texts that will steadily increase in sophistication and complexity. Emphasis will be placed on drawing evidence from literary and informational texts in order to support analysis, reflection, and research. Additionally, this course will challenge students to apply their skills and knowledge in the areas of writing, speaking and listening, word study, and language. Writing instruction will focus on teaching students to assert and defend claims and in order to demonstrate what they know about a topic. Students will learn to consider task, purpose, and audience as well as how to combine information, structures, and formats deliberately to make their claim. Students will participate in research that requires them to gather information, evaluate sources, and cite material accurately. Students will become skilled in determining and clarifying the meanings of words and phrases in order to comprehend complex texts and build extensive vocabularies. Because of the pace, depth, and rigor, this course is highly recommended for students who plan to take Advanced Placement or International Baccalaureate courses in the future.
As part of the Academic Leadership Academy, we fully expect students to engage in a variety of challenging ideas, to think critically, to debate each other respectfully, to keep up with all readings and assignments in a fast-paced course, to contribute to the classroom community, and to move towards becoming a global thinker. While attention will continue to be given to the ways in which life shapes literature and in which literature reflects life, we will also being evaluating the other various nonfiction modes of discourse, specifically argumentation, and determining what creates an effective argument. Students will be constantly challenged to answer the question, “How can I use my learning and skills to serve and to lead?” In an attempt to answer this question, we will examine various motifs in literature, including but not limited to the following: justice, identity, sacrifice, societal expectations, responsibility, and integrity.
Course Objectives
In correlation with all levels of Bloom’s Taxonomy, Webb’s DOK, the South Carolina College and Career Ready ELA Standards and the idea that students will develop skills as readers, writers, listeners, speakers, and researchers
The students will be able to:
- determine the central ideas in a work of fiction and informational texts.
- analyze informational texts and fiction
- write informative/explanatory and argumentative/persuasive writing
- analyze drama and argument and become familiar with identifying rhetorical devices in literature and informational texts
- analyze the development of a character or central figure in works of both fiction and nonfiction
- research through an historical and/or biographical lens
- improve oral and written communication skills through studying vocabulary, grammar, literary techniques, and research options
- develop an in-depth understanding of important issues and events that focus on the past, present, and future
- gain an understanding of similarities and differences of human experiences through literature
- recognize patterns of interdependence in local, national, and international settings in order to prepare to make informed choices in the future
- incorporate the broader elements of humanities into the focused study of literature
- analyze different literary genres from various perspectives with ample opportunities for reading, writing, publishing, listening, speaking, and research
- become aware of the intentional use of rhetorical and literary devices in a variety of genres
- examine recurrent motifs and themes in order to become responsible servants and leaders of society.
Additional Resources for Students
· http://owl.english.purdue.edu/ (online writing lab at Purdue University)
· http://www.usd.edu/engl/resources_ac.html (links to online writing labs, Thesaurus, dictionaries, research tips, and timed writing tips)
· http://www.bartleby.com/141/ (Strunk and White’s Elements of Style)
· http://www.liu.edu/cwis/cwp/library/workshop/citation.htm (site for documentation guidelines, includes APA , MLA , and other citation styles; includes guidelines for incorporating documentation into an essay)
· http://www.ccc.commnet.edu/grammar/ (grammar review for specific areas of language usage; allows for individualized instruction on grammar usage)
· http://www.wordcounter.com/ (Students can type in a paper, and the software will analyze the paper for overused words.)
· http://www.collegeboard.com/student/testing/ap/about.html (information for students and parents about AP courses and testing / college information)
· http://www.loc.gov/index.html (access to primary sources such as letters, documents, political cartoon, photographs, etc.)
· http://www.scdiscus.org/school.html (allows student to research a wide variety of topics including literary criticism, author biographies, and websites that have been deemed academically sound)
· http://scholar.google.com/ (allows students to perform academic research that is deemed sound)
Grading
Student progress is determined through both formative and summative assessments. Although all assessments will be evaluated, not all formative assessments will figure into the student’s overall course grades. Graded assignments will fall into two categories, major assignments and minor assignments. A particular assignment’s category will be determined based on complexity, amount of time required, and overall assessment of the course standards. Formative assignments may include but are not limited to quizzes (vocabulary, reading, skill-based), informal writing assignments, general class work and homework. Summative assignments may include but are not limited to tests, formal writing, research-based products, and culminating products. While students will have fewer major assignments than minor assignments per grading period, the major assignments will comprise a greater percentage of the average. In this class, grades will be determined by a weighted system. Major assignments will be weighted 60% of a student’s average; minor assignments will be weighted 40% of a student’s average. Individual assignments within these weighted categories will be scored by total points.
Technology Expectations
Please be certain to have your mobile device with you and charged for every class. All course information, including your gmail calendar with assignment due dates, will be housed on my website. You will need to reference this site frequently. The web address is www.dawnweathersbeeclass.weebly.com. Further technology expectations will be discussed in class.