CP English 9 Syllabus



English II Syllabus

Ms. Bunpermkoon Phone: (336) 528-4601

E-mail: elbunpermkoon@wsfcs.k12.nc.us website: elbupermkoon.

Class Overview

Welcome to English II! To prepare students for their End of Course exam and for real-life literacy practices, students will explore a variety of literary genres including novels, short stories, poetry, and nonfiction. Language, grammar, vocabulary, literature terms, research, writing, and spoken communication will also be important in this course. Students will keep journals and write in them daily. Students will also become comfortable speaking in a public setting.

Classroom Contract*

As a classroom community, we will RESPECT

|1. Our Time |The time allotted for class will be productive and meaningful. |

| |Come prepared for class, and be seated and ready when the bell rings. |

|2. Our Space |Our classroom and its supplies will be kept neat and clean. |

| |The personal space of others will be respected. |

|3. Ourselves |Come in with an attitude conducive to a productive class. |

| |We will be mindful of our health, our attitudes, and our self-esteem. |

|4. All Individuals |Everyone inside and outside the classroom deserves respect. |

| |We will listen when others speak and listen carefully to instructions. |

|5. Our Words |We will be mindful of what we write and what we say. |

| |Classroom conversation will remain relevant and appropriate. |

*Students are also expected to follow all the rules and procedures outlined in the school handbook.

Discipline Policy**

Interventions for breaking the classroom contract:

1st Offense: Official Warning

2nd Offense: 15 minute teacher detention before or after school

3rd Offense: Period Time Out and a call home

4th Offense: D1 Disciplinary Referral

**Consequences for breaking rules in the Student Handbook will be dealt with as outlined in the Handbook.

Honesty Policy

Cheating and plagiarism are unacceptable and merit severe consequences under the school honor code. Making a poor grade is better than the consequences of getting caught cheating. If you are not prepared for class, see Ms. Bunpermkoon. Honesty is always the best policy.

Late Work & Make-up Work

|Days Late |Highest Possible Grade |

|1 |92—B |

|2 |84—C |

|3 |76—D |

|4 |69—F |

|5-7 |50—F |

|>7 |Not Accepted |

Make-up Work Policy for Absences

|Timeline |Day you return |Day after you return |Within 1 week of your return |Within 1 week of your return |

|What is expected |Work due on the day they |Work assigned on the day they|Schedule and make up any missed |For participation grades, complete an alternate |

| |missed |missed |quizzes or tests |assignment |

• Students must sign up to make up tests and quizzes on the posted calendar in the classroom.

• Students must pick up missing assignments from their folder on the back table.

Hall Pass Policy: “Mercy Passes”

Students will receive four “Mercy Passes” for the entire semester that may be used as hall passes in conjunction with your MTHS agenda. These passes should be used wisely. Any additional passes will cost students 15 minutes in study hall with me before or after school. Mercy Passes may also be used as a 1-day homework extension or a way for dropping a low quiz grade.

NOTE: Mercy Passes may NOT be used as extensions for major projects or presentations or as a way to drop a test grade.

Food and Drink Policy

Eating and drinking (drinks with a LID) are permitted in our classroom as a privilege that may be taken away from the ENTIRE class for any of the following reasons:

• Trash from food (wrappers, bags, foil, etc.) is left in the classroom more than once.

• Food or drink is spilled in the classroom, even just once.

• Gum is found stuck to any part of the classroom or is dropped on the floor, even just once.

• The food or drink becomes a distraction that takes away from learning in the classroom.

After eating and drinking privileges are taken away, only WATER in a bottle with a lid is permitted.

Phone/Technology Policy

As per the school’s policy, cell phones and other electronic devices are allowed to be used before/after school, between classes, and during lunch. Cell phones, MP3 players, headphones, tablets, etc. are not allowed out during class unless these devices are used with permission for an educational purpose.

*If students need to get in contact with parents/guardians, students must call from the main office, or use their phones during the allowed times. “My mom/dad/etc. is calling/texting me” is not an excuse for a student to use his/her phone during class.

Grading

This class will have three primary types of grades per quarter: minor, moderate, and major. The End of Course Test will account for 20% of every student’s grade as required by the state.

Overall Course Grade Breakdown:

Quarter 3 40%

Quarter 4 40%

EOCT 20%

Each Quarter Breakdown:

Minor: Daily Assignments/Participation 25%

Moderate: Quizzes (Announced and Unannounced) 30%

Major: Tests, Projects, and Major Essays/Papers 45%

Materials and Organization

Required Materials

• A 3-ring binder (at least 1”) with college-ruled notebook paper and five sections labeled

1. DGP

2. Vocabulary

3. Notes

4. Assignments

5. AWED/Research

• A Journal: Either a 1 Subject Spiral Binder or Composition Book, college-ruled

*The binder and journal will remain in the classroom at all times*

• A pocketed folder ONLY for this class for bringing homework and other information home

• Writing utensils in legible colors

Students are encouraged to bring their own materials. A limited number of binders, journals, folders, dividers, and other supplies will be available for students until we run out.

Recommended Materials

• A USB flash drive to save digital work

• Highlighters and/or brightly colored pens for annotation, editing, and proofreading exercises

Donated Materials

❖ Please make a donation to our classroom supplies if you are willing and able. These items will be available for the entire class to use when needed.

o #2 Pencils

o College-Ruled Notebook Paper

o Tissues

o Hand Sanitizer

o Highlighters

Overview of Units: These may change or be adjusted as needed

3rd Quarter: Pre-20th Century

Unit 1—The Impact of Language, the Importance of Literacy

• Highlights: Classroom Rules/Procedures, Student Survey, Universe of Discourse, 5 Question Model, Rhetorical Triangle, Archetypes, Summer Reading Seminar

• Possible Texts: Summer Reading Novel, Japanese folktales and poetry, the United States’ 1917 Immigration Act, excerpts from How to Read Literature Like a College Professor

Unit 2—Another Way to Educate and Demonstrate (ongoing)

• Highlights: On-going Multigenre Research Project involving research, a formal paper, a creative writing sample, a digital genre, a visual project, and an oral presentation

• Possible Texts: excerpts from the MLA Handbook for Writers of Research Papers and Purdue University’s Online Writing Lab

Unit 3—Poetry and Expressions of External Conflict: Ancient Greek Literature and Influence

• Highlights: Poetry performance, Auditory Literary Devices, Active Listening Exercises, Theme analysis

• Possible Texts: Excerpts from Homer’s Iliad, Sophocles’ Oedipus Rex, and Shakespeare’s Julius Caesar along with contemporary poetry selections from across the globe

Unit 4—Drama and Expressions in Internal Conflict: Classic French Literature and Influence

• Highlights: Dramatic performance, character analysis

• Possible Texts: Edmond Rostand’s Cyrano de Bergerac and excerpts from Shakespeare’s A Midsummer Night’s Dream

4th Quarter: Post-20th Century

Unit 5—World War II and the Holocaust

• Highlights: Holocaust Scrapbook, argumentative writing

• Possible Texts: Elie Wiesel’s Night, Holocaust, Diary of a Young Girl, The Book Thief, Milgram Experiment, Stanford Prison Experiment, Four Freedoms Speech, Hitler’s Letter

Unit 6—The Literature of Apartheid

• Highlights: Postcolonialism, Double-consciousness, rhetorical analysis

• Possible Texts: Statement by the National Party of South Africa on March 29, 1948; Desmond Tutu’s “The Question of South Africa, 1984”, Bessie Head poetry

Unit 7—Magical Realism and the Songs of South America

❖ Highlights: Postcolonialism discussion, analytical text review

❖ Possible Texts: Gabriel García Márquez’s “Balthazar’s Marvelous Afternoon,” Dalton Trevison’s “Penelope,” and other South American short stories, poems, and songs

Unit 8—Postcolonialism and the Irish Struggle

• Highlights: Analytical text review, Persuasion project

• Possible Texts: excerpts from James Joyce’s Dubliners, excerpts from Frank McCourt’s Angela’s Ashes, Irish short films, and a selection of Irish poetry (W.B. Yeats, Seamus Heaney, Paula Meehan, and others)

Unit 8—Children in War and the War Within Children

• Highlights: Social Justice Persuasion project

• Possible Texts: excerpts from A Long Way Gone, Never Fall Down, and other short story and poetry selections

2nd and 3rd Period Overview of Units: These may change or be adjusted as needed

1st Quarter: The Foundations of the Western Literary Tradition

Unit 1—The Impact of Language, the Importance of Literacy

• Highlights: Classroom Rules/Procedures, Student Survey, Universe of Discourse, Question Model, Rhetorical Triangle, Archetypes, Summer Reading Seminar

• Possible Texts: Summer Reading Novel, African folktales, Chinua Achebe’s Things Fall Apart, excerpts from How to Read Literature Like a College Professor, Statement by the National Party of South Africa on March 29, 1948; Desmond Tutu’s “The Question of South Africa, 1984”, Bessie Head poetry, excerpts from Never Fall Down and other novels and poems

Unit 2—Another Way to Educate and Demonstrate (ongoing)

• Highlights: On-going Multigenre Research Project involving research, a formal paper, a creative writing sample, a digital genre, a visual project, and an oral presentation

• Possible Texts: excerpts from the MLA Handbook for Writers of Research Papers and Purdue University’s Online Writing Lab

Unit 3—Poetry and Expressions of External Conflict: Ancient Greek Literature and Influence

• Highlights: Poetry performance, Auditory Literary Devices, Active Listening Exercises, Theme analysis

• Possible Texts: Excerpts from Homer’s Iliad, Sophocles’ Oedipus Rex, and Shakespeare’s Julius Caesar along with contemporary poetry selections from across the globe

Unit 4—Drama and Expressions in Internal Conflict: Classic French Literature and Influence

• Highlights: Dramatic performance, character analysis, seminar discussion(s)

• Possible Texts: Edmond Rostand’s Cyrano de Bergerac and excerpts from Shakespeare’s A Midsummer Night’s Dream, Victor Hugo’s Les Miserables

2nd Quarter: 20th Century Global Conflict and Its Impact on Literature

Unit 5—World War II and the Holocaust

• Highlights: Holocaust Scrapbook, argumentative writing

• Possible Texts: Elie Wiesel’s Night, Holocaust, Diary of a Young Girl, The Book Thief, Milgram Experiment, Stanford Prison Experiment, Four Freedoms Speech, Hitler’s Letter

Unit 6—Honor Culture and the Literature of Asia

• Highlights: Double-consciousness, rhetorical analysis

• Possible Texts: the United States’ 1917 Immigration Act, Japanese folktales and short stories

Unit 7—Magical Realism and the Songs of South America

❖ Highlights: Postcolonialism introduction, symbolism project

❖ Possible Texts: Gabriel García Márquez’s “Balthazar’s Marvelous Afternoon,” Dalton Trevison’s “Penelope,” and other South American short stories, poems, and songs

Unit 8—Postcolonialism and the Irish Struggle

• Highlights: Analytical text review, Persuasion project

• Possible Texts: excerpts from James Joyce’s Dubliners, excerpts from Frank McCourt’s Angela’s Ashes, Irish short films, and a selection of Irish poetry (W.B. Yeats, Seamus Heaney, Paula Meehan, and others)

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Every day late that your work is, you forfeit one letter grade. Work turned in five or more days late will only earn you as much as 50% of the assignment’s credit. Work will not be accepted after one week.

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