WHITTIER UNION HIGH SCHOOL DISTRICT BOARD AvPtlUUED Whittier, California OCT Z 11986

September, 1986 lducatlcr.::i ~er:!ic"l

COURSE OF STUDY

Course Title: ENGLISH 2 - HP

Department: ENGLISH

Grade Level: 10

COURSE DESCRIPTION

ENGLISH 2 - HP

This course is designed to give students an introduction to an historical, philosophical and aesthetic background in world literature. Recurrent themes and values reflected in the culture reflected through poetry, drama, fiction and non-fiction will be studied. This course is designed to enhance the development in effective writing, critical reading, investigative research, PSAT and SAT test preparation, public speaking, and active listening. Emphasis will be on the writing and research process with a review of language and grammatical usage as necessary. Literary analysis will be introduced and emphasized as a background for both reading comprehension and composition techniques.

Length: One Year

Prerequisites for Enrollment: A grade of an A or B in English 1 - HP or two of the following:

1. A grade of A in regular English class 2. Recommendation of 9th grade English or Social Studies teacher 3. Previous identification for GATE or achievement test scores in reading and language of at least

90%ile

Type of Course: Required; meets English-related graduation requirements and entrance requirements for Cali fornia baccalaureate institutions.

Page 2

I. COURSE COMPETENCIES

M D M

D

D

A

M

A

A

D

A D

The Student Will:

A. Analyze and Evaluate Literature

1. Read and respond critically by:

a. Asking pertinent questions b. Recognizing assumptions and implications c. Evaluating ideas

2. Recognize different purposes and methods of literary writing by:

a. Identifying the writer's point of view, tone, mood, style (i.e., irony, symbolism, allusion, sound effects), diction, theme, and audience

b. Interpreting a writer's meaning literally and inferentially (consider connotation and denotation)

3. Distinguish one's personal opinions and assumptions from a writer's 4. Evaluate with critical awareness works of literature as an art form by:

a. Comparing and contrasting a given work with other li terary works according to genre, theme, and style

b. Critiquing the way in which the author integrates content and structure into a form that has balance and harmony

c. Making qualitative judgments about literature by identifying one's opinion regarding effective or ineffective writing

5. Demonstrate an understanding of how the author's li fe and culture and historical events can influence literature

6. Demonstrate an understanding of the role of literature as it:

a. Affects the individual socially and psychologically b. Suggests where one's own conduct fits with the total range of human behavior

Page 3

A

M A D M

M

B.

D

* * M A

D D

A

D

7. Show awareness of the varying ways whereby writers throughout American literature have developed similar themes and have been concerned with the same human hopes and despairs, successes and failures

B. Analyze literature through the close inferential reading of lines 9. Historical periods of English Literature

10. An overview of Elizabethan Age to Victorian Age 11. Literary forms such as epic poetry, sonnets, satire, (Swift through modern), science fiction and

fantasy 12. Students will study literary terms and how these various terms are employed by a variety of authors

Implement the Process of Writing and Develop Effective Writing Skills

1. Demonstrate skill and assurance in using the conventions of standard written english, appropriate word choice, and varied sentence structure in order to indicate the meaning, relationship, and importance of ideas

2. Generate an original thesis 3. Organize paragraphs in a logical sequence which supports thesis 4. Support one's opinions and conclusions, including the appropriate use of evidence 5. Vary one's writing style, including vocabulary and sentence structure, for different readers and

purposes 6. Revise and restructure ideas 7. Edit one's essay for errors and omiSSIOns in both form and content to produce finished paper

relatively free of errors that has unity, coherence, and impact B. Present, in a research paper, one's own ideas as related to and clearly distinguished from the ideas

of others through a formulated thesis statement: this includes the ability to use documentation and critical literary analysis and to avoid plagiarism

9. Practice writing in a variety of forms continuously and frequently throughout the course:

a. Narrative-Descriptive

1. Autobiographical incident 2. Anecdotes 3. Figurative language and imagery 4. Narrative with a plot

Page 4

b. Expository

1. Factual essay 2. Definition 3. Spacial (process)

4. Comparison-Contrast

a) Point by point b) Subject at a time c) Paragraph at a time

5. Cause and effect 6. Analysis 1. Precis

c. Argumentative

1. Propositional thesis 2. Supportive details and facts 3. Abstract versus concrete concepts

d. Book Review

1. Brief succinct summary ,2. Emphasis upon literary analysis

3. Personal reaction statement 4. Selection of important quotations

A 10. Begin timed writing with open-ended AP and college entrance questions

C. Demonstrate Effective Speaking and Listening Skills

M 1. Ask and answer questions coherently and concisely M 2. Follow oral instructions D 3. Reveal an understanding of literature by participating in analytical and interpretive classroom

discussions

Page 5

A M D A

D

D.

M

D

M

M A

A M M

E.

M M M M

4. present an opinion persuasively after interpreting, analyzing, and summarizing literary works 5. Pantomime: i.e., three to four groups portraying machines 6. Impromptu: i.e., real or hypothetical dilemma of growing up 7. Oral interpretation of literature selection on overcoming adversity: i.e., read excerpt from poetry,

novel, drama, soliloquy 8. Formal speech: i.e., analysis of how character copes with responsibility

Demonstrate Effective Reasoning and Study Skills

1. Set study goals and priorities consistent with stated course objectives, establish habits conducive to learning independently, and follow a schedule that accounts for both short and long term projects; illustrate time management skills.

2. Devise strategies to prepare for various types of examinations with emphasis on PSAT, SAT, and Advanced Placement

3. Understand and follow instructions for academic work in order to recall, comprehend, note, analyze, summarize, synthesize and report main ideas from reading, lectures, and other academic experiences

4. Locate and use resources external to the classroom 5. Question inconsistencies in logic (equivocation, ignoring the question, faulty assumptions, begging

the question, false analogy, over-simplification) 6. Recognize and use inductive and deductive reasoning and interpret analogies 7. Demonstrate a desire to take personal responsibility for one's own progress 8. Demonstrate conduct that makes learning possible for classmates 8S well as for oneself

Demonstrate Elements Mandated by Law for GATE Programs

1. Sensitivity and responsibility to others 2. Constructive ethical standards 3. Self-generating problem-solving abilities 4. Realistic, healthy self-concept

Page 6

II. COURSE OVERVIEW

The year's work should began with an orientation to the principle that English cannot be taught as separate units. All work in literature and language must be integrated. For that reason, units of study are shown as literature units, with suggestions for integrating writing, language and oral study rather than increasing the quantity of work. The quality of the instruction must be elevated for the honors student. The higher levels of Bloom's Taxonomy should be stressed •

. COURSE OUTLINE: OVERVIEW BY QUARTERS - ENGLISH II HONORS

WRITING LANGUAGE READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

QUARTER I: Diagnostic test thru writing sample (suggested five-paragraph factual essay) The writing process: I. Pre-write (mapping,

. clustering) 2. Drafting 3. ReVising 4. Editing Focus on narrative. descriptive com­positions Introduction to book review format Personal Narrative Analytical Essay Book Report Format

Grammar pre-test Variety in sentence structure

Overview of language formation

History of English language as ex­plained in Chapter , of Engllsh Writing and Langua11d Skills intrOduce st ents to basic editing Peer editing

Analysis of character Patterns of story development

Review reading techniques

Speed reading Reading compre­hension Beginning awareness and interpretation of figurative lan­guage

introduction to World Literature

Short story lnovel Novels such as: Count of Monte Cristo The Three Muskateers One Day in the Life Ivan DenisoviCh

Narrative poetry Folk &: Literary Ballad

Time management Class notes Test taking Familiarity with class rules PSAT test skills Reading compre­hension skills Application of literary terms to stories

Oral discussion in class Small grp discussions Oral reading of selected stories

Individual events (continued thru the year)

Oral book report Audience critique Author interview

PSAT pre-test Structured weekly units context mneumonic devlce5 synonyms and antonyms Literary terms Methods of learning vocabulary

QUARTER II: The focus on the expository writing process Factual essay Definition Comparison/Contrast Paper

MUlti.paragraph essay Essays from literature Career Unit

Formal review of standard grammar Usages, commas, run-ons, and frag­ments, transition &: formal diction Direct teaching of co-ordination, sub­ordination and parallelism

Denotation/conno­tation

Separate reader's opinion from writer's

Outside reading "good reading" (classical novel continued thru the year)

Literary terms Introduction to literary analysis and book review format Novels such as: Brave New World Animal Farm War of the Worlds Lost Horizon A Separate Peace

Career unit Propaganda tech­niques Logical fallacies

Oral reading of poetry3-, minute report on outside reading Reader's Theatre (con­tinued thru the yr.)

Oral discussion of novels PaneI discussion

Literary vocabulary Continuation of weekly vocabulary units; emphasis on etymology roots, prefixes and Denotative and Connotative words

Page 7

II. COURSE OVERVIEW (continued)

WRITING LANGUAGE READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

~UARTER IIdcontinued) Uterary paper: Non-fiction essay Word Auction Compare/Contrast elements in A ~arate Peace, "~e Secret Shirer" Descriptive writing Book report format

UARTER III: intrOduction to Style development Reading for historical Non-fiction forms Notetaking from oral Group discussion and Stress vocabulary analysis composition with an emphasis period such as essays and presentations and evaluation of through context L1terary analysis on formal tone Reading for non-fiction editorial biographies Use of card catalog writing Coritinuation of weekly Review of research Appropriate tone for literature Survey of English Lit- and indexes (encyc- Short oral report vocabularytechniques and different audiences Articles erature Shakespeare lopedia, almanac,etc) from Uterary period Emphasis on reading completion of an Review history of to Victorian novels: Use of biography Panel discussion comprehension extended research English language Tale of Two Cities section in library Oral report on Continue literary terms Editorial based Davia coegerdeIa Revi~w of research research paper Context clues on novel Nicholas ~lckelbl skills Active listening Dear Abby Column Shakespearean sonnets Original sonnets Paradise Lost Continue journal fl'ri1le ana Prejudice

Tess of D'ur6ervilIes EngliSh and Italian Sonnet

Elizabethan Theatre

~UARTER IV: Review of composition techniques which have not been mastered (to be determined by the instructor)

Book reviews which employ the art of

Extensive revisions Emphasis upon college essay format

Reading the plays orally, including a review of the historical setting and motifs

Reading for literary analysis

Focus on genre Emphasizing poetry and drama Re-cap of book analysis form Selections from poetry in the anthology:

Library research project

Use of Reader's Guide Analytical thinking Formulate thesis Footnoting

Oral reading of plays

Role palying characters Memorization of oral presentation Rewrite dialogue in

District word list Continuation of weekly vocabulary; emphasis upon literary vocabulary

Shakespearean drama Collect and organize words by clustering and mapping

Page 8

II. COURSE OVERVIEW: (continued)

WRITING LANGUAGE READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

QUARTER IV:

Analysis at a sophisticated level

Continue journal Continue literary analysis Extended research paper

"Hedda Gabler" Bibliography Contemporary I!ngUsh "Julius caesar" Formal OJtline Active listening "As You Like It'· Audience critique "The Merchant of Analyze persuasive

Venice" techniques "Cyrano de Bergerac" "Importance of Being

Earnest" "Henry IV" "The Intruder" "PeUeas '" Melisande" All Quiet on the Western Front

1934 Required reading: "Julius Caesar" Poetry: Blank Verse

Figurative language

P. .! 9

U. COURSE OVERVIEW: ENGLISH II HONORS

COURSE OUTLINE: DETAILED BY QUARTER - ENGLISH II HONORS

WRITING LANGUAGE/GRAMMAR READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

UARTER b • Reviaw writing Students will be Focus on character I. Introduction to Set up learning log 1. Students wlll give I. PSAT pre-test

journal or learning introduced to analysis World Uterature Time management an introductory 2. Introduce literary terms log peer editings Review reading Short story /novel Class notes speech in which from major texts studied A. What are the and given techniques Short stories can Familiarity with class they interview and For example protagonist

principle specific editing Assign a minimum of Include "The rules then introduce antagonist, theme, con-qualities that techniques. In two novels per Necklace," "The PSAT test skllls another member of fllct. irony. satire. one needs to addition to correct- quarter for Literary Sniper." "The In- Reading comprehensIon the class. tone, point of view, etc. survive in this ing grammar and usage, Analysis terlopers," "Jacob" skills 2. One of their book Students should be world? students should make Novels include: Application of reports (literary required to keep an on­

• B. Relate a current an effort to write Count of Monte literary terms to analysis) must be going notebook of event in which a positive comment Cristo (optional) stories presented in the literary terms. you feel that as well as an area 'i'fieThree Musk- form of an oral pre- 3. Continue literary terms justice has not that they feel needs ~ (optional) sentation. Students for poetry such as: prevailed to the improvement. Specific One Pal in the Life can take on the rhythm, rhyme. flgura­novel. One Dal guideline questions of Ivan Denisovich person of a char- live, lang •• hyperbole, in the Life of could be: (required novel) acter in the story assonance, alliteration, Ivan Oenisovich I. Did the writer give Narrative poetry- or develop some unl- onomatopoeia, imagery,

2. Personal Narrative specific details or ballads "La Bell que approach in simile, metaphor. etc. A. Write a persona) did she tend to Dame Sans Merci" presenting their If. Introduce students to

experience paper generalize? (Keats) analysis. WrIte an various methods of concerning a dis- 2. Did the writer gain "The Fifth Sense" ad for a book or learning vocabulary, sucb covery you made your interest? (Patricia Beer) short story. Pre- as USing the context, about yourself 3. Did she have a "My Father and The sent it for the getting the most from or some other thesis statement? Figtree" class. Interview the dictionary, suffixes person or group . If. Circle words you (Naomi Shihab) an author • prefixes, roots, word

3. Analytical essays: like and sentences "Sir' Patrick Spens" 3. Student will write histories, the use of a A. Write a brief you like. "Ode to Bllly Joe" an audience critique thesaurus &: etymology.

essay in which "The Stone" &: the speaker will Also begin structured you compare the (Wilfred Gibson) write a self-evalua- weekly units on mneu­mental angUish tion after hls/her monic devices, synonyms felt by the presentation and antonyms

Page 10

II. COURSE OVER VIEW: ENGLISH II HONORS (Continued)

WRITING LANGUAGE/GRAMMAR READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

3. Analytical essay: (Continued)

protagonists in The Count of Monte Cristo and One Dat in the Life of van Denisovich re­sulting from un­just imprisonment.

B. Are good and evil fixed concepts or does their meaning alter depending upon the situation? Support your opinion wI specific examples from ~ Day in the Life of ivan DenisoviCh.

4. Have stUdents write their own ballad.

,. Explain book report format. Students are required to read a minimum of 2 novels per quarter. Students should have an intro­duction, a short summary, an analysis and a personal re­action paragraph. The emphasis should be on the analysis section.

Page 11

II. COURSE OVERVIEW: ENGLISH II HONORS (Continued)

WRITING LANGUAGE/GRAMMAR READING L1TERAnJRE STUDY SKILLS SPEECH VOCABULARY

5. (Continued)

Students should be able to analyze the principal meanings lit qualities of the work. Students should res­pond to the follow ing:

Did you notice if the author emphasized any

. particular ideas?

Was the work written to satisfy any specific need or demand at the time it was first pUblished?

Can you engage in any other kinds of analysis that will show that you have made an effort to comprehend the work?

For example: imagery, the author's use of figurative language, use of parallel structure, etc.

Page 12

II. COURSE OVERVIEW: ENGLISH 11 HONORS

WRITING LANGUAGE/GRAMMAR READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

~UARTER II: • Continue journal or When the essay unit

learning log is taught, do direct Suggested journal entries: teaching of the

A. The possession of foUowing: moral or spiritual values helps I. Sentence structure people to face 2. Parallel structure the problem of 3. Subordina tlon Uving. Do you 4. Punctua tion agree or disagree and why?

B. In life a person may meet defeat. (I) through an­other person or (2) through a physical disability (3) through a serious weakness in his own moral make-up. Use a novel that you have read to show the truth of one of these.

2. Focus is on expository writing process. Stu­dents will be required to do comparison, con­trast and analogy papers.

The following are sug­gested topics for comparison:

Denotation/Conno­tation .

Separate reader's opinion from writers

Continue reading for book reports and literary analysis (2 per quarter) with emphasis on "good reading" or "class­ical novel"

Literary terms

Continue emphasis on literary analysis and book review format.

Required Novel: Brave New World Ailimal Farm War of the Worlds Lost Hor izon Ordinary People Catcher in the Rye A se~arate peaceThe cret Sharer {OptionaU

Non-fiction essays: "The Secret Room" (Corrie ten Boom)

"I Escape from the Boers" (Winston Churchill)

"The Backpacker" (Patrick F.M. Manus)

"The Summit" (Maurice Herzog)

Lyrical Poetry: "Who is Sylvia?" (WIUiam Shakespeare)

Career unit

In connection with career units, stu­dents will be intro­duced to various propaganda strategies via a study of tele­vision advertising: bandwagon, general­Izations, non sequi­tur. post hoc, etc.

Oral discussion of A Separate Peace

Divide class into two groups. One group represents Gene and the other Phineas. Have students write a monologue which reveals the character development of Gene or Phineas.

Panel discussion on the various social groups at school. ConsIder the various groups represented in A Separate Peace ( *Confor mists versus Non-Con for mists).

Divide class Into teams for a word auction. How many connotative words can they give for various adjectives, etc.

Continue work on literary vocabulary, such as symbo­lism in A Separate Peace and The Secret Sharer

Continuation of weekly vocabulary units; emphasis on etymology and roots, prefixes and suffixes.

Work on connotative and denotative words. Discuss words such as pig, rat, and man. Have students give their own conno­tative meanings.

Page 13

II. COURSE OVERVIEW: ENGLISH II HONORS (Continued)

WRITING LANGUAGE/GRAMMAR' READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

2. (Continued)

Compare: 1. Luxury and necessity 2. Family: today and

yesterday 3. CoUege and high

school; e.g. teachers, courses, facilities de sports.

The following are sug­gested topics for contrast: 1. Two famous persons

(e.g., authors, generals, actors, actresses).

2. Two sports (football, and rugby).

3. Private school versus public school.

3. Have students employ their st~y of exposi­tory writing to A Separate Peace:-Expos­itory writing Should be modeled after ad­vanced placement questions. A. The experienced

reader can evaluate an ending. Evaluate the ending of': Sepa­rate Peace. as It neCeSiirY'ior Finny to die at the end of

Page 14

n. COURSE OVER VIEW: ENGLISH II HONORS (Continued)

WRITING LANGUAGE/GRAMMAR . READING LITERATURE STUDY SKILLS SPEEECH VOCABULARY

3. (Continued)

this novel? In writing your essay consider the quest for personal iden­tity.

B. From the novel, select a situation in which Gene en­counters moral, physical or psycho­logical danger.

C. Discuss The Secret ~asastory exemplifying the psychological the­ory of the double (doppleganger) or alter ego. Examine the characters of the young captain de the fugitive, Leggath, in this light.

D. Compare de contrast the symbolism in A Separate Peace to that of The Secret Sharer.

4. Based on Advanced placement question 1/14 respond to the following:

Pa.6~ 15

II. COURSE OVERVIEWj ENGLISH II HONORS (Continued)

WRITING LANGUAGE/GRAMMAR . READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

Catcher in the ~e has seen attack , suppressed and some­times disapproved by authorities or individuals. In a well planned essay, present reasons why Catcher might be attacked and base your defense on such matters as

•its language, characters, its mood. spirit, its artistic purpose and its value to the reader.

~. Descriptive writing based on the use of denotative and conno­tative words. Students can use non-fiction works as a basis for writing.

6. Book report format should be further em­phasized. Adhere to the format introduced during Quarter I.

Page 16

11. COURSE OVERVIEW: ENGLISH 11 HONORS (Continued)

WRlTlNG LANGUAGE/GRAMMAR' READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

QUARTER 111:

I. Continue Journal or Style development with Continue reading for 1. Non-fiction forms Discuss and study how 1. Everyone likes a Continue study of literary learning log: an emphasis on formal book report (histor- such as essays and to write better essay happy ending 6: terms in vocabulary with

Suggested Journal tone for different lcal period and non- editorial biographies examina tlon answers. readers demand that emphasis on poetic terms entries: audiences. Students fiction).· Two per Emphasize the wording poetic justice (the and historIcal periods. A. How much would can study tone as it quarter. Suggested essays: of the question. For requirement that

you be willing relates to the non- "The Letter A" example, compare, good 6: evil be Allusions Sonnet Form to sacrifice for fiction essays. When Articles (Christy Brown) contrast, define, de- meted out their Tone Elizabethan Age a friend? writing their own "Three Oays to See" scribe, Identify, just deserts of Style Romantic Era

B. What is your de- essays, they should (Helen Keller) specify, demonstrate, reward and punlsh- Voice Medievil England f1ni tion of a be encouraged to "Death of Grand- illustrate, establish mend be done in Unity Couplets hero? develop their own mother Zabilska" significance, defend, a novel. Have Octave Quatrains

C. Have you ever voice and style. (Zofia Starowiey- justify, criticize, students discuss, Sestet Victorian Era been revengeful? In developing personal ska Morstin) discuss, etc. as a panel Iambic Pentemeter Did you feel just- style, students should: "The Bird and the whether or not !fied? Why or why I. Have clear, concise, Machine" Notetaking from oral they feel that Students wUl generate in-not? coherent sentences (Loren Eiseley) presentations. justice is dis- terestIng words from

D. Have you ever 2. Attempt to achieve "The Dark Soul of Use of card catalog, trlbuted according A Tale of Two Cities, witnessed mob unity, balance and Hitler" and Indexes (ency- to these organize them through behavior? Where harmony (H.R. Trevor) clopedias 6: almanac) quallfications In mappIng and then write a and when? To 3. Be emphatic and "Dissertation upon Use of biography all cases at the end short summary of the main what do you and forceful Roast Pig" section In library of A Tale of Two poInts of the novel. attribute its (Charles Lamb) Cities. cause? Review the history of The Life of Johnson Review of research 2. 'ShOr'toral report Students receive direct

2. Stress good compo- the English language bames Bosweu) skills: from Literary period Instruction on how to sltlon techniques: tha t was Introduced "The Future of Man" - Documentation 3. Students will give use the surrounding con-A. Emphasize the during the first (C.P. Snow) - FormUlation of an oral presentation text as a clue to identify

Importance of quarter. Emphasize the 2. Survey of English thesis based upon their the meaning of unfamiliar formulating a progression from Literature, Shakes- - Formal outline written research words. Use A Tale of Two clear thesis Middle to Modern peare to Victorian - Primary/secondary paper. They wl11 Cities to accomplish statement. English. novels: sources be required to i'iliS'iask.

B. Study different - Avoiding plagiarism Incorporate the types of order. Optional Novels: - Bibliography use of a visual aid. For example, going David COE!E!erfield - FootnotIng 4. Audience members from the general NiCholas NiCked))! should listen to the particular Paradise Lost actively to wha t

p, . 17

II. COURSE OVERVIEW: ENGLISH II HONORS (Continued)

WRITING LANGUAGE/GRAMMAR 'READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

2. Continued:

as well as the particular to the general. Also study the question - to ­answer order of development.

C. Work to achieve coherence.

Suggested topics for ,A. Char les Dickens

is remembered as a man who greatly sided with the underdog. H the underdog, through chance of purpose, suddenly became the upperdog, Dicken's sentiment usually changed to sympathize w/ the new underdog. Us­Ing your anthology, write an essay ex­plaining how this tendency is shown in A Tale of Two Cities. Be sure to CTt'e'SpecifiC ex­amples or passages from the novels.

B. Dickens uses many contrasts. What are some of the ,"ost striking?

Pride and Pr~udice Tess of D'Ur rvillas

Required Novel: A Tale of Two Cities

3. Shakespearen sonnets

Suggested sonnets: -Sonnet 18 (Shall I compare thee to a summer's day)

-Sonnet 29 (When In disgrace with fortune and men's eyes)

-Sonnet 30 (When to the session of sweet silent thought)

-Sonnet 73 (That time of year thou mayest in me behold)

4. Milton's sonnets:

-On His Having Arrived at the Age of Twenty-Three

- To the Lord General Cromwell

-On His Blindness

is being said. They should feel an obU­gation to respond c5c to take notes since this Indicates re­spect for the speaker's ideas.

,. Review evaluation of writing through the use of group discussion c5c read arounds.

Page 18

JI. COURSE OVERVIEW: ENGLISH II HONORS (Continued)

------------------------------:--------------_.....,,"_...

WRITING LANGUAGE/GRAMMAR . READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

Suggested topics for compostions: C. Victorian litera­

ture is character­ized, not by exub­erant optimism and a complacent ac­ceptance of material values. but rather by agonized doubt &: a profound awareness of social iUs. Discuss this insofar as it applies to Dickens' David Copperfield:-­

D. "In each of our indiv iduallives there is, of course. something beyond human help. Each of us has to live part of his life alone ••• and he has to die alone...1n this sense the individual con­dition is tragic." By C.P. Snow "The Future of Man" Using A Tale of Two Cities, show how a CilMi'Cter of your choice either real­ized or failed to realize the impli­cations of C.P. Snow's remark.

During the poetry unit we will concentrate on the sonnet form, dis­tinguishing betweeen the Italian &: English sonnet.

To prepare for fourth quarter, introduce the convention of the Elizabethan theatre and provide students with a background of William Shakespeare.

Po5 e 19

II. COURSE OVERVIEW: ENGLISH II HONORS (Continued)

WRITING LANGUAGE/GRAMMAR READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

3. Continue written book reports. Follow format explained during the first quarter.

Other options:

Write an editorial based on an issue from the novel. Maintain a point of view reflec­tion of the time that the story was written •

• H your report was based on a non-fiction source, your editorial should adhere to the following: Relate a significant idea posed in a non­fiction book to selected events in the news.

Examine the elements of a major conflict faced by the prota­gonist by composing two letters for a Dear Abby or Ann Landers Column - the first letter from the protagonist in which he or she discusses the problem - the second letter from Abby/ Ann as she might respond.

Page 20

II. COURSE OVERVIEW: ENGLISH II HONORS (Continued)

WRITING LANGUAGE/GRAMMAR' READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

4. Students will write their own sonnets after studying the Italian and English sonnets listed in the literature section.

,. Students will write a short research paper on a subject of their choice in which they utilize

• and demonstrate an understanding of the research skills that they have acquired.

Page 21

11. COURSE OVERVIEW: ENGLISH II HONORS (Continued)

WRITING LANGUAGE/GRAMMAR' READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

QUARTER IV:

I. Continue Journal or Emphasis on extensive Reading the plays Focus on genre Library research pro- Oral reading of plays Continuation of weekly Learning Log revisions. The re- orally, including a ject. Students should vocabularYI emphasis upon

Sample Journal entries: search paper Crough review of the his- Emphasizing poetry be familiar with the Other suggested ac- library vocabulary A. 15 loyalty to a draft} can be used torlcal setting &: and drama Reader's Guide and tivities:

person more im- as a tool for carry- motifs. other sources in order Shakespearan drama - Fur­portant than de- ing out this process. Re cap of book to acquire good note A. Role playing of ther stress the nuances dication to the Reading for literature analysis forms. taking and outlining scenes and char- of the English language general good of Emphasis upon college analysis skills. acters from "Ju1lus and how Shakespeare con-society? essay format Selections include: caesar" tributed to our present day

B. Can injustice be Emphasis on social and Students should be 8. Memorization and vocabulary. Define tragedy ended by murder? A. OVerall planning political issues as Optional Books: taught how to 11mit presentation of comedy and soliliquy,

C. Can force produce B. Paragraph unity related to the writing "A Doll's House" their subject and how solUoquies from a peaceful soc- and order activities "Hedda Gabler" to determine their "Jul1us Caesar" and Students should be required iety? C. TransitIonal words "As You Like It" purpose in the form of "The Merchant to keep a log of words

D. Are men controlled and expressions "The Merchant of a succinct thesis Venice" from "Julius Caesar" and by fortune more D. Pronoun references Venice" statement. C. Re-write scenes "The Merchant of Venice", than by their own E. Repetition of key "Cyrano de Bergerac" from "Julius Caesar" Write quoted lines from the decisions and words and phrases "The Importance of Bibliographies and into contemporary plays and substitute for actions? F. Consistent point of Being Earnest" footnoting techniques dialogue and present the obsolete word one that

2. Review of composition view "Henry IV" should also be empha- to the class. would be more commonly techniques which have liThe Intruder" sized. D. Students should be used today. not been mastered. "Pelleas and taught how to be Once again. advanced Melisande" good audience mem- Students wlll generate in-placement questions All Quiet On The bers through the teresting words from a nees to be considered Western Front use of listening reading selection. organize The following can be 19111i and critiquing them through mapping and used as timed ad- iI'§le Stoops to methods. then write a short summary vanced placement Conquer" E. After listening to of the main points of the writing questions or a recording of a reading selections. analytical essay top- Required Book: scene from "Julius ics can be assigned. "Julius Caesar" caesar," students

paraphrase a scene of their choice to

Page 22

U. COURSE OVERVIEW: ENGLISH II HONORS (Continued)

WRITING LANGUAGE/GRAMMAR READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

Suggested compositions: A. Is Brutus the

tragic hero of

Poetry: Blank Verse Iambic Pentameter

see more clearly Shakespeare's use of figurative language.

"Jullus Caesar"? Irony F. Students listen twice Is he superior to Imagery to Brutus &: Anthony's aU other char­ Figurative Language speeches to the ple­acters?1f so, is the playa cynical

bians via tapes. first to sum up their mess­

statement by ages &: secondly to Shakespeare that true nobility and

analyze their appeal to the crowd. What

superiority cannot survive in the

did they admire (ethical appeaf);

world of man? what moved them So Is Caesar the tra­ (emotional appeaJ);

ditional noble hero? what convlned them Is he the man best (logical appeat>? fitted to rule Rome? Or is he an ambitious &: ruthless dictator?

C. Is Anthony in "Julius Caesar" an open frank young man who is outraged by Caesar's murder and therefore seeks to bring the conspir­ators to justice? Or is Anthony a shrewd politician, willing to play demagogue to achieve his own ends?

Pab 23

II. COURSE OVERVIEW: ENGLISH II HONORS (Continued)

WRITING LANGUAGE/GRAMMAR READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

D. We are told that Shakespeare felt a deep horror of civil war. What solution does he advocate against civil dissension? In this light, why is the play "Julius Caesar" still rele­vant today?

Eo Through the writing of "Julius Caesar," how does Shakes­peare feel about man's worth as a private individual versus man's worth as a public ruler?

F. What does Portia in "The Merchant of Venice" say about mercy? Does mercy work in both ways?

G. Compare the rela­tionship of Antonio and Bassanio in "The Merchant of Venice" to the re­la tionshlp of Julius Caesar &: Mark Anthony in "Julius Caesar".

Page 24

II. COURSE OVERVIEW: ENGLISH II HONORS (Continued)

WRITING LANGUAGE/GRAMMAR READING LITERATURE STUDY SKILLS SPEECH VOCABULARY

H. Comedy, In a sense, is no less serious than tragedy. Where tragedy shows us the god - like qualities of man, com­edy shows us his human­ity. Tragedy is personal, comedy is social. In a unified essay, examine the validity of this statement in relation to "The Merchant of Venice"

4. Students will be re­quired to write a research paper which will implement the various composition techniques which they have acquired. Note­taking, outlining, bibliographical entries and footnoting tech­niques should be stressed.

5. Final drafts of stu­dent writing are posted on bulletin boards for student observation.

..

Page 25

III. INSTRUCTIONAL METHODS

A. Lecture B. Discussion

1. Small group 2. Large group

C. Conferences D. Interdependent Reading

IV. EV ALUA TION/GRADING OF STUDENT WORK

A. Attendance and Punctuality: Follow district and department policies B. Class Quizzes: Given as the teacher deems necessry C. Objective Tests: Given to test recall on certain works studied D. Classroom Participation: Student discussion E. Compositions: A minimum of twelve will be written and developed F. Test Essays: Each major test will contain G. Homework Assignments: Follow the district policy. Homework for Honors classes should never be "busy

work"; assignments should be meaningful and challenging. H. Classroom Assignments I. Vocabulary tests: Given on a regular basis J. Research Paper: A five-page minimum is required. Each step in the procedure will receive a grade. K. Attitude

V. INSTRUCTIONAL MATERIALS

A. Basic Text

See Board Approved List

B. Supplementary Materials

See Board Approved List