SophomoreEnglish

Sophomore English 2011-2012

Springfield High School English Department Course Expectations Joanna Coleman Sophomore English 802-885-7900 ext. 3301     jcoleman@ssdvt.org **Description** Sophomore English builds upon the SHS English Department’s core academic expectations of reading and writing introduced in Freshman English. Listening and expression activities continue to support the teaching of reading and writing. Grammar and punctuation rules introduced in earlier grades will be reviewed and expanded upon in individual lessons. Students in Sophomore English continue to develop their comprehension skills through a variety of narrative and informational texts. Students will also be expected to share their thoughts and writing through a variety of oral presentations including class discussions and formal presentations. Welcome to Mrs. Coleman’s Sophomore English class. As stated in the course catalog description and the Vermont State Academic Standards attached, we have a lot to do this semester! My philosophy on teaching has developed through a family tradition in the educational field. My grandfather, John Barry, told me, “Every student deserves a clean slate every day.” This is the humane approach I teach with every day. I believe in academic rigor, high expectations for every student, and respect for each student’s intelligence. I strive to make learning fun and exiting. I am always excited about books, and ideas and writing, and I hope this enthusiasm spreads to my students. (I think it does!)

**Grading Policy** All formal assignments have equal importance in English class, and therefore have equivalent weight. Formal assessments include take home essays, in class essays, written reading responses (paragraph answer quizzes), journal writing, art projects, and class participation. The SHS Writing Rubric is used to guide the grading process, however effort and growth are also considered.

The cumulative grade for each individual semester is worth 40% of the overall grade.

Midterm and final exams will be a comprehensive assessment of student knowledge for each semester. Each exam is worth 10% of the final grade.

All work is due on the assigned date. If work is submitted on any day after the due date students will lose partial credit, however the assignment will still be accepted. All essay and writing assignments, other than paragraph answer quizzes, can be revised and re-graded. Students are encouraged to take advantage of revision opportunities.

When a student is absent from class it is their responsibility to obtain the makeup work and complete it within 4 days of their return to school, unless other arrangements have been made.

**Book List** A. Required 1. __The Catcher in the Rye__, J.D. Salinger 2. __Of Mice and Men__, John Steinbeck 3. __To Kill a Mockingbird__, Harper Lee //4.// //Macbeth// B. Optional reading 1. __1984__, George Orwell 2. __Hiroshima__, John Hersey 3. __I Know Why the Caged Bird Sings,__ Maya Angelou 4. __Shoeless Joe,__ W.P. Kinsella 5. __If I Die in a Combat Zone__, Tim O’Brien 6. __Anthem__, Ayn Rand 7. __Brave New World__, Aldous Huxley 8. __Ender’s Game__, Orson Scott Card 9. __Great Expectations__, Charles Dickens 10. __Inherit the Wind__, Lawrence and Lee 11. __Night__, Elie Weisel 12. __The Perks of Being a Wallflower__, Stephen Chbosky 13. __A Separate Peace__, John Knowles 14. __Things Fall Apart__, Chinua Achebe 15. __When I Was Puerto Rican__, Esmerelda Santiago C. Short Stories 1. “Bad Characters,” Jean Stafford 2. “A Perfect Day for Bananafish,” JD Salinger 3. “Teddy,” JD Salinger 4. “First Confession,” Frank O’Connor 5. “Here There Be Tygers,” Ray Bradbury 6. “The Raven,” Edgar Allen Poe 7. “The Scarlet Ibis,” James Hurst 8. “The Sniper,” Liam O’Flaherty 9. “The Story of the Good Little Boy,” Mark Twain 10. “Teenage Wasteland,” Anne Taylor 11. “Tom Edison’s Shaggy Dog,” Kurt Vonnegut 12. Other short stories of the teacher’s choosing.

**Course Objectives**

Students will practice the following skills and learning habits in each of the sophomore course offerings:

**Standard 1.1 Reading Strategies**

RHS 4 Applies context clues to confirm what is being read

RHS 7 Uses comprehension strategies flexibly and as needed while reading literary and informational text

RHS 8 Demonstrates ability to monitor comprehension and adjust reading rate and strategy for different text and for different purposes

**Standard 1.2 Reading Accuracy** RHS 9 Reads material appropriate to high school with accuracy and fluency

**Standard 1.3 Reading Comprehension**

RHS 11 Demonstrate initial understanding of author’s craft used in literary text.

RHS 13 Analyze and interpret elements of literary texts, citing evidence where appropriate.

RHS 14 Analyze and interpret author’s craft (citing evidence where appropriate).

RHS 15 Generates a well-developed and grounded personal response to what is read through a variety of means.

**Standard 1.5 Writing Dimensions**

WHS 1 Students use prewriting, drafting, revising, editing and critiquing to produce final drafts of written products

**Standard 5.18 Structures**

WHS 4 Students demonstrate command of the structures of the English language by: • Writing a variety of correct sentences, using embedded phrases and clauses. • Using the paragraph form: indenting, main idea, supporting details. • Identifying organizational structures within paragraphs and within texts such as description, chronology, proposition/support, compare/contrast, problem/solution, cause/effect, deductive/inductive. • Using a format and text structure appropriate to the purpose of the writing

**Standard 1.7 Response to Literature** **Standard 5.11 Literary Elements and Devices** **Standard 5.13 Responding to Text**

WHS 5 In response to literary or informational text, students show understanding of plot/idea/concepts.

WHS 6 In response to literary or informational text, students make and support analytical judgments about text.

WHS 7 In response to literary or informational text, students engage readers.

**Standard 1.9 Narratives** **Standard 5.11 Literary Elements and Devices** WHS 11 In written narratives, students organize and relate a story line plot/ series of events.

WHS 12 Students demonstrate use of narrative strategies.

**Standard 1.11 Persuasive Writing**

WHS 15 In persuasive writing, students define a significant problem, issue, topic, or concern.

WHS 16 In persuasive writing, students present and coherently support judgments or solution(s). **Standard 1.12 Personal Essay**

WHS 17 In reflective writing, students make connections between personal experiences and ideas.

**Standard 1.5 Writing Dimensions: Writing Process**

WHS 1 Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.