Harbor High School
10th Grade English
Room:
Email:
Website: http://hheng2.weebly.com
Course Overview:
English 2 is a one-year, college preparatory English class that builds upon the reading, writing, speaking, listening, and research skills introduced in English 1. This course continues the critical analysis of literature and expository texts through written and oral response that was introduced in the ninth grade. Emphasis is placed on analytical and persuasive argument writing. Correct grammar, punctuation, and spelling usage are emphasized through the examination of model texts. Academic vocabulary will be developed through regular lists and words from the reading. The course curriculum and assessments, of both oral and written components, are based primarily on the National Common Core Standards. If interested, I am happy to provide you with a copy of these standards or you can find them on the internet at www.corestandards.org.
California High School Exit Exam (CAHSEE): Additional attention in this course is given to preparing students for the CAHSEE taken in the 10th grade and which must be passed to earn a high school diploma. The dates for this exam are set by the state and typically take the entire school day.
Tues, Feb 4th , 2014 (English)
Wed, Feb 5th , 2014 (Math)
Units of Study:
First Semester
Expository Reading: Juvenile Justice
Students will review expository reading strategies, basic grammatical structures, and summary writing.
The Bean Trees
Students will continue their expository reading skills as they research and present background information relevant to the book.
Students will explore theme as they learn to navigate the structure of an analytical essay.
Poetry
Students will review key literary terms and interpretive reading strategies in preparation for the California High School Exit Exam. The unit will culminate with an analytical essay exploring the connection between the style and meaning of the poem.
Second Semester
Night
Students focus on close reading as they review paragraphing skills and analytical reading.
Persuasion
Students will be introduced to persuasive strategies through a study of media advertising.
Students will examine these same persuasive strategies when used in historically significant speeches.
Students will further their expository reading skills as they research a current social issue and then apply the persuasive strategies they’ve learned in order to write a persuasive letter.
Catcher in the Rye
Students will develop research and formal presentation skills.
While reading, students examine character development and theme.
Students combine their knowledge of the book and research done through expository reading in order to create a persuasive presentation.
Independent Reading
Each six weeks, students are responsible for reading a minimum of one independent reading book. Students will be guided in choosing books that are appropriate to their reading level. Time will be allotted in class for reading and small group work, but a considerable amount of at home time will be needed for reading.
First six weeks: Students choose any book at their reading level that interests them. Students will be given weekly reading check assignments focused on characterization.
Second six weeks: Students choose a book from a list and work in a literature circle group of other students reading the same book. Groups meet weekly in class to discuss the reading, with each student taking on a designated role.
Third six weeks: Again students choose from a list of books and work in a literature circle. This time, students focus their discussions of the book around key literary elements, which figure on the California High School Exit Exam.
Fourth Six weeks: Students choose any book at their reading level that interests them. Students will be given weekly reading check assignments.
Fifth six weeks: Students choose a book from a list and work with a group of students reading the same book. Students meet weekly, with each student taking on a designated role. Special attention is focused on students’ ability to collaborate.
Final six weeks: With a partner, students choose a book at their reading level which interests them. They are given class time to write letters to their partner regarding the book they are both reading.
Bonus reading: Students are encouraged to read additional books at any time! Please let your teacher know what you’re reading... there’s nothing an English teacher likes more than talking about books!
Grades
Points are added up over the course of the entire semester in each of the following categories:
*To be eligible to attend a 4-year college, you must earn a C or higher at the end of each semester in this class.