Syllabus

Course Description

English II CP offers students further training in critically reading literary and informational texts, effectively communicating analysis and research through multiple forms of writing and speaking, and collaborating with peers on meaningful projects. This class follows the English II state standards (http://www.knoxschools.org/Page/4386).

 

Fees and Materials

The English department course fee is $10.00 (any checks should be made out to HVA – English). Students will need a three-ring binder with dividers, pencils, blue and black pens (at least!), highlighters, post-it notes of varying colors, and a smaller notebook/journal for an independent reading log (as a digital alternative, the student may use a goodreads account).

 

Internet Applications

Modern communication, in many ways, is digital communication. This class has a heavy online component and will use a number of online applications. We will set up the necessary accounts for most of these in-class during the first week of school. If regular access to these resources will be difficult for your student, please let me know within the first week of class and we will work out a solution together.

 

Canvas Most of our major assignments will be turned in through Canvas. I’ll use it to grade and comment on student papers, manage discussion boards, post some assignments, and update a course calendar of important dates.
Google Drive Each student can access a Google Drive account with unlimited storage space. This is a great way to keep track of your work across multiple computers. Composing papers through Google Docs is a free alternative to Microsoft Word that integrates easily with Canvas and allows for real-time commenting and collaboration.
Hypothes.is Hypothes.is is a tool used to annotate the web. We’ll be using it for daily poetry readings on my class website (http://scottbevill.net/HVA). Students can highlight and annotate any part of a digital text with a comment, link, or video response. These will be posted to our private classroom group. Instructions for setting up this account are on my website.
(optional)
Twitter
I will occasionally post interesting (if non-essential) bits of information about our class through my twitter account, @HVABevill. Feel free to follow me for more about the class.
(optional)
Goodreads
As a digital alternative to a paper-based independent reading log, students may set up a shelf for this semester on a goodreads.com account. To receive the same amount of credit as a paper journal, they should be posting reviews for the books they read this semester

 

Literature and Media

 

Alternate Material: Alternative readings and assignments can be given for any text that is considered inappropriate by the parent or guardian. Please contact me as soon as possible so that we can work out an arrangement. Thank you!

 

(This list is subject to change—I will contact you in writing if there are any additions)

Fiction and Poetry: Short stories and literary excerpts from Prentice Hall Literature (10th) from Pearson, Othello and A Midsummer Night’s Dream by William Shakespeare, Fahrenheit 451 by Ray Bradbury, Morte D’Arthur by Alfred, Lord Tennyson, selections from The Once and Future King by T.H. White, Nimona by Noelle Stevenson, Pride and Prejudice by Jane Austen, Sandman (#19) by Neil Gaiman, selections from Poetry 180 edited by Billy Collins, selections from Good Poems edited by Garrison Keillor, and other poems of literary interest and merit.

Non-Fiction: readings in Prentice Hall Literature (10th) from Pearson; “Is Google Making Us Stupid?” By Nicholas Carr and “Dead Poets Society Is a Terrible Defense of the Humanities” by Kevin Dettmar in The Atlantic; and other articles from similar long-form news sources (NYT, New Yorker, NPR, etc…), primary source historical texts, and resources from the HVA library databases.

Visual Media: Various TED Talks related to our main readings and research assignments, educational videos on Youtube (especially from John Green’s Crash Course and similar material), Othello (1995) R (some scenes omitted for class), Dead Poets Society (1989) PG, The Secret of Kells (2009) NR (suitable for all ages).

 

Independent Reading

As sustained independent reading is an important skill for students to develop (not only for testing purposes, but also for the general enjoyment and experience of reading), I will provide anywhere between 10 and 15 minutes of silent reading time at the end of each class period. Students will be required to have a book or magazine of their choice. I will have a limited selection of books for students to choose from, and I will work with the library to suggest titles related to our course units. Students are free to bring something from home as long as it is school appropriate. Students should keep a reading log of their choices (one that not only keeps track of what each student reads, but also of what they want to read next!) throughout the semester in a small notebook or online through a Goodreads account. They should write a brief, but thoughtful review for any completed books. At various points in the semester, students will give brief (2-3 minute) talks to small groups about their book choices.

 

A Poem a Day…

I will be posting a poem on my website (http://scottbevill.net/HVA) every class day this semester. Students will be required to use Hypothes.is to comment on each one (they’re allowed to skip once a week). More details on this assignment, how to sign up for a Hypothes.is account, and how to join our private group may be found on my site. This assignment will allow students to interact with poetry in a low-pressure, informal setting. We will study some poems in-depth over the course of the year, but this annotation experiment is designed for an interactive and engaging experience with what can be an intimidating and unfamiliar type of literary text.

 

Course Units

 

8/8 – 8/12 – 10th Grade English Boot Camp

Main Text – Summer Reading Choices (Nimona and Pride and Prejudice)

Writing Process – Introducing analytical writing; the opening paragraph; 6+1 traits

Poetry – Poetry annotation experiment begins!

Assessment – Summer Reading Project

 

8/15 – 9/16 – Heroes, Adventure, and the Book

Main Texts –Morte D’Arthur and The Once and Future King

Text Supplements – Nimona, A Connecticut Yankee in King Arthur’s Court, selections from Literature, others TBD

Film Supplements – The Secret of Kells

Assignments – Illuminated Manuscript Project

Writing Process – Literary Analysis

 

9/19 – 10/28 – Why are we Studying Shakespeare Again?

Main Texts – Othello and A Midsummer Night’s Dream

Text Supplements – “Dead Poets Society Is a Terrible Defense of the Humanities,” Sandman issue #19 “A Midsummer Night’s Dream,” selections from Literature, others TBD

Film Supplements – Othello, Dead Poets Society

Assignments – Creative writing, Reader’s Theater

Writing Process – Collaborative research argument

10/31 – STORYTELLING DAY

 

11/1 -12/16 – Information Dystopias

Main Text – Fahrenheit 451

Text Supplements – “Is Google Making us Stupid?,” selections from Literature, others TBD

Visual Supplements – Various TED Talks, others TBD

Writing Process – The I-Search Paper (research-based argument)

 

Classroom Policies

Grading:

I use a (roughly) calibrated total points system. Daily assignments, homework, and informal assessments are worth fewer points (about 25% of the total) than tests and essays (about 50% of the total). The state End of Course Exam will be worth 25% of the final grade. Over the first week or two of class, I will be discussing how the grades are weighted for specific assignments with the students. Once we’ve discussed and decided together on some of the key details for the assessments, I will share an updated version of this syllabus with you through email, Canvas, and Parent Portal (Aspen).

 

COMMUNICATION: You can be kept up-to-date on student grades through Canvas and Parent Portal (Aspen). Canvas may be more consistently updated, as that is where I’ll be grading most of the written assignments, but official grades will be posted through Parent Portal (Aspen).

 

REVISION: For major essays, students will have the opportunity to revise to improve their scores for a maximum of one letter grade. This opportunity is forfeited if the paper is turned in late.

 

EXTRA CREDIT: Opportunities will arise throughout the semester. Keep an eye out for them!

 

LATE WORK: For major papers, students have a one-time, one-day grace period. After that, there will be a five-point penalty for each day late (including weekends). After 10 days, the student can only earn half-credit. For minor assignments, students can meet with me to discuss arrangements before each 4.5 week grading period.

 

Grading Scale:

A          93-100%

B          85-92%

C          75-84%

D         70-74%

F          0-69%

 

Attendance and Tardies

 

Students are responsible for all content covered during absences. Missed homework or daily work (excepting the poetry annotations and independent reading log) may be forgiven with my permission. Major assignments or tests taken up in class must be turned in within three class days of the due date for full credit. Essays turned in on-line must be submitted within one day of the due date for full credit. Students, if you know that you have an upcoming absence or life event that may conflict with an assignment due date, please let me know in advance! We can always work something out ahead of time. With 90+ students this semester, it’s much more difficult to accommodate last-minute requests.

 

The HVA tardy policy has been updated for this year. Each student received a copy of it in their folders in Advisory. I expect my students to know and understand these new policies and consequences. My only addition to these rules is that after a student’s second tardy, they lose eligibility for the next available extra credit opportunity.

 

Classroom Expectations

 

  • This class adheres to all policies listed in the HVA Student Handbook.
  • Be prepared (book, notebook, paper, pens and pencils) at 8:30! If you’re not in the room and ready to go by then, you’re late!
  • Students are required to participate in class and should maintain a respectful environment to encourage active and honest communication. Respect comes first – to each other and to your teacher (and back again!).
  • When the teacher talks, no one else does. Raise your hand to join the conversation!
  • We will rarely be sitting in our seats for the entire period, please take advantage of these transitions to request a restroom pass, sharpen pencils, throw away trash, or otherwise get out of your seat.
  • All of our classrooms are used by multiple teachers, please be considerate and avoid bringing food or drink (except water) to class.
  • Phones should be out of sight unless I have given you explicit permission to use them for instructional reasons. Be aware of HVA’s policies on lost/stolen personal belongings at school.
  • 1st Offense (warning); 2nd Offense (lunch detention and loss of extra credit opportunity); 3rd Offense (parents notified and office referral). The teacher reserves the right to immediately begin an office referral for severe offenses.

 

Plagiarism Policy

 

This class will adhere to the HVA Plagiarism Policy attached to this syllabus.  Any plagiarism will result in a 0 on the assignment, a write up, parent notification, and an alternate assignment to make up 50% of the original assignment.

 

District Statement on Religion

The Board affirms that it is essential that the teaching about religion—and not of a religion be conducted in a factual, objective and respectful manner in accordance with the following:

  1. Music, art, literature, or drama with a religious theme or basis are permitted as part of the curriculum for school-sponsored activities and programs provided it is essential to the learning experience in the various fields of study and is presented objectively;
  2. The emphasis on religious themes in the arts, literature and history shall be only as extensive as necessary for a balanced and comprehensive study of these areas. Such studies shall never foster any particular religious tenets or demean any religious beliefs; and
  3. Student-initiated expressions to questions or assignments which reflect their beliefs or non-beliefs about a religious theme shall be accommodated. For example, students are free to express religious belief or non-belief in compositions, art forms, music, speech and debate.