Pre-AP English II
Class Rules / Expectations
*Come to class prepared with the appropriate materials. This includes your agenda,
textbook, binder, and a writing utensil. I will also recommend that you purchase a jump
drive to save your work. For your binder you will need loose-leaf paper and dividers. The
divisions of your binder will be determined as the year proceeds. Your first three sections
need to be labeled 1) General Resources and 2) Summer Reading. As we do various units, you
will add sections to your binder.
*Being prepared also means having your assignments completed. Smaller homework
assignments of 50 points or less will NOT be accepted late. For all assignments worth more
than 50 points, 10 points will be deducted for each day it is late. NO EXCEPTIONS.
(Procedures)
*Come to class on time. When the tardy bell rings, believe it or not … you will be
counted tardy. (Procedures)
*Be present. It really is not a good idea to miss any class, but especially a pre-AP
class. If you have had an attendance problem in the past, you will need to make drastic
changes in the way you approach your school attendance. Missing this class will create more
stress on both of us. If you do miss with an excused absence, it is entirely your responsibility
to get the work you missed. I will not approach you when you return to school and fill you in
on missed work. It is your responsibility to ask me what work you missed. (Procedures)
*Do your own work. No cheating. No plagiarizing. Do not in any way or form copy
another's work or ideas and try to pass them off as your own. This includes your classmate,
a former classmate, a published author, or any type of Internet source. This also includes
just changing the words yet not giving credit to the original source. Plagiarism is an
extremely serious offense. Just don't do it. This enters into the realm of honesty and
integrity, and if you are in this class, you should be intelligent enough to create and compose
your own ideas. Please do not insult your own intelligence or mine. Plagiarism / cheating
will result in a zero on any and all assignments.
*No whining/complaining. If you have a legitimate concern, see me privately and we
will discuss the matter in a mature manner. I consider a positive attitude and respectfulness
the keys for a successful classroom experience--keep this in mind.
*Class participation is extremely important. Part of being prepared for class means
you have completed your reading for that class period. When we have class discussions, I
expect everyone to participate and be active listeners. That simply means that you give
others eye contact and agree or kindly disagree with their comments. When we are doing
large class discussions, I will be taking a grade based on the quality of your comments and
the regularity of your comments. Also, when grading, I will consider whether or not you
monopolized the discussion and did not allow others to converse.
*At various times throughout the year, you will be involved in group and individual
projects which will include standing in front of the class and presenting to your peers.
Periodically, I will allow you to choose groups. Cooperative learning is not optional.
☼ Literature Units
In the following section, I will address the various units that I may cover throughout the
year. These novels may very well change. Either I won't have time to address each one as a
large class reading or I will decide to do another one. Remember, this is why you shouldn’t
label reading sections of your binder until we begin that reading. Each novel is considered
outside reading. In class time will only be spent on student-generated class discussions or
teacher-led class discussions. Each novel will allow students to write and rewrite formal,
extended analyses and timed in-class responses. These questions typically are the released
The teacher reserves the right to alter this syllabus at any time during the course of the year.
question #3 from previous AP exams or AP-like questions. For you to be successful writers in
this class, we will write and rewrite essays often for both construction and content. It is
imperative that you understand the difference between an analytical and argumentative
essay. (This will not only be important in real life but considerably important as you continue
on to both AP Language and AP Literature.) Also, you will need to closely understand the
importance of sentence structure and various other mechanical issues within a formal essay.
I teach the claim, data, warrant structure at the beginning of the year; then as the year
progresses I will encourage you to manipulate that structure to create a more original essay.
I, as well as the other students, constantly read and reread, therefore write and rewrite,
essays for concise, rich clarity. Also, you will be expected to pass and complete various
quizzes and multiple-choice questions as a way to assess reading and understanding.
The following units are in no particular order.
Summer Assignment (Overview of all aspects of this class)
Of Mice and Men by John Steinbeck
This book provides a road map of how to approach literature critically.
Through these works a framework for approaching literature will be established. A study of
how theme is developed through figurative language and author's style will be studied. You
will also begin studying narrative style, theme development, and tone.
Various Short Stories (I may chose others.)
“By the Waters of Babylon”
“Harrison Bergeron”
“A Sound of Thunder”
“The Pedestrian”
“The Californian’s Tale”
“One Thousand Dollars”
“Initiation”
“The Pit and the Pendulum”
“On the Rainy River”
The premise of this unit will be story structure and almost the full gamut of literary devices.
The use of these devices will not simply be a study of definition. It will be a study of how
device impacts meaning of the story. This is really the primary skill needed to formally
analyze fiction, and even non-fiction, writing.
Study of Greek Tragedy
Oedipus the King and Antigone by Sophocles
This unit will cover the elements of Greek tragedy. Things like hubris, reversal,
complication, denouement, and tragic hero will be addressed. These tragedies are two parts
of a trilogy. Thematic development and other literary devices unique to drama will also be
studied.
Study of Shakespearean Tragedy and Elements of Persuasion
Julius Caesar by William Shakespeare
Various speeches:
*”I Have a Dream”
*”JFK speeches
The teacher reserves the right to alter this syllabus at any time during the course of the year.
*”Ain’t I a Woman”
*various other speeches
The dominant unit of 10th grade English is the persuasive unit. We will study many different
examples of persuasive writing, both fiction and non-fiction. The study of persuasive
techniques will guide the unit. Terms such as ethos, pathos, logos (as part of the rhetorical
triangle that we will use the entire year when studying literature), other rhetorical devices,
such as anaphora, antithesis, chiasmus, litotes, synecdoche, triad, and tricolon will be
studied. Just like with literary devices, we will study and analyze the effect rhetorical
devices have on the meaning of a passage.
Satire
The Adventures of Huckleberry Finn by Mark Twain
Tone is extremely important when studying any form of literature. Satirical is an elevated
tone often used in both fiction and non-fiction writing. Mark Twain’s book is an excellent
example. We will use this text to hone our skills for identifying tone in writing and using
that tone to explicate overall meaning from the text.
☼ Presentations
At various times throughout the year, students will be involved in group and individual
projects which will include standing in front of the class and presenting their findings to
their peers. Students are expected to present professionally. The speeches should be mostly
memorized and they should always have visuals. Each assignment will have its own rubric.
Your biggest presentation will be your persuasive speeches. You will be expected to choose a
debatable topic and completely research both the pros and cons of it. You will then pick a
side and write a speech, with creditable sources, convincing your classmates to believe as you
do.
☼ Writing Units
Reflective writing – Students will write “I Believe” essays. These essays can be specific in
nature and inspired by the collected memoirs titled This I Believer II: More Personal
Philosophies of Remarkable Men and Women.
Analytical writing / Essay writing – Pre-AP essay writing involves students drawing upon
textual details to develop an extended explanation/interpretation of the meanings of a
literary text through analysis, synthesis, and evaluation. With every novel and/or unit, you
will write an essay from released AP Language and Literature essay exams.
Documentation and Research writing -- The students will be asked to do a persuasive speech.
The speech will consist of 3-4 sources and the students will learn and use MLA style
formatting.
Writing to demonstrate learning/understanding -- During the various studies of literature,
students will be asked to write informally and through exploration to demonstrate
understanding of text. Assignments such as reading logs, journals, free writing, and
annotation are included.
The teacher reserves the right to alter this syllabus at any time during the course of the year.
AGAIN! *Plagiarism and Cheating: According to Webster’s dictionary, plagiarism is
taking ideas from another and passing them off as one’s own. Do not compromise your
integrity by cheating or copying information from another source. Plagiarism and academic
dishonesty are serious offences. The academic work of a student is expected to be his/her
own effort. Students must give the author(s) credit for any source material used. To
represent ideas or interpretations taken from a source without giving credit is a flagrant act.
To present a borrowed passage after having changed a few words, even if the source is cited,
is also plagiarism. Students who commit any act of academic dishonesty will receive a failing
grade in that portion of the course work. Acts of academic dishonesty will be reported to the
administration.
☼ Grading Policy
Point Breakdown:
These are estimates but may not always be the case on every assignment.
Tests = 100 points
Writing Rough Drafts = 50 points
Writing Final Drafts = 100 points
Revision Grades = 30 points
Quizzes = 50 or below
Socratic Seminar = 60-100 points
A rubric will accompany assignments in order to let you know what is required to earn a
particular score.
If you or your parents have any questions, please see me. I am available by email or phone.
The teacher reserves the right to alter this syllabus at any time during the course of the year.
Please return this page.
Student Signature: ______________________________________________________
Parent/Guardian Signature: _______________________________________________
Your signature confirms that you agree with the above guidelines for your child’s class
and will earn him/her 10 points of extra credit. Signing this also indicates that you have
read and understand the procedures for the class. Please feel free to contact me any time
during the school year with questions, concerns, or to discuss your child’s progress. You
may reach me at school until 3:30 each day at (270)651-6315 or by email at
kelley.ross@barren.kyschools.us
**If you have any questions about the class or syllabus, please contact Ms. Ross.
Parent/Guardian Email Address: __________________________________________
The teacher reserves the right to alter this syllabus at any time during the course of the year.