English II Literature – Course Syllabus
Renaissance Academy High School
Instructor: Ms. Marsha Coleman
Course materials:
Students will be provided with copies of these required texts:
Quarter 1-Shipbreaker
Quarter 2-Thing Fall Apart
Quarter 3-Like Water for Chocolate
Quarter 4-TBD
If, however, any of these texts is lost, the student must buy a new one.
Supplies:
 1” three-ring binder, subject dividers (5), pens/pencils, and loose leaf paper
COURSE DESCRIPTION:
English II is the second of four required courses in the English sequence. The curriculum will address
the following College Readiness Standards in English and Writing
College Readiness Skills:
 Ensure straightforward subject-verb agreement
 Ensure a verb agrees with its subject when a phrase or clause between the two suggests a
different number for the verb.
 Ensure that a pronoun agrees with its antecedent when the two occur in separate clause or
sentences.
 Consider the need for introductory sentences or transitions, basing decisions on a thorough
understanding of bother the logic and rhetorical effect of the paragraph and essay.
 Delete unnecessary commas when an incorrect reading of the sentence suggests a pause that
should be punctuated.
 Use a semicolon to indicate a relationship between closely related independent clauses
 Use idiomatically appropriate prepositions, especially in combination with verbs.
 Use apostrophes to indicate simple possessive nouns.
 Correct relative pronouns who and whom.
 Delete material that involves concepts or that is redundant in terms of the paragraph as a whole.
 Recognize and correct marked disturbances of sentence flow and structure.
 Delete material primarily because it disturbs the flow and development of the paragraph.
 Infer the main idea or purpose of straightforward paragraphs in more challenging passages.
 Discern which details, though they may not appear in different sections throughout a passage,
support important points in more challenging passages.
 Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of
evidence used) in more challenging passages.
 Decide the most logical place to add a sentence in an essay.
 Identify and correct ambiguous pronoun references.
In this course, students will analyze texts and use elements of the writer’s craft to refine written, oral,
and visual representations in response to world literature. The units of study focus on world literature in
order to broaden the literary experiences of high school students. We begin with an inquiry of culture,
working towards a definition and an understanding of the commonalities and differences among human
cultures as represented in literature, media, and non-fiction from around the world. Students will read
widely and deeply, and will be asked to write about and research ways cultures communicate and the
conflicts that sometimes arise between cultures. Building on their understanding of literature and its
genres from English I, students will delve more deeply into literature and their understanding of
language and the writing process.
In addition, we will address the following Common Core State Standards.
 Language 1-2 (conventions of Standard English)
 Language 3 (knowledge of language)
 Writing 1-5 & 9 (writing arguments, informative/explanatory texts, narratives, and
research-based analyses, including a research paper)
 Reading Literature/Informational Text 1 (analyses which include use of textual evidence
to support claims)
The units of study will focus on world literature in order to broaden the literary experiences of
high school students. We begin with an inquiry of culture, working towards a definition and an
understanding of the commonalities and differences among human cultures as represented in
literature, media, and non-fiction from around the world. Students will read widely and deeply,
and will be asked to write about and research ways cultures communicate and the conflicts that
sometimes arise between cultures. Building on their understanding of literature and its genres
from English I, students will delve more deeply into literature and their understanding of
language and the writing process.
Course Objectives:
Students will be able to:
 use reading strategies to improve reading comprehension and to develop a critical engagement
with reading materials
 build vocabulary through the study of word parts and the use of context clues
 develop powers of expression by practicing and developing the skills involved in writing in a
variety of styles and situations
 learn to revise written work and incorporate newly acquired skills
 study a range of literary works of different periods, genres, styles and contexts
 demonstrate control over grammatical elements such as nouns, pronouns, verb form.
 write an autobiographical narrative appropriate to audience and purpose
 understand the use of commas and compound sentences.
Yearly Overview: In addition to the following schedule, students will be assessed every 5 weeks
with a ACT-style, multiple choice exam.
Quarter 1: Weeks 1-10
Readings: ShipBreaker
Essays: Autobiography (Narrative Writing)
Project: Own Personal Myth-I Am poem
Argumentative writing
Quarter 3: Weeks 21-30
Readings: Novel Like Water for Chocolate
Essay:
Literary Analysis
Projects: Historical Background Research
Project
Argumentative writing
Quarter 2: Weeks 11-20
Readings: Things Fall Apart
Essays: Compare/contrast (expository essay)
Project:
Teach mini-lesson
Argumentative writing
Quarter 4: Weeks 31-40
Readings: TBD
Essay: Persuasive
Project: Multi-media persuasive presentation
Literary Analysis
Argumentative writing
GENERAL CLASSROOM RULES AND BEHAVIORAL EXPECTATIONS:
 Come to class each day, on time and prepared.
 Use class time to work and learn.
 Complete homework every night it is assigned.
 Bring the required materials to class daily.
 No passes to the washroom or elsewhere unless it is an extreme emergency.
 No food or drinks in the classroom, except water.
 Treat others with kindness and respect and expect others to treat you accordingly.
 No electronics (cell phone, headphones, etc.) may be used in class at any time.
HOMEWORK AND ATTENDANCE POLICY:
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Complete and submit work on time. NO LATE HOMEWORK OR CLASSWORK will
be accepted.
In the case of major assessments, one letter grade will be deducted for each day the work is
late.
Be responsible for the integrity of all your work. Any work that is copied or contains
plagiarized material is entirely unacceptable and will earn no credit.
Take the initiative: make-up all assignments/assessments, or get any notes due to an excused
absence verified by the attendance office. In the event of an expected absence (personal or
school function), the student is responsible for getting any assignments in advance.
You will not be able to make up assignments or quizzes missed due to being tardy to class.
Be on time!
No make-up work will be given for unexcused absences/cutting.
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Grading
Students should expect to work hard. In addition to the assignments in the grammar and writing
textbook, there will be regular literature, vocabulary, reading comprehension and writing assignments,
as well special projects and tests to measure mastery of the topics taught in class.
Grading Scale:
A: 90-100%
B: 80-89%
C: 70-79%
D: 60-69%
F: 0-59%
Assignment categories:
Classwork: 30%
Quizzes: 15%
Tests: 15%
Mid-Term/Semester Finals: 15%
Projects/Special Assignments: 15%
Homework: 10%
Remediation/Assistance Policy
A recovery plan may be offered at the end of the first and third quarters and will consist of the
following for students who are earning a 69% (D) or below in the course and have acceptable
attendance:
1. At any time, the teacher, student or parent must initiate a parent-teacher conference.
2. At this conference, the teacher, student, and parent will sign a recovery plan.
3. Students can earn up to 10% of their grade. However, completion of the recovery plan does not
guarantee the student will pass the class.
For example, if a student earns 13% and perfectly completes a recovery plan, his/her final average is
23%. Parents are responsible for reviewing, signing, and returning recovery contracts promptly.
Dear Parents,
I look forward to working with your child, and I hope to meet you at our Parent Night or Report Card
Pick-Up. If you wish to contact me, please email me at mcoleman827@yahoo.com.. Please keep up to
date with your child’s grade and attendance.
If your child experiences any difficulty in the class, the following steps may be initiated by the parent,
the student or the teacher: 1) Schedule a conference to discuss the problem and arrive at solutions. 2)
Arrange for the student to meet with the teacher after school for additional help. 3) Enroll the student in
after-school tutoring if and when it becomes available at the school. Please stay in contact—our
partnership is important to your child’s success.
Sincerely yours,
Marsha Coleman
Please sign and return this confirmation of having received the English II Course Syllabus.
I have read the English II Course Syllabus and am aware of the objectives, assessments, grading and
expectations for the course. (08/2013)
_________________________
Student’s Name (Print)
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Class Period
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Parent’s Signature
Student’s Signature
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Parent’s cell # ____________________________________________________________________
Parent’s email ____________________________________________________________________