HAZELWOOD SCHOOL DISTRICT
ENGLISH 2B (2 nd SEMESTER) SYLLABUS
Description
This is the second of two required courses for all 10 th grade students in the Hazelwood
School District. Students will explore a variety of literary genres, including fiction, short stories, poetry, novel, and nonfiction. The course will emphasize reading strategies and writing for a variety of purposes, focusing on persuasive and descriptive techniques. It will also afford opportunities to analyze and evaluate information through listening, speaking, and viewing. Students will utilize technology in a research component. They will also add required writing samples to their District Writing Portfolios.
Approved Course Materials and Resources
The Holt Elements of Literature (Fourth Course) $64.95
Holt, Rinehart and Winston 2005

Student Edition
 Teacher’s Edition

Premier Online Edition

Daily Language Activities: Transparencies and Answer Key

Holt Adapted Reader

Hold Adapted Reader Answer Key

Holt Reading Solutions

Holt Assessment: Literature, Reading, and Vocabulary

Holt Assessment: Writing, Listening, and Speaking

Language Handbook Worksheets Answer Key

Vocabulary Development with Answer Key
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Audio CD Library

One-Stop Planner CD-ROM
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Power Notes for Literature and Reading
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Visual Connections Videocassette Program

Holt Online Essay Scoring
The Holt Reader , Holt, Rinehart and Winston, 2005
The Holt Adapted Reader , Holt, Rinehart and Winston, 2005
African American Literature , Holt, Rinehart and Winston, 1998
English 2B (2 nd Semester) April 2008 1

Supplementary Literature
A Midsummer Night’s Dream
, by William Shakespeare with Connections, Holt Library edition.
To Kill a Mockingbird by Harper Lee
The following novels are recommended for literature circles. Some of the novels are in the 8 th grade curriculum; however, most students have not read many of the novels from that list. Since all students will not be reading the same novel, the selections are appropriate to be read in 9 th and 10 th grade as well. For individual novel study, refer to the list of books recommended for teen-age issues at the back of the research project in
9A, objective 13A. Also, there is a reading level list in the department chair office that will help the teacher guide the student toward a reading selection. The librarians are a good resource to help students select a novel that will engage them, and the library has a computer program that will help guide students as well.
Across Five Aprils by Irene Hunt
Bud, Not Buddy by Christopher Paul Curtis
Chosen, The by Chaim Potok
Glory Field, The by Walter Dean Meyers
Great Expectations by Charles Dickens
Izzy-Willy Nilly by Cynthia Voigt
Let the Circle Be Unbroken by Mildred Taylor
My Brother Sam Is Dead by James and Christopher Collier
Pigman, The by Paul Zindel
Roll of Thunder, Hear My Cry by Mildred Taylor
Secret Life of Bees, The by Sue Monk Kidd
Skin I’m In, The by Sharon Flake
Slam by Walter Dean Meyers
Streams to the River, River to the Sea by Scott O’Dell
Tale of Two Cities by Charles Dickens
Tears of a Tiger by Christopher Paul Curtis
Two Old Women by Velma Wallis
Watsons Go To Birmingham, 1963, The by Christopher Paul Curtis
When We Were Colored by Clifton Taulbert
Z for Zachariah by Robert C. O’Brien
Supplementary Videos
A teacher should show no more than 6 hours of video per semester and only show
Board approved videos.
Julius Ceasar, BBC Presentation
To Kill a Mockingbird, 1962
William Shakespeare: A Life of Drama, A&E, 1996
English 2B (2 nd Semester) April 2008 2

Course Expectations
Writing
Persuasive Essay
Descriptive Essay
Brochure
Literary Analysis and Evaluation
Persuasive Essay
Research Paper
Reading
Julius Caesar or Mids ummer Night’s Dream
Nonfiction Essays and Articles
Short Stories
Drama
Poetry
English 2B (2 nd Semester) April 2008 3

Sample Course Activities/Projects/Assessments
In a constructed response, the student will identify and explain three ways prejudice hurts people and will propose solutions to help solve the problem of racial prejudice.
Possible top response:
Prejudice hurts people in many ways. For one, people don't have as many opportunities to get a good job if they are of a minority race. There are fewer African American NBA coaches than there are white coaches even though there are many talented African
American coaches. Also, people of some races may not be trusted as much as others. For instance, store owners watch some people more closely than others based on race. Some people feel badly about themselves because of stereotypes and people's actions. For example, people call other people names based on race.
One solution to the problem of prejudice is knowledge. The more people learn about people who are different from themselves, the more they can understand them. For example, I never knew much about Chinese people until a foreign exchange student came to my school. Now I know that he has many of the same likes and dislikes that I do. Another solution is for teachers to talk about prejudices and get them in the open.
They could have discussions in class when a problem arises instead of ignoring it.
Scoring guide:
Identifying and Explaining
3 The student identifies and thoroughly explains three ways prejudice hurts
people
2 The student identifies and explains three ways prejudice hurts people
1 The student identifies and/or explains less than three ways prejudice hurts
people
Solutions
3 The student identifies and thoroughly explains two reasonable solutions.
2 The student identifies and explains two reasonable solutions.
1 The student identifies and/or explains less than two solutions.
English 2B (2 nd Semester) April 2008 4

Sample Activity
Lesson A: While reading literature such as To Kill A Mockingbird the student will discuss the many problems created by prejudice.
Lesson B: The student will identify and discuss evidence of prejudice today.
Lesson C: In a Kagan cooperative learning structure the student will list at least three solutions to solve the problem of prejudice, and the student will choose the best solution to share with the class.
English 2B (2 nd Semester) April 2008 5

Course Outline
Unit 1 Comparing Themes, Unit 4 in text: “What Does It Mean?” “Neighbors.”
Persuasive Essay
Unit 2 Irony and Ambiguity, Unit 5 in text. “Into Thin Air,” “When the Negro Was in
Vogue.
”
Unit 3 Symbolism and Allegory, Unit 6 in text: “Through the Tunnel,” “Coming of Age,
Latino Style,” “John Henry.”
Unit 4 Poetry, Unit 7 in text. “We Real Cool,” “Shall I Compare Thee to a Summer’s
Day,” Grape Sherbert,” poetry from African-American Literature . Writing a Description.
Unit 5 Drama, Unit 10 in text. Julius Caesar or Midsummer Night’s Dream
Unit 6 Research Paper
English 2B (2 nd Semester) April 2008 6

Course Curriculum Map
The amount of hours listed under the units is a guideline to ensure that all course objectives are taught.
Unit 1 Comparing Themes
The student will read several nonfiction selections and write a persuasive essay.
2 weeks
Unit 2 Irony and Ambiguity
The student will read several selections and analyze use of irony and ambiguity.
2 weeks
Unit 3 Symbolism and Allegory
The student will read several selections and analyze use of symbolism and allegory in literature.
2 weeks
Unit 4 Poetry
The student will read and analyze poetry and write a description of a person.
2 weeks
Unit 5 Drama, Unit 10 in text. Julius Caesar or
Midsummer Night’s Dream
The student will read a play and analyze the text features and its historical significance.
4 weeks
Unit 6 Research Paper
The student will select a controversial topic, research the idea, and take a stand using information found from a variety of sources.
4 weeks
English 2B (2 nd Semester) April 2008 7

Lesson Protocol
High School English
Hazelwood Power Standard __________________ Grade: ________________
#1: Anticipatory Set – introduction of lesson and objective 5%
#2: Modeled Activity 25%
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
#3: Fiction and Non-fiction Reading and Writing 55%
(emphasis on reading strategies, vocabulary, writing, and analyzing)
Cooperative Student work or Independent Practice
#4: Sharing of product or new understandings 10%
#5: Summarization of Lessons Learned 5%
English 2B (2 nd Semester) April 2008 8

Power Vocabulary
Attack ad hominem
Author’s bias
Assonance
Consonance
Emotional appeal
Exaggerated claim
Idiom
Overgeneralization
Primary Source
Secondary Source
Understatement
Workplace communication
English 2B (2 nd Semester) April 2008 9