Honors English II – Spring 2012 (1 Credit)
Mrs. Debbie Brown
(919) 693-2521
browndn@gcs.k12.nc.us
Course Description:
English II introduces literary global perspectives focusing on literature from the Americas (Caribbean,
Central, South, and North), Africa, Eastern Europe, Asia, Oceania, and the Middle East. Influential U.S.
documents and a Shakespearean play should be included.
(from “Common Core and Essential Standards.” 2010.)
Course Objectives:
Reading:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative,
and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of
the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Writing:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening:
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when indicated or appropriate.
Language:
1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
3. Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Grading Policy and Progress Reports:
Grade Percentage Breakdown:
Major Assessments = 60%
Minor Assessments = 40%
Each grading period one minor assessment grade will be dropped. The final exam will count for 25%
of the overall final grade, as per district policy. Progress reports will be issued on the 3rd and 6th weeks of
each grading period. Please remember that an “A” is a superior grade; “B,” above average; and “C,”
average. Therefore, you may do well and still not receive an “A.” Remediation will be offered on
Wednesdays after school or other days/times by appointment. Websites and other helpful resources will be
provided throughout the semester. My job is to help you succeed; therefore, I will help you to do your best
whenever I possibly can.
Texts and Supplies:
World Literature, Holt, Rinehart, and Winston
Night, Elie Wiesel; Language Network, McDougal Littell
Other novels, handouts, and digital resources as outlined in the Course Schedule
One folder
Loose-leaf paper
Blue or black pen and red pen
Pencils
3½”x5” AND 4”x6” lined notecards
Laptop
*You will use the laptops each day; therefore, you must have a fully charged laptop for class. If you forget
your laptop or do not charge your laptop, you will still be responsible for all work that is assigned in class.
You will need a rewritable CD or flash drive at the end of each nine weeks in order to turn in your
portfolios. As always, you should save all of your work on a flash drive or other device as a back up in
case you lose your files on your computer. Losing your files will not be and acceptable reason for not
having your work completed on time.
Classroom Procedures:
 All written work must be turned in to the designated box or to the designated website before class
begins. Written work turned in after this time will be considered late and will result in a deduction
of 50% for homework and 20% per day for projects. No work will be accepted after its due date.







Adjustments will be made for absenteeism. You are in high school, so you are expected to
show responsibility, dedication, and maturity in completing your work.
All digital work must be submitted to Moodle or EdModo before class begins.
All assignments must be completed within the given time period.
All materials needed for the entire period should be on or under your desk before class begins.
You are expected to come in, turn in written assignments, and begin journaling. When the bell
rings, you should be quietly working on work. Any student who enters class after the bell rings
will be considered tardy. Once the bell rings I will be ready to teach, and I expect you to be ready
to learn.
Class is dismissed on my word, not on the bell. In order to be released, students must be sure the
classroom is clean and desks are in the proper order.
Each grading period students will be given 3 hall passes. As each of you is a young adult, I expect
you to use your time responsibly to take care of any of your needs before class.
Tardy students are expected to enter the classroom quietly and immediately begin working.
Students who are tardy must see me after class. If you disrupt class, you will be written up.
Classroom Rules:
 No distracting food. (If it crunches or leaves a mess, don’t bring it!) DO NOT Bring
ANYTHING from the cafeteria after lunch.
 Respect yourself and others.
 The school dress code and electronic equipment policies will be enforced. Your cell phones and
MP3s should be OFF and not visible in class. By the way, that high-pitched ring that most adults
cannot hear, I can hear!
 Under no circumstances will writing on desks or other school property be permitted. Students
found doing so will spend an afternoon cleaning desks and other surfaces in the room.
 Sleeping in class is not advised. If you choose to sleep in class, you choose to miss whatever
material is being covered that day. You will also not be allowed to make up anything you miss
due to sleeping.
 Close or turn computers around immediately without complaint when told to do so.
 Work only on applications, programs, or websites that are relevant to the given assignment.
 Do not touch anything on, in, or behind my desk.
Tardies and Absences:
 Tardies will be handled according to the school-wide policy. (See handbook for a more detailed
explanation.)
 Absences will also be handled according to the school-wide policy. Students have 2 days after
returning to school to get and complete makeup work. Please note that it is the responsibility of
the student to get makeup work from the teacher. Remember that all assignments will be on the
Moodle.
Major and Minor Assignments:
Students will have reading, annotating, and journaling assignments that must be completed outside
of class. However, completion of these minor assignments is vital for success in this course. Unannounced
quizzes, short papers, and timed drills will be assigned frequently during the semester. Vocabulary
assignments will be due each week as part of the minor assignments that makeup 40% of the nine weeks
grade.
Students must turn in each project and paper digitally by the beginning of class on the day it is due.
I will not accept late projects and papers unless there are extenuating circumstances deemed excusable by
me. Absence on the day the project is due, unless due to an extreme emergency, does not constitute an
extenuating circumstance. Papers will be scored based on the rubric found in the writing section of the
syllabus. All projects will be given with a rubric specific to the project.
All papers must be computer-generated using 12-point font, Times New Roman, and MLA format
for page layout, introductions of quotations, internal citations, and works cited pages. All papers, both
short and long, will be graded based on the following rubric:
The “A” paper is a superior paper in every way, marked by the following traits:
 Outstanding word choice
 Outstanding organization
 Outstanding syntax with a wide variety of sentence patterns
 Maturity of thought and language
 Clear purpose with detailed development, supported by examples, quotations, and direct
references
 No major errors in grammar, spelling, or punctuation
 No more than one or two minor errors (depending on length)
The “B” paper is an excellent paper, marked by the following traits:
 Good word choice, sentence structure, organization
 Good maturity of thought and logic
 A stated purpose with less development, examples, and details, lacking the more mature style of
the superior paper
 No major errors in grammar, spelling, or punctuation
 No more than a few minor errors (depending on length)
The “C” paper is an average paper, marked by the following traits:
 Average word choice, often simple, immature, inappropriate
 Adequate organization
 Good sentence structure but often simple and without variety
 Fair logic, clear enough to convey the paper’s purpose
 Average maturity of thought but lacks adequate development
 Only one major error in grammar, spelling, and punctuation and/or several minor errors
The “D” paper is a below average paper, marked by the following traits:
 Poor diction, misuse of words, non-standard expressions
 Some attempt at organization
 Garbled, fragmented, or unclear sentence patterns
 Little thought, resulting in poorly conceived, expressed, and developed ideas
 Serious errors in grammar, spelling, punctuation, mechanics (no more than two major errors
and/or multiple minor errors)
The “F” paper is a failure, marked by the following traits:
 Poor and immature word choice
 Lack of organization
 Disconnected or garbled syntax
 Long, uncontrolled, infantile, short, or choppy sentence patterns
 Lack of logic which fails to conceive, state, or develop an idea
 Three major errors and/or multiple minor errors
Note: Major errors consist of the following:
 comma splices
 lack of subject-verb agreement
 lack of pronoun-antecedent agreement
 unjustifiable fragment
 run-on or fused sentences
 tense shifts
 misuse of homonyms (to, too; their, there; its, it’s)
 four misspelled words
 Any three of the following
o misuse of ;
o misuse of ,
o misuse of ‘ in plurals
o misuse of ‘ in possessive pronouns
o misuse of ‘ in possessive nouns
Plagiarism and Cheating Clause:
 All students will receive instruction on how to properly cite information gathered from sources, as
well as when to use citations. Therefore, all students will be expected to avoid plagiarism by
properly citing sources. If any part of an assignment is plagiarized the student will receive a 0
and will not be given the opportunity to redo the assignment.
 Any students who are caught cheating on an assignment will be given a 0 on the assignment and
will not be given an opportunity to redo the assignment.
 Both plagiarism and cheating violate the school discipline policy. Violators will be written up at
the appropriate level.
Repeating Assignments:
Journals
You will be expected to write in a journal every day. It will be due on the specified day
of the week for your class period. In your journals feel free to open up and say what you
need to say. However, I am still a teacher. I do not advise that you incriminate yourself
of another person in any way. I will be required to turn it in to the discipline office.
Journals must be at least ¾ of a page. No text abbreviations will be accepted.
Vocabulary
Vocabulary words will be handed out in class or online the first day of the week.
Vocabulary maps will be due the following day. If words are not handed out during
class, it is YOUR responsibility to check the website. If you look and still cannot find
them, please contact me via email. Vocabulary quizzes will be held on Fridays or the last
day of the week unless otherwise stated. There will be no acceptable excuses for not
being ready for your quiz. The correct definitions that will be accepted on the quiz will
also be posted during the week.
Extra Credit Opportunities:
There will be limited opportunities for extra credit given throughout the semester. I expect you to
turn in all assignments complete and on time following the exact standards set forth in the class. I expect
you to give me your absolute best from the first day of class. Therefore, your grade will only reflect your
ability to meet or, hopefully, surpass that expectation.
I look forward to helping you fulfill your potential this semester!
I hope you are ready to enjoy the challenge!
Course Schedule:
This schedule may change based on student acquisition of knowledge and interest. Supplementary
material may be added during each week. Grammar, vocabulary, poetry reading, and writing instruction
will occur weekly. There may be authors and works discussed throughout the course who do not currently
appear on the course schedule.
English II will focus on the concept of Abuse of Power; therefore, the literature that we read will
relate to abuses of power throughout history in the Americas (Caribbean, Central, South, and North),
Africa, Eastern Europe, Asia, Oceania, and the Middle East.
 Weeks One And Two: Syllabus Review, Ancient Literature, Grammar
o Topics for Discussion: Historical Context, Cultural Context, Myth, Structure,
Symbolism, Main Idea, Character, Archetype, Setting, Figurative Language, Coherence,
Point of View, Syntax, Diction, Tone, Nonfiction
o Literature: Some of the following selections will be read in this unit.
 “from the Epic of Gilgamesh”
 “The Burning of Rome”
 “In the Beginning”
 “Noah and the Great Flood”
 “The Book of Ruth”
 “Coyote and the Origin of Death”
 “Deucalion”
 “Tata and Nena”
 “The Wooden People”
 “The End of All Things”
 “The Origin of Death”
 “The Cock and the Fox”
 “The Council Held by the Rats”
 “The Fisherman and the Jinnee”

Weeks Three Through Six: Ancient Epics
o Topics for Discussion: Historical Context, Cultural Context, Character, Symbolism,
Figurative Language, Setting, Point of View, Elements of Style, Nonfiction, Media,
Imagery, Conflict, Tragic Flaw
o Literature:
 Iliad
 Troy
 “War”
 “Laments on the War Dead”
 “Oedipus Rex”

Weeks Seven And Eight: Eastern Literature and African Literature
o Topics for Discussion: Historical Context, Cultural Context, Myth, Structure,
Symbolism, Main Idea, Character, Archetype, Setting, Figurative Language, Coherence,
Point of View, Syntax, Diction, Tone, Nonfiction
o Literature: Some of the following selections will be read in this unit.
 “Bhagavad-Gita”
 “The Mice that Set the Elephant Free”
 “The Book of Songs”
 “Analects”
 “Tao Te Ching”
 “Taoist Anecdotes”
 Zen Parables
 “Elephant Hunter, Take Your Bow!”
 “Why We Tell Stories About Spider”
 “The Five Helpers”
 “Talk”

Weeks Eight and Nine: Drama
o Topics for Discussion: Figurative Language, Style, Syntax, Rhyme, Meter, Diction,
Tone, Theatrical Terms
o Literature:

“Cyrano de Bergerac”
 “Roxane”

Weeks Ten Through Twelve: Introduction to Modern Abuses of Power
o Topics for Discussion: Tone, Elements of Style, Character, Syntax, Symbolism,
Figurative Language, Setting, Nonfiction, Imagery, Conflict, Allusion, Flashback, Main
Idea, Historical Context, Cultural Context, Theme, Structure, Irony
o Literature: Some of the following selections will be read in this unit.
 “The Piece of String”
 “The Erl King”
 “The Norwegian Rat”
 “Freedom to Breathe”
 “Requiem”
 “After the Deluge”
 “The Prisoner Who Wore Glasses”
 “The Long Exile”
 “The Hunger Artist”
 “The Ring”
 “Borges and I”
 “The Night Face Up”
 “Tuesday Siesta”
 “The Censors”
 “Life is Sweet at Kumansenu”
 “Dead Men’s Path”
 “Love Must Not be Forgotten”
 “Ocean of Words”

Weeks Thirteen And Fourteen: Modern Abuses of Power
o Topics for Discussion: Lyric, Narrative Poetry, Prose Poetry, Haiku, Hymn, Ballad,
Sonnets, Songs, Tanka, Allusion, Elements of Style, Irony, Figurative Language,
Symbolism, Historical Context, Cultural Context, Rhetoric
o Literature:
 Night
 “Survival in Auschwitz”
 Nobel Prize Acceptance Speeches
 Schindler’s List
 Hotel Rwanda
 Holocaust and Genocide Poetry
Weeks Fifteen Through Seventeen: Writing and Poetry Analysis
o Topics for Discussion: Lyric, Prose, Allusion, Irony, Subject, Occasion, Audience,
Purpose, Speaker, Tone
o Literature:
 Various poems by authors from the Americas, Asia, Europe (minus British
authors), and Africa


Week Eighteen: Review and Exams
o Topics for Discussion: All literature, vocabulary, and grammar covered during the
semester.
o Research Paper Due: Friday, May 25, 2012
o Exam: Tuesday, June 5
Students:
Please read and sign the statement below:
I have read and do understand the contents of this syllabus. I understand that if I am found to be
plagiarizing or cheating, I will fail the assignment and NOT be able to redo said assignment. In addition, I
understand that I will face disciplinary action through the discipline office, as stated in the Parent-Student
Handbook. I also understand that I will be required to do my best during the semester as there will be no
leniency in grading at the end. Further, I understand that this course is both reading and writing intensive
and that I will be held to a high standard. By signing below I agree to show both maturity and
responsibility in participating in class and completing all assignments. I also agree to the Classroom Honor
Code stated below. I understand that if I do not follow this code, disciplinary action will be taken
immediately.
Student Signature: ______________________
Date: _____________
Parents:
Please read and sign the statement below:
I have read and do understand the contents of this syllabus. I also understand that if my child is found to be
plagiarizing or cheating, he or she will fail the assignment and not be allowed to redo said assignment. In
addition, I understand that my child will face disciplinary action through the discipline office, as stated in
the Parent-Student Handbook. I also understand that my child will be required to do his or her best
throughout the semester as thee will be no leniency in grading at the end. Further, I understand that this
course is both reading and writing intensive and that my child will be held to a high standard. By signing
below I indicate my approval of the authors and works presented in the course and my understanding of the
contents of the syllabus. By signing this I also agree that my child will be expected to follow the Honor
Code as stated below. If this code is not followed, disciplinary action will be taken against my child.
Parent Signature: _______________________
Date: _____________
(Please turn in this signed document no later than Thursday, January 26)
Honor Code:
 I will follow all classroom and school rules involving laptops.
o I will come in to class and immediately begin on the assignment that is on
the board.
o I will not touch another’s computer without permission.
o I will treat my laptop with resepct.
o I will be ONLY on class approved websites, unless I have permission to
be on another. I WILL NOT be on Facebook, YouTube, Twitter, or any
other social networking site at any time during class. I will be only on
websites that Mrs. Brown has approved and Granville County Schools
find acceptable, even if I am done with all my work. Use your brain.
o I will not play games during class unless I have been specifically
instructed to do so.
o I will put my laptop away when asked without complaining.
o I understand that laptops are a privilege, not a right, and my use can be
limited by Mrs. Brown at any time during class.
 I will be in class at the designated time. If I must use the restroom before class I
will speak to Mrs. Brown directly to get permission.
 If I am out of the class for any reason (i.e. to use the restroom or to go to the
office) I will go directly to where I am supposed to be and return immediately to
class. I will not wander the halls or be found anywhere I am not supposed to be.
 As soon as I am done journaling for the day, I will continue with my work and not
get distracted by irrelevant websites.
 If my work is not turned in when it is asked for, which is before class, I will
accept the consequence unless there is an extenuating circumstance, which I
discuss with Mrs. Brown in private.
 I am aware of all test and quiz dates. These are made available to me through
calendars both online and in the classroom. I will be ready to take these tests and
quizzes when they are given. I understand that there are standing vocabulary
quizzes at the end of each week, and I will be ready to take those when I am asked
to do so.
 I will receive ONE warning when it comes to breaking these rules. After that, I
will be subject to disciplinary action. If I cannot comply, I may suffer
consequences such as my computer being shut down or taken over by Mrs. Brown
and my computer use being limited.
 I will use EdModo for classroom use. I will only post school appropriate
comments and work here. I will not use this school social networking as a way to
bully, comment on other people in the class, or hurt feelings.