Wheaton North High School: Sophomore English I
Sophomore English I: 2013-2014
Mrs. Delacruz
Room ________
Patricia.Delacruz@cusd200.org
Personal Extension: 3068
"Education is not
preparation for life;
education is life itself."
- John Dewey
Course Overview: Welcome to your Sophomore English class. This course is designed
to engage you in the process of exploring, developing, and mastering essential literacy
skills that will equip you to be an articulate critical thinker and thoughtful community
member.
Student Expectations:
- All Students, All Assignments: If an assignment is not complete on the due date,
you are required to make an appointment with me that day. (50% credit for
homework/ 75% for major projects or papers).
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Communication/Accountability/Preparation: You will have a reading and
assessment schedule for each unit. Unit schedules will also be available online on
Mrs. Delacruz’s teacher page. It is your responsibility to check your schedule
and/or email Mrs. Delacruz when you have concerns about assignments or
assessments, especially when you are absent. In the occurrence of absences,
please check the absent work files and ask Mrs. Delacruz before or after class if
you have additional questions.
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Excused Absences: You have two days for every excused absence to turn in your
missed assignment. If you are aware of work assigned and assessment dates
prior to an excused absence, you are responsible for handing in that work or
making up the assessment upon your return.
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Unexcused Absence: You will receive NO credit for any work/ assessments
missed.
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Required Supplies:
 Binder: You must have an English only binder with the following sections –
(1) Notes, (2) Vocabulary/Grammar, (3) Reading/Texts, (4) Writing, (5)
Schedules/ Miscellaneous
 Flash Drive: Keep a flash drive with you for papers and projects.
 One notebook solely dedicated for our class, loose-leaf paper, one highlighter,
pens (there is no pencil sharpener), post-its, and 100 notecards.
 Supplies are due by the following Monday after the first week of school.
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Grade Distribution: Homework/Class Work 20%, Discussion 15%, Quizzes/Tests
20%, Formal Culminating Assessments 25%, Final Exam 20%.
Community Norms:
- Every voice is valuable in our classroom. There should only be one speaker at a
time. Do not interrupt your peers or me when we are speaking. No one should
interrupt you.
- Presence: Your presence (mentally and physically) is essential to your success
and our class community. You should be alert and attentive during our class time.
You will receive THREE passes in a semester. Beyond these three passes, your
absence during class is impermissible. There will be no bathroom or water
fountain trips beyond your THREE passes, unless it is an emergency. You may
redeem your unused passes at the end of the semester for extra credit.
Wheaton North High School: Sophomore English I
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Communication: As we work together this semester, we will be building a
community. Ideally, this will be a healthy and collegial community. I encourage
you to communicate with me if you have any questions, concerns, or thoughts
that you may not have shared in class. I will always make time for us to
communicate if you are in need of support. I also expect communication in the
event of extended absences or unexpected circumstances that may impede your
presence and progress in class.
Communal Respect: Respect your peers, our classroom time, and me. You will
receive one warning in a period. Any inappropriate questions, comments, talking
with neighbors at inappropriate times, and electronic devices that are visible, and
standing up in class at inappropriate times will warrant a warning. Beyond this
one warning, you will receive a reflection essay assignment on the inappropriate
behavior and the ways in which you can learn from this behavior and its
consequences. This essay must be a minimum of 300 words, typed in MLA
format. This reflection essay will be due the following school day. Failure to
submit this reflection essay may result in a detention, further communication
with parent(s) and/or a referral to the Dean’s office.
Unit Outlines: Listed below are anticipated goals, activities, and texts for this 2013—
2014 school year. These elements are subject to moderate changes as this
curriculum outline is a fluid document that will be influenced by the class community.
Unit 1: The World and Me: Cultural Identity
 Culminating
Assessment(s): Formal informative writing assignment and
corresponding multi-media presentation that reflects the process of selection,
organization, and analysis of one or multiple texts to support an exposition on an
essential thematic question.
 Essential Thematic Questions:
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How does one’s cultural experience(s) contribute to an understanding of self?
How does the examination of other cultures widen our perspective and/or inform who we
are?
 Essential Skill-Based Questions:
 How do authors use language to reveal the purpose and tone of their writing?
 What is the relationship between purpose and medium (the author’s chosen
vehicle of expression)?
 In what ways can we use medium to achieve a desired effect?
 What does a quality discussion look and feel like?
 Possible Texts:
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Poems: “When I was Growing Up” by Nellie Wong, “America” by Claude McKay, “What
Spain was Like” by Pablo Neruda
Informational Texts: “To Make America Great Again, We Need to Leave the Country,”
Elliot Gerson; “Only Daughter,” Sandra Cisneros; “New Poll Dispels Myth About Muslim
Americans,” Sally Steenland, “For Afghan Girl, Going to School Is Act of Bravery,”
Melissa Block.
Novel: Life of Pi, Yann Martel;
Media Excerpts: TED Talks by Karen Armstrong
Wheaton North High School: Sophomore English I
Unit 2: Breaking the Cycle
 Culminating
Assessment(s): Formal writing assignment that reflects the process of
selection, organization, and analysis of one or multiple texts and the application of this
analysis to support an argument on a thematic question of the unit.
 Essential
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Thematic Questions:
What does it mean to “break the cycle,” and why might a person choose to do so?
In what situations do individuals question authority?
How does one maintain a sense of self if personal values are threatened?
 Essential
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Skills-Based Questions:
How does an author use various methods of direct and indirect characterization to
develop a theme over the course of a work?
How does one analyze the representation of a subject or theme in various spoken
formats (including what is emphasized or absent in each document/speech, use of
language, connotations, etc.)?
How can students initiate and participate effectively in a range of collaborative
discussions with diverse building on others’ ideas and expressing their own
clearly and persuasively?
 Possible Texts:
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Poems: “Still I Rise,” Maya Angelou; “We Real Cool,” Gwendolyn Brooks;
Short Stories: “Indian Education,”Sherman Alexie
Novels: Fahrenheit 451, Ray Bradbury; Anthem, Ayn Rand; The Book Thief,
Markus Zusak; The Hunger Games, Suzanne Collins; The Glass Castle, Jeannette
Walls; The Help, Kathryn Stockett
Informational Texts: “Why I am opposed to the war in Vietnam” Transcript
MLK; “Shakespeare’s Sister”; Zach Wahls Speaks About Family http://www.youtube.com/watch?v=FSQQK2Vuf9Q
 Art: Select pieces from The Art Institute of Chicago
Unit 3: Growing up in a Digital Age
 Culminating
Assessment(s): Formal argumentative essay that reflects the process of
selection, organization, and analysis of researched texts and the application of this
analysis to support an argument on a thematic question of the unit.
 Essential

Thematic Questions:
How does growing up in a digital age influence how we think and act?
 Essential
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Skills-Based Questions:
How does one present purpose-specific information using appropriate support,
organization, and development to various audiences?
How can an author use the concepts of ethos, pathos, and logos to strengthen his
or her argument?
Wheaton North High School: Sophomore English I
 Possible
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Texts:
 Poems: “Driving in Oklahoma,” Carter Revard; “The Cord,”
Leanne O’Sullivan; “Cartoon Physics, part I,” Nick Flynn; “Loud Music,”
Stephen Dobyns; “The Death of Santa Claus,” Charles Webb; “Before the
World Intruded,” Michelle Rosenthal; “To a Stranger Born in Some
Distant Country Hundreds of Years from Now,” Billy Collins.
 Informational Texts: “The New Literacy,” Clive Thompson;
“Nation Shudders At Large Block of Uninterrupted Text”, The Onion;
“New iPhone Application Tracks Progress of Deceased Loved Ones’
Decomposition, The Onion; “iHand”, The Onion, “Stop Relying on Bloggers for
News”, Aprille Hanson; “Is Facebook a Fad?”, Farhad Manjoo; “Technology
Hurts Social Bonds”, Shawn Ghuman; “Has Texting Killed Romance”, Ashton
Kutcher.
Cartoons and Images: “Apple Fans Lining Up for iHand”, the Onion; “New
Constitution of U.S. Ratified”, the Onion; “135,817 Facebook friends…and not
one of them will cosign a loan for you?”, Randy Glasergen.
Media: “Making Change: Change.org”, John Steward. TED Talks.
Unit 4: Joining the Conversation
 Formal Culminating Assessment: Formal
argumentative essay that reflects the
process of selection, organization, and analysis of researched texts and the application of
this analysis to support an argument on a thematic question of the unit.
 Essential Thematic Questions:
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
Why do authors create a conversation with their opponents?
What are the effects of joining a conversation rather than creating a
monologue?
 Essential Skill-Based Questions:
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How do you create a conversation with your opposition in your
writing?
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How can you listen carefully to another person’s argument?
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How can you concisely summarize another’s argument?
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How can you critically examine an opposing argument to respond to it?
 Possible Texts:
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Informational Texts: “Your Trusted Friends” chapter from Fast Food Nation: The
Dark Side of the All-American
Meal by Eric Schlosser, “Is Football Immoral?” “Books Make You a Boring
Person” by Christina Nehring, “Don’t Blame the Eater” The New York Times, 23
Nov. 2002
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Media Excerpts: Bigger, Stronger, Faster, Waiting For Superman, SuperSize
Me, Bowling for Columbine, Forks
Over Knives, Merchants of Cool, An Inconvenient Truth, Capitalism: A Love
Story, WalMart: The High Cost of Low Price, Why We Fight,
Sicko, Killing Us Softly 4, America The Beautiful and TED talks
Unit 5: Human Nature
Wheaton North High School: Sophomore English I
 Formal Culminating Assessment: Formal
argumentative essay that reflects the
process of selection, organization, and analysis of researched texts and the application of
this analysis to support an argument on a thematic question of the unit.
 Essential Thematic Questions:
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

How do members of a social group impact your human tendencies?
How do you identify different aspects of human nature through text?
How can you demonstrate positive human nature characteristics through community
involvement?
 Essential Skills-Based Questions:
 How do different authors use various methods or argumentation to support a claim?
 How do you summarize an author’s argument effectively without plagiarism?
 How do you challenge opposing arguments to develop your own claim/stance?
Possible Texts:
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Poems: “The History Teacher” by Billy Collins
Informational Texts: Zimbardo’s article on the Milgram Experiment, Banality of
Heroism, Alfie Kohn’s article on human nature, Steven Pinker’s Decline of Violence
Novel: The Lord of the Flies by William Golding
Media Excerpts: Steven Pinker: Decline of Violence, Banality of Heroism clips from
heroicimagination.org, TED Talks.
Unit 6: Finding Home
 Formal Culminating Assessment: Formal
narrative that reflects the process of
selection, organization, and control of language to convey a personal story that helps to
define his/her understanding of home.
 Essential Thematic Questions:
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How does your cultural and social background influence your identity?
How do different authors define their own identity?
What figures and places have significanctly contributed to your identity?
How does your world view influence your decision making?
 Essential Skills-Based Questions:
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

How do authors use language to reveal the purpose and tone of their writing?
What is the relationship between purpose and medium (the author’s chosen
vehicle of expression)? In what ways can we use medium to achieve a desired
effect?
Possible Texts:
 Books: House on Mango Street by Sandra Cisneros; Divergent by Veronica Roth.
 Poems: “Chicago” by Carl Sandburg; “Kitchenette Building,” Gwendolyn
Brooks.
 Informational Texts: Excerpts from following: Devil in the White City, Erik
Larson; Celebrating the New World: Chicago’s Columbian Exposition of 1893,
Robert Muccigrosso; Boss, Mike Royko; Chicago: City on the Make, Nelson
Wheaton North High School: Sophomore English I
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Algren; City of the Century: The Epic of Chicago and the Making of America,
Donald L. Miller; & Legendary Locals of Wheaton, Keith Call; & Stuart Dybek’s
“Introduction” to Chicago Stories: Tales of the City, edited by John Miller;
“Kitchenettes,” from Encyclopedia of Chicago
Essays: “The Cubs Fan Paradox: Why Would Anyone Root for Losers?,” Bill
Savage & “Never a City So Real,” Alex Kotlowitz;
Media: TED Talks, “Interview with Sandra Cisneros”.
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I have reviewed the course syllabus with my child and he/she understands the classroom
expectations and policies.
___________________________
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(Guardian’s signature)
I have read the course syllabus and classroom policies. I am aware of my responsibilities and
will seek clarification when I am unsure of expectations.
___________________________
(Student’s printed name)
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(Student’s signature)