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PAP SyllabusEnglish II Pre Advanced Placement Syllabus Course Description: The purpose of this Pre-Advanced Placement class is to prepare students for Advanced Placement their junior year and for future college courses. Pre-AP is an in-depth study of literature and writing and will also help students prepare for and succeed in college entrance exams . In English II Pre-AP, students will achieve skills necessary to become effective readers, writers, listeners, speakers, and thinkers. In this course, students will read a wide array of literature including fiction, non-fiction, poetry, drama, and expository texts with an emphasis in twentieth-century world literature. Students will be required to write in several genres including personal narratives, informational research papers, persuasive essays as well as procedural work-related documents. Students will also gain an increasingly complex understanding and awareness of the conventions of Standard English. Pre-AP requires students to complete reading outside of class. Grading Policy Tests, Projects, Essays: 4o% Daily Work, Quizzes: 40% Six-weeks Test: 20% Late Work Policy Assignment are due at 3:45 on the due date unless stated otherwise. Assignments turned in after the due date will lose 11 points a day for three days. On day four, the student will receive no higher grade than a 50. After five days, late work will not be accepted and the assignment will receive a zero in the grade book. If a student knows he/she will miss a day, it is their responsibility to collect assignments beforehand. Required Materials: Students should come to class prepared with the following materials each day: pens or pencils 1 folder with pockets and brads (any color) 5 subject notebook, labeled as follows: o Vocabulary o Journal o Notes o Reader Response I o Reader Response II
Plagiarism/Academic Dishonesty: Plagiarism is taking the work of another and not giving credit for the source. It is a serious offense, and will result in a disciplinary referral to the office and notification of parents. Students will not receive credit for plagiarized work. Students will receive an alternate but equal assignment to complete. Cheating or copying the work of another student is against the SHS Code of Conduct and will result in a discipline referral to the office and reduction in the grade for the assignment, both for the student who copies and for the student whose work was copied. Tentative Outline of Units:
1st 6 weeks: Analyzing Fiction Students will: read several short stories from modern world literature as well as The House on Mango Street analyze increasingly complex grammatical elements such as gerunds, participles, and infinitives. write personal narratives and short stories based on thematic links between their own lives and the reading done in class. use elements of the writing process (pre-writing, drafting, revising, editing .) to compose a text. analyze the elements of short stories including: conflict, foreshadowing, point-of-view, allegory, allusion, and symbolism analyze literature for diction and details TEKS Covered: E2 Figure 19 AB; E2.1ABCDE; E2.2ABC; E2.5ABCD; E2.7A; E2.13ABCDE; E2.14A; E2.15Ci-iii; E2.19A; E2.26A 2nd 6 weeks: Poetry Analysis/Elements of Drama Students will:. read several poems as well as the play Antigone compose original poems using rhyme scheme, word position, iambic pentameter, etc use elements of the writing process (pre-writing, drafting, revising, editing .) to compose a text. compose open-ended responses based on literature read in and outside of class write a script with an implicit theme that contributes to a tone. identify and write various different sentence structures including simple, complex, compound, and compound-complex. explore archetypes in literature and analyze how they affect the plot of plays analyze various aspects of literary texts and defend their analysis using textual evidence analyze literature for imagery and syntax TEKS Covered: E2.Fig19AB; E2.1ABCD;E2.2ABC; E2.3A; E2.4A; E2.7A; E2.13ABCD; E2.14BC; E2.15i-iii; E2.17i-iiiBC; E2.18ABi-iii; E2.24A; E2.26A 3rd Six weeks: Analyzing Non-Fiction Students will: read Night and A Separate Peace understand, make inferences, analyze, and draw conclusions about various structures and elements of poetry and provide evidence from text to support their understanding compare and contrast themes and ideas of texts throughout cultures and history evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech and/or literary essay evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts use elements of the writing process (pre-writing, drafting, revising, editing .) to compose a text. work effectively with group members to formulate, plan, and begin research questions identify and use strategies to better implement voice in writing analyze rubrics for essays TEKS Covered: E2Fig19AB; E21.ABCD; E2.2A; E2.6A; E2.12A; E2.13BC; E2.14A; E215Ci0iii; E22.20AB; E2.21AB; E2.24AC 4th six weeks: Informational Text- Expository and Procedural Students will: identify the differences between active and passive voice and use active voice when appropriate. write personal narratives based on thematic links between their own lives and the reading done in class. analyze and critique literary and expository texts and composing open-ended responses. analyze controlling ideas, textual elements, and details of a piece of writing. distinguish among different kinds of evidence used to support different viewpoints use elements of the writing process (pre-writing, drafting, revising, editing .) to compose a text. revise and edit errors in writing. evaluate authors purpose and motive, especially regarding visual representations. intensive instruction in reading strategies including make inferences, summarizing, and finding main ideas. evaluate writing based upon rubrics. TEKS Covered: E2Fig19AB; E2.1AC; E2.8A; E2.9ABCDl E2.11AB; E2.12A; E2.13ABC; E2.15Ai- viBi-iiiCi-iii; E2.18Biii; E2.20AB; E2.21AB; E2.23E; E2.24BC; E2.25A 5th 6 weeks: Research Inquiry Students will: read Julius Caesar use reading strategies and metacognitive strategies to improve comprehension analyze controlling ideas, textual elements, and details of passages identify non-essential information in a summary and unsubstantiated opinions in a critique distinguish different kinds of evidence and us them to support research claims synthesize and link ideas from various sources into a research project use the writing and research processes to create a research project TEKS Covered: E2.1AC; E2.8A; E2.9ABCD; E2.12A; E2.13B; E2.18Biii; E2.20AB; E2.21ABC; E2.22ABC; E2.23ABCDE; E2.25A 6th 6 weeks: Perspective in Persuasive Text and Media Students will: review editorials, essays, and a visual representation to examine the art of persuasion. create a persuasive advertisement using techniques learned in class. identify and analyze elements of propaganda used in the media use elements of the writing process (pre-writing, drafting, revising, editing .) to compose a text write a persuasive essay conduct a group debate on a controversial issue TEKS Covered: E2.1AC; E2.10AB; E2.12BCD; E2.15D; E2.16ABCDEF |