Name of Course: English II Accelerated
Name of Teacher: Stephen G. Bare
E-Mail Address: sbare@aptoshs.net
Voice Mail # 671		Room # e200	Preparation Period: 5th
I	Course Description/Outline (reflects needed skills) In addition to reading the regular English 2 literature, students will read some of the classical and contemporary works that are sometimes assigned in Honors classes. An emphasis will also be placed on writing Report of Information and Speculation on Cause and Effect essays. They will learn some of the more difficult aspects of prose analysis, such as how to better understand the role of tone, syntax, and diction in a literary piece. Although this class should help students prepare for Honors and Advanced Placement classes, the grades will be computed in the same fashion as in reqular English classes. My course designed to challenge highly motivated students. Students who elect to take Accelerated English II should: possess good study habits, be able to work with others, be comfortable speaking to and with others, enjoy reading, write well, and be able to demonstrate creativity and originality. Accelerated English II prepares students for the more demanding, enriching Language Arts courses that await them at the higher grade levels. Students should be prepared to study at home at least thirty to forty-five minutes nightly, write multi-paragraph essays regularly, prepare individual and group projects and presentations, write poetry and song, perform skills and talents in class, and form and defend positions and perspectives concerning phenomenon that affect us.
II	Materials Provided (name of textbook, other resources, video used,etc.) Adventures In Appreciation is the text provided all students. Novels will also be signed out to students. (Students are responsible for lost or damaged books assigned to them.) Videos used include: Of Mice and Men, Julius Caesar, Renaissance Man, and Shadowlands. Optional videos may include: Forrest Gump, October Sky, and Last Stand: The Ancient Redwoods and the Bottom Line
III	Materials Required 1. Three-ringed binder and lined paper, spiral notebook to be kept in class for journal reflections, writing tools (pen and pencil), and daily assignment sheet for English II. Students also must keep all returned homework until told to recycle.
IV	Goals (knowledge to be acquired, technical skills, etc., ESLRs must be referenced, standards alignment) 1. The primary purpose of Accelerated English II is to empower students to enrich their lives through literature study, reading, writing, poetry writing, public speaking, oral reading, and working in groups with other students. Students completing the course should be able to better handle the academic challenges that await them, grow to appreciate the importance communication skills play in their lives, gain practical language skills, and recognize the connection of the language arts to the musical, visual, and performing arts. Other specific goals include, but are not limited to: 1. Students will read, interpret, evaluate, and give oral and written responses to literary works. (ESLRs A,B,C) 2. Students will learn, identify and apply literary terms essential to understanding the literature they are reading. (ESLRs A,B,C) 3. Students will study, learn, use, and be tested on new vocabulary words encountered in the literature study. (ESLRs A,B,C) 4. Students will receive training in writing skills at the sentence, paragraph , and short essay length. They will be introduced to the multi-paragraph essay. (ESLRs A,B,C) 5. Students will utilize speaking and listening skills to participate in the following activities: class discussions, small group discussions, oral reading, and oral presentations. (ESLRs A,B,C) 6. Students will participate in thematic units of study including poetry writing, creative writing, stress management, human relations, contemporary issues, physical and mental fitness. (ESLRs A,B,C,D,E) 7. Students will work with computers and on the Internet to develop word processing skills, research skills, and publication skills. (ESLRs A,B,C) 8. Students will develop study skills that they will need for success in school and beyond. (ESLRs A,B,C,D,E) 9. Students will review grammar and writing mechanics and remediate where necessary. (ESLRs A,B,C) State Standards for Language Arts are addressed and met in the above goals and in the following units of study. A list of specific standards tenth grade students are to meet is on my web page.
V	Units of Study (activities) The following units will be taught with specific lessons design to meet the goals listed above (IV.) embedded in each lesson. 1. Poetry, Song, and Poetry Writing This unit looks closely at specific poetic works of many of the world’s greatest poets. Students study poetry through Renaissance ballads, songs of protest and social condition, and contemporary songs of love and life. Students will write poetry. 2. Speculation on Causes and Effects and Report of Information Essays These are required school, district, and state writing domains and are integrated with literature units. 3. Of Mice and Men Required literature with a thematic focus on being outsiders, the American dream, prejudice, Steinbeck’s style, and descriptive writing 4. The Pearl Required literature with a thematic focus on courage, symbolism, values, oppression, and local color 5. Julius Caesar Required literature with a thematic focus on power, loyalty, and language 6. The Bean Trees Recommended literature with a thematic focus on love, family, women, friendship, and deciding your own destiny 7. Antigone Recommended literature with a thematic focus on loyalty, decision making, and the consequences of our actions 8. A Separate Peace Recommended literature with a thematic focus on values, decision making, and coming of age. 9. Language and the Arts Students look closely at teacher and student-selected works of music, poetry, famous written works, and teacher-selected works of art. Students endeavor to learn what each have in common. Other units of study of shorter length include: Renaissance Man--a study of a funny film concerning learning through literature Stress Management--a look at ways to help us maintain a healthy, positive outlook Computer Use--a unit designed to enable students to use the computer for word processing, drawing, Email, research, Internet access, and portfolio building Short Stories-Intensive look at selected short stories Contemporary Issues-a study of health and environmental issues that affect students

Methods of Assessment (may include tests, portfolios, projects, essays, etc.)

1. Bell assignments

2. Tests

3. Quizzes

4. Participation

5. Homework

6. Written work

7. Projects

8. Peer-evaluations

VII

Grading Policy

Each assignment is awarded points. A small assignment may receive 5 points, a small written work 20 points, a multi-paragraph essay 50 points, a major project 50 points, unit tests 50 points, quarter and final exams 150 points, and points for homework can vary from 5-50 points.

* Approximately 40% of a student’s grade is based on written work.

* Approximately 20% of a student’s grade is based on classwork, participation, and group work.

* Approximately 20% of a student’s grade is based on homework.

* Approximately 20% of a student’s grade is based on examinations.

A=90-100% of total points possible

B=80-89% of total points possible

C=70-79% of total points possible

D=60-69% of total points possible

F=59% or less of total points possible

Tests that require subjective responses or are abstract in nature may be graded on a curve on which the best score in the class considered a 100% grade. I also consider improvement over the course of a semester when calculating my final assessment. I may also consider dropping low grades if subsequent work indicates that the low score was an aberration.

VIII

Class Procedures (missed assignments, make up work assignment format)

I expect each student to complete every assignment. Major assignments are expected to be on time unless a student discusses mitigating circumstances with me beforehand. I will accept late work in what I deem a reasonable period after the due date. Points will be deducted for all late work not caused by and excused absence. Work missed because of unexcused absences can be made up.

Note: I want students to succeed, and I recognize that sophomore year can be tough. I will be flexible with late work based on my philosophy that my students learn more when they do the work, late or not. However, when I believe my liberal policy is being taken advantage of, I will refuse late work.

Behavioral Expectations (and consequences)

It is required that all students:

1. Show respect to classmates and teacher

2. Respect school property

3. Come to class on time and prepared

4. Do not interfere with other’s right and responsibility to learn

5. Pay attention to and not interrupt the teacher

6. Refrain from eating or drinking in class (water, and food for students with special dietary needs, is acceptable)

7. Be seated and ready when the bell rings

8. Remain seated until the bell to end class rings

9. Sit where assigned

10. Work with others in group activities.

11. Never claim the work of others as their own.

I have read & understand the “Course Syllabus” for...

English II accelerated

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cc: Teacher

Student 4/20/99