Hutchinson Central Technical High School

Course Syllabus

 


Course Name: English 2

Instructor: Mrs. Kwietniewski            Contact Time: 1:12-1:53         Phone Ext: 1306

 

Grading Policy
A student's total points calculated will determine a student's grade. All assignments are categorized into homework, tests, essays or classwork.

 

 

Homework Policy
Homework must be submitted on time for full credit.

 

 

Test Policy
If a student misses a test, it may be made up the next day.

 

 

Quiz Policy
If a student misses a quiz, it may be made up the next day.

 

 

Projects
Essays are the projects for this course. Major essays are assigned 4 times a year. They must be submitted by the due dates or the student will not receive credit.

 

 

Course Outline
Mrs. Kwietniewski and Mrs. Davis (akwietniewski@buffaloschools.org) (jmdavis@buffaloschools.org)
English 2 716-816-3888
Room 306
Course Outline 2020-2021

Course Materials will be located in folders for each quarter in Schoology.

This year the main focus skills will be the same for each quarter and the secondary skills will shift throughout the course of the year.

The focus skills are:
Annotating
Answering text based questions
Writing quick write responses
Performing the big write (common summative assessment)


Objectives: By the end of the year you will be able to do the following:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, and literary nonfiction, at the high end of the grades 9–10 text complexity band independently and proficiently.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper)

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

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 purposes, tasks, and audiences.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Attendance Policy: Synchronous Days - Students are expected to be in attendance on Teams for Synchronous instruction.

Asynchronous days – Students are expected to check in by answering a question of the day in Schoology or by checking in on Teams during their period of instruction.

Grading Policy – Students will be graded based on a system of total points with categories weighted equally as follows: Classwork 25%, Homework 25%, Tests 25% and Essays 25%.

Students are responsible for their own work. Students who plagiarize material in any way will receive a nonnegotiable zero for that assignment.



Module 1/ Quarter 1

In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as identity and expectations. Students will also analyze how authors shape, refine, and transform shared central ideas as they read as well as explore character interactions and motivations and how they contribute to the development of a central idea.

Texts: Unit 1: “The Passionate Shepherd to His Love” by Christopher Marlowe, “The Nymph’s Reply to the Shepherd” by Sir Walter Raleigh, and “Raleigh Was Right” by William Carlos Williams

Project #1 DBA (District Benchmark Assessment Essay) 1 due November 9, 2020

Unit 2: Julius Caesar

Quiz 1, 2, 3 , 4 and Unit Test will be done as students complete each act and then the entire play.


Unit 3: “The Palace Thief” from The Palace Thief by Ethan Canin

Quick Writes periodically throughout the reading.
Essay will be due upon completion. (Character comparison essay)




Module 2/ Quarter 2

In this module, students read, discuss, and analyze informational texts focusing on how authors use rhetoric and word choice to develop ideas or claims about human rights. Students also explore how nonfiction authors develop arguments with claims, evidence, and reasoning. You will also determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.


Texts: “Letter from Birmingham Jail” by Martin Luther King, Jr.

Assessments will be Quick Writes and Text Based Questions

“Genetics of Justice” by Julia Alvarez

“Malala’s Speech to the UN” by Malala Yousafzai

Project #2 DBA 2 Essay on Human rights using rhetorical devices. Due January 20, 2021


Module 3/ Quarter 3
In Module 10.3, students engage in an inquiry-based process for research. Building on work with evidence-based analysis in Modules 10.1 and 10.2, students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which will serve as the early foundation of what will ultimately become a written research-based argument paper that synthesizes and articulates several claims with valid reasoning and relevant and sufficient evidence. Students read and analyze sources to surface potential problem-based questions for research, and develop and strengthen their writing by revising and editing.
In 10.3.1, students closely read selected excerpts from a nonfiction text, focusing on how the author unfolds an analysis of central ideas. Additionally, the text serves as a springboard to research, with students surfacing and tracking potential research topics, regarding medicine, ethics, and scientific research as they emerge from the text.
In 10.3.2, students continue the research process begun in 10.3.1. Students begin to learn and engage in this iterative, non-linear process by pursuing research topics/areas of investigation. They also begin to deepen their understanding by using guiding inquiry questions and evaluating multiple texts’ arguments. Students use this inquiry-based process to gather, assess, read, and analyze sources. In the latter half of the unit, students then take those sources and begin to organize and synthesize research findings to establish a perspective about a specific problem-based question.
In 10.3.3, students engage in the writing process with the goal of synthesizing and articulating their evidence-based research position on the page. The end product of this unit is a final draft of a research-based argument paper that articulates a perspective gleaned from research throughout Module 10.3. The writing cycle—in which students self-edit, peer review, and continually revise their work—serves as the primary framework for this unit.



Text: Skloot, Rebecca. The Immortal Life of Henrietta Lacks. (Excerpts)
Assessments will include quick writes and text based questions.

Model Research Sources:
• “A Court Allows Payment for Bone Marrow. Should People be Able to Sell Their Parts?” by Alice Park (http://healthland.time.com/2012/07/02/a-court-allows-payment-for-bone-marrow-should-people-be-able-to-sell-their-parts/)
• “Do We Own Our Own Bodily Tissues?” by Margaret Ng Thow Hing (http://voiceofsandiego.org/)
• “Paying Patients for Their Tissue: The Legacy of Henrietta Lacks” by Robert D. Truog, Aaron S. Kesselheim, and Steven Joffe (http://energy.gov/)
• “Tissue Banks Trigger Worry About Ownership Issues” by Charlie Schmidt (http://www.oxfordjournals.org/)
• “Human Tissue For Sale: What are the Costs?” by Deborah Josefson (http://www.ncbi.nlm.nih.gov/pmc/)
• “My Body, My Property” by Lori B. Andrews (http://www.chicagotribune.com/)
“Body of Research—Ownership and Use of Human Tissue” by R. Alta Charo (http://www.nejm.org/)

Project #3 DBA 3 Research Paper due April 1. 2021




Module 4/ Quarter 4

In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.

Text: Things Fall Apart by Chinua Achebe

Additional Texts in the Science Fiction Genre will be chosen at a later time.

Assessments will include quick writes and text based questions.

Project #4 Essay on tragedy and the tragic hero. Due June 1, 2021





1. Attendance is critically important for success in any class. Make being at Tech your priority. We have a plethora of academic programs, sports, clubs and activities to keep you interested. In the event of an absence, please come and ask what you missed and complete the work by the following day.

2. Preparedness is key. Arrive to class on time and with all of your materials. Plan your locker trips for morning and after lunch. Gather your morning materials before homeroom and after lunch, return those items and gather your materials for your afternoon classes. Be seated and quiet when the bell rings.

3. Lavatory passes will be granted but will not be abused. It is expected that lavatory use will happen between classes.

4. Respect yourselves and others at all times. Do not interrupt others when they are speaking. Wait until instruction for the day’s lesson is complete to ask for something you need. Please refrain from getting up to throw out garbage or sharpen a pencil during direct instruction. Be aware that at Tech, we are a diverse group and we may not all have the same way of thinking. That is a good thing. That is how we broaden our minds.

5. Technology has its place in the classroom, but should never distract from classroom instruction. A cellphone should not be on in class. No one should have a computer in use when the lesson does not call for one. If you are having a family emergency, please let me know and we can come to an acceptable agreement about the phone.

6. Grades in Infinite Campus should be checked regularly to make sure there has not been a missed assignment. I weight my categories at 25%. They are homework, tests, essays and classwork.

7. Supplies you need for class are as follows: a 2 inch binder, loose leaf paper, a folder with pockets, pens, pencils, highlighters and ear buds for your computer.

8. Behavior should always be positive and never take away from the learning environment. If negative behavior occurs, there will be consequences as are listed in your Student Handbook. I may have a conversation with you, your parents or administrators if behavior is unacceptable.

*****Please tear off the bottom and sign that you have read and understand these policies. Return this form by September 11.


I have read and I understand the classroom policies set by Mrs. Kwietniewski and Mrs. Davis for English 2.

Student________________________________________________________

Parent or Guardian_______________________________________________