Honors English 2 is a challenging advanced course that will prepare students for AP or dual credit classes. The course is heavy in writing and reading (in class and independent) and research.
The course is dividied into 4 units: The Power of Argument, Voice and Synthesis (research), Persuasion in Literature, and Praise, Mock, and Mourn. Students will keep their consummable College Board Springboard book in the classroom, but access will be available online in Schoology.
Areas of study:
Persuasive/Argumentative writing (essays and short answers)
Novel study: Things Fall Apart and independent reading (9 week requirements with projects)
Informational & Nonfiction Texts
REMIND CODES: Please join the correct class period. Text code to 81010.
Period 2: g6a4h42
Period 6: 642g4ck
NO RED INK: class code- glossy lemon 10 or noredink.com/join/glossy-lemon-10
ALL work is expected to be completed on time and in pen (unless otherwise directed). Failure to turn in work on time will result in points being deducted daily. NO WORK WILL BE ACCEPTED AFTER 5 DAYS. It is important to learn and understand the consequences of not following through with their responsibilities.
Students never want homework, and I try not to give them more than just the outside reading requirement*, but sometimes unfinished work will need to be done at home. Additionally, many assignments cover a longer period and time, so students may want to work ahead and get things done early.
Students who are identified as benefitting from Gifted and Talented Services will be given differntiated activities througout the year. These activities will require more depth in thought and completion. I also encourage GT students to advocate for themselves; if they have an idea for an activity or project that differs from the class and that meets all the requirements, they need to share that with me and we will discuss if their idea will work.
* All students must be able to access, use, and evaluate information in order to meet the needs and challenges of the twenty-first century. These abilities are a necessary precursor to a sound education and healthy democracy. Reading in all its dimensions—informational, purposeful, and recreational—promotes students’ overall academic success and well-being. Furthermore, when students possess the skills necessary to access, select, use, and effectively evaluate their reading materials, their ability to become engaged members of their communities and productive citizens is enhanced. A large body of research demonstrates that equitable access to books promotes reading achievement and motivation (Allington, 2002, 2009; Krashen, 2011; Nystrand, 2006; Wu & Samuels, 2004).