High English 2

Segment 1

• Reading Comprehension/Expository & Narrative Writing
• Evaluating tone through connotation and denotation
• Exploring poetic devices and their impact on meaning
• Determining how figurative language enhances mood
• Analyzing how authors create layers of meaning in ambiguous poetry
• Examining the ways literary elements interact
• Analyzing plot structure
• Identifying and tracking universal themes in literary texts
• Determining the point of view's effect on plot, character, and conflict
• Using narrative techniques to enhance creative writing
• Analyzing coming-of-age experiences in literature
• Tracking conflicting perspectives in literature
• Examining informational text structures and features
• Using digital media to enhance an audience's understanding of a topic
• Uncovering word meanings through context clues
• Writing effective summaries
• Determining the central idea of a text
• Locating credible sources based on bias, origin, and purpose
• Utilizing parallel structure in writing
• Editing and revising with purpose
• Synthesizing information from researched sources in an expository essay
• Formatting the Works Cited page
• Citing sources correctly
• Using signal phrases and transitions in academic writing
• Writing effective informational introductions, body paragraphs, and conclusions
• Formulating thesis statements for academic writing
• Using precise language and domain-specific vocabulary
• Publishing a final draft

Segment 1 Honors

• Composing a poem with ambiguous meaning
• Creating a fictional text based on a well-researched universal theme
• Illuminating a real world problem through fiction

Segment 2

• Reading Comprehension/Argumentative & Narrative Writing
• Evaluating how rhetorical appeals and devices support an argument
• Evaluating the effectiveness of opposing arguments
• Planning and organizing an effective argument
• Identifying elements of an effective claim, counterclaim, and rebuttal
• Effectively supporting a claim with evidence
• Utilizing academic language and formal tone in writing
• Incorporating elaborative details to communicate and clarify knowledge to an audience
• Writing a polished final draft
• Analyzing historical speeches
• Composing a narrative essay
• Discovering ways authors adapt classical, mythical, or religious texts
• Recognizing etymology's role in the development of language over time
• Using knowledge of affixes and roots to determine the meaning of unknown words
• Interpreting rigorous texts through the use of etymology, word parts, and context clues
• Analyzing characterization in drama
• Evaluating traits of tragedy, including the tragic hero
• Discovering how plot connects to drama
• Determining how plot elements add layers of meaning to drama
• Recognizing universal themes
• Creating mood and tension in a narrative through narrative techniques

Segment 2 Honors

• Composing a rhetorically-charged closing argument for a fictional character
• Comparing and contrasting elements of leadership in non-fiction and fiction
• Interpreting purpose and theme in an allegorical text
• Paraphrasing rigorous literary texts

 

All students locate and read ONE of the following short stories in Segment 1:

"American History" by Judith Ortiz Cofer
"Rules of the Game by Amy Tan
"The Jacket" by Gary Soto
"The Bass, The River, and Sheila Mant" by W.D. Wetherell

Besides engaging students in challenging curriculum, the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of practice lessons, multiple choice questions, writing assignments, projects, research papers, oral assessments, and discussions. This course will use the state-approved grading scale. Each course contains a mandatory final exam or culminating project that will be weighted at 20% of the student’s overall grade.***

***Proctored exams can be requested by FLVS at any time and for any reason in an effort to ensure academic integrity. When taking the exam to assess a student’s integrity, the exam must be passed with at least a 59.5% in order to earn credit for the course.  

To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, “any pace” still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to maintain regular contact with teachers; the minimum requirement is monthly. When teachers, students, and parents work together, students are successful.