Williamsburg Charter High School

English 2 Syllabus
Ms. Aubrey
kaubrey@thewcs.org
Welcome to Quarter 3! This semester we will be creating meaning and understanding of our
world through texts that explore a range of topics including responsibility, freedom, reality, and
reason. We will be exploring our own worlds by analyzing complex texts. Through analysis of
the language and purpose of the writers, we will improve the way we understand and
communicate with the world around us. The curriculum is rigorous and classroom activities are
mandatory so that you will grow as an individual while practicing skills that will benefit you in
every classroom and the world at large.

Requirements for Success:

Presence of body and mind.
1 composition notebook
1 project and 1 essay
Adherence to calendar and deadlines
An open-minded, positive disposition
A folder for handouts
A pen and/or pencil
An email address
Protocols and Procedures:
When you enter the room, you must be in full uniform. Immediately open your Table of Contents
in your Notebook and put your backpack/purse on the back of your chair or under your desk.
Copy of the AIM into your Table of Contents, and begin the Do Now.
Grading Policy:
You will be graded based on points rather than on percentages.
Category

Points each

Total # of Points per term

Power Point Presentation

100

100

Peer Evaluations

50

Vocabulary and Grammar Quizzes

25

100

Notebook Quizzes

25

50

Argumentative Essay

100

100

Homework/Classwork

50

Discussions/Debates

20 possible extra credit pts

Midterm Exam

100

100

Coursework/Assessments:
I do not assign coursework to keep you busy; coursework is a way for me to assess how well you
are growing as a reader, writer, and thinker. You are moving toward a goal every day.

Project: Neatly presented. Projects are used to help you gain insight into text.

Writers Notebook: All classwork (Do NOWS, notes, and exit slips) will be
carefully organized and checked for a grade twice each quarter.

Essay: In quarter 3, there will be a First draft and a Final draft.

Vocabulary: You are expected to master 30 vocabulary words for each term.

Grammar: You will learn about the standards of written and spoken academic
English.
Exams: There will be a Midterm exam to assess the skills you mastered this
quarter.
Late Work Policy:
*There will be no work accepted after two weeks past the due date.
Conduct/Behavior:
As you will see on the following pages (syllabus), we have a TON of work to do! Therefore, I
expect your behavior and conduct inside the classroom to be respectful, mature and serious.

Freedom and Responsibility

Unit Description
English 2, 3rd Quarter
You have just embarked on your high school career; there are so many things in store for
you, so many things you will learn here that will take you on to bigger and better things. Because
you are young, you have a fresh outlook on life and the world around you.
We live in America: the land of the free and home of the brave. But what is freedom?
What does free dome look like in our social spaces? What does that mean to and for you?
Essential Questions and Enduring Understandings:

What is freedom?
Is freedom ever free?
What is the relationship between freedom and responsibility?
What are the essential liberties?
Is liberty and justice attainable for all attainable?
Should people sacrifice freedom for the sake of security?
When does government have the right to limit our freedom?
When is it a good thing for freedom to be limited?

Objectives:
Students will be able to:
Present an argument in logical, factual, and coherent/cohesive way
Appreciate and elevate perspectives other than their own
Discuss a variety of issues in a respectful manner during class discussions
Select an issue/topic of study and research for the semester
Create a Power Point Presentation on their chosen topic
Develop a Position Paper using work-shopping and peer-editing
Be able to formulate an opinion and effectively explain the evidence that supports
it
Apply skills reflecting a knowledge of standard written English
Vary language to create a more sophisticated piece of writing
Identify the difference between fact and opinion
Use literacy skills to be a responsible news consumer

Readings:
Beals, Melba Pattillo (1994). Warriors Dont Cry
The Writers Inc.
Remarks to the Convocation of the Church of God in Christ, by William J. Clinton:
http://millercenter.org/president/speeches/detail/3436
Ending Racial Inequality, by George W. Bush: http://www.washingtonpost.com/wpsrv/onpolitics/elections/bushtext071000.htm
Remarks to the NAACP, by Barack Obama: http://www.whitehouse.gov/the-pressoffice/remarks-president-naacp-centennial-convention-07162009

I Have a Dream, by Martin Luther King, Jr.:

http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
Cooper, Anderson. Dispatches from the Edge: A Memoir of War, Disasters, and Survival
Thevenot, Brian. The Times: Karinas body count could reach 10,000 Bodies found piled in
freezer at Convention Center
Stalvey, Lois Mark. The Education of a WASP
A Letter to My Nephew James Baldwin

Common Core Standards for Writing, Speaking & Listening, and Reading:

RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RI.9-10.6 Determine an authors point of view or purpose in a text and analyze how an author
uses rhetoric to advance that point of view or purpose
RI.9-10.8 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.
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
W.9-10.2 Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and
research.
WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.

February 2014

Monday
2

Tuesday
Wednesday
3 Introduction to 4
course
Vocab List 1
Review

Thursday
5
PowerPoint
Project
Introduction
12

Friday
6
Introduction to
historical context

9
10
Intro to Rhetoric:
ETHOS PATHOS Discussion 1
LOGOS
1-11

11

13

16

17

18

19

20

February Break
No School

February Break
No School

February Break
No School

February Break
No School

February Break
No School

23

24

25

26

27

Discussion 2

Vocab List 2
Review

PowerPoint
Project Student
Presentations

Vocab List 1 Quiz PowerPoint

Introduction to
Project Student argumentative
essay (Thesis
Presentations
statements and
intro par.)

March 2013
Monday
2

Tuesday
3
Discussion 3

10

Wednesday
Thursday
4
5
Vocab List 2 Quiz
PowerPoint
NB Check 1
Project Student
Presentations
11
Vocab List 3
Review

16

23

Friday
6
-Grammar
Position Paper
Workshop-

12
13
PowerPoint
-Grammar
Project Student
Presentations
Position Paper
Workshop

17

18

19

Discussion 4

Vocab List 3 Quiz Last day to turn

in final draft of
the position paper

24

25

26

20

27
-NB check 2

Vocabulary
Word List 1

Word List 2

Word List 3

Prohibit
Dissension
Commend
Cache
Despotism
Initiation
Perception
Dispute
Retract
Edifice

Aggression
Congregate
Convene
Cordial
Crony
Preface (v)
Dispense
Recoil
Relinquish
Tolerable

Contend
Distinguish
Divulge
Illuminate
Inundate
Inaudible
Jeopardy
Municipal
Simultaneously
Subsequently

PowerPoint/Prezi Presentation Project

"Who dares not speak his free thoughts is a slave."-- Euripides.
Project Purpose- to provide you with the experience of researching a topic or issue as well as
being able to formulate and support an argument about the issue/topic of your choice
Your Task: Create a fun, visually interesting PowerPoint or Prezi presentation of less than
10 minutes and of at least 7 slides to present to the class.
1. Choose an issue/topic from the choices on the following pages.
2. Slide 1: Engage the class with an Aim (purpose for your presentation) and a Do Now (short
activity that the class can work on that will introduce your topic)
3. Slide 2: Provide Background Info on your topic/issue. You should include the following
information: Current laws on the topic/issue; Current public opinions (polls, etc.); Historical
perspectives
4. Slide 3: Provide a video clip (YouTube is best for embedding reasons) of less than 5 minutes
on your issue/topic.
5. Slide 4: Write at least 3 questions that are raised by your video clip that can generate
discussion upon your audience (classmates)
6. Slide 5: Make a claim about your issue/topic by appealing to your audience (ethos, logos, or
pathos)
7. Slide 6: Create an exit card that will ask students to express their thoughts, opinions, or
knowledge on the subject
8. Slide 7: Create a Works Cited slide. At least 2 sources must be cited; credible websites may be
used but you need at least 1 article.
Format:

7-10 slides, 10 minute maximum

Due Dates:
You will sign up for a day to do your presentation. There will be about 4-5
presentations per week. Presentations will be on Thursdays. (See syllabus)
Worth: The project is worth 100 points.
** During presentations, the class will be required to participate in a peer evaluation of projects.

PowerPoint Presentation RUBRIC

Name: _____________
SKILLS

LEVEL 5

LEVEL 4

LEVEL 3

LEVEL 2

Appropriately and
Focused argument and a
focused argument and a partially clear purpose
for the presentation.
Argument and clear purpose for the
presentation.
Purpose

Somewhat focused
A lack of focus in the
argument and a vague argument and no clear
sense of the purpose for purpose.
the presentation.

Clearly and logically

organized presentation
Organization with an engaging
introduction, a logically
sequenced body with
appropriate transitions,
and a clear and
convincing conclusion

Some inconsistencies in
organization and/or a
lack of sustained focus
throughout the
presentation with
inconsistently use
transitions

A lack of organization
makes it difficult to
follow the presenters
ideas; presentation may
be too conversational
and may ramble without
a clear beginning,
middle, or end

Use words that may be

unsuited to the topic,
audience or purpose of
the presentation; word
choice lacks originality
and fails to convey an
appropriate tone for the
presentation

Inappropriate use of
language distracts the
audience because it is
too informal or too
imprecise given the topic
and purpose of the
presentation

Language

Video and
Question

Delivery

Clear attempt at
organization with a
beginning, middle, and
end and an attempt to
use transitions

Uses sophisticated and Uses appropriate

varied language that is language and word
suited to the topic and choice, but with less
audience; word choice is sophistication,
concise, original, and
expressiveness and/or
effectively conveys the originality
appropriate tone given
the purpose of the
presentation
A relevant video with a A relevant video with a
clear purpose for being clear purpose for being
in the presentation and in the presentation with
thought provoking
some thought provoking
questions.
questions.

Somewhat relevant
A video with no real
video with a vague
purpose and questions
purpose for being in the that are easily answered.
presentation and
questions that are easily
answered.
A combination of
A combination of
Inconsistent use of eye Teacher had to deliver
appropriate and effective appropriate eye contact, contact, clarity and
the presentation for the
eye contact, clarity and clarity and projection of projection of voice, tone student.
projection of voice, tone voice, tone and pace, andand pace, and/or gestures
and pace, and gestures gestures are used but
interrupt the flow of the
significantly enhance the without the smoothness presentation
presenters words
of level four

The presenter remains

enthusiastic, audience
Overall
Effectiveness attention is maintained,
and the purpose of the
presentation is achieved

The presenter shows

The presenter shows
Teacher had to deliver
some enthusiasm, the
limited enthusiasm,
the presentation for the
audience remains mostly audience interest is not student.
interested, and the
sustained, and the
purpose of the speech is purpose of the speech is
achieved
only partially achieved

40 Possible Topics for Research

1. Is everyone equally free?
2. Do men or women have more freedom in America?
3. Can freedom damage a country?
4. What does it mean to be an American
5. How are racial stereotypes harmful?
6. How are gender stereotypes harmful?
7. How do stereotypes shape America?
8. What can we do to combat racism?
9. What can we do to combat sexism?
10. What freedoms do Americans have that citizens of other countries do not?
11. What are limitations to housing freedoms?
12. What are limitations to academic freedoms?
13. Would schools be better off segregated?
14. What does freedom of speech really mean?
15. Which of the five rights guaranteed by the first amendment to the Constitution do
you think is most important?
16. How do the time and place in which a person lives influence his or her identity?
17. How do a persons cultural values and sense of identity affect his or her
obligation to the community?
18. How does a persons character influence other peoples behavior or the outcome
of events?

19. What might be some generational differences in how one expresses ones sense
of identity and culture?
20. Should you be allowed to curse wherever, whenever you want?
21. Should the government use invasive pat-downs and body scans to ensure
passenger safety?
22. Is banning guns the answer to the recent shootings in America?
23. Which types of speech are not protected by the first amendment?
24. What is the purpose of the Equal Employment Act?
25. What is the purpose of Affirmative Action?
26. What rights to freedom to students have?
27. How is censorship used and limited?
28. Should convicted felons have the right to vote?
29. Should the children of illegal immigrants be allowed to be made legal citizens?
30. Should prostitution be legal?
31. Should illegal immigrants have the right to vote?
32. Should we legalize the sale of human organs?
33. Can we get the truth from major media outlets?
34. Should the government be able to dictate who a private business should hire?
35. Should the government be able to tell the people what they need?
36. Should the government use tax money to make sure everyone has a cell phone, a
car, a house, and money for food?
37. What does it mean to be poor in America?
38. What is the federal governments job in America?

39. When, if ever, should someone elses need be considered more important than
yours?
40. Should teachers be able to tell you what to think?

Argumentative Powerpoint/Prezi Presentation

Peer Evaluation Form
Presentation Topic: __________________________________________________________
Presenters Name: _____________________________
Evaluators Name: _____________________________
Instructions: Please evaluate the presentation by assigning each category different numbers. (1Not much, 2-Somewhat, 3-Average, 4-Very much, 5-Extremely)
1

1. Was the content educational/useful? (Did you learn

something?)
2. Was the presentation easy to follow overall? (Did it
make sense?)
3. Was the PPT slides/Prezi well-designed and neat
over all?
4. Did the presenter grab/maintain your attention
effectively?
5. Did the presenter use interactive activities to engage
the audience?
6. Was the presenters body language (eye-contact,
gesture) animated?
7. Was the presentation interesting and engaging
overall?
8. Did the presenter address audiences questions
effectively?
9. Did the presenter control the time effectively
(within 10 minutes)?
Please calculate the total points (45)

Position Paper

Description:
You will write a researched position paper in which you take the claim that you
asserted in your Power Point Presentations and prove it (attempt to convince your
audience). You will generate reasons to support your claim with evidence gained
from outside sources (logos), establish credibility by synthesizing those sources
responsibly and effectively and in a way that fully supports your argument (ethos),
and appeal to the emotions and values of your audience (pathos).
Present a clear, well-organized, well-supported argument that shows
youve read about and understand whats at stake in and whats been written
about your topic.
Provide sufficient evidence that your reasons are true. Your personal
experiences and observations count as evidence, but you should also draw
extensively on outside sources for evidence to support your reasons.
Address at least one counterargument to some part of your argument.
You may address a hypothetical naysayer or a real opponent found in an
outside source. Make sure you state your opponents position accurately,
make any necessary concessions, and then offer your own rebuttal.
As always, please take advantage of the help that is available to you (teachers, the
Writing Workshop, librarians, etc.).
Format:
3-5 pages, MLA format
Sources: At least 3 sources must be cited at the end of the Position paper to
effectively support your claim, integrated into your paper through quotes and/or
paraphrase, and listed on a Works Cited page; credible websites may be used.
Due Dates: (See syllabus)

I. Introduction
Begin with (YOUR CHOICE) a powerful quotation, a thought-provoking
question, or a personal connection to the topic.

Describe the topic and the background on the issues.

State your position on this issue (THESIS)

II. Interpretation of the issue

Provide an interpretation of the facts given.

Share different examples of this issue that have occurred or that happens in the

world

Interpret the seriousness or importance of these examples in depth

III. Evaluation of the issue

Evaluate the different points of view on the issue

Provide factual information to support why your point of view is most valid.
Opinions will not be persuasive enough here.

Develop your reasoning behind this position on this issue

IV. Expansion of the issue

Discuss how this issue applies to life

Develop your position by allowing your own perspective on the issue to emerge

Apply your position in this issue to the world at large

V. Conclusion
Return to how you began and revisit the quote or answer your opening question,
or provide more details to the personal connection you made

Prove why your position is best

Think about the future or project what will happen next