English 2 Syllabus 2013-2014


Course Syllabus 2013-2014

Course Title: English II (American Literature)


Course Description:

English II is a five-credit survey college preparatory course that covers the American Tradition in Literature chronologically. Students will read, analyze, respond to, and discuss topics in American Literature. During this time, students will continue to develop their writing skills and their use of the writing process.  Also included will be vocabulary study related to literature and SAT Prep. All work is aligned to national Common Core reading, writing, speaking & listening, and language standards.

Core Texts:

  • Summer Reading Text: 13 Reasons Why
  • Marking Period 1: The Crucible
  • Marking Period 2: Julius Caesar
  • Marking Period 3: Excerpts from Huckleberry Finn, Of Mice and Men
  • Marking Period 4: Catcher in the Rye

Textbooks: Prentice Hall The American Experience, Sadlier-Oxford Vocab E


Teacher Information:  

Michele Lisa

Room 106

732-981-0700 Ext. 7009


Writing Resources:

For writing guidelines and assistance, refer to the Piscataway Writer’s Handbook, available at: http://piscatawayschools.org/page/5748), visit the PHS “Writing Resources” site at http://piscatawayschools.org/page/5762, or   register for a session in the Piscataway Writer’s Lab (http://piscatawayschools.org/page/5763).


Grading Policy:


  • Tests/Projects                                  35%
  • Writing Assignments                         35%
  • Homework                                      10%
  • Class work                                      20%
  • Class participation will count to enhance your grade.


Homework will not be accepted late.

Essays and Projects will be accepted 1 day after the due date with a 10% penalty.


PHS English Department Writing Map Guidelines:


At the end of grade 10, students will                                                                                  

  • formulate (with minimal teacher guidance) a clear thesis statement independently, provide relevant support, and draw a logical conclusion
  • compose analytical expository essays containing paragraphs with clear topic sentences, logical order of ideas, and effective transitions
  • demonstrate use of textual references as support with clear explanation of how and why the reference is significant in analytical writing
  • integrate quoted material into the writer's text
  • write cogent essays that address characterization, symbol, theme, and tone
  • analyze short passages in context of the entire work
  • analyze character throughout a work
  • balance citation with interpretation effectively

Composition Goals:

  • Analyze and revise writing to improve coherence, sentence variety, style and word choice.  
  • Focus on identifying the author’s subtlety of meaning, use of literary elements, voice, and awareness of audience.

Grammar, Usage, and Mechanics Goals:

  • Apply standards of English in writing by using correct s/v and pn/antecedent agreement; correct case of pronouns; correct forms and tenses of verbs; placing modifiers correctly; avoiding ambiguous, general, or weak pronoun references; demonstrating a well-developed knowledge of English syntax; subordinating and coordinating ideas correctly; using transitions for coherence; excluding extraneous details, repetitious ideas and inconsistencies.

Required Writings:

  • Practice writing narrative prose, persuasive essays, poetry, journals, and responses to text.  
  • Focus on writing literary analysis and criticism, a personal essay, and a research paper.

Classroom procedures and expectations:

Academic Integrity policy:



2013-2014 Electronic Device Policy


"Per the student handbook, the use of electronic devices in the classroom is subject to the approval of the teacher. Unauthorized use of these items will result in a minimum of confiscation and a maximum of a short-term suspension for open defiance. Continued violations will result in a mandatory meeting with the parent, student, teacher, and Dean of Students."


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