Sophomore English Curriculum
The sophomore program
continues the introduction to literary genre that is begun in freshman
year. Although much of the literature is
drawn from British works, other national texts may be included.
Textbook: Pearson English
Excerpts from Beowulf;
Excerpts from The Canterbury Tales --Geoffrey Chaucer;
Optional: excerpts from Morte D’Arthur -Malory, Gawain and the Green Knight the Pearl Poet
A 19th c. British novel: either Frankenstein --Mary Shelley; Dracula --Bram Stoker; Jane Eyre --Charlotte Bronte; Wuthering Heights -Emily Bronte; Thomas Hardy, The Mayor of Casterbridge.
of the Flies William Golding and/or 1984 George Orwell
An additional novel/play of the teacher’s choice,
approved by the chairperson.
A significant selection of prose fiction
and non-fiction that reinforces the literary terms the students learned in freshman year, including “Araby”, “The Rockinghorse Winner,” “The Train From Rhodesia,” and additional stories of the teacher’s choice.
Poems that emphasize the poetic devices the students learned in freshman
year. These poems must cover the forms of the sonnet and may include other forms that developed as part of the English tradition, such as the ode, the ballad, the elegy,
and the dramatic monologue including:
- Sonnet Sequence:
Poems by Spenser, Sydney, Shakespeare, andMarlowe
- John Donne, “A
Valediction: Forbidding Mourning, ” “Holy Sonnet 10”
- Blake,“”The Lamb,” “The Tyger, ” “The Chimney
- Shelley, “Ode to
the West Wind,” “Ozymandias”
- Byron, “She Walks
- Keats, “Ode on a
“Tintern Abbey,” “The World is Too Much with Us”
- Coleridge“Rime of the Ancient Mariner”
- Browning “My Last Duchess”
- Tennyson ”Ulysses”
- Yeats “When You Are Old and Grey” “The Lake Isle of
Common Core Readings
Formal instruction in grammar rules and usage. The
curriculum covers and reinforces the following topics which the students cover
in freshman year: consistency of tense, fragments, forms of sentences (simple,
compound, complex, compound-complex), clear pronoun antecedent, apostrophes,
run-on sentences, active and passive voice, agreement in number of pronoun and
antecedent, singular verb with singular indefinite pronoun, prepositional
phrases, pronoun case. Every sophomore takes grammar assessment exams.
In sophomore year, students improve
their analytical skills by focusing on the expository essay. The students come to understand the differences between the literary and non-literary essay and receive formal instruction in the literary essay and focus on improving their skills in writing this type essay. The writing curriculum covers the following: essay structure, transitions between paragraphs, using appropriate diction, tone, proofreading, topic sentences in body paragraphs, adhering closely to a topic, supporting a position, writing for a particular audience.
Completion of the words in the vocabulary e-text, Level
E. In addition, students are encouraged
to be aware of their responsibility for the vocabulary in the written
texts. Sophomores come to understand the
importance of vocabulary development in taking the verbal section of the PSAT