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ESOL 10th grade Composition and Literature Support 23.

0920009
2015-2016: FULL-YEAR SYLLABUS
TEACHER:

Ms. Schmidt
Riverwood International Charter High school
E-mail: schmidtml@fultonschools.org
Phone: 470-254-1980 ext. 41911
Website: www: www.mlschmidt.weebly.com.
Remind: a text message database that allows you to join a group
that receives text messages .

TEXT BOOKS:

AGSs Exploring Literature (text & student workbook) Price: $42


Longmans Focus on Grammar High Intermediate Level
(text and student workbook) - Price: $40.00
Longmans Advanced American Dictionary Price: $30.00
Reading Selection:
The Cay- Price: $15.00

COURSE CONTENT:

Every Day Vocabulary


Content and Literary Vocabulary
Advanced Reading and Writing Skills
Advanced Listening and Speaking Skills
Instructional Technology websites
Research and Presentations
Graphic Organizers

PACING:

UNIT 1:
Exploring Literature Unit 1 Fables ( 6 weeks)
Focus on Grammar Part I, Units 1 4
UNIT 2:
Exploring Literature Unit 2 Myths( 6 weeks)
Focus on Grammar Part II, Units 5 & 6
UNIT 3:
Exploring Literature Unit 3 - Tall Tales and Legends(6 weeks)
Focus on Grammar High Intermediate Level: Units 7, 8, 9 & 10
UNIT 4:
Exploring Literature Unit 4 The Short Story( 2nd semester-6 weeks)
Focus on Grammar High Intermediate Level: Units 11 & 12
UNIT 5:
Exploring Literature Unit 5 Suspense in the Short Story( 6 weeks)
Focus on Grammar High Intermediate Level: Units 11, 12, 13, and 14

UNIT 6:
Exploring Literature Unit 6 Nonfiction ( 3 weeks)
Focus on Grammar High Intermediate Level: Units 15, 16, & 17
UNIT 7:
Exploring Literature Unit 7 Poetry( 3 weeks)
Focus on Grammar High Intermediate Level: Units 18 - 24

SCOPE/SEQUENCE:

This class consists of development of stronger reading and


writing skills, vocabulary building, and grammar mastery.

WIDA Standard 1 -English Language English language learners communicate in only


English for Social and Instructional purposes within the school setting.

WIDA Standard 2- English language learners communicate information, ideas


and concepts necessary for academic success in the content area of
Language Arts.

ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of


what the text says explicitly as well as inferences drawn from the
text.
ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its
development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective
summary of the text.
ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it
sets a formal or informal tone.)
ELAGSE9-10RI5 Analyze in detail how an authors ideas or claims are developed and
refined by particular sentences, paragraphs, or larger portions of a
text (e.g., a section or chapter).
ELAGSE9-10RI6 Determine an authors point of view or purpose in a text and show
how an author uses rhetoric to advance that point of view or
purpose. ELAGSE9-10W10 Write routinely over extended time
frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative
discussions(one-on-one, in groups, and teacher-led) with diverse
partners on grades 910 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.
ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of

reasoning and the organization, development, substance, and style


are appropriate to purpose, audience, and task
ELAGSE9-10L1 Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking
ELAGSE9-10L2 Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
ELAGSE9-10L4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 910 reading and content,
choosing flexibly from a range of strategies
ELAGSE9-10L5 Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
ELAGSE9-10W4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are
defined in Standards 13 above.)
ELAGSE9-10W5 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. (Editing for conventions should demonstrate command
of Language Standards 13 up to and including grades 910.)

MYP Learner Profile:

Through this course we hope to develop internationally minded people


who exemplify the following shared traits: Inquirers, Knowledgeable,
Thinkers, Communicators, Principled, Open-minded, Caring, Risktakers, Balanced, and Reflective.

Aims:
The aims of the teaching and study of language A are to encourage and enable the student to:
use the language as a vehicle for thought, creativity, reflection, learning, and selfexpression and social interaction
develop the skills involved in speaking, listening, reading, writing, viewing, and presenting
in a variety of contexts

develop critical, creative, and personal approaches to studying and analyzing literary and
non-literary works
engage in literature from a variety of cultures and representing different historical periods
explore and analyze aspects of personal, host and other cultures through literary and
non-literary works
engage with information and communication technology in order to explore language
develop a lifelong interest in reading widely
apply language A skills and knowledge in a variety of real-life contexts.

The aims of the teaching and study of modern foreign languages are to:
enable the student to use language(s) effectively as a means of practical communication,
providing a sound base of communication skills necessary for future study, work and leisure
enable the student to understand the nature of language and the process of total language
learning, which comprises the integration of linguistic, cultural and social components
enable the student to develop an appreciation of a variety of literary and non-literary texts
offer insight into the cultural characteristics of the communities where the language(s) is (are)
spoken
encourage an awareness and understanding of the perspectives of people from other cultures
promote involvement with different communities, where relevant
provide access to varied sources of information
foster curiosity, a lifelong interest and enjoyment in language learning.

Objectives:
At the end of the course, students should be able to:
understand and analyze the language, content, structure, meaning and significance of both
familiar and previously unseen oral, written and visual texts
understand and apply language A terminology in context
analyze the effects of the authors choices on an audience
compose pieces that apply appropriate literary and/or non-literary features to serve the
context and intention
compare and contrast works, and connect themes across and within genres
express an informed and independent response to literary and non-literary texts.
create work that employs organizational structures and language-specific conventions
throughout a variety of text types

organize ideas and arguments in a sustained, coherent and logical manner

employ appropriate critical apparatus.

use language to narrate, describe, analyze, explain, argue, persuade, inform, entertain and
express feelings

use language accurately

use appropriate and varied register, vocabulary and idiom

use correct grammar and syntax

use appropriate and varied sentence structure

use correct spelling.

communicate information, ideas and opinions


demonstrate comprehension of specific factual information and attitudes, expressed in spoken
and written contexts
identify main ideas and supporting details and draw conclusions from spoken and written texts
understand and appropriately use structures and vocabulary
request and provide information in both spoken and written contexts
engage actively in oral production using comprehensible pronunciation and intonation
take part in formal and informal communications

Global Contexts
At Riverwood International Charter School teachers develop holistic learning and international
mindedness in students by actively engaging students in each subject in the six Global Contexts.
These areas serve as "lenses" through which students explore ideas, investigate connections
across and between subject areas, and apply their knowledge to real world problems.
Identities and
relationships

Who am I? Who are we?


Students will explore identity; beliefs and values; personal, physical, mental, social and
spiritual health; human relationships including families, friends, communities and cultures;
what it means to be human.

What is the meaning of when and where?


Orientation in space and Students will explore personal histories; homes and journeys; turning points in humankind;
time
discoveries; explorations and migrations of humankind; the relationships between, and the
interconnectedness of, individuals and civilizations, from personal, local and global
perspectives.

Personal and cultural What is the nature and purpose of creative expression?
expression
Students will explore the ways in which we discover and express ideas, feelings, nature,
culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity;
our appreciation of the aesthetic.

Globalization and
sustainability

How is everything connected?


Students will explore the interconnectedness of human-made systems and communities; the
relationship between local and global processes; how local experiences mediate the global;
reflect on the opportunities and tensions provided by world interconnectedness; the impact of
decision-making on humankind and the environment.

Fairness and
development

What are the consequences of our common humanity?


Students will explore rights and responsibilities; the relationship between communities;
sharing finite resources with other people and with other living things; access to equal
opportunities; peace and conflict resolution.

How do we understand the worlds in which we live?


Scientific and Technical Students will explore the natural world and its laws; the interaction between people and the
Innovation
natural world; how humans use their understanding of scientific principles; the impact of
scientific and technological advances on communities and environments; the impact of
environments on human activity; how humans adapt environments to their needs.

ASSESSMENT:

Students will participate in a wide variety of independent and group


activities centered on reading, writing, listening and speaking
skills. The following weights will be assigned to the various
categories of activities.

Assessment Criteria:
Students will receive feedback throughout the course based on the published MYP assessment
criteria.
Language A:
Criterion A
Criterion B
Criterion C

Content (receptive and productive)


Organization
Style and language mechanics

Maximum 10
Maximum 10
Maximum 10

Language B Foundation:
Oral Communication

Criterion A

Speaking and listening-message and interaction

Maximum 8

Criterion B

Speaking-language

Maximum 8

Criterion C

Writingmessage and organization

Maximum 8

Criterion D

Writinglanguage

Maximum 8

Writing

Reading Comprehension

Criterion E

Reading Comprehension

Maximum 16

GRADING SCALE AND SYSTEM:


A
B
C
F

90-100
80-89
70-79
0-69

Class participation/homework
Reading Skills
Research/Composition/Technology
Listening/Speaking
Tests
Final Exam

10 %
20 %
20 %
15%
20 %
15 %

MAKE-UP POLICY:

It is the students responsibility to ask the teacher about what you


missed, and makeup all work/quizzes/tests due to absences. Tests
and quizzes are announced in advance. If the student is absent on a
quiz/test day, he/she should be prepared to take it on the next class
day. In the event of excused or unexcused absence, it is the students
responsibility to arrange to make up the work. After a test is given for
a unit you cannot make up any work from that unit.
Major grades such as a research paper, projects, presentations,
etc. will have a deduction of 10% of the total assignment points
per day for the first 5 days. It is late-and accepted up to 10 days
after due date for a maximum grade of 50% of the total points possible.
(a zero may be earned if an assignment is not turned in within 10 days
of the due date)

Office Hours:

School-wide, teachers are available on Wednesday mornings from 7:50


- 8:15 a.m. The instructor is available for additional help before school
from 7:50 a.m.-8:15 a.m. and after schools from 3:35 p.m. -4 p.m.,
but please be aware that meetings and conferences are also scheduled
during these times periods; therefore, making an appointment with
your instructor is the only way to endure that your instructor will
be in her room and available to help you.

RECOVERY:

The intent of the Recovery Policy is to assist students by providing


adequate opportunities to master course objectives in order to
eliminate preventable failures.

Fulton Countys recovery policy is designed so that students who have


regular attendance and have completed all assignments but are still
unsuccessful in a course can have a chance to demonstrate mastery.
Students can request recovery only if they meet the preceding criteria.
Recovery does not mean that a student can skip a test or fail to turn in
major assignment and receive recovery as an alternative. The form of
recovery assignments is totally a matter of teacher discretion.

1.

Provision for Improving Grades


Opportunities designed to allow students to recover from a low or failing
cumulative grade will be allowed when all work required to date has been
completed and the student has demonstrated a legitimate effort to meet all
course requirements including attendance.
Students should contact the teacher concerning recovery opportunities.
Teachers are expected to establish a reasonable time period for recovery work
to be completed during the semester. All recovery work must be directly
related to course objectives and must be completed ten school days prior to the
end of the semester.

2.

Teachers will determine when and how students with extenuating


circumstances may improve their grades.

ACADEMIC INTEGRITY:

Riverwood High Schools Honor Code states that we value honesty,


Integrity, and respect for self, others, and property. We accept
responsibility to uphold these values and to preserve our personal
honor and the honor of the Riverwood Community.
Students guilty of an honor violation will receive a zero on the
assignment or test and the parent will be contacted. The grade will
appear as a CH on Parent Connect. Additionally, an honor
violation form will be submitted to the principal and will be on file in
counseling. Violations may jeopardize a students participation and
leadership in school activities and admittance to college. Students will
write the following personal honor verification on all tests, papers, and
any other work as indicated by the teacher: I have neither given nor
received any unauthorized aid on this assignment, followed by the
students signature.
The following specific acts are considered in the ESOL Department as
infractions of academic integrity. Please keep in mind; acts of
Academic dishonesty are not limited to the list below:
1.
2.
3.
4.
5.

Copying another students worksheet from homework or classroom


work.
Yelling out a response during a listening activity or test or quiz.
Copying word for word information from the internet.
Sharing answers during a test or quiz.
Copying directly off someone elses work.

6.
7.
8.
9.

SUGGESTED SUPPLIES:

Speaking in a foreign language when they are taking a test or quiz


or any graded activity.
Getting someone else to do their work.
Using dictionaries are accepted based on teachers discretion.
During any test and/or quiz there should not be anything on the
students desk except a writing tool, an eraser, and the exam paper.

1. 3-ring notebook
2. Notebook dividers
3. 1 box of Kleenex or tissues
4. Blue & black pens
5. Colored markers and/or pencils
6. Scissors
7. 10 pocket folders
8. 1 pack of 3x5 Index Cards
9. Notebook paper
10. USB drive ( if possible)
11. Bilingual dictionary (if possible)
12. Hand Sanitizer

Students are responsible for the proper care of


distributed textbooks and materials, including the following: providing
texts and materials on book check days; paying for lost, damaged, or
intentionally destroyed textbooks; and returning textbooks and
materials at the end of the year/term/upon withdrawal from Riverwood
International Charter School. Students also forfeit the right to another
free textbook until all fines have been paid.
TEXTBOOK CARE:

CLASSROOM PROCEDURES
1. BE ON TIME. General rules of tardiness, as outlined in the Riverwood Students Handbook, will be
rigorously observed.
2. Always bring paper, pencil or pen, and your books to class. Failure to do so will result in loss of class
participation grade.
3. No food, drink or gum. (Water is permitted)
4. According to Fulton County Policy no hats, do-rags, and media players,
6. Classroom participation is greatly encouraged.
7. Be Respectful and Courteous. Remember we are a class of many different cultures and personalities.
We will be learning about the cultures of other students as well as American culture. Be respectful

of the customs and ideas of each other.


8. Respect school property and the property of others.
9. SMILE ESOL class is fun! Keep a positive attitude!
10. Work hard to achieve your highest goals!
Consequences include private/public detention, parent contact and conference, office referral, etc.

CLASSROOM PASS
Name___________________________________________________________
Course__________________________________________________________
Semester (circle one) Fall / Spring

Year_________________

ESOL PASS LOG


PASS #1. _____________

______________________________________________

DATE

TEACHER SIGNATURE

PASS #2. _____________

______________________________________________

DATE

TEACHER SIGNATURE

10

PASS #3. _____________

______________________________________________

DATE

TEACHER SIGNATURE

_______________________
Students Signature

________________________
Print Students Name

_____/_____/____
Date

_______________________
Parent/Guardians Signature

________________________
Print Parent/Guardians Name

_____/_____/____
Date

Parent/Guardian email and/or phone number:


____________________________________________________________
____________________________________________________________

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