Course Syllabus 

   


Name of Course:English 1 (SDAIE-Specially Designed Academic Instruction in English)              

Name of Teacher: Anita Natale              

E-Mail Address: anatale@aptoshs.net      

Voice Mail #ext. 684

@ 688-6565 

Room #  E-106

Preparation Period: 4    

 

I

 

 

 

Course Description/Outline (reflects needed skills)

This course follows the English 1 course outline for writing and literature and prepares students for redesignation as Fluent English Proficient (FEP) and for entry into the regular English program. Sheltered English methodologies are used.  Based on teacher recommendation, students will advance to English 2 SDAIE or English 2.  This is a one period class; however, Reading Skills is required.

 

This is a college preparatory course designed to increase students’ proficiency in English and Language Arts.  An important focus of the course is to further develop students’ academic vocabulary, reading, writing, presentation and study skills to prepare them to pass required California High School Exit Exams, and meet or exceed requirements for college entrance.  Students will also use their outside reading to contribute to their “Million Word Challenge” total reading goals.

 

II

Materials Provided (name of textbook, other resources, video used,etc.)

 

Language of Literature TEXTBOOK, TEXTS INCLUDING: rOMEO & jULIET, cHILDREN OF THE rIVER, hEROES gODS AND mONSTERS, tO kILL a mOCKINGBIRD, i kNOW wHY THE cAGED sINGS, Microsoft Word software, Inspiration Software.

 

All or part of the following videos may be shown:  West Side Story, Romeo & Juliet, The Odyssey, The Clash of the Titans,  and I Know Why the Caged Bird Sings.

 

Various short historical and biographical video clips and excerpts from television news programs will be used to provide context and information related to units of study.

 

III

Materials Required

Students will be required to bring to class each day:

1.  3-ring binder with binder paper                 

2         pencil and blue or black pen

3         books, homework and any materials necessary for class

4         COMPOSITION notebook (70-100 pages for class journal)      

 

IV

Goals (knowledge to be acquired, technical skills, etc., specific reference to Expected Schoolwide Learning Results, California State English Language Arts and English Language Development Standards, and Pajaro School District English Language Development Benchmarks)

Writing Goals

1.      Students will increase their English writing proficiency at the sentence, paragraph, and short essay level.

2.      Investigate, research a topic and use the writing process to develop a brief report, including citations of sources used.

3.      Create descriptive writing using imagery, simile, and metaphor.

4.      Write narrative and autobiographical compositions for a variety of purposes.

5.      Self-monitor and self-correct grammatical structures and conventions of writing.

6.      Respond to open-ended prompts using a variety of vocabulary, sentence typed and writing strategies( dialogue, suspense, humor)

 

Reading Goals

1.       Students will increase their understanding of and build skills in interpreting a variety of literary genres.

2.       Derive meaning from text by applying knowledge of word parts.

3.       Recognize and understand idioms, analogies, and metaphors.

4.       Read independently and demonstrate comprehension through responses to literal and inferential questions.

5.       Analyze the interaction between literary characters.

6.       Use dictionaries and reference works to verify knowledge and interpret new vocabulary.

7.       Recognize and explain the use of similes, metaphors and other poetic devices.

8.       Describe how various literary elements contribute to mood or tone of a piece.

 

Listening Goals

1.       Take appropriate notes during a lecture.

2.       Demonstrate understanding of simple figurative language and idiomatic expressions.

3.       Interpret inferred meaning as expressed by intonation, rhythm and stress.

4.       Demonstrate understanding of idiomatic expressions, colloquialisms, speech registers and differing dialects.

5.       Demonstrate understanding of academic discussions using few visual aides.

 

Speaking Goals

1.       Use standard English speech that is comprehensible with consistent grammar, although some errors may be evident.

2.       Use simple figurative, idiomatic expressions to communicate ideas.

3.       Initiate conversations stating viewpoints and opinions.

4.       Prepare and deliver organized presentations.

5.       Be understood when speaking using standard grammatical forms.

6.       Participate in academic discussions with few visuals.           

 

The following California State Language Arts Content Standards for Writing are addressed:

1.1,  1.2,   1.3,  1.4,  1.5,  1.6,  1.7, 1.9,  2.1,  2.2,  & 2.3.

 

The following California State Language Arts Content Standards for Reading are addressed:

1.1,  1.2, 1.3

 

The following California State Language Arts Content Standards for Listening/Speaking are addressed:   1.1,  1.4,  1.7,  1.8,  1.9,  1.12,  2.2,  2.4,

 

Students will also address California State English Language Development Standards and District English Language Development Benchmarks at the Early Advanced and Advanced Levels.

 

The following Expected School-wide Learning Results will be addressed:  A1, A3, A4, A5, B1, B2, B3, B4, C1, C2, C3, C4, D1, D6, D7, D8.

 

 

Units of Study (activities)

1. Autobiography

Autobiographical Writing: write autobiographical narratives and detailed autobiographies.

Reading Autobiography:  I Know Why the Caged Bird Sings.

 

2.Paragraph Writing

Constructing a good paragraph:  Brainstorming, Topic Sentences, Supporting Evidence, Commentary and Concluding Sentences.

 

3. Realistic Fiction, Historical Fiction

 Children of the River.  Synthesis research project on themes and history: Vietnam War, Cambodian Refugees, 1960’s etc.

 

4.       Moving from Paragraph to Essay

Writing development and organization: Brainstorming, Clustering, Outlining, Main Ideas, Supporting Evidence, Explanation and Elaboration, Introduction, Body, Conclusion, Strong Opener/Hook, Thesis Statement.

Complete California Language Arts Standards Essays for Autobiographical Writing.

 

5.       Imagery, Symbolism, Metaphors and Similes

Literal and figurative meanings.  Idioms, analogies, and sensory details.

Complete California Language Arts Standards Essays for Observational Writing.

 

6.       Mythology

Greek, Roman and Norse mythology:  Heroes, Gods and Monsters,

 

7.       Reading Fiction

Self-selected novel: Book review and oral presentation.

 

8.       Reading and Performing Drama

Romeo and Juliet and West Side Story.

 

9.       Writing a Research Paper:  Teen Issues

Methods and resources for research, creating notecards, organizing main ideas, creating an outline, writing expanded paragraphs, integrating direct and indirect quotes, creating a works cited page and title page, presenting research in written and verbal form.

 

10.   Grammar and Language Study

Writing conventions, word roots suffixes and prefixes, morphemes and phonemes, homonyms, antonyms, synonyms, homographs, cognates and false cognates.

 

11.   Academic Literacy

Taking notes, keeping assignment calendars, organizing information and materials, partner and group collaboration.

12. Test-taking Skills

Preparation for the California High School Exit Exam, SAT-9, and California English Language Development test.

 

12.   Evaluating Literature

Researching the history, author, and content of various “Banned Books” that are often included in high school courses.  Evaluating the effectiveness of texts for particular audiences.

 

 

 

 

 

VI

Methods of Assessment (may include tests, portfolios, projects, essays, etc.)

Bell Assignments

Classwork assignments

Classroom participation

Homework

Essays (final drafts must be typed)

Exams and Quizzes

Projects (must be typed and/or multimedia)

 

VII

Methods to accommodate language learners and other target populations

 

Individual, partner, and group activities

Multi-cultural themes addressed

Use of visuals and graphic organizers

Wide use of supplemental materials

Technology and media resources used for reinforcement of concepts

 

 

 

VII

Class Procedures (missed assignments, make up work assignment format)

 

Missed assignments:  If you miss a class for any reason, you are expected to make-up the  assignments missed as soon as possible.  The normal amount of time allowed for make-ups is within one week after you return.  Students are responsible for requesting any make-up work the day they return to class.

 

Regular written work (homework, class assignments etc. ) may be handed in after due dates without penalty if the absence is “excused.”  Other “late” assignments (whether it is a period or a day) will have points taken off.  The later the assignment, the more points will be subtracted.

 

X

Behavioral Expectations (and consequences)

 

The overall guideline to behavior in this class is that everyone has the right to learn in a positive environment, and no one has the right to interrupt the teaching/learning process.

 

Classroom Rules

1. Respect People   Everyone has the right to express their opinion when appropriate and in an appropriate manner.

2.Respect Property.  Do not touch or take things that do not belong to you.

3.Come to class prepared to work.  Bring your pencil, pen, notebook, etc.

4.Do not disturb the learning process.  Classwork begins as the bell rings.  Do not talk or disrupt when the teacher is giving instructions or when anyone else is speaking.

5.No eating, drinking or personal grooming in class.

6.No electronics in class except those specifically linked/assigned to the class

 

Consequences:

1.       Warning

2.       Sign Progressive Discipline Plan/Teacher Consequences

3.       Referral signed and parents contacted

4.       Referral to vice principal for administrative consequences (school beautification, detention, Saturday school, behavior contract, parent conference, etc.)

 

Attendance Policy

Tardies:  Students are expected to be in their seats with materials ready when the bell rings, or they will be marked tardy.  Excessive tardies will result in parental contact and the assignment of school detentions and/or Saturday school.

 

Absences:

Poor attendance (tardies or absences) will result in disciplinary action and will lower your grade.  Excessive absences put a student in danger of having to repeat the course to receive credit.  The California Education Code (Section 49067) and the Pajaro Valley Unified School District policy (6270.4) authorizes teachers to assign a failing grade to any student with seven or more unexcused absences from a class during any grading period.

 

XI

Grading policy:

 

Your grade will be based on a point system.  Successful students will attend regularly, come to class on time, participate in class, and do all assigned work.  At least 50% of your grade will be based on the quality, improvement, and skill mastery shown in various types of writing assignments.

Points are given for graded assignments:

 

Homework                   5-25 pts.

Class Participation     0-10 pts.

Quizzes                         10-50 pts.

Projects                       5—100 pts.

Exams                            100 pts

Grades are based on percentage of points possible

A= 100-90% of total points possible

B= 89-80%

C= 79-70%

D= 69-60%

F= 59% or less

I have read the “Course Syllabus” for English 1 SDAIE and I understand that Reading and writing assignments will need to be completed as homework in order to pass   this course

Parent/Guardian Signature.................................................................................................................

 

Student Signature ______________________________________________________

 

Date ___________________________________