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 Annapolis High School English for Speakers of Other Languages2020-2021 Semester 1 Social Studies ESOL Course SyllabusTeacher: Emily Grey Phone: (301) 971-2976 E-mail: egrey@Note to parents: This document explains what students will learn in ESOL Social Studies this year.?Please?call(301) 971-2976with any questions.? Please sign your name on the last page of this document.???Nota para los padres: Este documento explica los temas que los estudiantes aprenderán en la clase ESOL este a?o escolar. Llame al número (301) 971-2976 si tiene alguna pregunta. Por favor firme con su nombre en la última página de este documento?? Welcome to the Middle Years Programme! This exciting program provides a framework of academic challenge that encourages our students to understand and make connections between traditional subjects and the real world. Throughout your academic career, you will develop the traits of the IB learner profile: inquirer, knowledgeable, thinker, communicator, principled, open-minded, caring, risk-taker, balanced, and reflective. This exciting ESOL class provides a framework of academic challenge that is based on the five fundamental concepts of language learning; listening, speaking, reading, writing, and culture. Throughout your school year, you will be amazed and excited about how much English you are learning. Learn each day and dream for your future!Course OverviewThe goal for ELA instruction is for students to engage in listening, speaking, reading and writing English through an integrated language arts and content curriculum. Emphasis is placed on building background knowledge and developing academic language proficiency which followed the Common Core and WIDA standards. Our aim is to enable English learners to construct meaning from oral and written language, express complex ideas and information, as well as access instruction, be it academic or at social level. AACPS/ESOL Unit TitleEssential Question(s)Language / Content FocusGlobal ContextUnit 1: Discovery or Invasion?Why did Americans want independence from Great Britain? How and why did the colonists react to increased taxes and controls by Parliament? Who were the colonists who played a key role in the founding of the new country?What is the basic structure of the American government (Separation of Powers)?What are the principles of the U.S. Constitution and the Bill of Rights (First Amendment)? WiDA ELD Standards:ELD Std 1: Social and Instructional LanguageELD Std 2: Language of Language ArtsELD Std 5: Language of Social StudiesHistory/Social Studies Standards:Political Science 1.A.1.b: Explain and summarize the principles of separation of powers, checks and balances, majority rule, and how they protect individual rights and impact the functioning of government1.A.1.b: Explain and summarize the principles of separation of powers, checks and balances, majority rule, and how they protect individual rights and impact the functioning of government1.A.1.c: Explain the significance of principles in the development of the Declaration of Independence, Preamble, U.S. Constitution, and the Bill of Rights1.A.3: Describe the roles of colonial government regarding public policy and issuesHisotry 5.0.2.C: Analyze the growth and development of Colonial America5.C.1.a: Identify and sequence key events between the French and Indian War and the American Revolution.B.2.a: Describe the religious, political and economic motives of individuals who migrated to North America and the difficulties they encounteredDimensions of Time and SpaceFairness and DevelopmentUnit 2: A New Nation, Settlers and Explorers, Westward Movement, and the Civil WarWhy was the Louisiana Purchase a major turning point in US history?How did technological advances impact the economy and people in the United States?Why did people want to move west?How did the western movement of Americans impact the Native Americans?How and why did the “north” and the “south” develop different identities?How did the Civil War end? What factors and events influenced the outcome of the Civil War? ELD Std 1: Social and Instructional LanguageELD Std 2: Language of Language ArtsELD Std 5: Language of Social StudiesHistory/Social Studies Standards: 5B.1a: Explain the political and economic impact of the Louisiana Purchase on the US5B.3a: Explain the political, economic, and social factors that motivated people to move west4A.4a: Describe how differences between the agrarian South and the industrial North heightened tensions5C.5: Analyze factors affecting the outcome of the Civil War1C.2a: Describe the significance and effects of the Emancipation ProclamationIdentities and RelationshipsIntercultural UnderstandingThrough our students, the world walks into our ESOL classroom and teaches us mutual respect and appreciation for the wide diversity of experience. As we learn about ourselves, we learn about others.Required materials: (Students are expected to bring the following materials to every class every day)1 pen or pencilpaper Google ClassroomAll ESOL II lessons will be on Google Classroom.Please note that all Google Meet instructional sessions will be recorded and posted in Google Classroom. They will only be viewable by the students in the classroom and will only be available for a finite period of time.Textbooks and ResourcesUSA History in Brief (The Learner English Series)Assessments (formative & summative)Students will be informally assessed throughout each unit, and formally assessed at the end of each unit. In ESOL, students are assessed using the following criteria: Listening, Speaking, Reading, and Writing.GRADING POLICYGrades earned will reflect each student’s mastery of national, state and industry standards pertaining to ESOL Social Studies II. A minimum of 9 separate assignments, exclusive of homework and quarterly assessments in the following categories will be used to report student grades. A minimum of 4 assignments/ assessments are required in each grading category with the exception of the quarterly assessment. Grading PercentagesGrading PolicyCategory Percentage of Overall Grade Reading 20% Writing 20% Speaking 20% Listening 20% Participation 10%Quarterly Assessment 10% Total 100% A (90-100%) - Outstanding level of achievementB (80-89%) - High level of achievementC (70-79%) - Satisfactory level of achievementD (60-69%) - Low level of achievementE (59% or below)- Failure0 – If student does not attempt the workGrades earned will reflect each student’s mastery of national, state and industry standards pertaining to ESOL Social Studies II. A minimum of 9 separate assignments exclusive of homework and quarterly assessments in the following categories will be used to report student grades. A minimum of 4 assignments/assessments are required in each grading category with the exception of the quarterly assessment. Category 1: Reading?Weekly reading comprehension activities including AVID strategies such as marking and revisiting the text.?Category 2: Writing?Weekly independent and group writing activities to include notetaking, summarizing, recording ideas, and creative writing assignments.?Category 3: Speaking?Daily group and independent activities focusing on fluency, pronunciation and intonation.?Quarterly Assessment- There will be one quarterly assessment per quarter. Quarterly assessments measure student mastery of the major standards for the quarter and course. These assessments may not be redone. Parent NotificationParents will be notified at least three weeks prior to the end of a marking period if a student is currently earning a failing grade. At any time, parents may check Parent Portal (Spanish) Parent Portal (English) to see their student’s grade. Please contact the guidance office if you do not already have a login. MinimumA minimum grade of 50% will be given for all assignments or assessments for which the student made a good faith effort, as determined by the teacher. If a student does no work on an assignment or assessment, the teacher shall assign a grade of zero. No grades between 1% and 49% will be recorded in the gradebook. Missing/Late WorkStudents are expected to complete all learning activities (graded or not graded) to support/ fortify their learning.? However, graded assignments will be clearly labeled in Google Classroom for students to know what assignments are graded.? All graded assignments for the week will be posted in Google Classroom on Monday with some specific due dates established, but with allowance for completion through Sunday at 10:00 PM.? Any late/missing assignment will be coded as such in the gradebook and assigned a grade of a 0.? Upon completion/submission of a missing or late assignment, the assignment will be graded on merit with no penalty based on the date of submission.?Opportunity for Mastery/RedosConsistent with Anne Arundel County Board of Education Policy on grading, students who have not yet met mastery standards shall have one additional opportunity to improve their scores on a minimum of 3 assignments of their choosing with the exception of homework, some multi-component research papers/projects, quarterly assessments, and assignments due during the last week of the marking period. Teacher facilitated re-teaching is recommended before a student uses his or her opportunities for mastery (re-do) but is not required. Students must complete and submit re-do assignments within 10 school days of receiving returned original graded work and the highest score earned will be recorded. For re-dos, the teacher may elect to create an alternative assessment that measures student mastery of the same content standards. After an opportunity to re-do for mastery has been submitted, the higher grade will be the grade of record. Attendance/TardinessIF YOU ARE ABSENT, PLEASE CONTACT Ms. Grey at egrey@ to receive your make up work.All effort will be made to help students when they have been absent. Please make prior arrangements, if possible, to collect work from the instructor for days that are to be missed.It is the Annapolis High School expectation that all students will be on time. Recording of Grades and Communication with ParentsPer AACPS regulation, all grades, with the exception of lengthy assignments such as projects and extended writing assignments, will be entered into Parent Portal within one week of assignment submission. Parents can check Parent Connect regularly to monitor student grades. Academic IntegrityAnnapolis High School emphasizes personal, social, and technical academic integrity by ensuring that student work, either individual or collaborative, is valued and others’ work is appropriately acknowledged. Academic dishonesty is a violation of the Code of Student Conduct. Students will receive discipline consequences and will receive a 0 for any incidents of academic dishonesty. Cell Phone ExpectationsThe teacher will indicate when cell phones are appropriate for use during class activities. Behavioral ExpectationsAnnapolis High School students, staff, and visitors will make a pledge and commitment to their school and its mission. In doing so, students show respect for themselves, learning, others, and property.SelfBe preparedUse appropriate school languageHave respect for yourselfTry your best!Have a “Can Do” Attitude!OthersListen when others are talkingParticipate in class activitiesUse language appropriate for schoolAvoid conflict in classOffer and accept constructive criticismLearningCome to class daily and on timeBring all required materialsParticipate in classStudy for tests and quizzes by doing practice problemsAsk for help when neededFollow instructions and stay on taskComplete all assignments on timePropertyKeep an organized notebook complete with quality notesKeep your space cleanStay in your seat and keep the desk cleanStudent name (please print):?________________________________________________Nombre del estudiante (escribe en letra de molde)Student signature:?__________________________________________________________Firma del estudiante?Parent/guardian (please print):?__________________________________ Padre o Tutor (escribe en letra de molde)???? ?????????? ??????????? ???Parent/guardian signature:?___________________________________Firma del Padre o Tutor?Parent/guardian phone number:?_______________________________ Número de teléfono del Padre o Tutor????????????????????????????????? ??????Parent/guardian e-mail:?____________________________________Correo electrónico? ................
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