COURSE SYLLABUS 9th Grade Literature and Composition Fall 2016 Teacher: Mrs. Williams­Garner School Phone: 404­802­3100 Email: ​[email protected] Tutorial Day:​ Monday Google Phone: ​(404) 946­8196 Tutorial Location​: Room 223 rd ​
Textbook: ​Holt, Elements of Literature
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(3​ Course) Tutorial Hours​: 3:30pm ­4:30pm ​Milestones Foundations Other texts as needed Role of the ESOL Teacher: ​ ● Provide language instruction in the four­macro skills ­ listening, speaking, reading, and writing ● Collaborate and support content area teachers ● Assess students’ abilities in different competency areas (speaking, listening, reading, and writing) ● Suggest strategies and interventions through collaborative consultation with content area teachers ● Serve as a liaison for communication among teachers, students, and parents/guardians   Course Description: ​ This course is specifically designed for ESOL students taking core classes in ELA. This is created to facilitate an integral approach to the teaching of literature, reading comprehension, writing, listening, and speaking skills. The literature study will incorporate a variety of genres and multi­cultural writers presented in a thematic pattern where EL’s will be supported with various adapted texts, dictionaries and differentiated online activities and lessons. Composition, a major component of this course, focuses on developing control in expository, narrative, descriptive and persuasive writing as well as introducing research skills. Grammar, mechanics, and usage will be covered within the context of the literature and writing assignments. The students will: I. Reading and Literature A. Make inferences, predicted outcomes, distinguish between figurative and literal language B. Recognize explicit and implicit main idea and supporting details C. Identify cause­effect relationships D. Make generalizations and draw conclusions E. Recognize literary techniques F. Recognize literary genres G. Recognize slanted language and errors in reasoning H. Broaden vocabulary through reading II. Composition Skills A. Utilize a variety of writing modes B. Write for a variety of purposes C. Outline and take notes D. Summarize E. Produce creative writing F. Develop research skills III. Speaking and Listening Skills A. Practice standard usage for formal communication B. Practice group discussion techniques C. Practice speaking techniques D. Listen to and follow directions IV. Grammar and Mechanics/Vocabulary and Spelling Skills ​A. Demonstrate correct and punctuation usage B. Identify new words using context clues C. Demonstrate correct spelling skills Course Objectives: ​Objectives are based on the WIDA and the Georgia Perfornamce Standards. 9th Grade English Language Arts Common Core Georgia Performance Standards (ELACCGPS): https://www.georgiastandards.org/Common­Core/Documents/9­10thELACCGPS.pdf A state mandated End of Course Test (EOCT) is required and counts toward 20% of the student’s overall course grade. Course Content Standards​: ELACC9RL1 / ELACC9RI1​: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9RL2​: Determine a theme or central idea of text and analyze in detail 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. ELACC9RL3​: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELACC9RL4 / ELACC9RIT4​: 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. ELACC9RL5​: Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create such effects as mystery, tension, or surprise. WRITING ELACC9W1: ​Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence ELACC9W2: ​Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. ​ELACC9W3: ​Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details and well­structured event sequences. ELACC9W4: ​Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELACC9W5: ​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. ELACC9RI2: ​Determine a central idea of a text and 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. ELACC9RI3​: Analyze how the author unfolds an analysis or series of ideas or events, including​ ​the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELACC9RI5: ​Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. ELACC9RI6: ​Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELACC9RI8: ​Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient, identify false statements and fallacious reasoning. Language ​(Conventions of Standard English) ELACC9L1 – 9L2: ​Demonstrate command of the conventions of standard English grammar and usage when writing or speaking and standard English capitalization, punctuation, and spelling when writing. ELACC9L4: ​Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grades 9­10 reading and content. ELACC9L6: ​Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. GRADING SCALE Numeric Value 100­90 89­80 79­70 69­0 Not Evaluated Letter Grade A B C F NE Evaluation and Grading: Course Components Classwork Homework Quizzes Tests Performance Activities (i.e. projects, extended writing) TOTAL Weights 25% 5% 15% 25% 30% 100% Campus Portal for Parents: ​Visit ​https://ic.apsk12.org/portal​ to view class schedules, attendance records and grades. To activate your account, visit the school to receive your login (activation key). Required Materials: paper, pencils (for testing and prewriting only), pens (blue, or black ink), 2­3” binder, 5 binder dividers, personal novel , google email account for ESOL classes Additional Suggested Materials colored pencils/markers, and post­it notes, translation dictionary Course­specific suggestions for parents and students: ● Helpful Websites o www.dictionary.com​ – Online English Dictionary o www.azargammar.com​ – Grammar Reference and Practice o https://infinitecampus/parent/portal.com​ ­ Home Access Center (Grade Reports) o www.quizlet.com​ – Thematic Vocabulary Practice o studyisland.com ­content practice (all areas) o usatestprep.com­ content practice (all areas) o google.com­ google docs and email ● Google Phone­Phne and text messaging system that allows the teacher, prent, and student to communicate # 404­​946­8196 ● Students will have to create an account on either Google Classrom or Edmodo. More information will follow. LATE ASSIGNMENTS: ​It is important that students are responsible and meet established due dates for assignments. Late is defined as anytime work is submitted after the assignment has already been collected by the teacher. Late work may be deducted up to 30% of the grade. MAKE­UP AND MISSING ASSIGNMENTS: ​Students with an excused absence will be expected to submit missed work on or before the third class meeting after the absence. Pre­announced assignments are due upon return to school. School­wide Expectations​: MASTERY LEARNING:​ With mastery learning, a unit of material is taught, and student understanding is evaluated before students are able to move on to the next unit. Students who have not shown mastery for a particular unit will receive feedback and support in reaching mastery. They may be given practice exercises, study guides, group work or complementary resources to help them improve and achieve mastery. Students who demonstrate mastery of the content for a particular unit are given enrichment exercises like special projects, tasks or academic games to further or broaden their knowledge of the material. DEFICIENCY REPORTS:​ Parents and guardians are informed when students are making unsatisfactory progress in classes. Poor performance will be reported to parents and guardians as soon as problems are evident. Deficiency reports with plans for remediation will be written for all students making unsatisfactory progress, and parent­guardians conferences must be scheduled. Unsatisfactory grades should never come as a surprise to parents, guardians, or students. Teachers will: ● Contact parents and guardians early in the semester if academic, attendance, or behavioral difficulties are apparent. ● Notify the counselor, SST/RTI Chair, and the academy leader of serious problems that are affecting classroom performance. ATHLETIC ELIGIBILITY:​ ​Students wanting to participate in athletic programs governed by the GHSA and extracurricular activities must meet eligibility requirements to participate. The Athletic Director (and the Extracurricular Activities sponsors) will collaborate with teachers to monitor and to identify students in danger of failing courses. All faculty members will be given a master list of students participating in extracurricular activities and athletics under the auspices of the GHSA. ACADEMIC HONESTY Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghost­written papers or products. It also occurs when a student utilizes ideas or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in the Atlanta Public Schools Handbook Classroom Expectations​: ​ ​Follow school policies as direced within the handbook. 1. H​AVE: Arrive on time and with supplies. 2. E​NGAGE: Be ready and willing to learn. 3. R​ESPECT: Listen to the presenter (teacher and student). 4. O​FFER: Be willing and ready to help your peers. (Raise your hand to ask for help.) Additional Expectation: USE ELECTRONIC DEVICES ONLY AS DIRECTED Acknowledgment of Receipt: ​By signing below, the student and parent/guardian acknowledge that they have read and understood the contents in the 2016­2017 ​9th ​
​ grade Literature and Composition syllabus. *PLEASE SIGN & RETURN TO Mrs. Williams­Garner within 3 school days.* Student Name (Print) _______________________________________ Date___________________________ Student Signature___________________________________________ Date___________________________ Student Email_____________________________________________ Parent Name (Print) _________________________________________ Date___________________________ Parent Signature____________________________________________ Date___________________________ Parent Email_______________________________________________ Parent Contact #___________________________________________ Does the parent speak English: YES NO If “no”, what is the laguage spoken by the parent?_________________