English to Speakers of Other Languages [ESOL] Syllabus

Course #s: 303610, 313510, 305510

JONESBORO HIGH SCHOOL
7728 Mt. Zion Blvd.
Jonesboro, Ga. 30236
2016-2017
School Mission Statement: The mission of Jonesboro High School is to be accountable for providing a
globally competitive education that empowers students to achieve academic and personal goals and to
become productive, responsible citizens.
Teacher(s): Dr. Karen K. Carnes
Teacher/Student website:
jonesboroesol@weebly.com
http//:www.clayton.k12.ga.us

Email: Karen.carnes@clayton.k12.ga.us
Classroom Email:
http://www.jonesborohighesol@gmail.com
Class Website:
http://edmodo.com/jonesboroesol.com

Room Number: 15 Vocational Bldg.

Semester: Fall 2016-2017

Phone Number:( 770) 473-2855

Tutorial Days: Tuesday and Thursday or by
Appointment
Tutorial Hours: 7:30 8:00 a.m. and 4:05-4:35
p.m.
Tutorial Location: Room 15, Vocational Building

Textbook: Hampton Brown- EDGE Level

B, A, and C respectively. Volumes I and II.
Textbook Price: $89.00

Edmodo:
Students will be using this site now for assignments, reminders, handouts, documents, etc. Parents and students can use this site
to access of the teachers supportive information. Parents and students can create an account by going to the following address:
http;//clayton.edmodo.com/
Students: Enter code 9gcg7r/xtedcq/q5kyvm to create an account and type a username and password, input your e-mail
address, name, and click sign up.
Parents: Once student accounts are set up, I will send you a code to sing up as well to access your childs work and
communicate with me. This process prevents outside adult access to the teachers group.

Department Philosophy:
English for Speakers of Other Languages is a specific curriculum that is sequenced in
the order of increasing linguistic complexity. The purpose of Jonesboro High Schools
ESOL program is to provide targeted activities and practice with developmentally
appropriate language forms and functions that will allow students to acquire the
English language. Students practice language in all four domains (reading, writing,
speaking and listening). English learners need a specific developmental curriculum
designed to develop basic and academic proficiency in English. It is our
responsibility to provide appropriate English language instruction targeted to the
students proficiency level and linguistically supports all content areas of instruction.
The content of an ESOL class is the English language. Students acquire the language
by working with the functions and forms at a developmentally appropriate level.
Clayton County Public Schools believes that literacy is an essential skill for every
child to be successful in school, work, and life. It is the academic goal of this school

to ensure that students read for enjoyment and information in order to demonstrate
higher levels of critical and analytical thinking through reading, writing, and
speaking and listening. The ESOL programs aspiration is to have students succeed
both socially and academically in all four language skills and to so with confidence
and finesse in all content areas. English instruction that is relevant to the student is
presented in a student-friendly environment to facilitate an atmosphere conducive
to learning. Tapping prior knowledge helps students connect the new language to
familiar topics and helps create a low-stress environment which encourages learners
to take risks and experiment with the language. The key to success is planning and
preparation and with appropriate resources, knowledge, and a belief that our
students can excel beyond measure.
Course Description:
English to Speakers of Other Languages (ESOL) is a state-funded instructional program for eligible English Learners
(ELs) in grades K-12. The ESOL program provides a rigorous and relevant standards-based curriculum emphasizing
academic and social language development in a culturally diverse society for accommodating the life-changing
educational opportunities provided and available to aspiring young minds. The skill domains of listening, speaking,
reading, and writing consolidate and internalize the full progression of the CCGPS. ELs are given the opportunity to
access post-secondary options in a globally competitive society.
ESOL coursework is based upon the WIDA Consortium English Language Development (ELD) standards and the
Georgia Common Core Performance Standards mandated by the state. This Mastery Learning backwards design
integrates standards and SIOP instructional strategies to enable LEPs to both communicate in English and to
demonstrate academic, social, and cultural proficiency. The ESOL courses provide specialized instruction and learning
opportunities designed from beginning, intermediate, and advanced English language learners ELs) who experience
difficulty with academic performance related to the process of English language acquisition and linguistic complexity.
The ESOL language text Edge is a core reading intervention program designed to prepare students for success on exit
exams and moves them to gradation and a promising future! Instructional approaches, both in ESOL and general
education classes, ensure that the needs of Georgias and Clayton Countys ELs are being formatively and adequately
met. To the extent practicable, it is appropriate to use the ELs home language as a means of facilitating instruction and
providing parents with school-related information.
Listening
Listen, take notes, and comprehend a variety of academic lectures and media presentations.
Speaking
Participate in classroom discussions and give class presentations on diverse subjects and themes.
Acquire vocabulary needed to obtain and process information for content-area subjects through close reading.
Reading
Recognize and appreciate various forms of literature, with the ability to reflect on thematic units.
Writing Goals and Standards of achievement of ESOL learners are:
1. To use English to communicate socially and culturally in appropriate ways
2. To use English in various academic settings to enable ESOL students to achieve in all content areas
3. To use English effectively in all content areas including electives
Course Objectives:
Students will practice in the following skill areas and learn to:
Produce written work according to styles and conventions required for academic purposes.
Develop skills for writing paragraphs and essays, including practice in all steps of the writing process.
Incorporate increasingly sophisticated grammatical structures into their writing.
Preparation for state required tests/ EOCT- GMAS, PSAT, ACCESS and SAT/ACT.
Textbook:
The following will be used as per grade level:
Literature
9th Hampton-Brown EDGE B- Volume I - 9th [National Geographic]
10th- Hampton-Brown EDGE A- Volume I & II - 10th [National Geographic]

11th- Hampton-Brown- EDGE C- Volume I -11th [National Geographic]

12th- Hampton- Brown- EDGE C- Volume II - 12th [National Geographic]
Grammar
Understanding and Using English Grammar [National Geographic]
Grammar Dimensions
Vocabulary and Idioms
Slangmans Guide to Street Speak
TOEFL- Test Assistant Vocabulary
Longman Advanced American Dictionary with CD-ROM
Hampton-Brown EDGE Resources
Informational Reading
ESOL Curriculum Guide
American Ways
Assigned Novels and Supplementary texts
EDGE Library
Listening/Speaking and Academic Skills
Linguistic Acquisition Programs
Test Smart!
ESOL Materials
EOCT Practice Books
GMAS Practice Books
Academic websites
Standardized testing websites
Writing
Introduction to Academic Writing
The Writers Thesaurus
EDGE Writing Handbook
Novels
As per required ESOL lists
EDGE Library
WIDA Standards:
The WIDA English Language Development Standards are designed as a curriculum and instruction planning tool. The
five standards encompass the areas of Social and Instructional language; the language of Language Arts; Math, Science,
and Social Studies.
The WIDA ELD Standards are:
English language learners communicate for Social and Instructional purposes within the school setting.
English language learners communicate information, ideas and concepts necessary for academic success in the content
area of Language Arts.
English language learners communicate information, ideas and concepts necessary for academic success in the content
area of Mathematics.
English language learners communicate information, ideas and concepts necessary for academic success in the content
area of Science.
English language learners communicate information, ideas and concepts necessary for academic success in the content
area of Social Studies.
http://www.wida.us/
https://www.georgiastandards.org/Common-Core/Documents/9-10thELACCGPS.pdf
https://www.georgiastnadads.org/Common-Core/Documents/11-12thELACCGPS.pdf
CCGPS Standards:
Common Core Georgia Performance standards for grades 9 through 12 is organized into grade bands comprised of 9-10
and 11-12 due to the flexibility of English Language Arts course offerings at the high school level. The 9-12 Standards
define what students should understand and be able to do by the end of each grade band. As students progress towards
the successful culmination of their high school careers, they will consolidate and internalize all skills instilled through
the full progression of the CCGPS. High school students will employ strong, thorough, and explicit textual evidence in
their literary analyses and technical research. Students will understand the development of multiple ideas through
details and structure and track the development of complex characters and advanced elements of plot such as frame
narratives and parallel storylines. Student writing will reflect the ability to argue effectively, employing the structure,
evidence, and rhetoric necessary in the composition of effective, persuasive texts. Students will be able to construct

college-ready research papers of significant length in accordance with the guidelines of standard format styles such as
APA and MLA. Students will have built strong and varied vocabularies across multiple content areas, including
technical subjects. Students will skillfully employ rhetoric and figurative language, purposefully construct tone and
mood, and identify lapses in reason or ambiguities in texts. Students will recognize nuances of meaning imparted by
mode of presentation, whether it is live drama, spoken word, digital media, film, dance, or fine art. Students will
complete the course with the fully developed ability to communicate in multiple modes of discourse demonstrating a
strong command of the rules of Standard English.
http://www.wida.us/
https://www.georgiastandards.org/Common-Core/Documents/9-10thELACCGPS.pdf
https://www.georgiastnadads.org/Common-Core/Documents/11-12thELACCGPS.pdf
Course Prerequisites:
Graduation Credits earned and accumulated.
Courses Offered Fall and Spring Semester:
9th -12th Grade
ESOL English I Multicultural Lit. & Comp. [303610]
Oral Communication Skills in the Content Areas [313510]
Reading and Listening in the Content Areas [314510]
ESOL English II- World Literature [304610]
ESOL English III- Language and Literacy in the Content Areas [305510]
Core or Elective Course/Carnegie Credit/Course Length:
[1] Year = [1] Unit (graduation credit)
Core- ESOL I- Multicultural Lit. & Comp.
Core- ESOL II- World Literature
Core- ESOL III- Language & Literacy
Elective- Reading and Listening in the Content Areas
Course Outline: This should include the UNITS that will be covered during the course, the approximate TIMEFRAME
for the unit:
Notation: Each unit title for each academic week is listed in the same order as the course listings presented above,
First, Edge B; Second, Edge A; Third, Edge C third.
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11

Unit 1 Choices, Think Again, Double Take,

Against the Odds
Unit 1 Choices, Think Again, Double Take,
Against the Odds
Unit 1 Choices, Think Again, Double Take,
Against the Odds
Unit 1 Choices, Think Again, Double Take,
Against the Odds
Unit 1 Choices, Think Again, Double Take,
Against the Odds
Unit 1 Choices, Think Again, Double Take,
Against the Odds
Unit 1 Choices, Think Again, Double Take,
Against the Odds
Unit 1 Choices, Think Again, Double Take,
Against the Odds
Unit 1 Choices, Think Again, Double Take,
Against the Odds
Unit 2 The Art of Expression, True Self, The
Ties That Bind-Express Yourself
Unit 2 The Art of Expression, True Self, The
Ties That Bind-Express Yourself

Week 19
Week 20
Week 21
Week 22
Week 23
Week 24
Week 25
Week 26
Week 27
Week 28
Week 29

Unit 3 The Hero Wins, Fair Play, Moments of

Truth- Rights and Responsibilities
Unit 3 The Hero Wins, Fair Play, Moments of
Truth-Rights and Responsibilities
Unit 3 The Hero Wins, Fair Play, Moments of
Truth- Rights and Responsibilities
Unit 3 The Hero Wins, Fair Play, Moments of
Truth-Rights and Responsibilities
Unit 3 The Hero Wins, Fair Play, Moments of
Truth- Rights and Responsibilities
Unit 3 The Hero Wins, Fair Play, Moments of
Truth- Rights and Responsibilities
Unit 3 The Hero Wins, Fair Play, Moments of
Truth, Rights and Responsibilities
Unit 3 The Hero Wins, Fair Play, Moments of
Truth- Rights and Responsibilities
Unit 3 The Hero Wins, Fair Play, Moments of
Truth- Rights and Responsibilities
Unit 4 Opening Doors, Making Impressions,
For What Its Worth
Unit 4 Opening Doors, Making Impressions,
For What Its Worth

Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18

Unit 2 The Art of Expression, True Self, The

Ties That Bind-Express Yourself
Unit 2 The Art of Expression, True Self, The
Ties That Bind-Express Yourself
Unit 2 The Art of Expression, True Self, The
Ties That Bind-Express Yourself
Unit 2 The Art of Expression, True Self, The
Ties That Bind-Express Yourself
Unit 2 The Art of Expression, True Self, The
Ties That Bind-Express Yourself
Unit 2 The Art of Expression, True Self, The
Ties That Bind-Express Yourself
Unit 2 The Art of Expression, True Self, The
Ties That Bind-Express Yourself

Week 30
Week 31
Week 32
Week 33
Week 34
Week 35
Week 36

Unit 4 Opening Doors, Making Impressions,

For What Its Worth
Unit 4 Opening Doors, Making Impressions,
For What Its Worth
Unit 4 Opening Doors, Making Impressions,
For What Its Worth
Unit 4 Opening Doors, Making Impressions,
For What Its Worth
Unit 4 Opening Doors, Making Impressions,
For What Its Worth
Unit 4 Opening Doors, Making Impressions,
For What Its Worth
Unit 4 Opening Doors, Making Impressions,
For What Its Worth

* The teacher reserves the right to alter or change any part of this course syllabus to
better suit the need of the students.
Project, Research Paper, Technological and Informational Reports will be assigned and dates provided accordingly
Media presentations and artistic creativity per unit assignments
Formative and Summative tests each grading period

Course Evaluation Categories:

Grading Scale:
A - 100 90
B 89 80
C 79 71
D 70
F- 69 and below
Grading Assessment/Percentages:
25% - In-Class Assignments
20% - Tests
15% - Homework
10% - Quizzes
10% - Projects
20% - Final
**PLEASE NOTE: STUDENT BEHAVIOR CAN NOT BE FACTORED INTO GRADING/ASSESSMENT
PERCENTAGES.
Progress Reports/Report Cards
Progress Reports are issued at the 4 week, 9 week and 13 week marks of each semester. At the end of each semester a
report card is mailed home which will show the permanent grade earned for each course.
Fall Semester
Date
Spring Semester
Date
4 week
Sept. 17, 2016
4 week
Feb. 18, 2017
9 week
Oct. 16, 2016
9 week
Mar. 18, 2017
13 week
Nov. 19, 2016
13 week
April 25, 2017
Report Card
Jan. 12, 2017
Report Card
May 26, 2017
Academic Integrity Policy:
The development of a sense of personal integrity and responsibility in our students is an important goal for our teaching efforts.
Students at Jonesboro High School are expected to submit work for evaluation that has been completed solely by that student,
unless group assignments have been so designated. The following actions are considered to be violations of academic integrity:
Using or receiving unauthorized materials in a test situation.
Passing on test answers and/or questions to someone who has not taken the test.

Turning in work for credit that is not the students own (i.e. gross plagiarism).

If a student is found to be in violation of the academic policy, the following measures will be taken:
The student will receive a zero on the assignment and will not be allowed to complete the same.
The teacher will inform the parent/guardian.
Additional disciplinary action may be taken by the administration if warranted.
Required Materials/Supplies:
Flash drive
Folders (3)
Composition book (Reading Response Journals)
College-ruled lined paper
Blue & Black pens
Project Materials

Websites, Program and Remediation Tools:

Hbedge.net (ESOL textbook)
Edmodo.com
Edge online text- Code #
Studyisland.com
Glogster.com
Welcome.eslreadingsmart.com
Prezi.com
Moviemaker.com
Museum.com
Voki.com
Viddler.com
Podcasts.com
Galileo.com

USA Tesprep.com
Edublogs.com
Novels.com
Fastweb.com
Googlescholar.com
Gadoe.org
Kahnacademy.org
Princetonreview.com
Schmoop.com

Classroom Expectations:
Rules:
1. Respect teacher and classmates.
2. Follow all school rules, *no eating, no cell phones, no electronic devices, etc.
3. Listen for and adhere to all directions the first time they are given.
4. Dispose of all trash in the proper receptacle
5. Do not ask to leave the classroom for any reason other than a true emergency.
Expectations:
1. Come prepared for class every day.
2. Complete all work in a timely manner.
3. Use the time given in class wisely. I will give you plenty of time in class to complete the
majority of your work. If you do not use that time, you will be at a disadvantage.
4. Ask questions if you do not understand something.
5. Please place all Homework in the baskets beside the entrance to the class.
In other words: Be PROMPT, PREPARED, POLITE, AND PRODUCTIVE!!!
DETENTION POLICY:
See Student Handbook
LATE ASSIGNMENTS:

Each student is expected to complete all assignments in the allotted time. Late assignments are penalized, minus
(20) points, each day the assignment is late.

Guidelines for Electronic Devices:

1st Offense: Warning, Parent contact

2nd Offense: Confiscate, Return to student at the end of the day, Parent contact
3rd Offense: Confiscate, Parent must pick up
4th and Subsequent Offenses: Confiscate, Parent must pick up, Administrative consequence
*If a student refuses to submit the electronic device, immediate administrative consequence will be administered.

Guidelines for Tardies:

1st -2nd Offense: Warning, Parent contact
3rd Offense: Teacher detention, Parent contact
4th Offense: Parent/Teacher conference
5th Offense: Office referral, Administrative consequence
6th Offense: Referral to SAC
MAKE-UP WORK POLICY:
IT IS THE STUDENTS RESPONSIBILITY TO OBTAIN AND COMPLETE MAKE-UP WORK. If you have an
excused absence, you will be allowed the same number of days as your absence in order to make up work missed. Makeup work must be done after or before school, NOT during valuable class time. Please request make-up work
IMMEDIATELY after returning to school from an absence. Students have three (3) school days to complete and
submit make-up work to teachers. Make-up work will not be given after three (3) or more days have passed without the
student requesting make-up work. Tardies will not be tolerated and will be dealt with according to school and district
policy as explained in the Student Handbook. EXAMS: If a student missed an exam while absent, that exam must be
made-up after school in the presence of the teacher.
MULTIPLE OPPORTUNITIES FOR SUCCESS:
AMNESTY [IF SCHOOLWIDE MANDATE]:
If a student turns in an assignment that receives a failing mark, the student has the opportunity to resubmit the
assignment. The following exclusions apply: multiple-choice test and other assignments as decided at the discretion of
the instructor. The student must conference with the teacher within one week after receiving the assignment. After
conferencing with the instructor, the assignment will be given back to the student to redo. The assignment must be
completed and returned within one week after the conference. Once the redo assignment is completed and corrected, it
will be averaged with the original grade. It is the students responsibility to take advantage of the AMNESTY policy.

Explanation of Common Core Georgia Performance

Standards:

The Common Core State Standards for English Language Arts and Literacy are the culmination of an extended, broadbased effort to fulfill the charge issued by the stated to create the next generation of k-12 standards, in order to help
ensure that all students are college and career ready in literacy no later than the end of high school.

The Standards are intended to be a living work as new and better evidence emerges, the Standards will be revised
accordingly. The standards are intended to support college and career readiness standards in reading, writing, speaking,
listening, and language. The standards lay out a vision of what it means to be a literate person in the twenty-first
century. Indeed, the skills and understandings required for college and career readiness in multiple disciplines.
Students who meet the standards readily undertake the close, attentive reading that is at the heart of understanding and
enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully thought
the staggering amount of information, available today in print and digitally. They actively seek the wide, deep, and

thoughtful engagement with high-quality literacy and informational texts that builds knowledge, enlarges experience,
and broadens worldviews that are the foundation for any creative and purposeful expression in language.

ATTITUDE

The longer I live, the more I realize the impact of attitude on life.
Attitude, to me, is more important than facts.
It is more important than the past, than education, than money,
than circumstances, than failures, than success, than whatever
other people think or say or do.
It is more important than appearance, giftedness or skill.
It will make or break a company, a church, a home.
The remarkable thing is we have a choice every day, regarding the
attitude we will embrace for that day.
We cannot change our past
We cannot change the fact that people will act in a certain way.
We cannot change the inevitable.
The only thing we can do is play on the one string we have, and
that is our attitude
I am convinced that life is 10% what happens to me and 90% how I
react to it.
And so it is with you
Charles Swindoll, Educator

Acknowledgment of Receipt: By signing below, the student and parent/guardian acknowledge that they have read
and understood the contents in the 2016-2017 ESOL syllabus.
*PLEASE SIGN & RETURN TO Dr. Carnes by, August 12, 2016.
Student Name (Print) _______________________________________ Date___________________________
Student Signature___________________________________________ Date___________________________
Student Email_____________________________________________
Parent Name (Print) _________________________________________ Date___________________________
Parent Signature____________________________________________ Date___________________________
Parent Email_______________________________________________
Parent Contact #____________________________________________