course description

This course is designed to support non-native English speakers; who already have some knowledge of the language, in the improvement of their overall language proficiency level and their ability to understand and communicate more effectively in an academic setting. The course will equally support the development and practice of all communicative skills (reading, writing, listening, and speaking) while learning and reviewing grammar, vocabulary, and everyday language within the communicative context of each unit. Through engaging lessons and topics, and student-centered activities, learners will work towards improving their ability to communicate effectively in English, both in academic and social contexts. Assessment projects will target all four communicative skills. Immersion in the language is a big component and success factor for all students taking this class, thus, the use or translators will not be allowed to complete assignments.

learning objectives

Students who successfully complete this course will have achieved the following learning objectives.
They will be able to:

Improve their ability to understand spoken English in different contexts, including everyday conversations, academic discussions, lectures, and presentations.
Improve oral communication skills through structured and spontaneous speaking activities, including discussions, presentations, and dialogues.
Enhance reading comprehension skills by exploring a variety of texts, such as articles, stories, and informational texts, with a focus on vocabulary development.
Improve writing abilities through practice in different genres, including essays, narratives, reports, and creative writing, with attention to grammar, punctuation, and coherence.

Course Content

Note: The communicative context, grammar and vocabulary focus set for each unit are based on those outlined by the Council of Europe in the Common European Framework of Reference for Languages. This class is meant to review all topics and foster the development of communicative skills in ESL students.

Unit 1 - About me
Unit 2 - American School Life
Unit 3: Daily Routines and Time Management
Unit 4 - Sharing your Culture and neighborhood
Unit 5 - What did you do during the holidays?
Unit 6 - Traveling in the U.S.
Unit 7 - Cultural Awareness and Global Issues

Assessment (Grades)

Your final grade for this class will be calculated as follows:

Classwork – (60%)

Throughout the course, students will complete grammar and vocabulary practice activities related to the topic. Audio and videos will be used alongside reading comprehension practice of different types of text to aid in the development of their reading, listening and critical thinking skills. Students will interview each other and conduct independent research to write reports and present their findings to the class. Students are required to select a novel or autobiography as independent reading per semester, which thy will be asked to summarize and analyze or respond to. News articles and excerpts will be used as input to practice reading and writing, as well as to build vocabulary.

Homework (10%) - weekly EdPuzzles, quick-writes and reflections, vocabulary practice, reading assignments, test corrections, etc.
Final portfolio and Assessment (30%)

For their final project, students will research cultural practices from both America and their home country where one of the seven themes of Catholic Social Teaching is evident. They will then present their findings to the class. The final assessment for this year-long class is an online portfolio where students compile and organize all of their worksheets, handouts, research projects and reading assignments. This portfolio must also include a reflection of their experience this year and their growth as an English speaker.

Course Policies and Guidelines

This class promotes the Saint Jeanne Charism in all we do - in fostering friendships, acting in justice, and learning for a lifetime. To achieve these values centered on exemplifying the love of Christ, your educational experience will incorporate the school’s Integral Student Outcomes: Like Mary, Live out your yes to God, extend your hand and maintain the flame.

Students are expected to follow all policies listed in the Parent-Student Handbook and classroom rules and procedures established in class to create and maintain a healthy environment that fosters academic and personal development. However, please note that in this class:

Excused late work will be evaluated as usual with no repercussions to the grade. Students who have an excused absence get an additional day; per day they missed school. However, students representing the school at an academic or athletic event must notify the teacher about their absence as soon as possible via email to be eligible for extra time, otherwise, the assignments will be marked as late. Any extenuating circumstances will be handled on a case-by-case basis.
If your assignment is not turned in to Canvas before the scheduled time, it is late. Students can meet with me during Office Hours until the assignment is completed. Please know that late homework and classwork will be penalized 5% per day it is late, unless excused by the teacher. This will automatically be calculated by Canvas.
Once a unit is over, late or missing work will not be accepted. Due dates will be shared at the beginning of each unit to help students organize their time better. Any extenuating circumstances will be handled on a case-by-case basis.
Students who score 70% or less on a test are eligible for test retakes or test corrections only if a parent or guardian signs the test.
There is little to no extra credit or extra assignments available for this class. Some activities may grant extra points which may be used to improve passing test scores.
Academic integrity is a vital element of the learning process, and plagiarism (of any kind) will not be tolerated. Some behaviors included in this category are:
- - Using unauthorized notes or cheat sheets on a paper, your person, or technology.
  - Using generative Artificial intelligence tools to complete assignments, and failing to cite them or acknowledge their use, will also be considered cheating.
  - Turning in an essay—in part or whole—obtained online or from a classmate, parent or other relative as though it is your own work. This includes turning in an essay created by any Artificial Intelligence platform.
  - Failing to provide citation for text or artwork sources, digital or otherwise, used in your own work (this includes presentations and visual aids) --this includes summaries and outlines and other forms of generative AI assistance.
  - Unauthorized collaboration on assignments or projects.
Students are expected to take care of the school-issued computers, being careful not to damage, leave them unattended or modify the system in any way. All communication must be respectful and live up to SJDLS standards of integrity and behavior.

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