I.
COURSE DESCRIPTION
English
Language Learning focuses on building knowledge and understanding the English
language. The goal of the ELL program is
to ensure that ELL students can obtain a high rate of success in the regular
classroom. Students will be required to
listen, speak, read, and write in English at all times and practice their
pronunciation, grammar, and vocabulary in an integrated way. In an attempt to help ELL students better
their English and learn spelling, and vocabulary in context, the use of online/smartphone
dictionaries will be limited in class. Students
will be encouraged to use a classroom or personal English-only paper
dictionary.
ELL
Socials is a course in which students will learn Canadian content related to
the mainstream social studies courses.
This course is not intended as a replacement for regular Social Studies
but as an aid to prepare ELL students so that they will be more successful in
their social studies courses. Students
in ELL Socials will learn the following and more (not necessarily in this
order):
· Government
· Geography and Mapping
· Canadian involvement in WWI & WWII
· Current Events & Social Issues
· Settlement in the West
· Canadian Pacific Railway
· Aboriginals in Canada
· Cultures in Canada
· Political systems
· Canadian economy
II.
COURSE OBJECTIVES
· To develop self-confidence in reading,
writing, and speaking via the use of topics covered in this course.
· To develop composition skills through
regular practice in writing and rewriting.
· To connect language and literature
skills to the world outside the classroom.
· To develop literacy in thinking,
listening, reading, speaking, writing, and viewing.
· To learn vocabulary and the language of
social studies in context.
· To learn note-taking and concept maps.
· To respond critically to current
issues/news articles.
III.
EXTRA HELP
As
always, all students are welcomed to ask questions in class and to e-mail me (msytsang@gmail.com). I encourage the use of email to facilitate
communication between parents, students, and myself. Those who require extra assistance or who
wish to speak to me are asked to make an appointment so that I can ensure my
availability. These appointments will be
held before school, breaks, during lunch, and occasionally after school. Students who choose to e-mail me for homework
help should note that if the e-mail is sent to me too late, there is a risk
that I may not receive the e-mail and respond in time. Abuse of this e-mail address will result in
my unavailability.
IV.
EVALUATION
As
every student learns in different ways and different rates, there will be
various forms of assessment to meet the needs of different learners. For example, learning will be assessed
through (in-class) writing assignments, homework, formal quizzes/tests, peer
evaluations, projects, and oral presentations.
Students will be evaluated through Criterion-Referencing, which ensures
that all students who pass the course have met a required minimum standard of
competency in all areas of the course. Mastering the ELOs (Essential Learning
Outcomes) for ELL 3 Social Studies fully prepares students for success in the
next ELL level and future regular English classes. Criterion-Referencing will prevent students
from moving forward through the education system with gaps in their skills and
learning.
Students
must demonstrate a required minimum competency in the ELOs in order to past the
course. Competency must be demonstrated
several times to be considered to have mastered a particular ELO. Students will receive multiple opportunities
to demonstrate their skills.
If
a student has not demonstrated competency for any one of the ELOs, the course
will be considered incomplete, and the student will receive an “I” (Incomplete)
for ELL 3 Social Studies.
Student assessment will be communicated on the
rubric provided. Students should show and discuss the rubric with their parents
about how and why it works.
Acquiring
another language takes time. Richmond School District has a world-class English
Language Learning Program. The ELL program is one year long for each
level. It will take most students, doing
the required work in their ELL classes, most of the school year to achieve the
learning outcomes for this level.
Sometimes it takes a student longer to progress to the next level, but students
will have an opportunity to take more time if they need it.
The
teachers will report to students regularly about how they are progressing. The
ELL Learning Rubric outlines various learning outcomes and descriptions of how each
student is progressing in each learning outcome. The Learning Rubric will provide meaningful
feedback about strengths and areas for improvement in language development. We
anticipate that early in the year, students will be performing at the beginning
of the level continuum and as the year progresses, with some hard work, they
will move down the continuum as they improve their language skills. We
encourage students to talk to their parents and tutor (if they have one) about their
Learning Rubric. Students will be able to address specific gaps in their
learning with the information we provide them.
By the end of the ELL program and their time at high school, students
will have a world-class education in the form of a Dogwood Diploma as well as academic competency in a
second language that will help them be more successful in their future studies.
V.
STUDENT EXPECTATIONS: How to
Succeed in Ms. Tsang’s Class
Classroom Behavior
a.
Demonstrate
respect, honesty, sense, and safety at all times.
b.
Be
responsible and act maturely.
c.
Leave
food (including gum and candy) out of the classroom. Beverages that are in re-sealable containers
are allowed.
d.
Follow
direction by carefully listening to instructions.
e.
Actively
participate in discussions.
f.
Bring
a positive attitude to class.
g.
Speak
loudly and clearly when presenting information to the class.
h.
Do not
communicate with a classmate during a quiz or a test.
i.
Realize
that leaving the classroom (washroom, water, locker) and using the couches are
privileges, not rights. Abuse of such
privileges will result in the privilege(s) being revoked and/or the appropriate
consequences.
j.
Speak English in the classroom at all times so that you respect your classmates and the teacher and
have the chance to practice your oral skills.
In Your Studies
a.
Attend
all classes.
b.
Arrive
on time for class and be prepared to work.
You are NOT on time if you are not in your seat when the bell rings.
c.
Complete
all assigned readings, handouts, and assignments.
d.
Submit
assignments and homework on time.
e.
Prepare
for quizzes and tests.
f.
Come prepared for class with the following items: pens (blue, black,
coloured), pencils, erasers, ruler, white-out, textbook(s), agenda, binder,
lined paper with margins, and dividers (the teacher will tell you what titles
to use).
g.
Ask
for extra help outside of class if needed.
h.
Review corrections and learn from your mistakes. This
is VERY IMPORTANT for success in your ELOs.
Notebook Organization
a.
Put
work into binder in date order and in appropriate sections.
b.
Be
consistent when organizing your paper.
Follow guidelines in class.
c.
Be
legible, neat, and double-space your work unless otherwise stated.
d.
Unless
the ink of your pen seeps through, write on both sides of the paper.
e.
Write
paragraphs and essays in black or blue pen.
Assignments
a.
Assignments
are always due at the beginning of class unless otherwise stated. Place your assignment in the designated spot
before the bell rings.
b.
Submit
all your assignments on time.
Late/missed assignments will be accepted until the end of each
unit. However, remember that not
submitting an assignment (or submitting it late) means missing out on timely
feedback, which could have helped you do better on the next assignment.
Absences
a.
For
any absence, it is the student’s responsibility to complete missed work. Call a classmate for any work you can do at
home that you may have missed so that you are already caught up when you return
to class. In-class work and
tests/quizzes may be made up but ONLY if your parent/guardian has notified the
office of your absence.
b.
Being
away from school does not excuse the due date of homework. There are several options for handing in the
homework on time:
i.
Have a
friend or family member hand in the assignment to the office.
ii.
Inform
me at the school that you are absent (via email) submit your assignment upon
your return.
c.
Missed
lecture notes must be obtained from a classmate.
d.
Be
prepared to make up missed work the day you return.
e.
If you
have been sick or away, you may re-do a presentation provided that you (or your
parent/guardian) has sent me an email.
Be prepared to make up a missed presentation the day you return.
f.
If you
know about an absence in advance, please let me know.
Cheating Behavior
a. Cheating is a serious offence and will
result in…
i. a score of zero, and/or
ii. a note to the administrator and your
counselor, and/or
iii. a phone call home.
b. Cheating includes…
i. plagiarizing,
which is claiming someone else’s work (including that of a tutor, friend,
classmate, sibling, parent, guardian, or relative) as your own without giving
the real author credit. You are expected
to produce original and thought-provoking work.
Each and every sentence/phrase must be your own! If you are not sure if you are plagiarizing
work or not, ask me.
ii. any form of communication with a classmate
during a quiz/text,
iii. any kind of suspicious behavior during a
quiz/test.
*Refer to the student agenda for
further details.
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