Welcome to Ms. Delgado's English Class
"Text" Codes Used in this Class:
TTIIT: To Turn It In Today
EQ: Essential Question
SSR: Sustained Silent Reading
IRP: Independent Reading Project
- Course: Developmental Language Arts-Interchange, 4th Edition (ESOL Students Only) - Translation Dictionary- Novels
- Course: English Language Arts III- HMH English Collections (BLACK TEXTBOOK) - College English Dictionary-Novels
Supplies: Sharpened pencils, college-ruled loose leaf paper, pens (black or blue), folder, 1.5" -2.0"binder with tabs to leave in the classroom (Portfolio), handheld pencil sharpener, highlighter, USB pen drive (recommended for back up), SELF-SELECTED READING MATERIAL FOR SUSTAINED SILENT READING
Expectations and Daily Routines
BE Respectful-Enter the room quietly and place all electronic devices in your backpack.
BE On Time- Be in the room before the tardy bell rings. Turn in all work on or before the due date.
BE Prepared- Have all supplies and materials at your desk by the tardy bell. Copy the EQ, We Will, You Will items posted on the board. Work on the bell work task independently.
Important to Know:
NO cell phones or electronic devices are allowed during class.
Ms. Delgado's Discipline Plan is As Simple As ABC
A is for ATTITUDE, B is for BEHAVIOR, and C is for COMPETENCE (Dr. Leman, Ph.D.)
MAKE IT COUNT!
BELIEVE IN YOURSELF
USE COMMON SENSE
FOCUS ON YOUR ACADEMIC GOALS
(INTERVENTIONS STEP BY STEP)
1ST INCIDENT: I WILL DISCUSS ANY INCIDENT IN PRIVATE WITH YOU. If necessary, WE WILL SIGN A CONDUCT IMPROVEMENT CONTRACT
2ND: I WILL CONTACT YOUR PARENT
3RD: I WILL WRITE A DETAILED REFERRAL DESCRIBING INTERVENTIONS 1 & 2
The purpose of this course is to provide students with opportunities in using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, culture, and language for college and career preparation.
The content should include, but not be limited to, the following:
- active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
- Preparation and participation in ACADEMIC conversations and PRESENTATIONS
- analysis of literature and informational texts from varied literary periods to examine:
o text craft and structure
o elements of literature
o arguments and claims supported by textual evidence
o power and impact of language
o influence of history, culture, and setting on language
o personal critical and aesthetic response
- writing for varied purposes
o developing and supporting argumentative claims
o crafting coherent, supported informative/expository texts
o responding to literature for personal and analytical purposes
o writing narratives to develop real or imagined events
o writing to sources using text- based evidence and reasoning
- effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
Special Notes (From FL DOE):
Instructional Practices: Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any purpose. Using the following instructional practices also helps student learning.
- Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
- Making close reading and rereading of texts central to lessons.
- Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
- Requiring students to support answers with evidence from the text.
- Providing extensive text-based research and writing opportunities (claims and evidence).
Grading and Evaluation
- The purpose of grading is to inform parents and students of the student’s performance in relation to the State standards for this course. The grade assigned in this course will comply with the District's grading scale as follows: 90 – 100= A.....80 – 89 = B..... 70 – 79 =C.... 60 – 69 =D..... 0 – 59 = F
- SKILLS Assessed: Listening-Speaking-Reading-Writing
- The Portfolio is a year-long assessment of all skills. The PORTFOLIO is used every day and graded each quarter for TABLE of CONTENTS (30 points), ACADEMIC WORDS & Reading Notes (20 points, Bellringers), WRITING Tasks and Essays (20 points), LISTENING and SPEAKING Tasks (20 points), and ASSESSMENTS (10 points)= 100 points, project grade
- English Department Grading Weights: 10% Homework (for work not completed in class) 40% (assessments, classwork, quizzes) 50% (Projects, Special Assignments, Presentations, Essays, Team Work)