• 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

    BE ASTUTE,  READ BOOKS

     

     

     TEXTBOOKS:

    • 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.)

    BEFORE:

    MAKE IT COUNT!

    BELIEVE IN YOURSELF

    DISCIPLINE YOURSELF

    USE COMMON SENSE

    FOCUS ON YOUR ACADEMIC GOALS

     

    AFTER:

    (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

     

     

     

    Course Objective:

    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. 

    GENERAL NOTES

    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.

    1.        Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
    2.        Making close reading and rereading of texts central to lessons.
    3.        Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
    4.        Requiring students to support answers with evidence from the text.
    5.        Providing extensive text-based research and writing opportunities (claims and evidence).

    Grading and Evaluation

    1.  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
    2. SKILLS Assessed: Listening-Speaking-Reading-Writing
    3. 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
    4. English Department Grading Weights: 10% Homework (for work not completed in class)   40% (assessments, classwork, quizzes)  50% (Projects, Special Assignments, Presentations, Essays, Team Work)