Haynes Bridge Middle School

10665 Haynes Bridge Road

Alpharetta, GA 30022
ESOL Syllabus

Textbook and Cost:

Inside: Language, Literacy, and Content (Hampton-Brown, 2017) $87.03

National Geographic School Publishing

Course Objective:
The reading curriculum is designed to empower students to become independent, strategic readers.
The course is designed to enable students to develop and demonstrate several reading strategies that will
enhance reading comprehension. Students will be able to make connections, support visualization,
make predictions, support self-questioning, and summarization. A variety of instructional
methods will be utilized throughout the course. These methods include, but are not limited to, group
and individual projects, literature circles, and novel studies.

Common Core Georgia Performance Standards (CCGPS)

Reading Standards for Literature

1. Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
2. Determine a theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
3. Describe how a particular storys or dramas plot unfolds in a series of episodes as well
as how the characters respond or change as the plot moves toward a resolution.
4. Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on
meaning and tone.
5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure
of a text and contributes to the development of the theme, setting, or plot.
6. Explain how an author develops the point of view of the narrator or speaker in a text.
7. Compare and contrast the experience of reading a story, drama, or poem to listening to or
viewing an audio, video, or live version of the text, including contrasting what they see
and hear when reading the text to what they perceive when they listen or watch.
8. (Not applicable to literature)
9. Compare and contrast texts in different forms or genres (e.g., stories and poems;
historical novels and fantasy stories) in terms of their approaches to similar themes and
topics.
10. By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at
the high end of the range.

Academic Excellence, Exceptional Character

Reading Standards for Informational Text

1. Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
2. Determine a central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
4. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall
structure of a text and contributes to the development of the ideas.
6. Determine an authors point of view or purpose in a text and explain how it is conveyed
in the text.
7. Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or
issue.
8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that
are supported by reasons and evidence from claims that are not.
9. Compare and contrast one authors presentation of events with that of another (e.g., a
memoir written by and a biography on the same person).
10. By the end of the year, read and comprehend literary nonfiction in the grades 68 text
complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing Standards

1. Write arguments to support claims with clear reasons and relevant evidence.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 13 above.)
5. With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for
conventions should demonstrate command of Language standards 13 up to and
including grade 6 on page 52.)
6. Use technology, including the Internet, to produce and publish writing as well as to
interact and collaborate with others; demonstrate sufficient command of keyboarding
skills to type a minimum of three pages in a single sitting.
7. Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate.
8. Gather relevant information from multiple print and digital sources; assess the credibility
of each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and providing basic bibliographic information for sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.

Academic Excellence, Exceptional Character

Speaking and Listening Standards

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others
ideas and expressing their own clearly.
2. Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, and orally) and explain how it contributes to a topic, text, or issue under
study.
3. Delineate a speakers argument and specific claims, distinguishing claims that are
supported by reasons and evidence from claims that are not.
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions,
facts, and details to accentuate main ideas or themes; use appropriate eye contact,
adequate volume, and clear pronunciation.
5. Include multimedia components (e.g., graphics, images, music, sound) and visual
displays in presentations to clarify information.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page
52 for specific expectations.)

Our exploration will include:

- Novel studies/Literature Circles

- Book Reports/Reviews
- Technology Integration
- Projects/Presentation with rubrics used for grading
- Readers Theater

Grading Policy:
Grades will be earned based on completion of class work, homework, participation,
performance tasks, reading portfolio, quizzes, and tests.
Tests will be given at the end of each unit; quizzes will be given at the discretion of the
teacher.
Homework is given for the purposes of practice, reinforcement, study or review.

Class Participation/Class work 10%

(On-task, follows instructions, works well in groups, uses material effectively, graphic
organizers, board work, writing activities, and notebooks)
Homework 10%
(Completion effort, accuracy) (
Minor Assessments (Average of quizzes) 35%
Major Assessments (2 per semester) 45%

Fulton County Grading Scale: A= 100-90

B= 89-80
C= 79-70
F= Below 70
NG = No Grade
INC = Incomplete
Tutoring Days and Times:

Academic Excellence, Exceptional Character

Tutoring will be offered on an as needed basis.

Reading Notebooks:

Each student is required to keep a 5 subject notebook with pockets for all notes, assignments,
worksheets and graded assignments. Periodic Notebook Checks will be made throughout the
semester for completeness. The notebook will be divided into 5 sections: Warm-up Activities,
Notes, Vocabulary, Journaling, and Class Work/Homework.

Discipline: Students are expected to adhere to the rules and policies of Renaissance Middle
School and Fulton County Schools as stated in the Middle School Code of Conduct.

Haynes Bridge Middle School Expectations (The Wildcat Way)

Be Responsible
Be Prepared
Be Respectful
Be Cooperative

Absences:

Make-up Work for Excused and Unexcused Absences

Parent(s)/guardian(s) and students are encouraged to request make-up work for any excused or
unexcused absence. Make-up work may be requested before, during or after the student's absence,
subject to the following:

Requesting Make-up Work After an Absence

Upon returning to school following an absence, it is a student's responsibility to contact the

teacher or teachers to request make-up work. The contact should be made on the day the student
returns to school.

Make-up work must be completed by the student within the amount of days of the absence.
Make-up work submitted late will not be counted and resulting in failing grades for each
assignment.

Recovery Policy: Provision for Improving Grades

Students who have low or failing cumulative grades may ask the teacher for opportunities to
improve their grade when all work required to date has been completed and the student has
demonstrated a legitimate effort to meet all course requirements including attendance. All
recovery work is due two weeks before the end of the semester. (FCBOE Procedure IHA-p.5)

Teacher/Parent Communication:
An open line of communication is encouraged between teachers and parents. Please update
contact information if changes occur during the school year. Email is the preferred and quickest
way to receive a response. Parental visits are encouraged; however, it is the policy of
Renaissance Middle School that all visitors must report to the office before going to other parts of
the building. A Visitors Pass will be issued as evidence that this procedure has been followed.

*Modifications of lessons will be made when needed.

Academic Excellence, Exceptional Character

Academic Excellence, Exceptional Character