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ALP Landing Page for:  AM ESOL Level 3

Instructor:  Michael Szydlowski

Meeting Times: 

Monday, Tuesday, Wednesday

9:30 AM - 12:30 PM

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Office Hours: by appointment

Phone:  (774) 643-2827

Zoom

Classroom

Google

Classroom

Class Notes: 

ESOL Level 3 is a beginner-intermediate level course. Morning classes will offer a hybrid option of both in-person and zoom lessons.

 

Morning classes will be held at Curtis Hall in Jamaica Plain.

Course Syllabus:

Unit 1: Welcome/Who Are We? (3 weeks)

  • Who are we as individuals?

  • Who are we as a class?

  • How can we learn more about one another?

  • Project: Have students introduce themselves to one another, speaking only in English.

 

Unit 2: Community (3 weeks)

  • What is a community?

  • Who is in our community?

  • What is in our community?

  • Project: Have students practice introducing themselves to others in the community, i.e. at the Post Office or Dunkins.

 

Unit 3: Well-Being (6 weeks)

  • What contributes to our well-being?

  • What do we need to feel safe, healthy, and cared for?

  • Project: Have student discussion on what they consider to be healthy, i.e. types of foods, activities, erc.

Unit 4: Food/Nutrition (5 weeks)

  • What is nutrition? What types of foods are good for us?

  • How can we access nutritious foods?

  • Project: Have a pot-luck event in where students make a healthy meal and talk about the ingredients.

 

Unit 5: Civil Rights and Women’s Rights (6 weeks)

  • What are civil rights?

  • How have women fought for rights?

  • How do we advocate for ourselves?

  • Project: Give a basic scenario and ask students what they would do in that situation to determine if they know their rights.

 

Unit 6: Civic Engagement: What are civics? (6 weeks)

  • How does government work?

  • What is our role/what are our rights and responsibilities?

  • Project: Have students say what jobs they believe are positions in government.

 

Unit 7: Digital Literacy and Digital Citizenship (6 weeks)

  • How can we use digital resources responsibly and to enhance our lives?

  • Project: Make a video telling a story from your life.

Course Rubric:

Listening:

  • Progressing (1)

    • Student has begun to be able to build on others’ talk in conversation and identify the stated point of view of a speaker

  • Achieving (2)

    • Student is able to build on others’ talk in conversation and identify the stated point of view of a speaker

  • Exceeding (3)

    • Student excels building on others’ talk in conversation and identifying the stated point of view of a speaker

Speaking:

  • Progressing (1)

    • Student has begun to be able to report on a topic, tell a story, or recount an

experience with relevant facts

and descriptive details.

  • Achieving (2)

    • Student is able to report on a topic, tell a story, or recount an

experience with relevant facts

and descriptive details.

  • Exceeding (3)

    • Student excels at reporting on a topic, telling a story, or recounting an

experience with relevant facts

and descriptive details.

 

Reading:

  • Progressing (1)

    • Student has begun to be able to identify the main purpose of a text, including what the author wants to answer, explain, or describe.

  • Achieving (2)

    • Student is able to identify the main purpose of a text, including what the author wants to answer, explain, or describe.

  • Exceeding (3)

    • Student excels at identifying the main purpose of a text, including what the author wants to answer, explain, or describe.

 

Writing:

  • Progressing (1)

    • Student has begun to write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure, with support

  • Achieving (2)

    • Student is able to write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure, with little support

  • Exceeding (3)

    • Student excels at writing informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure, with little support

 

Active Participation:

  • Progressing (1)

    • Rarely participates in class activities and discussions

  • Achieving (2)

    • Generally participates in class activities and discussions

  • Exceeding (3)

    • Actively engages in class activities and discussions

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