Class Notes: Students who have advanced beyond ESOL level 5 are invited to participate in a conversation based seminar: “The English Connection: Promoting Resiliency of Self, Community, and Planet”. The purpose of this class is to invite learners to participate in real-world experiential learning.

Course Syllabus:

Course Texts:

• Keynote Textbook

• All We Can Save Anthology

• A variety of digital resources to be assigned

Unit 1: Self-Reflection and Self Advancement

(2 weeks)

• Who am I?

• What am I learning about myself/my peers)?

• How can I use this information to improve/enhance my life?

Unit 2: Health & Wellness (3 weeks)

• What practical health information is most useful to me/my family?

• Where can I find relevant health information?

• How do I advocate for my health/health of my family?

Unit 3: The Soul of the US (3 weeks)

• How does United States history impact me today?

• What supports are available for immigrants to the United States?

• What does justice look like/mean in the United States and to me?

Unit 4: Community Culture & Peace (4 weeks)

• Who are some historical/contemporary figures who have worked for peace?

• What does peace mean to me, and how can I work toward it?

• What are some benefits of restorative community practices?

Unit 5: The Planet (3 weeks)

• What do I know/need to know about the Earth?

• How am I impacted by climate change?

• What does climate and environmental justice look like/mean?

• How can I participate in local efforts to reduce the impact of climate change?

Unit 6: Capstone Project (4 weeks)

• What have I learned this academic year?

• What am I interested in?

• How can I study my interests in a meaningful way?

• What impact will my studies have on me and the world around me?

• Project: Choose a topic of interest from the year and put together a project to showcase at an event in our community. Ideas include: posters, song, poetry, children's book, puppet show, video, talk, mural, etc

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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.

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