Jamaica Plain Community Centers
ADULT LEARNING PROGRAM
ALP Landing Page for: Level 1 AM ESOL
Instructor: Jessica Graziano
Email: jessica@jpadulted.org
Meeting Times:
Monday, Tuesday, and Wednesday 9:30 am -12:30 pm
Class Notes:
This is a Level 1 ESOL Course which will focus on beginning and functional English.
Course Syllabus:
Unit 1: Welcome/Who Are We?
Students will:
• Introduce themselves/greet others
• Give basic facts about themselves
• Respond to basic questions about themselves and others
• Complete a unit project
Unit 2: Community
Students will:
• Define community (with teacher and peer support)
• Determine who and what is in their community
• Learn how to navigate their community (e.g. giving and asking for directions)
• Complete a unit project
Unit 3: Well Being
Students will:
• Describe the term well-being (with teacher and peer support)
• Identify/discuss topics associated with well-being such as money, housing, and medical care.
• Learn how to navigate aspects of well- being for themselves and their families.
• Complete a unit project
Unit 4: Food/Nutrition
Students will:
• Define nutrition (with teacher and peer support)
• Identify nutritious foods and how to incorporate them into their existing diets— especially as they pertain to culturally- specific foods, recipes, and traditions
• Determine where to/how to purchase
nutritious foods
• Complete a unit project
Unit 5: Civil Rights and Women’s Rights
Students will:
• Help define the terms civil rights and women’s rights (with teacher/peer support)
• Discuss/ describe various civil rights and Women’s Rights pioneers— particularly those of the American Civil Rights Movement/Women’s Suffrage Movement and social justice activists in learners’ own cultures
• Apply what is learned about civil rights/women’s rights to identify or list ways to self-advocate
• Identify/select a person of interest and describe their traits
• Complete a unit project
Unit 6: Civics and Civic Engagement
Students will:
• Define civics (with teacher and peer support)
• Learn about government (federal/state/
local)
• Discuss the rights of persons living in the United States (citizens and non- citizens)
• Discuss plans for civic engagement and advocacy
• Complete a unit project
Unit 7: Digital Literacy and Digital Citizenship
Students will:
• Explore/define the topics digital literacy and digital citizenship (with teacher and peer support)
• Engage in digital citizenship discussions
• Learn proper/appropriate use of digital tools
• Complete a unit project
Course Rubric:
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. This may be with support.
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, possibly with support. This includes 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