Chicago Military Academy at Bronzeville
2015-16 Syllabus
Course: Language and Literacy I (3)
Instructor: Bradley Couch
Department: English
Department Chair: Carol Moran
Room: 305
Period: 5/6 B
The Skills-based Learning and Assessment Curriculum of the
Chicago Military Academy at Bronzeville
The Skills-based Learning and Assessment Curriculum of the Chicago Military Academy at Bronzeville is
a standards-based curriculum designed to provide cadets with skills mastery of the Illinois Learning
®
Standards, ACT WorkKeys skills and ACT College Readiness Standards. Within these standards
frameworks, course objectives are defined as a compilation of the skills and knowledge identified herein.
The Critical Benchmark Skills list on page 4 (below) constitutes the learning standards of this course.
Course Description:
In today’s classroom, students need to learn critical benchmark reading and writing skills in order for them to
become successful later in life. These benchmark skills are known as the Common Core State
Standards (CCSS) and College Readiness Standards (ACT). Students must demonstrate at some point in
their education that they are proficient in these skills. This course allows students to be able to do so. First,
students will learn how to read a passage at their grade level and be able to identify the main ideas, supporting
details, cause-effect relationships, the meaning of words, and more. Second, students will be able to learn
writing skills that will help them become successful later in life. Students will also use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate with others while demonstrating
sufficient command of keyboarding skills in order to type a minimum of 1-2 pages in a single sitting. In the end,
these skills will help prepare students for their future college endeavors and to help them enter today’s
workforce. This course utilizes a standards based grading system in order to monitor student
achievement. Rubrics are standards based and are used on all assignments, discussions, and assessments.
What is Standards Based Grading?
Standards-based grading measures student’s mastery of the benchmark standards in a class and provides
opportunities for data collection which ultimately supports the needs of our students. This process works by
having the teacher break down benchmark standards contained in the unit into smaller objectives and criteria
using a detailed rubric. During the unit, the student is assessed to see if they truly know the material using a
variety of assessments, such as traditional pencil-and-paper tests, projects, discussions, or essays. The class
grade will be based on all of the evidence the teacher collects demonstrating mastery of the benchmark
standards.
The goal of this approach is to provide the teacher, student, and parent with an accurate picture of the
student’s learning and to encourage a dialogue about how the student can master the assigned benchmark
standards. In particular, because learning is a process that takes place over time, each assessment will provide
feedback for the student about what to focus on next, and the student will be allowed to retake assessments. If
the new assessments shows a higher level of mastery, that new score replaces the old one.
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Course Requirements:
Students in this class are to follow the military code of conduct and JROTC cadet policies!
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Students are expected to conduct themselves in a professional manner.
Students are to demonstrate honesty.
Students are to listen to their instructor.
Students are expected to be courteous and show respect to others.
Students must keep personal information private.
Students are not use foul language at any time.
Students are expected to be fully prepared to participate in class activities.
Students are expected to remain quiet and in their seats at all times (unless otherwise directed).
Students are expected to raise their hands when speaking aloud.
Students are expected to bring books and materials to class.
Only books pertaining to class, paper, and writing materials on your desk.
Students must be engaged in their own learning and at all times.
Students must complete assignments on time.
Students are to follow all rules conveyed through this syllabus.
Any questions regarding class procedures should be directed at me before or after class.
Course Materials (required):
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College ruled notebook/paper (e.g., note taking, journal writes, etc.)
Set of writing materials (pens) – Black or blue ink only!
Use of Library:
Students will use the library throughout the term to complete class assignments required in this
course. Please note that students may be required to use the library for additional research and
development before and/or after school.
Assignments such as essays and special projects are required to be typed. A computer lab is
available in the library.
Technology Use Policy:
No students are allowed to display any type of cell phone, mp3 player, or other non-approved
technology items. Any such display and the phone will be confiscated and must be picked up by
a parent or legal guardian. Refusal to part from your phone will result in demerits and will be
eventually be confiscated by a CMAB staff member. All cell phones or other non-approved
technology must be off and placed in your locker before school begins. Demerits and a referral
will be a result of these violations.
Food and Drink Policy:
At no point, is food allowed in any classroom or outside of the lunch room. Chewing gum and
other candy is prohibited. Demerits and a referral will be a result of these violations.
Student Engagement/Posture/Uniform:
Students are to be engaged in learning activities at all times. At no-point are students allowed to
sleep in class, lean forward in desks, sit improperly, etc. Any student exhibited doing so will
stand at-ease for a selected time. Any guest arriving in class, students will be called to “at-ease”
and will remain silent in this position until told to carry on with their assignment. Students will
have on the correct uniform and displayed to JROTC standards (Non-Negotiable).
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Arriving and Dismissal Policy:
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No students are allowed to enter the classroom at any point without the instructor’s permission.
Students will read the cadet creed and Army JROTC values on selected days.
Students may not leave the class for any reason unless permitted to so by the instructor.
Students will not be allowed to use the restroom or drink water during the first and last 10 minutes
of class.
Students will be considered tardy if arriving after the bell and class instruction has begun.
Arriving – Students are to line-up in formation outside of the classroom prior to class (before final
bell). Students will remain at attention by their assigned seat until instructed by the class leader.
Dismissal – Students will remain at attention by their assigned seat until dismissed by the class
leader.
Class Leadership Positions:
Our classroom will have a designated class leader that will assist in various roles (e.g., class functions,
attendance, arrival & dismissal procedures, and directing other students in times of need). In addition,
there will be a class administrative assistant and class logistician. *Positions subject to change
Grading:
Computation of Grades:
Standards Based Grading Scale:
A – Exceeding Standard
B – Standard Met
C – Approaching Standard
D – Standard Not Met
F – No Work Submitted
Benchmark Assignments = 20%
Benchmark Summative Assessments = 70%
Executive Functions & CCSS S & L = 10%
Additional class instruction that will affect grades:

Participation and Discussion:
Each student will be able to receive points for participation in discussions. Students must raise
their hand in order to speak (unless otherwise noted). Students will come to discussions
prepared, having read and researched material under study and will explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.

Readings:
Each student will be responsible for assigned readings. In addition, handouts either in paper or
digital format will be given of primary and secondary sources in order to complete any additional
learning activities.

Daily Assignments:
Students will receive daily assignments. All assignments/projects are due at the end of each
class (unless otherwise noted).

Note Taking (when requested):
Students will be required to take notes when requested. Notes will be taken in digital format.
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
Group Projects:
Students will work in groups on selected days in order to complete a graded project. During
these projects, students will be graded based upon their participation. Depending on the
objective, projects may vary in size, but will be completed in a timely fashion.
Course Benchmark Skills:
Students in this course will practice and demonstrate proficiency using the following benchmark
skills. Sub-skills and interdisciplinary reading benchmark skills from history & science will also be used in
addition to the critical benchmarks and identified throughout each quarter in GradeBook.
ENGLISH LANGUAGE ARTS: READING
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how
it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to
advance that point of view or purpose.
CCSS.ELA-LITERACY.RI.9-10.10
By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
ENGLISH LANGUAGE ARTS: WRITING
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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ENGLISH LANGUAGE ARTS: SPEAKING AND LISTENING
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in light
of the evidence and reasoning presented.
INTERDISCIPLINARY STANDARDS:
SOCIAL SCIENCE:
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social science.
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including
which details they include and emphasize in their respective accounts.
SCIENCE:
CCSS.ELA-LITERACY.RST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise
details of explanations or descriptions.
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CCSS.ELA-LITERACY.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex
process, phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-LITERACY.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.6
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text, defining the question the author seeks to address.
COLLEGE READINESS STANDARD - 13-15/IOD 202:
Identify basic features of a table, graph, or diagram (e.g., units of measurement).
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