Norris, ELL 6-12
Email: gnorris@staunton.k12.va.us
1st block: Robert E. Lee High School (Library). Phone 332-3926 (tentative)
2nd Block: Robert E. Lee High School (Library).
Remainder of school day at Shelburne Middle School
ELL SYLLABUS 2013-2014
Semesters I and II
Welcome new and returning ELL students. I hope you had a wonderful and relaxing summer
vacation. I am looking forward to our new school year. As a class and individually you will
listen, learn, and accomplish. It will be my responsibility to help you achieve these academic
goals. Let’s make this school year are most productive one to date.
Course Description and Mission Statement: It is the objective of Staunton City Schools to
provide instruction to assist ELL (English Language Learner) students develops English
language proficiency, comprehension and Cognitive Academic Language Proficiency (CALP) in
accordance with the WIDA testing Levels I-VI [Entering, Beginning, Developing, Expanding,
Bridging and Reaching]. A diverse course, which includes WIDA-Standards of Learning context
materials, is offered in grades 6-12 to help students study and prepare for the Virginia SOL tests.
ELL classes are conducted in English for grades 6-12, though on occasions the native language is
used to clarify concepts. The student learns through context and content based curriculum to
improve their language, writing and learning skills in the classroom. The ELL course is derived
to help the student learn information, concepts and to summarize their ideas necessary for
academic and social success. ELL students will be instructed on how to communicate and adapt
social, intercultural, and instructional principles within a school setting.
For their classroom assignments ELL learners receive oral directions. In addition, vocabulary,
reading, content based materials, contextualized spelling, graphic organizers, modeling,
computer based research, and other strategy based activities are taught and then applied to meet
the individual needs of the student (both summative and formative)..
Staunton City’s ELL students will develop strong reading and writing mechanics, thinking and
problem solving competence, verbal and study skills that provide a socio-linguistic proficiency
that will allow participation in English language classrooms.
Creativity, Imagination and Perseverance Will Reap Bountiful
Rewards
-An ancient sage (Mr. Norris)
I: Language Arts: [speaking listening, reading and writing].
Books

Vocabulary Connections. Book 1, Levels A-H

Wordly Wise 3000 Level B (as an alternative text for above)

Word Study (Various activities; see vocabulary)

Ready to Write: using the fundamentals of writing sentences, paragraphs and essays.

Oxford Picture Dictionary (various languages) and Oxford Beginners Workbook

Rosetta Stone Online Course. During spare class time students will use the Rosetta
Stone language program to improve their listening and comprehension skills. I want
students actively engaged in their English language improvement; therefore, utilizing
activities that occupy their time.

Reading 180 online program will be offered as an alternative for select ESL students to
help improve and enhance their English comprehension and proficiency skills.

Quickreads (red, blue and green levels). Short chapter books that deal with modern,
youth-related themes.

Other titles according to need and the teacher’s discretion.
II: Grammar: speaking, listening, reading and writing [WIDA, SOL, 6.6, 6.7, 7.8, 7.9, 8.7, 9.6.
9.7, 10.7, 10.8, 11.8 and 11.9].

Vocabulary: to help the student develop a receptive and productive vocabulary (visuals,
word sorts, word pyramids, vocabulary cards fill in the blank and vocabulary notebooks).

Verbs

Nouns, common and proper and plural nouns

Pronouns

Adjectives

Reading (includes the five essential components): vocabulary, comprehension, beginning
reading skills, fluency, and content area reading. Also improve study skills by
summarizing, evaluating and formulating ideas.
a). Includes read alouds, grades 6-12.

Spelling, to help the student build upon their “ready knowledge of words.”

Vowels and consonants to provide phonemic awareness and initial word reading
instruction.

Sentences, simple, and compound
a). Subject and predicate

Punctuation/Capitalization

Contractions

Homophones/idioms

Synonyms and antonyms

Paragraph writing and composition (learning to indent, thesis statement, more than four
sentences, beginning, middle and closing).
a). Descriptive and persuasive paragraph writing.
III: Books: [Reading, listening, speaking and writing]. To help develop oral language skills,
vocabulary development, reading fluency, comprehension and independent reading. Use reading
materials that are at the instructional level of the student and more culturally relevant reading
material [Reading SOL: 6.4, 6.5, 9,3, 9,4, 9.5, 9.9. 10.3 and 10.11].
Dragonwagon, Crescent. Home Place. Grades 9-12
Kunhardt, Edith. Honest Abe. Grades 9-12 [SOL: US II.3]
Wells, H.G. The War of the Worlds (adapted classics) Grades 9-12.
Shelly, Mary. Frankenstein (adapted classics) Grades 9-12.
Poe, E. A. The Tell Tale Heart (this is a play adaptation of the short story). Grades 9-12.
World Literature (includes folklore, short stories and poetry). Grades 6-12.
Various biographies and autobiographies. Grades 6-12.
Read 180 library (Levels I-IV), consisting of a variety of titles, including: fiction and non-fiction
[SOL: USI. 6a, c-d, 9a-b, d and f; US II.3 and US II.9; USI. 6b, 7a and 8b; WHII. 12 and 16;
VUS.6]
The above books will be supplemented with worksheets, essay writing, class discussions,
defining and understanding various literary terms (devices), figures of speech and how to use a
dictionary and thesaurus to identify vocabulary words. The teacher reserves the right to add or
substitute other books on a needed basis.
When homework is assigned it is to be completed (unless questions arise or parts of the
assignment are unclear) and turned in by the next school day (if on a weekend, the following
Monday). Unexcused and late homework will receive a mark of 50%. Late projects will receive a
deduction of 5 points per day. Tests, Midterms and Final Exams are to be completed in the
allotted class time. I understand that situations do occur; it will be the student’s responsibility to
inform the teacher of the reasons for his/her work being late. Mr. Norris reserves the right to use
his discretion on the proper procedures to be taken in such a circumstance. Homework is not a
punishment but rather assigned according to the student’s needs, make-up work or additional
instructional content.
IV: Class Projects: [Reading, listening, speaking and writing].

Friendly Letter Project (learning and writing the five parts of a letter). Grades 9-12
[Language Arts].

Immigration Project (includes movies, Emma Lazarus’ The New Colossus, vocabulary,
essay, worksheets, autobiographical & biographical narratives, primary sources). Each
student will be required to maintain an immigration diary lasting the six week voyage.
Each entry will include month, day and year (does not have to be a daily account of their
journey). Requires some online (internet) research. Also, we will discuss some of the
anti-immigration laws and current feelings in the United States regarding immigration
We will use a cereal box to make a suitcase that contains our belongings Grades 9-12
[United States History, SOL: USI.6b, 7a and 8b; US II.4 & 5].

[Immigration] My Voyage to America. ESL students write and assemble a book that
describes their entry into the United States. The book is illustrated with drawings,
photographs (some personal), maps and their native flag. Texts:
Shallop, Laura. A New Life in America
Thompson, Gare. Our New Life in America
Lang, Thomas. Crossing Borders
Niz, Xxavier. The Story of the Statue of Liberty
Ellis Island: Gateway to America (Cobblestone magazine)
Coming to America, Immigrant Stories ( “
“)

My Native Country cereal box made into a suitcase, map of student’s country,
immigration forms. Requires online research. Grades 9-12 [World Geography].

Global Warming and Endangered Species Project. This project includes deciphering
available data, internet research, the movie The Day After Tomorrow (rated PG-13),
science vocabulary, environmental issues and simple math computations. Requires online
research. Grades 9-12 [Earth Science, SOL: ES.7 & 11 and World Geography, WG. 1].
Texts:
Belcher, Angie. Our Changing Earth
Bishop, Nic. The Living Rain Forest
Brewster, Joy. Planet in Distress [SOL: ES, 4, 12 and 14].
Johnson, Rebecca L. Protecting the Seas

A History of Civil Rights [Black History Month]. As a class we will study the various
legislation involving Civil Rights during the nineteenth and twentieth century’s. We will
read Dr. Martin Luther King’s “I Have a Dream” speech (and video), Rosa Parks and
other African American leaders. The Harlem Renassiance, writers, artists and musicians.
19th and 20th century African American history. Grades 6-12 [United States History,
SOL: US II.9].
Texts:
[Graphic Biography]. Dr. Martin Luther King
McLeese, Don. Martin Luther King, Jr.
Miller, Connie Colwell. Rosa Parks
McLeese, Don. Rosa Parks

The Solar System. As a class we will study space exploration and the planets. We will
use a cereal box to make our own solar system which includes the sun and planets. This
project also includes worksheets, and flashcards that focus on key vocabulary words
[SOL, ES. 4, 12 and 14].
Texts:
[Reading Safari Magazine]. Our Solar System
Adamson, Thomas K. The First Moon Landing
V: School and Social Concerns: Grades 9-12.
-As a class (or teacher-student) we try to offer solutions to help the student solve problems that
may arise. -Students may keep a personal journal (optional) that reflects his/hers ideas
(emotions) concerning every day, commonplace occurrences. Together we will examine social,
instructional, and cultural language/customs and their effect on society and the individual.
VI: Content Work: [Reading, listening, speaking and writing].
English 9-12 (including 12th grade senior thesis), United States History, U. S. Government,
World History I-II, World Geography, Psychology, Sociology, Art, Civics and Economics,
Service Learning, and Driver’s Education/Health.
-The above subjects as needed, following completion of regular class assignments.
VII: Test Taking Strategies

Accessing released SOL Tests (VDOE)

Learning various test strategies for exams/quizzes
Grading Scale: Robert E. Lee High School
A+ 98-100
B+ 90-92
C+ 82-84
D+ 75-76
A
95-97
B 87-89
C
D
A- 93-94
B- 85-86
C- 77-78
D- 70-71
C
D
79-81
72-74
Grades below 70% are failing.
Grading Scale: Shelburne Middle School
A
93-100
B 85-92
77-84
70-76
Grades below 70% are failing
Behavior/Conduct Scale:
A
Respectful and conscientious
B
Infrequent slips in good behavior
C
Class disruptions and inappropriate language
D
Rude and disagreeable behavior
F
Insolence, disregard for classroom rules and uncontrollable conduct
Student Behavior and Responsibilities:
Students are expected to treat the teacher and fellow classmates with respect and tolerance
Students will attend class everyday and be prepared. They will remain in their seats until
dismissed by the bell. I will expect cooperative and responsible behavior at all times. Mature
behavior includes raising your hand to answer questions and not speaking out of turn.
Absolutely no electronic devices (IPODS, cell phones, etc.,), or food and drink (except water) in
the classroom.
“Words are magical in the way they affect the minds of those who use them.”
-Aldous Huxley