bps high school syllabus - east boston high schoolebhsjets.net/ourpages/auto/2013/8/23/50616912/ebhs...

East Boston High School Department Of Academic Support All Course Syllabi By Department For School Year 2015-16

Our Academic Philosophy

The Administration and Faculty of East Boston High School recognize the individuality of each student and the right of that student to receive a quality education which encourages the development of the student’s fullest potential. Through dedication, hard work and effective planning, we are able to offer a flexible academic and extracurricular program that allows all students opportunities to experience success. The mission of East Boston High School is to provide all of our students with a rewarding and meaningful educational experience. This EBHS educational experience provides our graduates with the necessary knowledge and skills required to be successful in college, career and society.

" With students, parents and teachers all on the same page and working together for shared goals, we can ensure that all of our students make progress each year and graduate from East Boston High School fully prepared to succeed as productive citizens in the college environment and in the modern workforce."

Phillip Brangiforte, Headmaster

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Table Of Contents

EBHS Mathematics Department: Charles Cauley, Dean / Program Director

Subject: Algebra 1 Honors – 461Subject: Algebra 1 – 451Subject: Algebra 2 Honors (Advanced Algebra Honors) – 463Subject: Algebra 2 (Advanced Algebra) – 456Subject: Geometry – 454Subject: Geometry Honors – 462Subject: AP Computer Science – C71Subject: AP Statistics – 471Subject: Precalculus – 458Subject: Precalculus Honors – 464Subject: AP Calculus – 472

EBHS History Department: Mr. Michael Smith, Dean / Program Director

Subject: Advanced Placement US History Subject: Debate / Mock TrialSubject: A History of Boston-Past, Present and Future

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Subject: United States History 2Subject: US History ISubject: World History 2 (a graduation requirement)

EBHS ESL / Language Department: Ms, Jaime Staraitis, Dean / Program Director

Subject: Spanish ISubject: Spanish IISubject: Italian ISubject: AP Italian Language & CultureSubject: Matematicas HILT ISubject: SIFE Pre-AlgebraSubject: Ciencia I HILTSubject: Ciencia II HILTSubject: Espanol Para Hispanohablentatntes ISubject: Espanol Para Hispanohablentatntes IISubject: Artes Del Lenguaje Espanol

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BPS High School SyllabusEast Boston High School

Subject: Algebra 1 Honors - 461School Year: 2015-2016

Required Materials: What materials does my student need?- Binder or notebook- TI-84 or better recommended (see attached)- Pencils

Course Description: What is the focus of this course?During Year I of Algebra students learn a variety of ways to organize, present, and analyze information using the language of algebra and the properties of algebra. Students work with two-variable statistics and use the graphing calculator as a tool to explore these concepts and relationships. The general idea of functional relationship is developed as students learn about algebraic and geometric representations of functions. Technology use will be an integral part of this course.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?All standards are aligned with the Common Core Standards for Algebra I.

Assessment & Grading Policy: How is my student going to be graded?All grading is calculated using percentages of graded categories (i.e. Tests, Classwork, Homework, etc) Students will receive rubrics or scoring guides describing the

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expectations for all major projects. All students and parents/guardians can always check their grades via Aspen online, 24 hours a day/7 days a week. Students may meet with their teacher before or after school if they have questions on individual grades, though students should always refer to the ASPEN system first. Grading is input by the teacher on a regular basis.

Attendance Policy: What is the attendance policy?East Boston has a very strict attendance policy. Students who have four or more unexcused absences in a class will automatically receive an NC or fail for the term. It is vital that every student keeps track of his or her absences and returns notes in a timely fashion. Please work with your child to make sure he or she comes to class on time, as tardiness will result in disciplinary action and a lower conduct or overall grade (which can prevent Honor Roll status). Any student who skips a class will not be allowed to make-up work, and further disciplinary action will ensue.

Extra Help: How can my student receive extra help?It’s always available! Students need only to set up an appointment. Your Teacher will meet with students or parents in one-on-one conferences about any issues with the class. All Teachers / Staff can be reached by email here or you may leave a message through the main office East Boston at (617) 635-9896. (Email messages reach me significantly faster than phone calls.)


Subject: Algebra 1 - 451School Year: 2015-2016


Course Description: What is the focus of this course?During Year I of Algebra students learn a variety of ways to organize, present, and analyze information using the language of algebra and the properties of algebra. Students work with two-variable statistics and use the graphing calculator as a tool to explore these concepts and relationships. The general idea of functional relationship is developed as students learn about algebraic and geometric representations of functions. Technology use will be an integral part of this course.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?All standards are aligned with the Common Core Standards for Algebra I.

Assessment & Grading Policy: How is my student going to be graded?All grading is calculated using percentages of graded categories (i.e. Tests, Classwork, Homework, etc) Students will receive rubrics or scoring guides describing the expectations for all major projects. All students and parents/guardians can always check

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their grades via Aspen online, 24 hours a day/7 days a week. Students may meet with me before or after school if they have questions on individual grades, though students should always refer to the ASPEN system first. Grading is input by me on a regular basis.

Attendance Policy: What is the attendance policy?East Boston has a very strict attendance policy. Students who have four or more unexcused absences in my class will automatically receive an NC or fail for the term. It is vital that every student keeps track of his or her absences and returns notes in a timely fashion. Please work with your child to make sure he or she comes to class on time, as tardiness will result in disciplinary action and a lower conduct or overall grade (which can prevent Honor Roll status). Any student who skips a class will not be allowed to make-up work, and further disciplinary action will ensue.

Extra Help: How can my student receive extra help?It’s always available! Students need only to set up an appointment. I will meet with students or parents in one-on-one conferences about any issues with the class. I can be reached by email at @bostonpublicschools.org or you may leave a message through the main office East Boston at (617) 635-9896. (Email messages reach me significantly faster than phone calls.)


Subject: Algebra 2 Honors (Advanced Algebra Honors) - 463School Year: 2015-2016


Course Description: What is the focus of this course?The Advanced Algebra course provides students with the opportunity to apply to real world situations many of the previously learned basic and critical thinking skills in Algebra and Geometry. The importance of communicating mathematical knowledge and understanding through writing will be emphasized. Technology use will be an integral part of this course.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?All standards are aligned with the Common Core Standards for Algebra 2.

Assessment & Grading Policy: How is my student going to be graded?All grading is calculated using percentages of graded categories (i.e. Tests, Classwork, Homework, etc) Students will receive rubrics or scoring guides describing the expectations for all major projects. All students and parents/guardians can always check their grades via Aspen online, 24 hours a day/7 days a week. Students may meet with

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me before or after school if they have questions on individual grades, though students should always refer to the ASPEN system first. Grading is input by me on a regular basis.




Subject: Algebra 2 (Advanced Algebra) - 456School Year: 2015-2016


Course Description: What is the focus of this course?The Advanced Algebra course provides students with the opportunity to apply to real world situations many of the previously learned basic and critical thinking skills in Algebra and Geometry. The importance of communicating mathematical knowledge and understanding through writing will be emphasized. Technology use will be an integral part of this course.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?All standards are aligned with the Common Core Standards for Algebra 2.


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Subject: Geometry - 454School Year: 2015-2016


Course Description: What is the focus of this course?In this course, students will engage in problem solving, communicating, reasoning, connecting, and representing as they explore key geometric concepts. It has been designed in line with Massachusetts’ Mathematics Curriculum and Frameworks and as well as with MCAS in mind. Students will have the opportunity to reason out geometrically and algebraically.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?All standards are aligned with the Common Core Standards for Geometry.


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Subject: Geometry Honors - 462School Year: 2015-2016


Course Description: What is the focus of this course?In this course, students will engage in problem solving, communicating, reasoning, connecting, and representing as they explore key geometric concepts. It has been designed in line with Massachusetts’ Mathematics Curriculum and Frameworks and as well as with MCAS in mind. Students will have the opportunity to reason out geometrically and algebraically.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?All standards are aligned with the Common Core Standards for Geometry.


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Subject: AP Computer Science – C71School Year: 2015-2016

Required Materials: What materials does my student need?- Binder or notebook- Pencils

Course Description: What is the focus of this course?Students will work with data from various sources, be required to determine patterns and deviations from patterns, and will use computers and graphing calculators as an aide for sophisticated data analysis and presentation.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?All standards are aligned with the College Board Standards for AP Computer Science.

Assessment & Grading Policy: How is my student going to be graded?All grading is calculated using percentages of graded categories (i.e. Tests, Classwork, Homework, etc) Students will receive rubrics or scoring guides describing the expectations for all major projects. All students and parents/guardians can always check their grades via Aspen online, 24 hours a day/7 days a week. Students may meet with me before or after school if they have questions on individual grades, though students should always refer to the ASPEN system first. Grading is input by me on a regular basis.

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Subject: AP Statistics - 471School Year: 2015-2016

Required Materials: What materials does my student need?- Binder or notebook- TI-84 or better strongly suggested (see attached)- Pencils

Course Description: What is the focus of this course?Students will work with data from various sources, be required to determine patterns and deviations from patterns, and will use computers and graphing calculators as an aide for sophisticated data analysis and presentation.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?All standards are aligned with the College Board Standards for AP Statistics.


Attendance Policy: What is the attendance policy?

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East Boston has a very strict attendance policy. Students who have four or more unexcused absences in my class will automatically receive an NC or fail for the term. It is vital that every student keeps track of his or her absences and returns notes in a timely fashion. Please work with your child to make sure he or she comes to class on time, as tardiness will result in disciplinary action and a lower conduct or overall grade (which can prevent Honor Roll status). Any student who skips a class will not be allowed to make-up work, and further disciplinary action will ensue.



Subject: Precalculus - 458School Year: 2015-2016


Course Description: What is the focus of this course?Students will use their previous knowledge of Algebra, Geometry, Statistics, Probability, and Trigonometry to investigate, analyze, and solve word problems in the textbooks, and apply those skills to solve real-life problems encountered in the environment. This course will also lay the foundation skills for the study of Calculus. Integrated technologies will be a strong component of this course. In a cooperative learning atmosphere mixed with classroom discussions, students will work in groups to solve problems by using their critical thinking, and provide high-level responses to open-ended questions.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?All standards are aligned with the Common Core Standards for Precalculus.


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Subject: Precalculus Honors - 464School Year: 2015-2016


Course Description: What is the focus of this course?Students will use their previous knowledge of Algebra, Geometry, Statistics, Probability, and Trigonometry to investigate, analyze, and solve word problems in the textbooks, and apply those skills to solve real-life problems encountered in the environment. This course will also lay the foundation skills for the study of Calculus. Integrated technologies will be a strong component of this course. In a cooperative learning atmosphere mixed with classroom discussions, students will work in groups to solve problems by using their critical thinking, and provide high-level responses to open-ended questions.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?All standards are aligned with the Common Core Standards for Precalculus.

Assessment & Grading Policy: How is my student going to be graded?All grading is calculated using percentages of graded categories (i.e. Tests, Classwork, Homework, etc) Students will receive rubrics or scoring guides describing the expectations for all major projects. All students and parents/guardians can always check their grades via Aspen online, 24 hours a day/7 days a week. Students may meet with me before or after school if they have questions on individual grades, though students

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should always refer to the ASPEN system first. Grading is input by me on a regular basis.




Subject: AP Calculus - 472School Year: 2015-2016

Required Materials: What materials does my student need?- Binder or notebook- TI-84 or better strongly suggested (see attached)- Pencils

Course Description: What is the focus of this course?The main goal of the course is to develop the students’ comprehensive understanding of the concepts of calculus (Differential and integral) by providing them with various experiences with respect to its methods and applications. The multi-representational approach to calculus is emphasized with concepts, problems and solutions being expressed geometrically, numerically, analytically and verbally. Working together, it is also hoped that they will develop an appreciation of math as a coherent body of knowledge composed of interrelated concepts that could model real life situations.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?All standards are aligned with the College Board Standards for AP Calculus.

Assessment & Grading Policy: How is my student going to be graded?All grading is calculated using percentages of graded categories (i.e. Tests, Classwork, Homework, etc) Students will receive rubrics or scoring guides describing the expectations for all major projects. All students and parents/guardians can always check their grades via Aspen online, 24 hours a day/7 days a week. Students may meet with me before or after school if they have questions on individual grades, though students

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should always refer to the ASPEN system first. Grading is input by me on a regular basis.




Subject: Advanced Placement US History (APush)School Year: 2015-2016

Required Texts: What are we reading?Over the course of the year, we will examine many short, dense, and difficult readings from a variety of historical content– with a particular focus on United States. These readings will be available through various handouts that I will provide. Additionally, we will use specific texts including America: Past and Present (Devine, 9th Edition), The American Pageant (Kennedy and Cohen, 15th Edition) and The American Reader: Words that Moved A Nation (Ravich, 1990) .

Other Required Materials: What materials does my student need?- The American Reader: Words that Moved A Nation (a short literary Primary

source readings on specific historical topics) (Ravich, 1990)- Binder and five tab dividers- Paper, paper, and more paper- Pens, pencils, and highlighters- Post Its- Index Cards- Email (Gmail) address with appropriate name for our Google Class or Google

Voice.- Access to a computer, printer, and internet (available at local libraries if not

available at home)

Course Description: What is the focus of this course?Throughout this rigorous, full-year, college-level course, students will reinforce critical and close reading, writing, speaking, and research skills through the study of many

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different texts and genres, with a specific focus on historical readings and writings. More detailed assignment instructions, given at the start of each unit, will outline the major assignments of the grading period. At the center of all reading and writing this year is annotation, rhetorical analysis, active & critical reading, synthesis, argument, and testing skills and strategies, which will prepare students for the SAT and/or PARCC, exams, but especially the mandatory and very challenging AP US History exam which takes place in May, 2016. Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?This course examines the evolution of the American republic from the initial European incursions into North America to the present. Our investigation of the nature of American democracy includes methods, evidence, and scholarship from the areas of social, political, economic, cultural, and diplomatic history. The course is divided into periods of time and focuses on the themes in the AP Course Description, including national identity, economic transformation, and U.S. actions on the world stage.

Assessment & Grading Policy: How is my student going to be graded?All grading is done on a category and points scale. Students will receive rubrics or scoring guides describing the expectations for all major assignments and essays. Students and parents/guardians can always check their grades via Aspen online, 24 hours a day/7 days a week. Students may meet with me before or after school if they have questions on individual grades, though students should always refer to the ASPEN system first. Grading is input by me on a regular basis, although some assignments – like essays - may take up to two weeks to appear in the ASPEN system.

Attendance Policy: What is the attendance policy?East Boston has a very strict attendance policy. Students who have four or more unexcused absences in my class will automatically receive an NC or fail for the term. It is vital that every student keeps track of his or her absences and returns notes in a timely fashion. Please work with your child to make sure he or she comes to class on time, as tardiness will result in disciplinary action and a lower conduct or overall grade (which can prevent Honor Roll status). Any student who skips a class will not be allowed to make-up work, and further disciplinary action will ensue. Advanced Placement students must attend class every day or they risk failing for the term.

Plagiarism Policy:Plagiarism is representing someone’s work as your own. It can also be a close representation or imitation of that work without acknowledging the source. If this occurs the following will happen: the assignment will become an automatic 0. The parent may be notified and a parent conference may take place. Other consequences will follow.

Extra Help: How can my student receive extra help?Tutoring/help before or after school will take place on specific days to be determined at least once a week. Additional extra help is always available! Students need only to set up an appointment. I will meet with students or parents in one-on-one conferences about any issues with the class. I can be reached by email at [email protected] or you may leave a message through the Google Class and/or Google Voice accounts that will be set up.

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Resources: Is there anything families can contribute to the classroom?Parental Support!!! Please keep an eye on your child’s progress. Do Not Hesitate to contact me via email or the Google Voice account that will be set up for every student/family. Please monitor their grades on your child’s Aspen account. Additionally, at the beginning of each term, there will be a course guide on what topics to expect that term. Please arrange a time when you can possibly come be a guest and possibly speak to the class on any topic you may have knowledge on. It would be much appreciated!!

A copy of this syllabus will be posted in the classroom for future reference. Students may request a personal copy if they choose, but the signed copies will be kept on file. Please feel free to copy this and keep it for your records as well.

East Boston High School

Course Syllabus First Semester Subject: Debate/Mock TrialEmail: [email protected] Office Hours: Monday 2:20-3:20

Course Description:This class covers main components of debate and how to debate. We will cover many issues throughout this semester ranging from immigration to foreign policy questions. The course calls on students to come up with strong arguments for or against an issue with evidence and reasoning behind their evidence and claim. Students will also be called on to make oral arguments and also engage in whole classroom debates.

Instructional ObjectivesMajor topics covered throughout this semester: Making a Basic Argument Making a Strong Argument Using text as Evidence to support an Argument Responding to Counterarguments Structuring a Complex Argument Public Speaking Debating Skills

Key Questions/Writing Prompt: Can “the people” be trusted to govern themselves? Should protection of the environment take precedence over the development of

natural resources? What role should governments play to build tolerance and equity among people

of different races, religions, cultures, ethnic groups, and beliefs? Should the United States in a time of war, be able to exercise censorship of the

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mailto:[email protected]

Because we live in a democratic society, should felons retain the right to vote? Is a victim’s deliberate use of deadly force justified as response to physical

abuse? Should the United States use the death penalty as form of punishment? Is Liberty more precious than law? Are laws that protect citizens from themselves justified? Are immigrates to the United States good for country?

Required Student Products1. Notebook: Students will use their notebooks for Do Nows, note-taking and

writing prompts. 2. Projects: Short and long term projects will be assigned as ongoing and

culminating assessments to each topic or theme studied. 3. Tests: Tests are given in a timely fashion. Tests are given as a culminating

assessment to each topic or theme studied.4. Homework: Homework is a vital enhancement to our class work. All homework

for the week is assigned at the beginning of the week (usually on Mondays), and is due on Thursdays. If a student misses distribution of the homework, it is their responsibility to get the assignment from the Absent Binder.

5. Quizzes: Quizzes are given in a timely fashion. At least three times a month. 6. Argumentative Paper: Students will research and write a Argumentative paper

on a topic to be determined at a later date.

Assessment/Grading PolicyGrades are posted online approximately once per week, though students or parents may request a Progress Report at any time.Assessment of student progress is as follows: % of Term Grade

Classwork 20%Projects /Tests 30%Homework 20%Participation 20% Quizzes 10%

Homework PolicyDue Dates: Homework is due in full on the date assigned by the teacher. Late Homework: Homework will be accepted the next day after the due date with partial credit being given. After that no homework assignment will be accepted.

Participation PolicyAll students should come to class ready to participate and be focused. Be it in classroom discussions, taking notes, working individually or in groups. If a student is not participating in class or not doing what is being asked by the teacher; that particular student will be given an F for the day. Instructional Strategies

In conjunction with the Boston Debate League, we will be using the Evidence-Based Argumentation as the basis for instruction, along with supplemental curriculum materials from South-Western Cengage Learning. In addition, technology will be an integral part of class instruction and assessment.

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Technology Integration- MS Word, - PowerPoint, - Excel- Internet


Subject: A History of Boston-Past, Present and FutureMarking Term or School Year: 2015-2016Email: [email protected]

This semester, we will be examining the history of Boston, thinking about the past, present, and future, working to make this “City upon the Hill”— that John Winthrop envisioned centuries ago. Week 1:

I. Course introduction—Welcome to Boston II. Pre-European Boston and New England—The Native American societies III. The Puritans and Pre-Revolutionary Boston IV.Revolutionary Boston and the City’s Role in the New Nation

Week 2 and 3:V. Early 19th Century & Industrial Revolution —Boston transformed VI. The Abolitionist Movement and Boston’s Role in the Civil WarVII. Boston in the early 20th century—The impact of the immigration VIII. Post Civil War Boston—Urban planningVIII. The Early 20th c. —Time of the Bosses

Week 4, 5 and 6:IX. Post World War II and Urban renewal of the 1960s X. Racial Tensions and the Turmoil of the 1960sXI. The Busing Crisis of the 1970s

Week 7:XII. The “New” Boston—Immigration and changes in 1980s and 1990s XII. — Boston Today—Issues and opportunities for change XIII—Boston Tomorrow—Shaping the future of your city

HOW YOU WILL BE GRADED:Each term, your grade will be determined by:

Essays or Projects/Presentations 25% Document Based Questions and Close Reading s 25% Homework 20% Classwork and Class Decorum 20% Notebook/Binder, Attendance and Participation 10%

--Essays will vary in length, and some will be typed and require citations. Others will be much more opinion based.

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--Projects or Presentations are assigned throughout the semester. They are individual or pair-based and you will have some class time to complete the projects. You may be asked to present you work either to me or to the class.

--Document Based Questions are generally given at least twice a semester. They are short, in-class essays where you refer to historical documents in your answer. You will be able to use all of your notes, homework and classwork to complete DBQs.

--Close Readings are an in-depth analysis of either a primary or secondary source text. They include both a short answer and open response portion. They are usually assigned at least twice a term.

--Homework is always reading and answering questions from the textbook. There are usually 3—4 sections of homework assigned per week. All homework should be completed by due date given, but late work within the same unit will be accepted.

--Classwork can be many different things. You may be asked to read and annotate an article, analyze a historical documents or quotes, or debate ideas. You might work in groups, pairs or individually. Generally, classwork is due at the end of each class and will be graded based on completeness and effort. Part of your grade for classwork is based on your class decorum, which simply means how you act in class. Examples of proper class decorum include:

Coming to class regularly and arriving on time Staying awake, alert and on task during class Paying attention to the discussion and contributing to class discussions without dominating

them Keeping side conversations to a minimum and not distracting peers

Being aware of your language and attitude toward your peers and toward me

--Binders/Notebooks are required and must be brought to class everyday. All notes,

handouts and returned work should be stored in your binder in an organized way. You will

be graded on your binder at least once a term.

--Your grade will be posted online on Aspen and will be updated weekly. I expect you to

check your grade regularly and to come to me for any questions or missing assignments.


Subject: United States History 2School Year: 2015-2016

Required Texts: What are we reading?

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Over the course of the year, we will examine many informative and important historical readings from a variety of sources – with a particular focus on American History after the Civil War. These readings will be available through various handouts that I will provide. Additionally, we will use specific texts including The Americans, The Reading Study Guide, and workbook. All readings, materials, and other resources will be scaffolded to assist the ESL students.

Other Required Materials: What materials does my student need?- Binder /notebooks- White-lined paper- Pens, pencils, erasers, sharpeners, rulers, and highlighters- Post Its- Index Cards- Email (Gmail) address with appropriate name- Access to a computer, printer, and internet (available at local libraries if not

available at home)

Course Description: What is the focus of this course ? ? United States History 2 examines the immigration and industrialization of the late 19th century together with the reform movements. Students will then begin to learn how the U.S. became involved in World War I, the Roaring Twenties, The Great Depression and New Deal, and the period leading up to World War II. After studying World War II, the focus shifts to the divisions of powers during the Cold War. The course then moves to the social and political changes in America including the civil rights movement. The end of the course looks at the War on Terrorism and other related and relevant current event topics.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course? I will hand out a more comprehensive, specific map at the start of each unit. However, course-wide goals, the most essential, practiced, and reviewed objectives are these :

- Keeping a writing/reading notebook, and taking helpful notes/annotating key ideas and details, drawing evidence and making inferences and determining explicit messages(R1,W9, L3, S&L3) - Learning to draft, edit, and revise argument, explanatory, narrative essays (W1, W2, W3, W4, W5) - Write routinely for a range of tasks, purposes, and audiences (W10, L1, L 2 ) - Interpreting words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape (R4, L4, L5) - Developing the ability to comprehend and critically analyze how and why individuals, events, and ideas develop and interact over the course of a text, including analysis of text structure (R3, R5, R6)- Identifying and understanding literary devices and convention including how they pertain to the development of theme, point of view, author’s purpose, audience and speaker (R2, R6, S & L3)

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- Reading literary and informational texts independently and proficiently (R10 )- Collaborating with others including working with diverse partners, building on other’s ideas and expressing their own clearly and persuasively and presenting information, findings, and supporting evidence appropriate to task, purpose, and audience (S&L1, S&L4) - Employing test strategies and preparing for multiple assessments: For example: MCAS, PSAT, and online city-wide assessments

Assessment & Grading Policy: How is my student going to be graded?All grading is done on a category and points scale. Students will receive rubrics or scoring guides describing the expectations for all major assignments and essays. Students and parents/guardians can always check their grades via Aspen online, 24 hours a day/7 days a week. Students may meet with me before or after school if they have questions on individual grades, though students should always refer to the ASPEN system first. Grading is input by me on a regular basis, although some assignments – like essays - may take up to two weeks to appear in the ASPEN system.

Attendance Policy: What is the attendance policy?East Boston has a very strict attendance policy. Students who have four or more unexcused absences in my class will automatically receive an NC or fail for the term. It is vital that every student keeps track of his or her absences and returns notes in a timely fashion. Please work with your child to make sure he or she comes to class on time, as tardiness will result in disciplinary action and a lower conduct or overall grade (which can prevent Honor Roll status). Any student who skips a class will not be allowed to make-up work, and further disciplinary action will ensue .

Extra Help: How can my student receive extra help? Extra help is always available! Students need only to set up an appointment. I will meet with students or parents in one-on-one conferences about any issues with the class. I can be reached by email at [email protected] or you may leave a message through the main office East Boston at (617) 635-9896. (Email messages reach me significantly faster than phone calls.)

Resources: Is there anything families can contribute to the classroom ?Parental Support!!! Please keep an eye on your child’s progress. Do Not Hesitate to contact me via email. Please monitor their grades on your child’s Aspen account. Please arrange a time when you can possibly come be a guest and possibly speak to the class on any topic you may have knowledge on. It would be much appreciated !!


Subject: US History IMarking Term or School Year: 2015-2016

Required Textbooks: What are we reading?

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Over the course of the year, we will examine many readings from a variety of historical content– with a particular focus on American Revolution up to the Reconstruction Era. These readings will be available through various handouts that I will provide. Additionally, we will use specific texts including The Americans (2009) and The Reading Study Guide workbook. All readings will be sccaffolded to assist the ESL students.

Other Required Materials: What materials does my student need?- Binder and five tab dividers- Paper, paper, and more paper- Pens, pencils, and highlighters- Post Its- Index Cards- Aspen- Access to a computer, printer, and internet (available at local libraries if not

available at home)

Course Description: What is the focus of this course?United States History I; The Revolution Through Reconstruction (1763-1877) is a required course and fulfills the requirement for graduation credit in American History. Students examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. They learn about the important political and economic factors that contributed to the outbreak of the Revolution as well as the consequences of the Revolution, including the writing and main ideas of the U.S. Constitution. Students also study the basic framework of American democracy and the basic concepts of American government such as popular sovereignty, federalism, separation of powers and individual rights. Students study America’s westward expansion, the establishment of political parties, and economic and social change. Finally, students will learn about the growth of sectional conflict, how sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction. Here is an overview of each term:

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?I will hand out a more comprehensive, specific map at the start of each unit. However, course-wide goals – the most essential, practiced, and reviewed objectives – are these:

- Keeping a writing/reading notebook, and taking helpful notes/annotating key ideas and details, drawing evidence and making inferences and determining explicit messages (R1, W9, L3, S&L 3)- Learning to draft, edit, and revise argument, explanatory, narrative essays

(W1, W2, W3, W4, W5)- Write routinely for a range of tasks, purposes, and audiences (W10, L1, L2)- Interpreting words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape (R4, L4, L5)- Developing the ability to comprehend and critically analyze how and why individuals, events and ideas develop and interact over the course of a text, including analysis of text structure (R3, R5, R6)

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- Identifying and understanding literary devices and conventions including how they pertain to the development of theme, point of view, author’s purpose, audience and speaker (R2, R6, S&L 3)- Reading literary and informational texts independently and proficiently (R10)- Collaborating with others including working with diverse partners, building on others’ ideas and expressing their own clearly and persuasively and presenting information, findings, and supporting evidence appropriate to task, purpose, and audience (S&L 1, S&L 4)- Employing test strategies and preparing for multiple assessments: For example: MCAS, PSAT, and online city-wide assessments

Assessment & Grading Policy: How is my student going to be graded?All grading is done on a category and points scale. Students will receive rubrics or scoring guides describing the expectations for all major assignments and essays. Students and parents/guardians can always check their grades via Aspen online, 24 hours day/7 days a week. Students may meet with me before or after school if they have questions on individual grades, though students should always refer to the ASPEN system first. Grading is input by me on a regular basis, although some assignments – like essays - may take up to two weeks to appear in the ASPEN system.

Attendance Policy: What is the attendance policy?East Boston has a very strict attendance policy. Students who have four or more unexcused absences in my class will automatically receive an NC or fail for the term. It is vital that every student keeps track of his or her absences and returns notes in a timely fashion. Please work with your child to make sure he or she comes to class on time, as tardiness will result in disciplinary action and a lower conduct grade (which can prevent Honor Roll status).Any student who skips a class will not be allowed to make-up work, and further disciplinary action will ensue.

Extra Help: How can my student receive extra help?Tutoring/help after school will take place on specific days to be determined at least once a week. Additional extra help is always available! Students need only to set up an appointment. I will meet with students or parents in one-on-one conferences about any issues with the class. I can be reached by email [email protected]

Resources: Is there anything families can contribute to the classroom?Parental Support!!! Please keep an eye on your child’s progress. Do Not Hesitate to contact me via email. Please monitor their grades on your child’s Aspen account.. Please arrange a time when you can possibly come be a guest and possibly speak to the class on any topic you may have knowledge on. It would be much appreciated!!

Boston Public Schools High School SyllabusEast Boston High School

Subject: World History 2 (a graduation requirement)Marking Term or School Year: 2015-2016 Semester 1

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Required Textbooks: What are we reading?As a class, we will read a variety of primary and secondary sources. In addition, we will use materials from Facing History and Ourselves, Stanford History Education Group, and The DBQ Project. I will provide all materials as necessary.

Other Required Materials: What materials does my student need?- History notebook and binder- Pens, pencils, and highlighters- BPS email address as provided by the school- Access to a source of news (this can be television news, a newspaper, an online

publication, etc)

Course Description: What is the focus of this course?Students will learn and reinforce reading and writing skills through the study of many different time periods. Through study of primary and secondary sources, you will develop the ability to research a topic independently and present in an academic manner. Additionally, you will be expected to independently write in-text citations, annotate a text =, and write a strong research paper with a well-developed claim, supporting evidence, and analysis. We will discuss the following questions throughout the course:

What does it mean to be enlightened? What makes a strong country? Why is there a wealth disparity among countries in the Northern and Southern

hemispheres? How did the Holocaust happen? Who should be held responsible? Why is the world the way it is today?

First term: During the first part of the course we will learn about the European enlightenment and the development of the contemporary ideas of self-determination and humanity. We will also study the rapid industrialization of Europe and North America and its affect on Asia, Europe, Africa and the word’s climate. This study goes hand-in-hand with the study of the rise of the European nation-state.

Second term: During the second part of the course, we will learn about European and American Empires and their historic and contemporary impact. We will study World War I, World War II, and the Holocaust. In January, you will spend the month researching a contemporary news issue of your choosing (with teacher discretion) and the historical roots of that issue.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?I will hand out a more comprehensive, specific map at the start of each unit. However, course-wide goals – the most essential, practiced, and reviewed objectives – are these:

- Keeping a writing/reading notebook, and taking helpful notes/annotating key ideas and details, cite sources, drawing evidence and making inferences and determining explicit messages (R1, W9, SL 3)- Learning to draft, edit, and revise argument and persuasive essays (W1, W2, W3, W4, W5)- Write routinely for a range of tasks, purposes, and audiences (W10, L1, L2)

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- Interpreting words and phrases as they are used in a text, including determining political, social, and economic phrases (R4, L4, L5)-Integrate charts and research data into analysis of a text (R7)- Developing the ability to comprehend and critically analyze how a series of events develop and what causes or effects other events, use text structure to emphasize key points, and determine how two or more authors treat the same topic and what they emphasize (R3, R5, R6)- Identifying and central idea of a primary or secondary source and how the idea develops, compare an author’s point of view to another authors (R2, R6, SL 3)- Reading informational texts independently and proficiently (R10)- Collaborating with others including working with diverse partners, building on others’ ideas and expressing their own clearly and persuasively and presenting information, findings, and supporting evidence appropriate to task, purpose, and audience (SL1, SL 4)

Assessment & Grading Policy: How is my student going to be graded?All grading is done on a percentage scale, with larger assignments and projects worth more weight toward the final grade. Homework is worth 20% of the overall grade, class participation including attendance and classwork is worth 15%, projects (including quizzes and presentations) are worth 45%, and tests (including exams and writing assignments) are worth 20%. Grades will be updated every Monday and students should receive an updated grade weekly. Parents may also check Aspen online (sis.mybps.org). Late work will be accepted at the teacher’s discretion and points will be deducted for late assignments.

Attendance Policy: What is the attendance policy?East Boston has a very strict attendance policy. Students who have four or more unexcused absences in my class will automatically receive an NC or fail for the term. It is vital that every student keeps track of his or her absences and returns notes in a timely fashion. Please work with your child to make sure he or she comes to class on time, as tardiness will result in disciplinary action and a lower conduct grade (which can prevent Honor Roll status).

Extra Help: How can my student receive extra help?It’s always available! My office hours are Tuesdays from 2-3:30 in room 226. Students should set up an appointment if they cannot attend at that time or would like 1:1 help. I will happily meet with students or parents in one-on-one conferences about any issues they are having in class. I can be reached by email at [email protected] or leave a message through the main office East Boston at (617) 635-9896. Email messages reach me significantly faster than phone calls.

Plan de estudios Escuelas Públicas de Boston Escuela SecundariaEast Boston High School secundaria

Tema: Historia Mundial 2 (un requisito de graduación)Marcado Plazo o Escuela Año: 2015-2016 Semestre 1

Los libros de texto obligatorios: ¿Qué estamos leyendo?

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Como clase, vamos a leer una variedad de fuentes primarias y secundarias. Además, vamos a utilizar los materiales de Facing History and Ourselves, Stanford Grupo de Historia de la Educación, y el Proyecto DBQ. Voy a ofrecer todo el material que sea necesario.

Otros Materiales necesarios: ¿Qué materiales necesita mi estudiante?- Cuaderno de Historia y el aglutinante- Bolígrafos, lápices y marcadores- Email BPS lo dispuesto por la escuela- El acceso a una fuente de noticias (esto puede ser noticias de la televisión, un periódico, una publicación en línea, etc.)

Descripción del curso: ¿Cuál es el enfoque de este curso?Los estudiantes aprenderán y reforzar las habilidades de lectura y escritura a través del estudio de muchos períodos de tiempo diferentes. A través del estudio de fuentes primarias y secundarias, que se desarrollará la capacidad de investigar un tema de forma independiente y el presente de una manera académica. Además, se espera que escribir de forma independiente citas en el texto, anotar un texto =, y escribir un trabajo de investigación fuerte, con una demanda bien desarrollado, evidencia de apoyo, y el análisis. Vamos a discutir las siguientes preguntas durante el curso:• ¿Qué significa ser iluminado?• ¿Qué hace que un país fuerte?• ¿Por qué hay una disparidad de riqueza entre los países de los hemisferios norte y sur?• ¿Cómo sucedió el Holocausto? ¿Quién debe ser responsable?• ¿Por qué el mundo tal como es hoy en día?•Primer plazo: Durante la primera parte del curso aprenderemos acerca de la ilustración europea y el desarrollo de las ideas contemporáneas de la autodeterminación y de la humanidad. También estudiaremos la rápida industrialización de Europa y América del Norte y su efecto en Asia, Europa, África y el clima de la palabra. Este estudio va mano a mano con el estudio del surgimiento del Estado-nación europea.Segundo plazo: Durante la segunda parte del curso, vamos a aprender acerca de Europa y los imperios de América Latina y su impacto histórico y contemporáneo. Estudiaremos la Primera Guerra Mundial, la Segunda Guerra Mundial y el Holocausto. En enero, pasará el mes de investigar un tema de noticias contemporánea de su elección (con discreción del maestro) y las raíces históricas de esta cuestión.

Temas importantes, términos, conceptos, normas básicas comunes y Habilidades: ¿Qué normas están dirigidas en este curso?Voy a entregar un mapa más completo y específico al inicio de cada unidad. Sin embargo, los objetivos de todo el curso - lo más esencial, practicado, y los objetivos revisados - son los siguientes:- Mantener una escritura / lectura portátil, y tomando notas útiles / anotar ideas y detalles clave, citar fuentes, dibujo pruebas y hacer inferencias y determinando mensajes explícitos (R1, W9, SL 3)- Aprender a redactar, editar y revisar los argumentos persuasivos y ensayos (W1, W2, W3, W4, W5)- Escribir rutinariamente para una serie de tareas, propósitos y audiencias (W10, L1, L2)

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- Interpretación de las palabras y frases que se usan en un texto, incluyendo la determinación de las frases políticas, sociales y económicas (R4, L4, L5)Gráficos y datos de la investigación en el análisis de un texto -Integrar (R7)- Desarrollar la capacidad para comprender y analizar críticamente cómo una serie de eventos a desarrollar y cuál es la causa o el efecto de otros eventos, utilice la estructura del texto para enfatizar los puntos clave, y determinar cómo dos o más autores tratan el mismo tema y lo que ellos hacen hincapié (R3, R5 , R6)- La identificación y la idea central de una fuente primaria o secundaria y cómo se desarrolla la idea, comparar el punto de vista de un autor a otro autores (R2, R6, SL 3)- Lectura de textos informativos de forma independiente y con soltura (R10)- Colaborar con otros, incluyendo el trabajo con diversos socios, a partir de las ideas de otros y expresar su propia manera clara y persuasiva y la presentación de información, resultados, y el apoyo a las pruebas adecuadas a la tarea, el propósito y la audiencia (SL1, SL 4)

Política de evaluación y de evaluación: ¿Cómo está mi hijo va a ser clasificado?Toda clasificación se hace en una escala de porcentaje, con tareas y proyectos por valor de más peso hacia la nota final más grandes. La tarea es un valor de 20% de la calificación global, la participación en clase incluyendo la asistencia y el trabajo en clase vale un 15%, los proyectos (incluyendo concursos y presentaciones) valen 45%, y las pruebas (incluidos los exámenes y las tareas de escritura) valen 20%. Las calificaciones se actualizan todos los lunes y los estudiantes deben recibir un semanario actualizado grado. Los padres también pueden revisar en línea Aspen (sis.mybps.org). Obra tardía será aceptada a criterio del profesor y los puntos serán deducidos de las asignaciones finales.

Póliza de Asistencia: ¿Cuál es la política de asistencia?East Boston tiene una política de asistencia muy estricto. Los estudiantes que tienen cuatro o más ausencias injustificadas en mi clase recibirán automáticamente un NC o fallar por el término. Es de vital importancia que cada estudiante realiza un seguimiento de sus ausencias y devuelve notas en el momento oportuno. Por favor, trabajar con su hijo para asegurarse de que él o ella viene a clase a tiempo, ya que la tardanza resultará en una acción disciplinaria y una calificación de conducta inferior (que puede prevenir el estado de Honor).

Ayuda Adicional: ¿Cómo puede mi hijo recibir ayuda adicional?Siempre disponible! Mis horas de oficina son los martes de 2-3: 30 en la habitación 226. Los estudiantes deben hacer una cita si no pueden asistir en ese momento o si desea 1: 1 ayuda. Felizmente me reuniré con los estudiantes o padres en las conferencias de uno-a-uno sobre las cuestiones que están teniendo en la clase. Me pueden contactar por correo electrónico a [email protected] o deje un mensaje a través de la oficina principal de East Boston al (617) 635-9896. Mensajes de correo electrónico me llegan mucho más rápido que las llamadas de teléfono.

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EBHS ESL / Language Department: Ms, Jaime Staraitis, Dean / Program Director


Subject: Spanish 1 Marking Term or School Year: Fall/Spring Semester 2015-2016

Required Textbooks: What are we reading?As a class, we will use a text called Spanish Is Fun, Book 1, as well as a text called En Español 1. In addition, we will examine readings from other texts that will aim to increase literacy in Spanish and various handouts that I will provide.

Other Required Materials: What materials does my student need? A binder for Spanish class ONLY (1.5 inch is suggested) Pens, pencils, and lined paper (A Spanish-English dictionary is helpful)

Course Description: What is the focus of this course?Following the guidelines set by the Massachusetts Frameworks, the BPS World Language Curriculum and the national standards as set forth by ACTFL, Spanish I is designed to allow the student to complete all the activities and proficiencies of Stage I including some of the following student to complete all the activities and proficiencies of Stage I including some of the following:

Major Goals: Identify one's self Give and ask directions Express likes and dislikes Describe family relationships Compare and contrast the cultures Express basic needs Express basic opinions Understand basic Spanish conversation Speak Spanish with increasing proficiency Write with increasing accuracy and appropriate structures:

Students will learn and reinforce reading and writing skills in Spanish through the use of a variety of activities and exercises, geared to help in the process of language acquisition. Writing:

Students will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone, and word choice (diction) in their compositions after revising them.

Students will identify, describe, and apply knowledge of the English language and Standard English conventions for sentence structure, usage, punctuation, capitalization, and spelling.

Reading:

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Students will identify, analyze, and apply knowledge of the structure, elements, and meaning of nonfiction or informational material and provide evidence from the text to support their understanding.

Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding.

Major Topics, Terms, Concepts, Common Core Standards and Skills: What standards are targeted in this course?Students will get a better understanding of each topic at the start of a new unit. However, course-wide goals – the most essential, practiced, and reviewed objectives – are these:

MAJOR TOPICS & CONCEPTS – BY THE CLOSE OF THE YEAR, STUDENTS WILL UNDERSTAND THE FOLLOWING TOPICS AND CONCEPTS:

Will use knowledge of Spanish to access new information Will understand basic Spanish with increasing proficiency Will speak basic Spanish to ask and give information and direction Will write with increasing accuracy and appropriate structures Will appreciate the cultural differences and similarities Will have a greater appreciation of the linguistic differences

COMMON CORE STANDARDS AND SKILLS Keeping a notebook, and taking helpful notes/annotating key ideas and details,

drawing evidence and making inferences and determining explicit messages (R1, W9, L3, S&L 3)

Write routinely for a range of tasks, purposes, and audiences (W10, L1, L2) Interpreting words and phrases as they are used in a text, including

determining technical, connotative, and figurative meanings, and analyze how specific word choices shape (R4, L4, L5)

Developing the ability to comprehend and critically analyze how and why individuals, events and ideas develop and interact over the course of a text, including analysis of text structure (R3, R5, R6)

Identifying and understanding literary devices and conventions including how they pertain to the development of theme, point of view, author’s purpose, audience and speaker (R2, R6, S&L 3)

Reading literary and informational texts independently and proficiently (R10) Collaborating with others including working with diverse partners, building on

others’ ideas and expressing their own clearly and persuasively and presenting information, findings, and supporting evidence appropriate to task, purpose, and audience (S&L 1, S&L 4)

Using their knowledge of English to help determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level (CCR 4, CCR 6, L4, L6)

Assessment & Grading Policy: How is my student going to be graded?All grading is done on a points scale, with larger assignments and projects worth more points. For example, most classwork and homework assignments are worth 5 points.

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The percentage of points earned versus points possible will determine the overall grade. However, there will be a balance between 5 categories: homework, classwork, participation/attendance, quizzes & practice, tests & projects. Students will receive rubrics describing the expectations for major assignments. Students and parents/guardians can check their grades via Aspen online.

Attendance Policy: What is the attendance policy?East Boston has a very strict attendance policy. Students who have four or more unexcused absences in my class will automatically receive an NC or fail for the term. It is vital that every student keeps track of his or her absences and returns excuse notes in a timely fashion. Please work with your child to make sure he or she comes to class on time, as tardiness will result in disciplinary action and a lower conduct grade (which can prevent Honor Roll status).

Extra Help: How can my student receive extra help?Students are encouraged to ask for help, when needed. I will meet with students about any issues they are having in class, they just need to let me know. Students and parents can reach me via email at [email protected] or leave a message through the main office East Boston at (617) 635-9896, should you have any concerns.

AP ITALIAN LANGUAGE AND CULTURE SYLLABUS School Year: 2015-16

Taught almost exclusively in Italian (aside from some grammatical clarifications), the AP Italian Language and Culture course aims to cultivate students’ interpersonal, interpretive, and presentational communicative skills in the Italian language. Through six theme-based units, the teacher will present the language and culture of the Italian people using a variety of authentic literary works, journalistic selections, media and performing arts productions.

Prerequisites: Passing Grade in Italian 3 or permission of instructor

Instructional Resources:

Through teacher provided materials, school and internet resources, students utilize a broad range or materials and technology.

Print materials:

❖ Berri, Giansiracusa. In giro per la letteratura. Boston: Heinle & Heinle, 1996.❖ Cummings, Frenquelluci, Pastorino, Viazmenski. Immagina: L’italiano senza

confini. Boston: Vista Higher Learning, 2011.❖ Pease, Bini. Vivere all’italiana: A Cultural Reader. New York: Random House,

1985.❖ Cozzi, Federico, Tancorre. Caffè italiano 2. Recanate: ELI, 2006❖ Tognozzi, Cavatorta. Ponti. Boston: Houghton Mifflin, 2004.❖ Moneti, Lazzarino. Da Capo. 6th ed. Boston: Thomson Heinle, 2007.❖ Burney. Tempi Moderni. New York: Holt, Rinehart & Winston, 1982.

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❖ Frassica, Pacchiano, Springer. Immagini del Novecento italiano. New York: MacMillan Publ. Co., 1987.

❖ Gruppo CSC. Buon appetito! Tra lingua italiana e cucina regionale. Roma: Bonacci editore, 2004.

❖ Galati, Montanari. Il mio giornale: Manuale per giornalisti in erba. Roma: Lapis edizioni, 2008.

❖ Parenti, Vegezzi, Viola. La ricerca letteraria: Il tempo storico e le forme (esp. vols. 4 and 5 on the ‘800 and ‘900). Bologna: Zanichelli, 1994.

Internet sites:

❖ www.google.it ❖ www.italian.yabla.com ❖ www.edilingua.it ❖ www.almaedizioni.it ❖ www.puntolingua.it ❖ www.maestrasandra.it ❖ www.educational.rai.it ❖ www.repubblica.it ❖ www.ilgiornale.it ❖ www.ilgazzettino.it ❖ www.rai.it ❖ www.canale5.it ❖ www.yourdictionary.com/languages/romance.html#italian ❖ http://web.tiscali.it ❖ www.liberlibri.it ❖ www.mediasoft.it/italy/ ❖ www.ilnarratore.com ❖ http://spettacoli.tiscali.it/musica/news ❖ www.corriere.it ❖ www.unita.it ❖ http://www.uni.edu/becker/italiano2.html ❖ www.italicon.it ❖ www.italianstudiess.org/links.htm ❖ www.uebersetzung.at/twister/it.htm ❖ www.aldaily.com ❖ http://njitalia.nj.gov/ and http://njitalia.nj.gov/curriculum/lom/

Films ❖ Pane e cioccolato❖ La meglio gioventu’❖ La vita è bella❖ Cinema paradiso❖ Cristo si è fermato a Eboli❖ Il giardino dei Finzi-Contini❖ La fuga degli innocenti❖ Various scenes from Opera

Listening:

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http://njitalia.nj.gov/curriculum/lom/

http://njitalia.nj.gov/

http://www.aldaily.com/

http://www.uebersetzung.at/twister/it.htm

http://www.italianstudiess.org/links.htm

http://www.italicon.it/

http://www.uni.edu/becker/italiano2.html

http://www.unita.it/

http://www.corriere.it/

http://spettacoli.tiscali.it/musica/news

http://www.ilnarratore.com/

http://www.mediasoft.it/italy/

http://www.liberlibri.it/

http://web.tiscali.it/

http://www.yourdictionary.com/languages/romance.html#italian

http://www.canale5.it/

http://www.rai.it/

http://www.ilgazzettino.it/

http://www.ilgiornale.it/

http://www.repubblica.it/

http://www.educational.rai.it/

http://www.maestrasandra.it/

http://www.puntolingua.it/

http://www.almaedizioni.it/

http://www.edilingua.it/

http://www.italian.yabla.com/

http://www.google.it/

Using audio from cds and the internet, all students engage in authentic listening experiences each day. These listening experiences are enhanced with verbal or written reflections, so that speaking and writing skills are also enforced in tandem.

Speaking:

Italian is the language spoken in the classroom at all times. Students regularly role play a variety of situations to encourage development of intermediate/advanced proficiency. These exercises use different register, topics, setting, and types of discourse. Cultural context and linguistic variations will be an integral part of the discussion. Students will also be expected to sustain conversation, interviews, debates, by using rich, idiomatic vocabulary with accurate syntax.

Reading:

Students will cover a variety of reading material, fiction and non-fiction, in and out of class. Internet sites, magazines, books and newspapers are available. Students can choose from a variety of topics of personal interest to them. Students will read and present to their classmates two articles pertaining to our current unit of study using internet and print resources.

Writing:

Students are expected to write frequently throughout the course. This includes paragraph-long descriptions (approximately 200 words), narratives, compare/contrast essays, letters, email, invitations, dialogs, reviews of film, books, songs, personal reflections, and AP prompts. In their portfolio they will keep close track of the new thematic vocabulary, idiomatic expressions, and useful structures of the language. Students’ formal essays will be evaluated according to the AP writing rubric.

Course Requirements / Course Planner :

Students agree to speak only Italian during the course. (English may be used to explain arcane grammatical points.)

The course is divided into six units of study, which students will track in their portfolio. Each unit is focused thematically, on cultural products, practices, and perspectives, and will include: 1. Famiglia e società; 2. Identità privata e pubblica; 3. Bellezza ed estetica; 4. Sfide globali; 5. Scienza e tecnologia; 6. Vita contemporanea. Within each section, students will track vocabulary, grammatical explanations, maintain teacher-distributed materials, oral presentations and any projects/ products prepared. In the last section of the portfolio, students will maintain a weekly journal entry, due each Monday. (200-300 words)

A dictionary is useful, though there are many bilingual, monolingual, visual, and specialized dictionaries in the classroom.

PLANNER: the six thematic units focus on cultural products, practices, and perspectives; and interpersonal, interpretive, and presentational communication.. Each

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unit begins with a student-generated thematic vocabulary (directed and supplemented by the instructor).

UNIT TOPICS AND SELECT RESOURCES

ACTIVITIES AND GRAMMATICAL EMPHASIS

Famiglia e società

La famiglia: compare and contrast Italian and American families.

Ponti, chapters 1-2; Pease, chapters 1-3

Proverbs (in packet)

Short Readings and Excerpts: Pavese, Si Parva Licet; Ginsburg, Ti ho sposato per allegria; Gambino, Blood of My Blood; Campanile, Pantomima.

Film: Caro Michele

Interview a partner and write his/her family history. Describe, narrate, express opinions, using present, past, and future tenses; comparative/superlative; and demonstrating agreement of adjectives and subject-verbs.

From a list of proverbs, students explain their meanings and come up with comparables.

Reading comprehension: writing the précis, for example, and other appropriate activities.

Point out similarities and differences between Italian and American families, accounting for generational considerations as well.

Identità privata e pubblica

Gli italiani nel mondo; credenze diffuse e valori; storia e geografia.

Ginzburg, Le piccole virtù; Pinocchio; selected poetry (Roversi, ad esempio) and proverbs.

Film: Pane e cioccolato

Additional resource: The New Jersey Italian and Italian American Heritage Curriculum, “The universality of Italian heritage”

The subjunctive tenses and verb sequencing.

Short biographical studies on Italian and Italian American contributions to the USA (written and oral presentations).

Group exercise on stereotyping: find examples of Italian stereotypes in the media. Explain their origins.

Interview local Italian Americans (following a scripted set of interview questions). Students will use a tape or video recorder, transcribe interviews, and then research commonalities between interviewed participants. This will be archived and available to the local Italian community and its clubs.

Bellezza ed estetica

Architettura; arti visive; ideali di bellezza; storia e geografia.

Film: Nuovo cinema paradiso

The imperative

Conditional, present and past

Continued work on verb sequencing

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Reading comprehensionSummarizingDiscussionPresentation

Sfide globali Ponti; Pease, chapters 8, 9, 11

Terzo millennio, all three volumes (excerpts)

Buon Appetito! tra la lingua italiana e cucina regionale.

Film: Il giardino dei Finzi-Contini

Si impersonale; si passivante; passato remoto; journalistic conditional

Interpreting charts, graphs, and statistics

Immersion day: students shop, cook, dine, and produce a collection of recipes—all in Italian.

Students begin work to produce a general newspaper (see next unit for specialized newspaper). They design the layout (il timone & il menabò). Articles prepared in small groups, will speak to the following topics: ambiente, diritti umani, migrazioni e frontiere, politica, educazione, mercato di lavoro. Using the internet, students will research laws pertinent to the topics. They will interview local politicians in an effort to produce a comparative overview of responses to sfide globali. Components produced individually will include: pieces on sports, a horoscope, and editorial cartoons.

Scienza e tecnologia

Terzo millennio, all three volumes, excerpts

Readings: Buzzati, Appuntamento con Einstein; excerpts from Silone, Una manciata di more.

Film: tba

Tutti i pronomi

Ci e ne

Students produce in writing and present orally brief biographies of Italian and Italian American scientists. Possibility of local interviews at both the university and scientific laboratories.

Vita contemporanea

Ponti; Pease & Bini; Terzo Millennio

Reading: G. Berto, Esami di maturità

Additional resources: www.venere.comwww.trenitalia.itwww.weekendaroma.comwww.weekendafirenze.com

Ripasso generale di tutta la grammatica; directed writings; narrative and persuasive essays from AP prompts.

Students prepare a tour of Italy that is thematically based (for example, one that focuses on art, food, hiking, prehistory, war sites, or a professional field of study). The tour should be designed to be between 4 and 6 weeks in duration and should include two weeks of language study. It must include:

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http://www.weekendafirenze.com/

http://www.weekendaroma.com/

http://www.trenitalia.it/

http://www.venere.com/

● A complete day-to-day itinerary● A budget (airfare, ground

transportation, insurance, hotels and meals, museum entrance or guide fees, if applicable)

● Email inquiries to hotels, transportation and ticket agencies, and language schools, explaining their needs

● Suggested restaurants● Publicity to advertise the tour● Visuals

Students will present their tours to the class orally.

Assessments :

Weekly: Speaking—graded according to Pre-Advanced Interpersonal rubricDiscussion in class (quantity and quality of contribution)Interviews (in-class and in the community)

Weekly: Writing—paragraphs and essaysExercises, summaries

Weekly: quizzes (grammar vocabulary, culture)

Individual projects with integrated skills (reading, writing, speaking)Print or web research projects (interpretive and presentational modes)

Portfolio: comprehensive, complete, year-long record of workLinguafolio: self-assesssment rubric, updated after each unit

Final Exam: modeled on AP practice examinations, and includingspeaking, writing, multiple choice ( reading comprehension, listening

comprehension, grammar, vocabulary, culture)

Escuelas Públicas de Boston

Escuela Secundaria East Boston

Curso: Matemáticas HILT 1Año escolar: 2015-2016

Texto: McMillan/McGraw-Hill Matemáticas

Otros materiales

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Manipulativos para ÁlgebraCarpeta para la clase de MatemáticasBolígrafos, lápices y marcador fluorescente

Descripción del cursoEl estudiante desarrollará las destrezas básicas de matemáticas: suma, resta, multiplicación y división. Se da énfasis en el uso práctico de estas operaciones para solucionar problemas de la vida diaria. También el alumno desarrollará sus destrezas de comprensión, comunicación y razonamiento en pre-álgebra en las áreas de cálculo, estimación, relación de patrones, geometría, estadística, funciones, medidas, fracciones, decimales y porcentajes.

Primer cuatrimestreOrdenar y usar números enteros y fracciones. Números mixtos. Decimales. La recta numérica

Segundo cuatrimestreOperaciones básicas: suma, resta, multiplicación y división.Cálcular y redondear números.Exponentes y raíces cuadradas.

Tercer cuatrimestreDescribir y comparar conjuntos de datos.Construir e interpretar gráficas.Números positivos y negativos.Orden de las operaciones.

Cuarto cuatrimestreRelaciones entre dos o más variables.Propiedades de las formas geométricas.Volumen, peso, área, tiempo y longitud.Unidades de medición.

Durante el curso se hará énfasis en desarrollar habilidades, resolver problemas verbales y escritos usando las operaciones básicas. Explicar, razonar, conectar y representar las operaciones aritméticas. Comprender los patrones y relaciones. Formular preguntas que ayuden a reunir información, organizarla y presentarla. Desarrollar y evaluar inferencias y predicciones que estén fundadas en datos. Entender y usar conceptos básicos de probabilidad.

Criterios de evaluación y calificaciónParticipación en clase 25%Exámenes, pruebas rápidas y proyectos 25%Tareas 20%Trabajo en clase 15%Carpetas 15%

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Si un alumno se ausenta, es su deber reponer el material perdido en un período de 48 horas a partir de su regreso a clase. La asistencia a la clase tiene efectos sobre la calificación de participación.

AsistenciaLas reglas de la Escuela Secundaria East Boston son muy estrictas en cuanto a las ausencias de los alumnos. El alumno que acumule 4 ó más faltas de asistencia en el cuatrimestre recibirá un NC (no crédito) o reprobará el curso. Por lo anterior, es vital que los alumnos que falten a clases traigan una nota/excusa a la escuela dentro de los de 3 días siguientes de su regreso a clases. Es muy importante que los padres / encargados hablen con los estudiantes acerca de la importancia de la asistencia y puntualidad a las clases.

Ayuda extraEl maestro está disponible para dar ayuda extra. El alumno y el maestro se pondrán de acuerdo para una tutoría en cuanto se necesite. El correo electrónico es un medio accesible para hacerlo.

Escuelas Públicas de Boston

Escuela Secundaria East Boston

Curso: SIFE Pre-ÁlgebraAño escolar: 2015-2016

Texto: Prentice Hall Mathematics: Pre-Algebra/Spanish Edition

Otros materialesManipulativos para ÁlgebraCarpeta para la clase de MatemáticasBolígrafos, lápices y marcador fluorescente

Descripción del cursoEl estudiante expandirá su sentido numérico para comprender, realizar operaciones y resolver problemas con números racionales. También, hará uso de la proporción y semejanza para resolver problemas. El estudiante desarrollará fluidez con el lenguaje y las operaciones algebraicas para analizar y representar relaciones. También aprenderá las bases del razonamiento algebraico, espacial y lógico para resolver problemas de medida y geometría. Los estudiantes aprenderán conceptos de probabilidad y estadística.

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Primer cuatrimestreNúmeros enteros Factores, fracciones y exponentesExpresiones numéricas y algebraicas

Segundo cuatrimestreEcuaciones simples de una variableEcuaciones y decimalesÍndices, proporciones y porcentajes

Tercer cuatrimestreFunciones lineales y gráficasIntroducción a la GeometríaÁrea y volumen

Cuarto cuatrimestreAnálisis de datos

Durante el curso se hará énfasis en desarrollar habilidades para representar y analizar situaciones matemáticas usando símbolos algebraicos. Comprender patrones y relaciones. Analizar el cambio en diferentes contextos. Trabajar en grupo eficientemente. Escribir soluciones a problemas de manera clara y concisa. Leer, interpretar y resolver problemas de respuesta abierta. Demostrar de manera eficiente habilidades orales y escritas en el uso y aplicación del Álgebra

Evaluación del curso y calificacionesParticipación en clase 25%Exámenes, pruebas rápidas y proyectos 25%Tareas 20%Trabajo en clase 15%Carpetas 15%

Si un alumno se ausenta, es su deber reponer el material perdido en un período de 48 horas a partir de su regreso a clase. La asistencia a la clase tiene efectos sobre la calificación de participación.

AsistenciaLas reglas de la Escuela Secundaria East Boston son muy estrictas en cuanto a las ausencias de los alumnos. El alumno que acumule 4 ó más faltas de asistencia en el cuatrimestre recibirá un NC (no crédito) o reprobará el curso. Por lo anterior, es vital que los alumnos que falten a clases traigan una nota/excusa a la escuela dentro de los de 3 días siguientes de su regreso a clases. Es muy importante que los padres / encargados hablen con los estudiantes acerca de la importancia de la asistencia y puntualidad a las clases.

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Ayuda extraEl maestro está disponible para dar ayuda extra. El alumno y el maestro se pondrán de acuerdo para una tutoría en cuanto se necesite. El correo electrónico es un medio accesible para hacerlo.

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Escuelas Públicas de BostonEscuela Secundaria East Boston

Curso: Ciencia 1 (HILT)Año Escolar: 2015 – 2016

Textos requeridos:Prentice Hall (Biologia humana y salud,)Biología

Otros materiales requeridos:Una lectura independiente por semestre.Libreta o carpeta para la clase de CienciaBolígrafos o lápices, y marcador fluorescente

Descripción del curso:Los estudiantes aprenderan sobre la célula animal y vegetal, procesos celulares, y anatomía y fisiología humana.

Primer término Método científico ¿Qué es Biología? Células animal y vegetal Procesos celulares – Respiración y fotosíntesis

Segundo término Lectura independiente sobre la salud de los humanos Sistema integumentario Sistema esqueletal Sistema muscular Sistema nervioso

Tercer término Sistema endocrino Circulación y respiración Digestión y excresión Reproducción

Cuarto término Herencia Cuadros de Punnett – Fenotipo y genotipo Determinación del género Lectura independiente sobre los desórdenes genéticos

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Evaluación y poliza de notas: Participación en clase 25% Diario 25% Tareas 25% Exámenes y pruebas cortas 25%

Si un alumno se ausenta, su deber es reponer material perdido en un período de 48 horas a partir de su regreso a clase. La asistencia a clase tiene efecto sobre la nota de participación.

Lectura independiente:Durante el año, en el curso nos enfocaremos en conceptos biológicos. Como resultado de esto los alumnos tendrán oportunidad de escojer temas de reportes noticieros sobre alguna condición humana.

Asistencia:Las reglas de la Escuela Secundaria de East Boston son muy estrictas en cuanto a las ausencias de los alumno. Cualquier alumno con 4 ó más ausencias en el término recibirá un NC (no crédito) o fracasará la clase. Es vital que los alumnos que estén ausentes traiga una nota/excusa a la escuela en un período de 3 dias luego de su regreso a la escuela. Por favor, trabaje con su hijo(a) para asegurarse que asiste a clase constantemente.

Ayuda extra:Siempre el maestro estará disponible para proveer ayuda extra. El alumno se debe de asegurar de decir al maestro de su necesidad de 24 a 48 horas antes de las tutorías. Por favor, de tener alguna pregunta se puede comunicar por medio de mi correo electrónico el cual los alumnos tienen accesible.


Curso: Ciencia 2 (HILT)Año Escolar: 2015 – 2016

Textos requeridos:Prentice Hall

Cambios en la superficie de la tierra Movimiento, fuerza y energía Electricidad y magnetismo

Lecturas sobre elementos y átomos

Otros materiales requeridos:Una lectura independiente por semestre.Libreta o carpeta para la clase de CienciaBolígrafos o lápices, y marcador fluorescente

Descripción del curso:

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Los estudiantes aprenderan sobre la superficie terrestre, el ciclo del agua, las leyes de Newton, trabajo y energía, circuitos e imanes.

Primer término Método científico Mapas y superficie terrestre Erosión, sedimentación, y formación del suelo Aceleración

Segundo término Naturaleza de las fuerzas Inercia Aceleración, masa y fuerza Fricción y gravedad Acción y reacción

Tercer término Presión Flotación y presión en los fluidos Trabajo y energía Energía potencial y cinética

Cuarto término Energía de calor Elementos y compuestos básicos de la vida Estructura atómica y modelo atómicoEvaluación y poliza de notas: Participación en clase 25% Diario 25% Tareas 25% Exámenes y pruebas cortas 25%


Lectura independiente:Durante el año, en el curso nos enfocaremos en conceptos terrestres y físicos. Como resultado de esto los alumnos tendrán oportunidad de escojer temas de reportes noticieros sobre algun evento terrestre (terremotos, volcanos, tsunamis, etc), o sobre algún avance tecnológico.


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East Boston High SchoolEspañol para Hispanohablantes I Syllabus 2015-2016

Clase: WL Español para Hispanohablantes IAño académico: 2015-2016 Libros de Texto: ¿Qué leeremos?Cada estudiante recibirá libros apropiados al syllabus. El estudiante será responsable de mantener el libro en buenas condiciones y de devolverlo al final del curso. En caso de que el estudiante no devuelva el libro tendrá que pagar el costo del mismo.- Tu Mundo- Crónica de una muerte anunciada - Gabriel García Márquez- La jaula del unicornio - Hilda Perera- Lecturas de ficción y no ficción Otros materiales requeridos: ¿Qué materiales necesitan los estudiantes?- Una carpeta y/o cuaderno para la clase de español- Bolígrafos, lápices, sacapuntas y resaltadores- Dirección de correo electrónico de las escuelas públicas de Boston Descripción del curso: ¿Cuál es el enfoque de este curso?Este curso está diseñado pensando en llenar una necesidad que existe en muchos estudiantes: la falta de destrezas básicas en la escritura y lectura del español. Este curso tiene como meta el mantener y aumentar las destrezas de lectura, escritura y lengua hablada que se han adquirido funcionalmente desde los grados primarios. El programa de Español I estudia y repasa los aspectos más importantes de nuestra lengua a través de ejercicios y práctica intensiva. El curso pretende ayudar al estudiante a apreciar y a comprender la literatura y a escribir correctamente el español a un nivel de escuela superior. Los estudiantes demostrarán progreso en el desarrollo, organización y contenido de la composición al igual que en el nivel de detalles, estilo, tono y selección de vocabulario.Estudiaremos y revisaremos los conceptos básicos de la lectura y la comprensión. Se analizarán cuentos, novelas, poesías y ensayos breves. Los estudiantes identificarán, analizarán y aplicarán conocimiento ante el material de lectura y ofrecerán evidencias del texto para demostrar su comprensión. Contenido del primer trimestre: Primer trimestre:Pregunta esencial:- Compara tus experiencias, o las de una persona conocida, con las de María en su proceso de adaptación a una nueva cultura.

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Conceptos de morfología, ortografía y sintaxis: - Introducción al estudio de la literatura (géneros y análisis literario)- Estudio del proceso de la escritura (escritura de párrafos y diferentes tipos de ensayos)- Estudio de la novela La jaula del unicornio – Hilda Perera

Segundo trimestre Pregunta esencial:- ¿Cómo definirías a un héroe?- Según tu opinión, ¿es el Lazarillo un héroe? Explica y presenta evidencias. Conceptos de morfología, ortografía y sintaxis: - Introducción al estudio de la literatura (géneros y análisis literario)- Estudio del proceso de la escritura (escritura de párrafos y diferentes tipos de ensayos)- Estudio de la novela El Lazarillo de Tormes – Anónimo Destrezas a practicar durante el semestre:- Utilización correcta de los conceptos gramaticales de ortografía, morfología y sintaxis- Escribir con un mínimo de errores una composición o ensayo- Reconocer y distinguir los géneros literarios principales- Utilizar el esquema de análisis literario- Analizar y evaluar personajes y puntos de vista de autores- Identificar temas y subtemas en las obras literarias- Hacer predicciones basadas en una información dada- Analizar y describir el estilo de un autor- Usar el nuevo vocabulario- Inferir información a partir de la lectura- Desarrollar las destrezas de estudio y pensamiento crítico Conceptos importantes & Estándares del Common Core: ¿Qué estándares se aplicarán en este curso?- Mantener un cuaderno de escritura/lectura y tomar apuntes con ideas principales y detalles, obteniendo ideas y buscando mensajes explícitos de la lectura. (R.1, W.9, L.3, S&L..3)- Aprender a redactar, editar y revisar argumentos, y ensayos narrativos. ( W.1, W.2, W.3, W.5)- Escribir frecuentemente asignaciones con distintos propósitos y audiencias. (W.10, L.1, L.2)- Interpretar palabras y frases como son utilizadas en el texto, incluyendo significados connotativos y figurativos y analizar como palabras específicas determinan el significado. (R.4, L.4,L.5)

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- Colaboración en grupos con diferentes compañeros, aportando al desarrollo de ideas de otros y expresando las nuestras, presentando información de una manera clara y persuasiva, ideas y evidencias apropiadas a la asignación, propósito y audiencia. ( S&L.1, S&L.4,)- Determinar o clarificar el significado de palabras y frases desconocidas de lectura y contenido de grados 9-10 seleccionados de una variedad de estrategias. (L.9, L.10.4) Evaluación y calificación: ¿Cómo se calificará el trabajo de los estudiantes?El maestro proveerá una forma de evaluación adjunta a este syllabus. Favor de mantenerlo y revisarlo.El profesor aceptará a su discreción los trabajos entregados tarde. Se sugiere a padres y encargados que revisen Aspen para ver las calificaciones. Asistencia: ¿Cuál es el protocolo de asistencia?EBHS tiene un protocolo de asistencia estricto. Los estudiantes que tengan cuatro o más ausencias en la clase no recibirán crédito automáticamente para ese trimestre. (NC) Es de vital importancia que cada estudiante mantenga un record de sus ausencias y traigan una excusa escrita en los tres días siguientes a la ausencia. Por favor ayude a su hijo/hija para que llegue a tiempo a la escuela, ya que las tardanzas resultarán en la pérdida de tiempo valioso de aprendizaje. Ayuda Extra: ¿Cómo puede recibir un estudiante ayuda extra?Siempre está disponible. Los estudiantes pueden pedir una cita. El maestro se reunirá con los estudiantes o padres para una conferencia privada sobre cualquier problema que tengan en la clase. El maestro se puede localizar por email en [email protected], [email protected] o dejando un mensaje en la oficina principal de la escuela llamando al 617 635 9896 . La comunicación por correo electrónico es más rápida que por teléfono.

East Boston High SchoolSpanish II Syllabus 2015-2016

Clase: Spanish IIAño académico : 2015-2016 Required Textbooks: What will we read?Each student will be using books and materials appropriate to the syllabus. The student will be responsible to keep the book in good order and return it at the end of the course. Failure to return the book in good order will require the student to pay the replacement cost. Students will not receive a final grade for the course until they have returned all borrowed materials or have compensated the school for lost materials. Other Required Materials: What materials does the student need?- Spanish class binder and/or notebook- Pens, pencils, pencil sharpener, and highlighters- A working Boston Public Schools Email address (first initial last name@ boston.k12.ma.us)

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Course Description: What is the focus of this course?The World Language courses are designed to allow students to complete the four stages of language acquisition within the six strands which categorize the different aspects of the BPS curriculum: culture, connecting, listening, speaking, reading, and writing. In addition we will follow the CCSS for grades 9-12.The Level 2 course continues to emphasize and reinforce a multilevel acquisition of the linguistic skills of: listening and oral comprehension; correct world language reading and comprehension; correct world language writing. The student should be able to feel comfortable in using Spanish in every day conversations and situations. Repetition and group activities will create familiarity with the language combined with work in the community.CCSS: RI.1,2,3 RL.1,2,3 W.1,2,3,4 SL.1,2 Here is an overview of each term: First term:Essential Question:- How does learning Spanish help you perform better in your multicultural community?

By the end of the term students will understand the following topics and concepts: - Describe city buildings, talk about professions, talk about the past, present and future, - Give instructions to someone. - Discuss school activities and subjects, express hope, and compare likes/dislikes - Foods, table setting, grocery shopping, prices, numbers to 1000 - Movies & TV, at the beach, emotions & sensations (to be thirsty, etc.) - Farm animals, zoo animals, nature, pets - Party & social activities, game Second term: Essential Question: What are the influences of the Latino community to the American culture? By the end of the term students will understand the following topics and concepts: - Airports and travel, clothing accessories, jewelry, gifts - Foods and restaurants, festivals and celebrations - Daily routines, personal hygiene, sport - Travel, languages, hotel accommodations - Health, parts of the body, books, and bookstores - Shopping and bargaining Major Skills: by the end of the semester, students will be able to: - Read, interpret, write and speak comfortably - Ask questions, engage in conversation, debate simple issues, conduct a survey

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- Interpret data, use the computer for Power Point and Google Docs presentations - Use the Internet to do research on proposed projects - Establish community interactions - Monthly open responses Major Terms, Concepts & Common Core Standards: What standards are targeted in this course?- Keeping a writing/reading notebook, and taking helpful notes/annotating key ideas and details, drawing evidence and making inferences and determining explicit messages (R1, W9, L3, S&L 3)- Write routinely for a range of tasks, purposes, and audiences (W10, L1, L2)- Interpreting words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning (R4, L4, L5)- Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation (W7)- Collaborating with others including working with diverse partners, building on others’ ideas and expressing their own, clearly and persuasively and presenting information, findings, and supporting evidence appropriate to task, purpose, and audience (S&L 1, S&L 4) Assessment & Grading Policy: How will students be graded?Assessment of Students’ Progress: Alternative assessment strategies such as products and reports will be factored. A notebook is required in order to pass this class. A grading policy will be provided by the teacher and attached to this syllabus. Please keep and review. Late work will be accepted at the teacher’s discretion. Parents and guardians are encouraged to please see Aspen for updated grades (sis.mybps.org). Attendance Policy: What is the attendance policy?East Boston has a very strict attendance policy. Students who have four or more unexcused absences in my class will automatically receive No Credit (NC) for that term. It is vital that every student keeps track of his or her absences and brings a written absence excuse within three days. Please work with your child to make sure he or she comes to class on time, as tardiness will result in a loss of valuable learning time. Extra Help: How can a student receive extra help?It’s always available! Students should set up an appointment. I will meet with students or parents in one-on-one conferences about any issues they are having in class. I can be reached by email at [email protected] or leave a message through the main office East Boston at 617 635 9896. Email messages reach me significantly faster than phone calls.

East Boston High School

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Español para Hispanohablantes II Syllabus 2015-2016

Clase: WL Español para Hispanohablantes IAño académico: 2015-2016 Libros de Texto: ¿Qué leeremos?Cada estudiante recibirá libros apropiados al syllabus. El estudiante será responsable de mantener el libro en buenas condiciones y de devolverlo al final del curso. En caso de que el estudiante no devuelva el libro tendrá que pagar el costo del mismo.- Nuestro Mundo- El coronel no tiene quien le escriba - G.García Márquez- La casa de Bernarda Alba – Federico García Lorca Otros materiales requeridos: Qué materiales necesitan los estudiantes?- Una carpeta y/o cuaderno para la clase de español- Bolígrafos, lápices, sacapuntas y resaltadores- Dirección de correo electrónico de las escuelas públicas de Boston Descripción del curso: ¿Cuál es el enfoque de este curso?Este curso está dirigido a los estudiantes que han aprobado español I o que han sido evaluados para español 2. Este curso pretende que los estudiantes afiancen las destrezas de lectura y escritura adquiridas en español I y demuestren habilidad en el análisis literario al nivel de escuela secundaria. Se espera que el estudiante, mediante las técnicas de aprendizaje desarrolle una actitud crítica y creadora que le permita afianzarse y actuar con más efectividad y propiedad en el mundo que le toque vivir. El curso también enfocará en el estudio de los diferentes géneros literarios prestando mayor atención al cuento, la novela y el teatro. Se estudiarán obras en prosa y en verso de reconocidos autores para que los alumnos se habitúen gradualmente a una mejor interpretación de la lengua escrita. Primer trimestre:Pregunta esencial:- La solidaridad es uno de los grandes valores de la cultura latinoamericana. Haz un breve análisis de este tema basándote en tus experiencias y en las obras literarias que has leído.

Temas y conceptos más importantes: Al finalizar el año académico los estudiantes entenderán los siguientes temas y conceptos: - Literatura y obra literaria - Recursos estilísticos/imágenes literarias - Clasificación de los géneros literarios de acuerdos a sus respectivas características - Estudios de los géneros: leyenda, cuento, novela, ensayo y teatro Segundo trimestre Pregunta esencial:- ¿De qué manera la conducta de una persona puede afectar a los que le rodean?

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Temas y conceptos más importantes: Al finalizar el año académico los estudiantes entenderán los siguientes temas y conceptos: - Análisis de la obra literaria: título, temas, asunto, personajes, ambiente, técnica narrativa - La composición escrita como expresión de las ideas y el pensamiento - El estilo del autor, técnica narrativa y punto de vista - Conceptos gramaticales: morfología, sintaxis, ortografía y fonología Destrezas a practicar durante el semestre: Al finalizar el año académico los estudiantes entenderán los siguientes temas y conceptos:- Reconocer y clasificar los diferentes géneros literarios de acuerdo a sus características- Analizar la conducta, puntos de vista y problemas de los personajes de una obra literaria- Expresar sus puntos de vista ante una obra literaria- Investigar acerca de un autor o una obra literaria- Repasar y afianzar sus conocimientos de la estructura del lenguaje/conceptos gramaticales- Desarrollar las destrezas de estudio y pensamiento crítico- Predecir en base a una lectura dada- Inferir información a partir de la lectura- Evaluar conducta y problemas presentes en una obra literaria- Demostrar progreso en el desarrollo, organización y contenido de la composición al igual que en

el nivel de detalles, estilo, tono y selección de vocabulario. Conceptos importantes & Estándares del Common Core: Qué estándares se aplicarán en este curso? - Mantener un cuaderno de escritura/lectura y tomar apuntes con ideas principales y detalles, obteniendo ideas y buscando mensajes explícitos de la lectura. (R.1, W.9, L.3, S&L..3) - Aprender a redactar, editar y revisar argumentos, y ensayos narrativos. ( W.1, W.2, W.3, W.4, W.5) - Escribir frecuentemente asignaciones con distintos propósitos y audiencias. (W.10, L.1, L.2) - Interpretar palabras y frases como son utilizadas en el texto, incluyendo significados connotativos y figurativos y analizar como palabras específicas determinan el significado. (R.4, L.4,L.5) - Colaboración en grupos con diferentes companñeros, aportando al desarrollo de ideas de otros y expresando las nuestras, presentando información de una manera clara y persuasiva, ideas y evidencias apropiadas a la asignación, propósito y audiencia. ( S&L.1, S&L.4,)- Determinar o clarificar el significado de palabras y frases desconocidas de lectura

y contenido de grados 9-10 seleccionadas de una variedad de estrategias. (L.9, L.10.4)

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Evaluación y calificación: ¿Cómo se calificará el trabajo de los estudiantes?El maestro proveerá una forma de evaluación adjunta a este syllabus. Favor de mantenerlo y revisarlo.El professor aceptará a su discreción los trabajados entregados tarde. Se sugiere a padres y encargados que revisen Aspen para ver las calificaciones. Asistencia: ¿Cuál es el protocolo de asistencia?EBHS tiene un protocolo de asistencia estricto. Los estudiantes que tengan cuatro o más ausencias en la clase no recibirán crédito automáticamente para ese trimestre. (NC) Es de vital importancia que cada estudiante mantenga un record de sus ausencias y traigan una excusa escrita en los tres días siguientes a la ausencia. Por favor ayude a su hijo/hija para que llegue a tiempo a la escuela, ya que las tardanzas resultarán en la pérdida de tiempo valioso de aprendizaje. Ayuda Extra: ¿Cómo puede recibir un estudiante ayuda extra?Siempre está disponible. Los estudiantes pueden pedir una cita. El maestro se reunirá con los estudiantes o padres para una conferencia privada sobre cualquier problema que tengan en la clase. El maestro se puede localizar por email en [email protected], [email protected] o dejando un mensaje en la oficina principal de la escuela llamando al 617 635 9896 . La comunicación por correo electrónico es más rapida que por teléfono.


Curso: Artes del Lenguaje – EspañolAño Escolar: 2015 – 2016

Textos requeridos:Lenguaje 5MarianelaUn relato de un naúfragoOrtografía

Otros materiales requeridos:Una lectura independiente por semestre.Libreta o carpeta para la clase de lenguajeBolígrafos o lápices, y marcador fluorescente

Descripción del curso:Los estudiantes aprenderan las reglas de ortografía y gramática en español. A su vez leeran textos literarios para reenforzar destrezas de lectura, y análisis escrito de dichos textos.

Primer término Acentuación y palabras agudas, llanas y esdrújulas Creando un bosquejo Estructura de un párrafo

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Texto: Marianela (Parte 1)

Segundo término Texto: Marianela (Parte 2) Lectura independiente – Reporte escrito #1 Entrevista y biografía Ensayo narrativo

Tercer término Adjetivos y Adverbios Ensayo descriptive Analogías Texto: Relato de un naúfrago (Parte 1)

Cuarto término Texto: Relato de un naúfrago (Parte 2) Lectura independiente – Reporte escrito #2 Puntos de vistas y opinions Ensayo persuasive

Evaluación y poliza de notas: Participación en clase 25% Diario literario 25% Tareas 25% Exámenes y pruebas cortas 25%


Lectura independiente:Durante el año, en el curso nos enfocaremos en la lectura y escritura. Como resultado de esto los alumnos tendrán oportunidad de escojer un libro cada semestre para leer independientemente y proveer un reporte escrito en el cual se analiza dicho texto. Los alumnos pueden escojer entre libros de la clase, la biblioteca, o del hogar, siempre y cuando sea un género literario.



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Firmas de encargado y alumno:Entiendo que la información sobre los objetivos del curso, explicaciones y otra información en este bosquejo ha sido provista al alumno y a su encargado.

encargado.


Subject: Italian OneMarking Term or School Year: 2015-2016

Required Textbooks: What will we read?Avanti con l’italiano will be our textbook for vocabulary, grammar some short readings and dialogs, although we will also be reading lots of excerpts from real Italian magazines, literature, poems, newspapers, etc., as well as instructor-developed text.

Other Required Materials: What materials does the student need?- Italian class binder - Pens, pencils, pencil sharpener, and colored pens- A working Boston Public Schools Email address (first initial last name@

boston.k12.ma.us)

Course Description: What is the focus of this course?The objective of this course is to begin to develop students’ ability to use both social and academic Italian up to an intermediate level of proficiency. Instructional focus integrates the teaching of language through a variety of topics and themes including: describing self and others, school, family and home, while exploring the Italian culture and comparing to the realities in which the student has lived. Students are provided with authentic, meaningful, and cognitively demanding opportunities to use and practice language, beginning grammar patterns, and vocabulary across all five linguistic domains (listening, speaking, reading, writing, and media literacy) and across a variety of themes. The course utilizes Italian texts that are rich in content connections. Additionally, students receive focused instruction in higher order thinking skills and learning strategies that will help them plan, monitor, and evaluate their learning process.

Major World Language and Common Core standards: What standards are targeted in this course?

Common Core Standards addressed (from ELA standards Grades 9/10)● Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies (L.9-10.4)

● Take notes/annotate key ideas and details, draw evidence and make inferences and determining explicit messages (R1, W9, L3, S&L 3)

● Write routinely for a range of tasks, purposes, and audiences (W10, L1, L2)● Interpret words and phrases as they are used in a text, including determining

technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning (R4, L4, L5)

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● Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation (W7)

● Develop the ability to comprehend and critically analyze how and why individuals, events and ideas develop and interact over the course of a text, including analysis of text structure (R3, R5, R6)

● Identify and understand literary devices and conventions including how they pertain to the development of theme, point of view, author’s purpose, audience and speaker (R2, R6, S&L 3)

● Collaborate with others including working with diverse partners, building on others’ ideas and expressing their own, clearly and persuasively and presenting information, findings, and supporting evidence appropriate to task, purpose, and audience (S&L 1, S&L 4)

World Language Standards addressed (from American Council on the Teaching of Foreign Languages (ACTFL)) 1) COMMUNICATE: Communicate in Italian

● Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

● Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

● Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

2) CULTURE: Gain knowledge and understanding of the Italian Culture● Standard 2.1: Students demonstrate an understanding of the relationship

between the practices and perspectives of the culture studied● Standard 2.2: Students demonstrate an understanding of the relationship

between the products and perspectives of the culture studied3) CONNECT: Connect with other disciplines and acquire information

● Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language

● Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

4) COMPARE: Develop insight into the nature of language and cutlure● Standard 4.1: Students demonstrate understanding of the nature of language

through comparisons of the language studied and their own● Standard 4.2: Students demonstrate understanding of the concept of culture

through comparisons of the cultures studied and their own.

Assessment & Grading Policy: How will students be graded?Classwork/ Class Participation: 35%Summative Assessments (Tests/Projects): 15%Formative Assessments (Quizzes): 10%Notebook/ Binder: 10%Homework: 10%

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Final Exam: 20%Late work will be accepted at the teacher’s discretion. Parents and guardians are encouraged to see Aspen for updated grades (sis.mybps.org).

Attendance Policy: What is the attendance policy?East Boston has a very strict attendance policy. Students who have four or more unexcused absences in my class will automatically receive No Credit (NC) for that term. It is vital that every student keeps track of his or her absences and brings a written absence excuse within three days. Please work with your child to make sure he or she comes to class on time, as tardiness will result in a loss of valuable learning time.

Extra Help: How can a student receive extra help?It’s always available! Students should set up an appointment. I will meet with students or parents in one-on-one conferences about any issues they are having in class. I can be reached by email at ______________________________ or leave a message through the main office East Boston at _____________. Email messages reach me significantly faster than phone calls.

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bps high school syllabus - east boston high schoolebhsjets.net/ourpages/auto/2013/8/23/50616912/ebhs...

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