<p> * English as a Second Language (ESL)</p><p>SPRING SYLLABUS 2017: Level 5 Class: ESL Level 5 Intermediate High Class website: www.quia.com/pages/donna/spring5 Time: M-F, 8:30-11:30 Break Time: 10:00-10:15 Instructor: Donna Price Room: 203 Required Book: Ventures 4 WEEKS/DATES TOPIC LANGUAGE WRITING FOCUS (GRAMMAR) OBJECTIVE 1 Welcome: ESL Review: verb tenses Partner interview; write 2/1 – 2/3 Student Guide Class a paragraph about description & schedule themselves and partner 2 Ventures Unit 1: Parts of speech, Edit paragraphs week 1 2/6 – 2/10 Personal information; Noun clauses My primary intelligence Multiple intelligences Writing assessment #1 3 Ventures Unit 1 (cont) Verb + infinitive Describing semester 2/13 – 2/16 Goal-setting Present perfect review goals No school 2/17 CASAS Reading Test Lincoln Day 4 Ventures Unit 2: Present passive, Obstacles & successes; 2/21 – 2/24 Educational plans, Be supposed to write about someone No school 2/20 Reading a course who is successful Washington Day schedule 5 Ventures Unit 2 (cont) Passive with infinitives Someone who is successful 2/27 – 3/3 Writing assessment #2 6 Ventures Unit 3: Indirect questions, Compare and contrast, 3/6 – 3/10 School behavior, Say/tell Transitions Different generations Spelling rules 7 Ventures Unit 4: Modals (present and Coping with stress, 3/13 – 3/17 Health, Stress past) Cause and effect Writing assessment #3 8 Ventures Unit 8: Work* Participial adjectives; Cover letter 3/20 – 3/24 Hard and soft skills verb tense contrast EL Civics assessment 4/13 and 4/14 *Unit 8 fits well with the Civics topic Start Civics SPRING BREAK No school March 27-31 9 Ventures Unit 8 (cont) Clauses of concession Advantages and 4/3 – 4/7 and reason disadvantages CASAS Reading Test Continue Civics * English as a Second Language (ESL)</p><p>SPRING SYLLABUS 2017 Level 5</p><p>WEEKS/DATES TOPIC LANGUAGE FOCUS WRITING (GRAMMAR) OBJECTIVE 10 Ventures Unit 5 Time clauses Describe someone who made a 4/10 – 4/14 Volunteering difference in your life: Civics Assessment Writing assessment #4 4/13 and 4/14 11 Ventures Unit 5 (cont) Verb tense contrast Using time clauses 4/17 - 4/21 Giving supporting details 12 Ventures Unit 6: Clauses of concession Using clauses of 4/24 – 4/28 Technology transition</p><p>13 Ventures Unit 6 (cont) Clauses of reason Describe a time-saving device 5/1 – 5/5 Writing assessment #5</p><p>14 Ventures Unit 9: Present unreal Cause and effect 5/8– 5/12 Daily Living conditionals (Environment)</p><p>15 Ventures Unit 9: (cont) Connectors (since, so) Describe an 5/3 – 5/19 environmental problem in your city (cause/effect) Writing assessment #6 16 Ventures Unit 10: Future real Hope and wish 5/22 – 5/26 Free time conditionals Comparing customs 17 Ventures Unit 10 (cont) Hope & wish My favorite celebration 5/30-6/2 Writing assessment #7 No school 5-29 Memorial Day 18 Semester review: Review: vocabulary, Reflection 6/5 – 6/8 Certificates; End of grammar and reading semester celebration Possible guest speakers, including counselors, relevant community partners and others * English as a Second Language (ESL)</p><p>STUDENT LEARNING OUTCOMES </p><p>San Diego Continuing Education- Institutional Student Learning Outcomes </p><p>1. Social Responsibility SDCE students demonstrate interpersonal skills by learning and working cooperatively in a diverse environment. </p><p>2. Effective Communication SDCE students demonstrate effective communication skills.</p><p>3. Critical Thinking SDCE students critically process information, make decisions, and solve problems independently or cooperatively.</p><p>4. Personal and Professional Development SDCE students pursue short term and life-long learning goals, mastering necessary skills and using resource management and self-advocacy skills to cope with changing situations in their lives.</p><p>English as a Second Language- Program Student Learning Outcomes</p><p>1. ESL students effectively listen to and speak with people of diverse backgrounds to fulfill communication tasks as workers, family members, community members, and/or lifelong learners.</p><p>2. ESL students demonstrate appropriate reading and critical thinking skills to process information related to their roles as workers, family members, community members, and/or lifelong learners.</p><p>3. ESL students demonstrate effective writing skills to fulfill writing tasks as workers, family members, community members, and/or lifelong learners.</p><p>English as a Second Language - Intermediate High (Level 5) Course Student Learning Outcome on Writing:</p><p>Students write a 2-3 paragraph composition on a personal topic or a narrative report of an experience or event, based on a topic assigned by the instructor</p>