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  • ELD Department Syllabus

    Barry Goldwater High School, A+ School of Excellence

    2021-2022 School Year

    Teachers’ Names:  Marianne Durell and Suzy Palmer    Name of Course: SEI Reading and Writing

     

    Teachers’ Emails:marianne.durell@dvusd.org; suzy.palmer@dvusd.org  

       

      Teachers’ phone numbers: Mrs. Durell: 623 445-3121;  Mrs. Palmer: 623 445-3123

    *Email is the preferred method and all emails  will be returned within 48 hours.  A phone call or Zoom call  can be arranged. 

    Cultural vision- BGHS is committed to providing continuous opportunities to demonstrate achievement and personal growth in a collaborative student-centered community of diversity and kindness.    To this end we embrace standards-based practices and focus on student learning and growth.   

     

    SUPPLIES LIST-  Here’s What You Will Need for Success in Class! 

    • Chromebook and charging cord provided by the School District 
    • Pencils and blue/black pens
    • Loose leaf notebook paper and folder with pockets for each of the 6 classes
    • Agenda/ Calendar – Use app on chromebook or a paper version
    • Colored  highlighters (at least 3 colors) & / or colored pencils
    • Composition/or notebook for journal writing/bell work

     

    GUARANTEED AND VIABLE CURRICULUM- You Will Leave High School With New Knowledge and Skills

    BGHS  students will develop their reading, writing, speaking and listening skills by utilizing analysis, organization, production and language skills in innovative and creative ways.  These skills will be assessed individually and collectively multiple times throughout the semester in order to determine student growth and achievement.  Students are encouraged to work toward the highest level of achievement and to challenge themselves to grow and learn to their highest ability.  

    There are state standards, district curriculum expectations and a scope and sequence to ensure students are learning alongside their peers and at Goldwater we also focus heavily on critical thinking skills, communication skills, life skills, and habits of mind. Please check Canvas, Power Schools, and/or the BGHS course website for the Standards, Performance Objectives and Rubrics for grading.

     

    COURSE OUTLINE of Units and Expected Time Frames*

    Fall Semester SEI Reading and Writing

    Unit Title & Resources Utilized

    Essential Standards

    Department and District Assessments

    Expected Timeframe

    All About Me/Think Again/Choices


    *A Long Walk to Water

    *One Hundred Dresses

    *Amina’s Voice

    * Edge: Reading, Writing, and Language

    • EL.9-12.S1 
    • Construct meaning from oral presentations and literary and informational text
    • EL.9-12.S3 Speak and Write about literary and informational texts
    • RI/PSI/PI
    • ELLA/District
    • Edge Placement
    • Narrative Writing
    • Edge Unit Assessment

    Weeks 2-6


    Wisdom of the Ages/Family Matters/The Art of Expression

      • EL.9-12.S1.1 and 4 Analyze central idea, determine text structure.
      • EL.9-12S3.3 Compose informational texts
      • EL.9-12.S9.1 and 2 Develop an informational topic and develop a sequence of events.
    • EL.9-12.S1.1-4 Find theme, summarize a text, cite evidence, and determine text structures: Reading Narratives
    • EL.9-12.S4.1-4 Persuasive Writing
    • Critical Thinking Skills-Inferences
    • Expository Writing Skills
    • EDGE Unit Assessment
    • Research Skills
    • Collaboration Skills
    • Communication Skills
    • Persuasive Writing Assessment 
    • ELLA/District

     

    Weeks 7-18



    Spring Semester SEI Reading and Writing 

    Unit Title & Resources Utilized

    Essential Standards

    Department and  

    District Assessments

    Expected Timeframe

    How We See Things/Give

    and Take/Opening Doors


    *Edge: Reading, Writing, and Language



    • EL.9-12.S1.1 and 4 Analyze central idea, determine text structure.
    • EL.9-12S3.3 Compose informational texts
    • EL.9-12.S9.1 and 2 Develop an informational topic and develop a sequence of events.
    • Creative and Critical Thinking Skills
    • Social Skills 
    • Argument Assessment
    • ELLA/District

     

    Weeks 7-12

    Absolute Power/Fair Play/Fear This


    Novels

    *Amina’s Voice

    *Prisoner B-3087




    • EL.9-12.S1.1-4 Find theme, summarize a text, cite evidence, and determine text structures: Reading Narratives
    • EL.9-12.S3.2 Writing Narratives
    • Literary Analysis
    • Research Skills
    • AZMerit State Testing 
    • 2021 AZELLA
    • RI Testing 

    Weeks 7-12


    Hard-Won Liberty/Coming of Age/Are You Buying it?

    • EL.9-12.S1.1-4 Find theme, summarize a text, cite evidence, and determine text structures: Reading Narratives
    • EL.9-12.S9.1 and 2 Develop an informational topic and develop a sequence of events.
    • RI Testing
    • Critical Thinking Skills
    • Social Skills
    • ELLA/District
    • Edge Unit Assessment

    Weeks 11-19

    + All titles subject to change at the discretion of the teaching team

    The following resources and videos or clips are used:  To be determined

    ++The student or parent may request a meeting with the teacher if there are questions regarding the resources or to request alternative assignments 

    GRADING AND FEEDBACK - Focus on Learning and Keep Improving!

    At Barry Goldwater High School, we believe that a strong work ethic driven by the goal of continuous improvement is essential for student success both in high school and in life.  Each piece of student work is crucial as it provides an opportunity for feedback to foster improvement and growth academically, socially, and emotionally. All coursework, both summative (assessments) and formative (practice), is of value and influences a teacher’s understanding of student learning and growth.  In order to ensure that teachers provide feedback based on student learning, BGHS uses levels of achievement based upon a student demonstrating what they know and can do relative to the IB Middle Years Program (MYP) Criteria, IB Diploma Criteria and Arizona content standards. 

     

    Final grades are determined by teachers' professional analysis of student work. This includes both the most recent work as well as consistent evidence of levels of achievement using state standards and exit outcomes.  Mathematical calculations such as averaging or curving the grade are not used.  Valuable feedback on student work may be provided through the use of rubrics and grading scales.  Feedback and coaching is provided in person during instructional time, GOLD time, and/or tutoring sessions.  Feedback may be verbal or in writing and is intended to be timely and clear to provide support for student learning and growth. BGHS teachers are trained in analyzing student products against standards and in obtaining evidence of learning using a variety of instructional methods. Please do not hesitate to inquire about how levels of achievement are determined by contacting our teachers.  

     

    Proficiency-Based Grade

    Proficiency-Based Descriptor

    Non-Honors/AP/ IB GPA Point

    MYP/IB Criteria

    Honors/AP/IB  GPA Point


    4

    Evidence demonstrates a high level of proficiency of the learning standard(s)


    4.0


    6-8


    5.0


    3

    Evidence demonstrates proficiency of the learning standard(s)


    3.0


    4-5


    4.0


    2

    Evidence demonstrates partial proficiency of the learning standard(s)


    2.0


    3


    3.0


    1

    Evidence demonstrates minimal proficiency of the learning standard(s)


    0


    1-2


    0


    0

    No evidence of proficiency of the learning standard(s)


    0


    0


    0

     

    In order to provide better communication of student progress, teachers will be reporting an updated progress task/assignment on these dates.  This progress update is only a “Snapshot” of where a student is for the purpose of feedback; a final grade can only be given at the end of each semester.   Students have many opportunities in each class to continue their learning, reassess, and grow.  If your student is struggling in a course, we highly encourage communication and support from parents, teachers and your counselor. 

    REPORTING TIMELINE

    Fall Semester 

    “Snapshots,” Progress Report,  and End of Semester Mark Reporting Dates

     (Grading is reported in Power Schools) 

    Spring Semester

     “Snapshots,” Progress Report, and End of Semester Mark Reporting Dates

    (Grading is reported in Power Schools)

    August 20th  - Snapshot

    September 10th  - Snapshot

    October 8th - Progress Report 

    October 29th  - Snapshot

    November 19th   - Snapshot

    December 17th  - Snapshot

    January 4th*- End of Semester in PowerSchools

    January 21st - Snapshot

    February 11th- Snapshot

    March 11th*- Progress Report 

    April 1st – Snapshot

    April 29th - Snapshot

    May 19st  -  Snapshot

    May 20th - End of Semester in PowerSchools

    Your final grade will be determined by assessment of your proficiency in the standards for the course. Work will be assigned and should be completed in order to gain proficiency in skills and develop a thorough understanding of the concepts. Each piece of work is crucial as it provides opportunity for feedback, improvement and demonstration of growth. Students that do not develop, practice and demonstrate skills through the assessments (whether they are formative or summative) are not likely to pass this course. 

    CLASSROOM EXPECTATIONS-  Lead the PACK!  

    Be prompt, prepared, respectful, and committed to the class, the instructor, and to one another.  In the event that any of us are not prompt, prepared, respectful, and committed, we must take responsibility and make amends while accepting the consequences of our actions.

    What to do immediately upon entering this classroom:

    1. Look at the White Board or Smart Board to determine learning goals and find your assigned seat. 
    2. Turn all electronic devices off and place in backpack or pocket*  (Needs to be out of sight)
    3. Take out your Chromebook and all necessary materials and put backpack away as indicated. 
    4. Begin bellwork and/or join your team to actively engage in learning.  
    5. Contribute to the learning and work hard to demonstrate your abilities. 

     

    Consequences of Positive Choices- Leading the Way with Kindness

    Increased Learning

    Positive feelings

    Positive attention 

    Higher achievement levels

    Increased confidence

    Positive Peer relationships

    More/ higher  level skills

    Increased success

    Positive Relationships with staff

    Scholarships, better jobs

    Increased respect 

    Internships and Opportunities

    Consequences of Poor Choices- Leading by Growing in Kindess

    Tier

    Minor Offences

    Major Offences

    1st

    Restate expectations, Redirect,  Task change, Seat change, Conference, Replacement choices 

    Referral to Administration 

    Consequences issued in line with  student handbook

    2nd

    Buddy Teacher w/reflection, Conference, email communication to parent

    3rd 

    Phone call home, In person conference w/parent, Thinking center, Detention

    4th

    A referral to the administration/office



    BGHS ELECTRONICS PROCEDURES- Use Technology to Enhance Learning

    At BGHS we know that technology is all around us and can enhance work outcomes. We embrace technology and strive to use it as a powerful learning tool.  We provide Chromebooks to our students and strive to integrate technology in our lessons.  Because our students have access to Chromebooks and school computers they will not need to use cell phones during class time.   We ask students to not access their phones or music devices, etc. during instructional time.   As they graduate, head to college or start jobs they will need to know how to manage their devices and understand the appropriate time and place for technology use.  Following expectations is an important part of preparing for life after high school. 

    BGHS students will use Chromebooks to complete tasks during class.  If a student does not comply with this policy and his electronic device is being used or creates a disruption in the classroom, the following steps will be taken. 

    1st Offense: Teacher will request that the student put technology away and that devices are not to be visible or used during class time. *

    2nd Offense: Teacher will apply classroom consequences and document the offense. *

    3rd Offense: Teacher will issue a purple pass and send the student with the device to the office where the electronic device will be stored to be picked up at the end of the day.  

    *If at any time during this process the student escalated this issue, the student can be referred to administration.  If a student has multiple instances where the office has taken their phone, parent pick up will be required and a conference with the parent may be requested.  

    BGHS OUT OF CLASS PASS -  

    Your Teachers Need Time With You -Make it a priority to be in class! 

    At BGHS teaching and learning time is a priority.  When a student is out of class they are often not directly supervised and are missing out on instruction.  We limit the number of passes students use in a semester and students are taught to utilize the 5-minute passing periods and the 30-minute lunch hour to check messages, go to the locker, use the restroom or to get a drink.   Students are asked to make every effort to be in class from bell to bell.   If students need to leave class, they will fill out an e-Hallpass. Abuse of passes may need to be handled with a parent contact or a conference with administration.  

    GOLD and Advisory periods 

    At BGHS, student mastery of content and each student's social and emotional well being are important. Each Tuesday and Thursday, we have set aside time to meet these needs of our students. Some of these days, students will meet with an assigned Advisory teacher to help develop a sense of belonging to the Bulldog family. Other days, students will participate in GOLD time (Get Our Learning Done). During this time, teachers will request students to come to their room to work with the teacher in a small group setting to master necessary skills. Students will check to see where they will go each Tuesday and Thursday on the Flex Time Manager. 

     

    CONFIRMATION OF SYLLABUS 2021-2022

    I have received the ELD Course Syllabus and I am aware that a copy of this, and the course Exit Outcomes are on the school website and on Canvas.   

    I understand that written materials such as articles, stories and the novels indicated on the syllabus, as well as videos and technology used in the classroom will be used to support the teaching of the state standards. 

    *Novel descriptions available at: Amazon.com or GoodReads.com.  If there are any questions or concerns, please contact the teacher via email.

    I understand the teachers and counselors are available to provide information and support and can be reached by email or I can leave a voicemail message.   

    *A signature indicates that you have reviewed the syllabi in this class and indicated if further communication is necessary.  A lack of a signature does not indicate that your student will not participate in the curriculum.

     

     

    My child’s name is: ____________________________________________________________________

     

     

    STUDENT’s SIGNATURE PRINTED NAME DATE

     

     

    PARENT/GUARDIAN  SIGNATURE PRINTED NAME DATE