Campus Phone: (832)223-4200

Ms. Aisha Atkinson

ESOL I Course Syllabus

Published on 8/24/2017

George Ranch High School

ESOL I Syllabus

Fall Semester 2017


Teacher: Ms. Aisha Atkinson


Canvas Account:

Twitter: @AishaOnTheRanch

Tutorials: Mondays, Tuesdays, and Thursdays during B Lunch



Course Description:

This course focuses on the fundamental English language skills of reading, writing, speaking and listening in an effort to build a strong literacy foundation. Student’s practice both reading and writing as a process. Students are involved in a variety of reading strategies as they work to become proficient in understanding and responding to a variety of texts. Students write for varied audiences and purposes and work to develop ideas, write drafts, edit and revise their writing while applying conventions of the English language. Instructions in such skills are accommodated to meet the varying needs of students who are at different stages of English language acquisition through the implementation of the ELPS. The strategies and methodologies of English as a Second Language are utilized throughout this course. This course may substitute for English I credit for identified ELL students.


Course Content and Objectives:

Students enrolled in ESOL I will be exposed to a wide range of literature from the American, British, and World Literature canons and supporting informational texts while focusing on devices such as the structure of a story and informational text, historical context, figurative language, poetic forms, and more. That being said, a variety of genres will be integrated into the course such as: short fiction, essays, poetry, novels, nonfiction, and drama. Emphasis will be placed on close reading for comprehension and analysis, vocabulary study involving both denotative and connotative meanings, syntax and usage, and independent reading of both teacher and student selected works. Students will cover a variety of composition styles including expository, analytical short answer responses, literary analysis, and formal research essays.



Upon completion of this course, the student should be able to:

  • Develop an understanding for modes of educational delivery within multicultural / pluralist communities. 
  • Develop competence in second language acquisition in order to understand better the dimensions and implications of second language development on teaching and learning
  • Understand and better appreciate critical literacy within a postmodern perspective as it relates to educational practices within a context of difference, dissonance and discontinuities
  • Develop competence in notions of language varieties such as dialects, sociolects, and idiolects and the ideological roles these play in linguistic and cultural empowerment
  • Understand the role, function and implications that the referenced goals above have on reading practices, reading development and reading assessment in the education of LEP students
  • Synthesize and articulate how principles of second language literacy research in bilingual education frame and support inclusive instructional practices.



Materials Provided By School:

  1. Textbooks and Interactive Readers will be provided in class for class use and the online version is available, thus checking out textbooks are not required. Access to the online textbook will be provided to students during the first week of school.
  2. Romeo and Juliet Graphic Novel
  3. Novels and informational texts for independent reading and book talks
  4. Short story excerpts


Materials Students Must Purchase—must have in class no later than beginning of 2nd week of school

  1. College Ruled Paper
  2. Standard #2 Pencils
  3. Blue or Black ink pens
  4. Highlighters
  5. Sadlier Vocabulary Workshop Workbook, Level D* - $11 cash only**


*Available for purchase via the George Ranch High School Student Store or Student Service Window*

**Please note—if you cannot afford to purchase any or all of these items, please inform your teacher, the English Department will purchase the items you are unable to purchase**


Late Work:

As stated per LCISD Student Handbook 2017-2018:

Late work is defined as any assignment that is not turned in during the student’s scheduled class period, at the time the teacher designates, on the day in which the assignment is due if the student is in class. The teacher will specify, in advance, the time during the period that an assignment is due. If an assignment is turned in after that time, it is considered late. The district has developed the guidelines for assigning a late penalty for work turned in after the due date. Policy EIAB (Local) The return time of late work assignments to the student shall be the same as any time frame for minor, major or long-term assignments. Extenuating circumstances may occur that are directly out of the students’ control and prevent them from completing and returning homework assignments. Students are to inform the teacher of any such circumstances that prevented them from returning homework. Teachers may grant exceptions to this policy as necessary, with an administrator’s approval. (59)

One day late = 20 points deduction

Two days late = 50 points deduction

Three days late = 0 for the assignment


Make-up Work:

As stated per LCISD Student Handbook 2017-2018:

Make-up work is available to all students. Students shall receive credit for satisfactory make-up work after an absence, but may receive a zero for any assignment or test not made up within the allotted time, as indicated in the guideline below. Make-up work, including tests, may be of an altered version to assess what the student has learned. Teachers may assign alternative work to assure that students who have been absent have sufficient opportunity to master the essential elements or to meet subject or course requirements. This may provide greater depth of subject matter than routine make-up work. (62)


Make-up Work Guidelines:

1. A student is required to make up all assignments missed while absent. It is the responsibility of the student to ask the teacher what work has been missed when returning from an absence. A grace period equal to the number of days missed, plus one, is allowed for make-up work. At the teacher’s discretion, make-up work may be made up before, during, or after school.

Example: A student absent on Tuesday would have Wednesday and Thursday to do the make-up work and turn it in on Friday. A student absent on Wednesday, Thursday, and Friday would have Monday, Tuesday, Wednesday, and Thursday of the next week to do the make-up work and turn it in on Friday.


2. Assignments are due on the assigned date unless the student is absent the entire day the assignment is due. In that case, the assignment is due the first day upon returning to school.


• Students must make prior arrangements with the teacher for making up missed work when they anticipate being absent (school activity, doctor/dental appointment, etc.).

• Students leaving campus before their scheduled class, or returning after their scheduled class are expected to bring the assignment to their teacher while they are on campus. Students in ISS are expected to turn in the assignment before or after school.

  1. Students are expected to adhere to long-term assignment (projects and research paper) due dates.

Teacher discretion should be used for cases involving severe situations. Teachers will specify the time that an assignment is due.

       4. Students who are absent the day before or the day of a scheduled test are required to make up the test at the teacher’s next scheduled make-up day. Teachers will announce their scheduled make-up days at the beginning of the year. At the teacher’s discretion, make-up times may be before, during, or after school. If a student is absent from a scheduled make-up test on two occasions, he/she may be given a zero for that test. Teacher discretion should be used for cases involving severe situations.

5. During an absence, students may contact the school to secure assignments which are not available from classmates, with the understanding assignments may not be available until the end of the next school day.

6. Exceptions for extenuating circumstances may be granted by the campus administration.

7. The return time of make-up work assignments to the student shall be the same as any time frame for minor, major or long-term assignments. (58)


Reassessment Policy:

As stated per LCISD Student Handbook 2016-2017:

A teacher shall provide corrective instruction and a reasonable opportunity to reassess failure to master TEKS on major grades. The highest possible grade that can be earned and recorded on the reassessment is a 70. The teacher will make a note in the electronic grade book of the dates and grades of the reassessment. Semester exams are not subject to the reassessment guidelines. (62)


Class Rules:

  1. Students should be in the classroom when the tardy bell BEGINS to ring and be ready to work by the time the bell ENDS to ring.
  2. Students should bring appropriate materials and books to class daily.
  3. Students have full responsibility for obtaining and returning make up work.
  4. Students should turn in class work and homework on time.
  5. Students should remain in class during the entire period; and therefore, students should take care of any personal business before class begins.
  6. Students should not have out any electronic devices in class; if a student uses an electronic device for a non-academic and not instructed purpose, the item will be confiscated.
  7. Students should treat their classmates and teacher with respect and be courteous.
  8. Students should help create and maintain a positive and safe learning environment.
  9. Students should treat personal and school property with respect.
  10. Students should not plagiarize, cheat or share their work with other students.


NOTE FOR THE ENTIRE SCHOOL YEAR:  Study guides such a SparkNotes are probably available for most major works read.  Study guides, however, are not always reliable sources for information about or interpretation of works.  The writers of these guides are often college students doing a part-time job, and they make significant mistakes.  The intelligent approach, obviously, is to read the primary source (the work itself) and to attempt analysis and interpretation for oneself. Study guides are appropriate only for review or, occasional clarification.  Assignments, tests and essays are based on primary texts.  Also, be careful to avoid plagiarizing these sources.

Teacher Profile

Ms. Aisha Atkinson
Esl Teacher Hs

Greetings, Longhorn Scholars, Parents, and Guardians!

This is my fifth year teaching, but my third in the remarkable state of Texas! I am overjoyed to be a contributing member of the phenomenal English department this school year, and I greatly look forward to meeting, educating, and establishing timeless bonds with each of my students. Aside from teaching, my hobbies include traveling, following Japanese and South Korean pop culture trends, reading, writing, and spending quality time with my family and my amazing fiance, Aaron.

To all of my Longhorn Parents, I want you to know that I am making it a top priority of mine to keep you informed and involved in the learning experiences of your student as much as possible. One initiative that I am implementing this school year is a series of weekly emails to briefly update you on “what’s up” in my classes. These emails will go out on Mondays under the name: “Weekly Update 00XX2017.” Please anticipate these emails as they will contain crucial information that could greatly assist you in helping your student remain on a path of academic success in my classroom.

Twitter Account:

Follow me @AishaOnTheRanch



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