Thursday, April 23, 2009
Thursday, January 22, 2009
SYLLABUS
SYLLABUS:
IEP 3 READING
Prerequisite/Co-requisite Courses: None
Spring 2009 (NC), IEP3 Tu 4:30-5:15 5:30-6:15 Th 3:30-4:15 -- 4:30-5:15
Instructor: Dr. Sylvia Y. Schoemaker Rippel
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:30 and by arrangement
E-mail: profs360@gmail.com
INSTRUCTIONAL MATERIALS
Richards, Jack C. and Samuela Eckstut-Didier. Strategic Reading 1: Building Effective Reading Skills. Los Angeles, CA: Cambridge University Press, 2006. ( ISBN: 0521555809)
Recommended texts: Dictionary, thesaurus
COURSE DESCRIPTION
Students will improve reading comprehension and rate; they will increase vocabulary through assigned readings, word study exercises, and discussions. Readings deal with a variety of subjects, including American culture, and academic and personal issues.
COURSE OBJECTIVES
Students will develop reading skills for functional communicative purposes, in context-centered study and expansions.
University learner goals 1 -6, and specifically in English: To develop the ability to communicate effectively in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.
Students will demonstrate improved discrete and holistic reading comprehension skills through targeted quizzes, tests (pre and post) and exercises (class and text-based).
TOPICS
Reading selections are of immediate academic and socio-cultural relevance. Among topics included are: music, money, work, sports, weather, culture, Internet
INSTRUCTIONAL METHODS
A cooperative learning model is employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.
SCHEDULE
Assessment Criteria & Method of Evaluating Students
As participants in a course that is part of the non-credit IEP program, students do not receive letter grades. Instead, successful students will earn a completion report from their instructors based on their course work, progress, post-test measures, and individual profiles. Students successfully completing the program with the prerequisite instructor recommendations will receive a Certificate of Completion. The following table lists some of the primary areas evaluated for progress indication purposes:
Class Participation 15%
Quizzes 10%
Projects 15%
Term Paper 30%
Presentations 10%
Final Exam 20%
Total 100%
The following letter grade / point scale is provided for informational purposes only. While individual assignments may be evaluated on such a scale, no final letter grades will be assigned beyond the complete/incomplete evaluations as discussed above.
100-95 A
94-90 A-
89-87 B+
86-84 B-
83-80 C+
79-77 C+
76-74 C
73-70 C-
69-67 D+
66-64 D
63-60 D-
59 or < F
IEP 3 READING
Prerequisite/Co-requisite Courses: None
Spring 2009 (NC), IEP3 Tu 4:30-5:15 5:30-6:15 Th 3:30-4:15 -- 4:30-5:15
Instructor: Dr. Sylvia Y. Schoemaker Rippel
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:30 and by arrangement
E-mail: profs360@gmail.com
INSTRUCTIONAL MATERIALS
Richards, Jack C. and Samuela Eckstut-Didier. Strategic Reading 1: Building Effective Reading Skills. Los Angeles, CA: Cambridge University Press, 2006. ( ISBN: 0521555809)
Recommended texts: Dictionary, thesaurus
COURSE DESCRIPTION
Students will improve reading comprehension and rate; they will increase vocabulary through assigned readings, word study exercises, and discussions. Readings deal with a variety of subjects, including American culture, and academic and personal issues.
COURSE OBJECTIVES
Students will develop reading skills for functional communicative purposes, in context-centered study and expansions.
University learner goals 1 -6, and specifically in English: To develop the ability to communicate effectively in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.
Students will demonstrate improved discrete and holistic reading comprehension skills through targeted quizzes, tests (pre and post) and exercises (class and text-based).
TOPICS
Reading selections are of immediate academic and socio-cultural relevance. Among topics included are: music, money, work, sports, weather, culture, Internet
INSTRUCTIONAL METHODS
A cooperative learning model is employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.
SCHEDULE
| Week | Tuesdays | Unit | Topic | Reading I | Reading II | Thursdays | Reading III |
| Wk 1 | 13-Jan-09 | Introduction | 15-Jan-09 | ||||
| Wk 2 | 20-Jan-09 | Unit I | Music | Music and Moods | Louis Armstrong | 22-Jan-09 | |
| Wk3 | 27-Jan-09 | Unit I | Music | 29-Jan-09 | Biology of Music | ||
| Wk 4 | 3-Feb-09 | Unit II | Money | Dangers in Shopping | How to be a Millionaire | 5-Feb-09 | Pity the Poor Lottery Winner |
| Wk 5 | 10-Feb-09 | Unit III | Work | Your First Job | Job Satisfaction | 12-Feb-09 | Are You a Workaholic? |
| Wk 6 | 17-Feb-09 | Unit IV | Sports | Do Pro Athletes Make Too Much Money? | Extreme Sports | 19-Feb-09 | Frequently Asked Questions about the Ancient Olympic Games |
| Wk 7 | 24-Feb-09 | Review | 26-Feb-09 | ||||
| Wk 8 | 3-Mar-09 | Midpoint Exercises | 5-Mar-09 | ||||
| Wk 9 | 10-Mar-09 | Unit V | Weather | Keeping an Eye on the Weather | Nature's Weather Forecasters | 12-Mar-09 | Could You Survive a Natural Disaster? |
| Spring Recess | 17-Mar-09 | Unit VI | Spring Recess | Spring Recess | Spring Recess | Spring Recess | Spring Recess |
| Wk 10 | 24-Mar-09 | Unit VII | Clothes | Dressing for Success | Casual Dress in the Workplace | 26-Mar-09 | T-shirts Out; Uniforms In |
| Wk 11 | 31-Mar-09 | Unit VIII | Culture | Adventures in India | Body Language in the US | 2-Apr-09 | Cross-cultural Differences |
| Wk 12 | 7-Apr-09 | Unit IX | Outer Space | Lining in Space | The Planets | 9-Apr-09 | Space Tours Not So Far Off |
| Wk 13 | 14-Apr-09 | Review | Animals | The Terrible Toads | Exotic Animals -- Not as Pets! | 16-Apr-09 | Let's Abandon Zoos |
| Wk 14 | 21-Apr-09 | Presentations | 23-Apr-09 | ||||
| Wk 15 | 28-Apr-09 | Post tests | 30-Apr-09 | ||||
| Wk 16 | 5-May-09 |
Assessment Criteria & Method of Evaluating Students
As participants in a course that is part of the non-credit IEP program, students do not receive letter grades. Instead, successful students will earn a completion report from their instructors based on their course work, progress, post-test measures, and individual profiles. Students successfully completing the program with the prerequisite instructor recommendations will receive a Certificate of Completion. The following table lists some of the primary areas evaluated for progress indication purposes:
Class Participation 15%
Quizzes 10%
Projects 15%
Term Paper 30%
Presentations 10%
Final Exam 20%
Total 100%
The following letter grade / point scale is provided for informational purposes only. While individual assignments may be evaluated on such a scale, no final letter grades will be assigned beyond the complete/incomplete evaluations as discussed above.
100-95 A
94-90 A-
89-87 B+
86-84 B-
83-80 C+
79-77 C+
76-74 C
73-70 C-
69-67 D+
66-64 D
63-60 D-
59 or < F
Wednesday, January 7, 2009
Subscribe to:
Comments (Atom)