PUERTO RICO DEPARTMENT OF EDUCATION CAGUAS REGION SPECIALIZED BILINGUAL EDUCATION SCHOOL LUIS MUÑOZ IGLESIAS

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1 PUERTO RICO DEPARTMENT OF EDUCATION CAGUAS REGION SPECIALIZED BILINGUAL EDUCATION SCHOOL LUIS MUÑOZ IGLESIAS SYLLABUS FOR SCHOOL YEAR: AUGUST-MAY COURSE CODE CREDITS PRE- REQUISITOS ENGLISH INGL 1 9TH GRADE ENGLISH HIGH QUALIFIED TEACHER Prof. Jackeline Rodriguez Medina WEB PAGE Website: GRADE 10TH COURSE DESCRIPTION This is a high school level English course that aims at developing students listening, speaking, reading, writing, and language communication skills, so that they become college and career ready. It reinforces and expands students ability to listen, speak, read, write, and use language skills in order to develop their communication in English. GENERAL OBJECTIVES As outcome of this course, students will 1. Become college and career ready through listening, speaking, reading, writing, and language communication skills. 2. Feel comfortable expressing ideas, feelings, and opinions in English. 3. Develop a sense of success, security, and achievement as they learn to improve English language skills. 4. Use English in a variety of real-life situations. COURSE EVALUATION PLAN Test Quizzes Written Projects (essays, informational text, poems, stories, and others) Note: Newspaper Notebook Oral presentations Monthly Book Reports Argumentative Speech Scarlet Letter Project Workbook (assignments, works done in class) Poem recitation All work submitted late will have 5 points less for each day late. The student will have five working days to hand in the work. Otherwise, the assignment will not be accepted. The BOOK REPORTS HAVE A DATE SET FOR submission (through ), THEREFORE, THEY WILL NOT BE ACCEPTED AFTER SUCH DATE. (Regardless of the person). COURSE MATERIALS Notebook Dictionary Scarlet Letter Novel Crayons/ Color pencils Pencil The Essential Guide to Language, Writing and Literature Blue level Pocket folder Construction paper 2 nd edition book Pend drive Grammar, Usage, & Mechanics Skill book Level I

2 STANDARDS AND EXPECTATIONS STANDARD 1: LISTENING: Comprehend and analyze information from a variety of listening activities to ask and answer questions on social, academic, college, and career topics. STANDARD 2: SPEAKING: 1. Contribute to discussions on a variety of social, academic, college, and career topics in diverse contexts with different audiences. 2. Evaluate information and determine appropriate responses to answer questions effectively. 3. Contribute to social, academic, college, and career conversations using accurate and appropriate language. 4. Provide, justify, and defend opinions or positions in speech. 5. Adjust language choices according to the task, context, purpose, and audience. 6. Plan and deliver different types of oral presentations/reports to express information and support ideas in social, academic, college, and career settings. STANDARD 3: READING: 1. Read critically to make logical inferences, and cite specific textual evidence to support conclusions drawn from the text. 2. Determine main ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. 4. 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 or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse media and formats. 8. Delineate and evaluate an author s argument through evidence specified in a text. 9. Compare and contrast two or more authors presentations of similar themes or topics. 10. Read and comprehend complex literary and informational texts independently and proficiently. STANDARD 4: WRITING: 1. Write arguments to support point of view using valid reasoning and sufficient evidence. 2. Write informational texts to examine and convey complex ideas and information clearly and accurately through the selection, organization, and analysis of relevant content. 3. Write literary texts to develop real or imagined experiences or events using effective technique, details, and structure. 4. Develop and strengthen writing as needed by using the writing process (planning, drafting, revising, editing, rewriting, or publishing). 5. Use technology, including the Internet, to interact and collaborate with others and produce and publish writing. 6. Conduct research projects of varying lengths based on focused questions to demonstrate understanding of the subject. 7. Draw evidence from literary or informational texts to support analysis, reflection, and research. 8. Write routinely over short and extended time frames for a variety of tasks, purposes, and audiences. STANDARD 5: LANGUAGE: 1. Demonstrate command of the conventions of Standard English grammar and usage. 2. Apply Standard English conventions using appropriate capitalization, punctuation, and spelling. 3. Demonstrate understanding of how language functions in different contexts to make effective choices for meaning, style and comprehension. 4. Determine or clarify the meaning of unknown words and phrases by using context clues, analyzing meaningful word parts, and consulting reference materials. 5. Demonstrate understanding of figurative language, word relationships, and variation in word meanings. 6. Accurately use a variety of social, academic and content-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career-readiness level. SPECIAL EDUCATION: LAW 51 OF JUNE 7, 1996 Guidelines for adapting assessments strategies for students with special needs and/or abilities and for linguistically and culturally diverse students will be established in the students Individualized Educational Program (PIE). An accommodation is a variation in the exam environment or process that does not fundamentally alter what the test

3 measures or affects the comparability of scores. Accommodations may include variations in scheduling, setting, aids, equipment, and presentation format which is informed by the Special Education Teacher to the English Teacher. LANGUAGE INSTRUCTION FOR LIMITED SPANISH PROFICIENT AND IMMIGRANT STUDENTS (CIRCULAR LETTER ) CIVIL RIGHTS ACT 1964 Unit 1 1) Types of Conflict a. Character vs character b. Character vs self c. Character vs nature d. Character vs society 2) Structure of a narrative a. Patterns, outline, review the writing process 3) Editing marks 4) Plot structure a. Diagram b. Analyzing the plot Unit 2 1) Short story/ novel a. Read the novel The Scarlet Letter b. Theme, character, plot, antagonist, protagonist c. Types of characters i. Static, dynamic, flat, round d. Character traits & Analyze the character 2) Transitions a. Transitional words & transitional phrases 3) Persuasive essay a. Organizational patterns b. Structure c. Outline d. Pros and cons e. Thesis/ argument 4) Compare and contrast a. Techniques, structure, outline, thesis, evidence Unit 3 1) Main idea a. Supporting detail 2) Summary a. Structure b. Point of view 3) Compare and contrast 4) Analyze a character a. Development and traits 5) Context clues UNITS AND THEMES Unit 4 1) Closed and open-ended questions a. Types of questions b. Answer and formulate questions 2) Main idea 3) Point of view in nonfiction 4) How to make connections to text 5) Compare and contrasts technique 6) References a. APA style i. Cite evidence ii. Write references iii. Quotations b. Plagiarism 7) Fact and opinion a. Differences 8) Expository essay a. Thesis, Point of view, Structure, Editorial 9) Newspaper a. Style and structure Unit 5 1) Poetry a. tone, voice, mood b. figurative language i. imagery, symbolism, allegory, alliteration, hyperbole, metaphor, ode, onomatopoeia, personification, simile c. prose, verse d. rhythm, rhyme e. analyze tone, voice, mood, a play and a poem f. apply figurative language in poems 2) Drama a. Dialogue, blocking, comedy, drama, farse, playwright, scene, stage direction Unit 6 1) Parts of speech review 2) Sentence base a. Sentence, subject and predicate, sentence fragments, complements, sentence patterns

4 a. Vocabulary strategies b. LP3R strategy c. Root word i. Prefix and suffix 6) Fact and opinion 7) Vocabulary a. Greek and Latin 3) Punctuation marks a. Commas, colons, semi-colons, dash, parenthesis, quotations, apostrophe 4) Using adjectives and adverbs a. Degrees of comparison, problems with comparisons and modifiers, placement. *This syllabus is subject to change at any time in agreement with school principal. Parents will be notified with the students.* References Abramson, D., Clampitt, C., Lorimor, H., Page-Jacobs, L., Reda, S., Russell-Dempsey, M., et al. (2017,2007). The Essential Gude to Language, Writing, & Literature Bue level Second Edition. United States of America: Perfection Learning. Anderson, L. H. (1999). Speak. USA: Puffin Books. Bangs, S. E., Guasp, O., Crawford, J., Santiago, S., Dávíla, I., Ruiz, C., et al. (1983). Images of Puerto Rico An Intermediate Reader For Students of English. USA: Minerva Books. Board, C. (2010). Advances Level Course. College Entrance Examination Board. Byars, B. (1970). The Summer of the Swans. USA: Penguin Group. Carmona, M. H. (2007). The Borth of a Rican. Imprenta y Papeleria Sifre. Collier, J. L., & Collier, C. (2005). My Brother Sam is Dead. USA: Scholastics Inc. Daley, P. D. (2011). Scolastics READ XL Teacher's Guide. USA: Scholastics Inc. Francis, C., Ofner, T., Cooper, S., Messer, R., Cunningham, T., & Aspenger, M. (2017). Vocabu-Lit Building Vocabulary Through Reading Level H. United States: Perfection Learning. Gonzalez, C. Auditory Comprehension Exercises. Aibonito, PR: Department of Education. Gruwell, E. (1999). The Freedom Writers Diary. USA: The Tolerance Education Foundation. Hawthorne, N. (2000). The Scarlet Letter. USA: Nextext.

5 Heinle's. (2004). Newbury House Dictionary of American English fourth edition. United States: Monroe Allen. Joffé, R. (Director). (1995). The Scarlet Letter [Motion Picture]. LaGravenese, R. (Director). (2007). Freedon Writers [Motion Picture]. Learning, P. (2007). Grammar, Usage, & Mechanics Skillbook Level I. United States: Perfection Learning. Learning, P. (2007). Grammar, Usage, & Mechanics Skillbook Level J. United States: Perfection Learnong. Learning, P. (2007). Grammar, Usage, & Mechanics Skillbook Level k. United States: Perfection Learning. Lies, B. B. (1993). The Poet's Pen Writing Poetry with Middles and High School Students. United States: Teachers Ideas Press. Luhrmann, B. (Director). (1996). Romeo and Juliet [Motion Picture]. Murphy, R., Altman, R., & Rutherford, W. E. (1989). Grammar in use Reference and Practice for Intermediate Students of English. USA: Press Syndicate of the University of Cambridge. Myers, L. T. (1987). Stories from Latin America An ESL/EFL Reader. USA: Pretience-Hall Inc. Nava, G. (Director). (1997). Selena [Motion Picture]. Nelson, J. (Director). (2002). I am Sam [Motion Picture]. Rico, D. o. (2007). Content Standards and Grade-Level Expectation English Program. Puerto Rico. Saltman, J. (1985). The Riverside Anthology of Children's Literature sixth edition. United States: Houghton Mifflin Company. Scholastics. (1991). Scholastics Scope Literature level 1. United States: Scholastics Inc. Shakespeare, W. (2009). Romeo and Juliet. USA: Classic Press. Spilberg, S. (Director). (2005). War of the Worlds [Motion Picture]. Taylor, T. (1969). The Cay. New York: Dell Laurel-Leaf. Toro, G. D. (Director). (2007). Pan's Labyrinth [Motion Picture].