PUERTO RICO DEPARTMENT OF EDUCATION CAGUAS REGION SPECIALIZED BILINGUAL EDUCATION SCHOOL LUIS MUÑOZ IGLESIAS SYLLABUS FOR SCHOOL YEAR: AUGUST-MAY 2015-2016 COURSE CODE CREDITS PRE- REQUISITOS ENGLISH INGL 1 10TH GRADE ENGLISH HIGH QUALIFIED TEACHER Prof. Jackeline Rodriguez Medina WEB PAGE GRADE 11TH Website: www.bes-lmi.edu20.org 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 Workbook (assignments, Test Poem recitation Monthly Book Reports works done in class) Quizzes Notebook Argumentative Speech Written Projects (essays, informational text, poems, stories, and others) Note: Oral presentations Research project presentation: Literature writers 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 www.bes-lmi.edu20.org ), THEREFORE, THEY WILL NOT BE ACCEPTED AFTER SUCH DATE. (Regardless of the person). COURSE MATERIALS Notebook Dictionary Speak Novel Crayons/ Color pencils Pencil The Essential Guide to Language, Writing and Literature Blue level 2 nd edition book Pocket folder Construction paper Pend drive Grammar, Usage, & Mechanics Skill book Level J
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 contentspecific 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 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 7-2013-2014) CIVIL RIGHTS ACT 1964
Unit 1 1) Memoirs a. structure, characteristics, examples 2) Writing process a. review b. six traits of good writing i. ideas, organization, voice, word choice, sentence fluency, conventions 3) Literature circles i. definition and strategy 4) Editing marks 5) Transitions a. types of transitions Unit 2 1) Read the novel Speak 2) Plot a. structure 3) Theme 4) Difference between a narrative and a memoir 5) summary a. writing an effective summary 6) Analyze a character a. types of characters i. dynamic, static ii. traits 7) Cause and effect 8) Inferences and Predictions 9) Grammar a. clauses i. independent and subordinate clause ii. sentence structure iii. clause fragments and run-on sentences Unit 3 1) Main idea and supporting details 2) Fact and opinion 3) Elements of a persuasive essay a. writing a persuasive essay b. thesis statement c. argument and counter-argument 4) Purpose of writing ideas, organization, voice, word choice, sentence fluency, conventions Unit 4 1) Context clues a. reference sources UNITS AND THEMES Unit 6 1) Figurative Language a. imagery, symbolism, alliteration, assonance, connotation 2) Poetic devices a. rhyme, simile, theme, tone, voice 3) Types of poems a. ode 4) Analyze poems a. theme, voice, tone, language use Unit 7 1) Grammar a. Sentence base i. sentence ii. subject and predicate iii. complements iv. sentence fragments v. sentence patterns b. Phrases i. prepositional phrases ii. appositives and appositive phrases iii. verbal's and verbal phrases iv. misplaced and dangling modifiers v. phrase fragments c. Clause i. independent and subordinate ii. clause fragments iii. run-on sentences d. Subject verb agreement i. agreement of subject and verbs ii. common agreement problems iii. other agreement problems Unit 8 1) Using Verbs a. Regular and irregular verbs b. six problem verbs c. verb tense d. progressive and emphatic from 2) Using pronouns a. the case of personal pronouns b. pronouns problems 3) Using adjectives and adverbs a. degrees of comparison b. problems with comparison and modifiers
Unit 5 1) Setting a. Importance of it in different forms of literature 2) Closed and open-ended questions 3) Purpose and structure of nonfiction text 4) Famous writers Literature Research Project a. What is a research paper b. using sources c. research presentation d. famous writers (Geoffrey Chaucer, William Shakespeare, Jane Austen, Mark Twain, Virginia Woolf, T S. Elliot, Vladimir Nabokov, Toni Morrison, Salma Rushdie, John Dryden, Alexander Pope, Jonathan Swift, Charles Dickens, Thomas Hardy, Brontë Sisters, Herman Melville, Walt Whitman, Emily Dickinson, Henry James, Joseph Conrad, William Faulkner, Edmund Spenser, George Chapman 5) Strategies to give oral reports Unit 9 1) Mechanics a. capitalization b. end marks and commas c. italics and quotation marks d. other punctuation *This syllabus is subject to change at any time in agreement with school principal. Parents will be notified with the students.*
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