REGION: CAGUAS
SCHOOL DISTRICT: CAMUY
SCHOOL: SU ANGELITA DELGADO SELLA
SCHOOLS REFORM STRATEGY: COOPERATIVE LEARNING/ READING COMPREHENSION
SYLLABUS FOR SCHOOL YEAR: 2014-2015
COURSE
ENGLISH
CODE
INGL
CREDITS
PRE-REQUISITOS
1
ENGLISH
HIGH QUALIFIED TEACHER
GRADE
7TH
Prof. Alex G. Gonzez Corts
CLASSROOM
#5
CAPA. TADO
EMAIL &/OR WEB PAGE
CAPA.
TADO
COURSE DESCRIPTION
This is an intermediate 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
Tests
5+
1 grade each
Quizzes
5+
Extra points for grades
100 pts. or less each
Plays/Movies
1+
1 grade
200 pts. or less each
Special assignments
1+
1 grade
100 pts. or less each
30 pts. or less each
STANDARDS AND EXPECTATIONS
STANDARD 4: WRITING:
Comprehend and analyze information from a variety of listening activities to
1. Write arguments to support point of view using valid reasoning
ask and answer questions on social, academic, college, and career topics.
and sufficient evidence.
STANDARD 2: SPEAKING:
2. Write informational texts to examine and convey complex ideas
1. Contribute to discussions on a variety of social, academic,
and information clearly and accurately through the selection,
college, and career topics in diverse contexts with different
organization, and analysis of relevant content.
audiences.
3. Write literary texts to develop real or imagined experiences or
2. Evaluate information and determine appropriate responses to
events using effective technique, details, and structure.
answer questions effectively.
4. Develop and strengthen writing as needed by using the writing
3. Contribute to social, academic, college, and career conversations
process (planning, drafting, revising, editing, rewriting, or
using accurate and appropriate language.
publishing).
4. Provide, justify, and defend opinions or positions in speech.
5. Use technology, including the Internet, to interact and collaborate
5. Adjust language choices according to the task, context, purpose,
with others and produce and publish writing.
and audience.
6. Conduct research projects of varying lengths based on focused
6. Plan and deliver different types of oral presentations/reports to
questions to demonstrate understanding of the subject.
express information and support ideas in social, academic,
7. Draw evidence from literary or informational texts to support
college, and career settings.
analysis, reflection, and research.
STANDARD 3: READING:
8. Write routinely over short and extended time frames for a variety
1. Read critically to make logical inferences, and cite specific
of tasks, purposes, and audiences.
textual evidence to support conclusions drawn from the text.
STANDARD 5: LANGUAGE:
2. Determine main ideas or themes of a text and analyze their
1. Demonstrate command of the conventions of Standard English
development; summarize the key supporting details and ideas.
grammar and usage.
3. Analyze how and why individuals, events, or ideas develop and
2. Apply Standard English conventions using appropriate
STANDARD 1: LISTENING:
El Departamento de Educacin no discrimina por razn de raza, color, sexo, nacimiento, origen nacional, condicin social, ideas
polticas o religiosas, edad o impedimento en sus actividades, servicios educativos y oportunidades de empleo.
interact over the course of a text.
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
capitalization, punctuation, and spelling.
analyze how specific word choices shape meaning or tone.
3. Demonstrate understanding of how language functions in
5. Analyze the structure of texts, including how specific sentences,
different contexts to make effective choices for meaning, style
paragraphs, and larger portions of the text (e.g., a section, chapter,
and comprehension.
scene, or stanza) relate to each other and the whole.
4. Determine or clarify the meaning of unknown words and phrases
6. Assess how point of view or purpose shapes the content and style
by using context clues, analyzing meaningful word parts, and
of a text.
consulting reference materials.
7. Integrate and evaluate content presented in diverse media and
5. Demonstrate understanding of figurative language, word
formats.
relationships, and variation in word meanings.
8. Delineate and evaluate an authors argument through evidence
6. Accurately use a variety of social, academic and content-specific
specified in a text.
words and phrases sufficient for reading, writing, speaking, and
9. Compare and contrast two or more authors presentations of
listening at the college and career-readiness level.
similar themes or topics.
10. Read and comprehend complex literary and informational texts
independently and proficiently.
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 LETTER72013-2014) CIVIL RIGHTS ACT 1964
4.
El Departamento de Educacin no discrimina por razn de raza, color, sexo, nacimiento, origen nacional, condicin social, ideas
polticas o religiosas, edad o impedimento en sus actividades, servicios educativos y oportunidades de empleo.
UNITS AND THEMES (ORGANIZED BASE ON 40 WEEKS)
WEEK
1
2
WEEK
Teacher Training
INTRODUCTIONS, ROUTINES, PROCEDURES,
AND PRE-TEST
Poetry
21
Root Words
22
Subject-Verb Agreement
UNIT: 7.1 Being Puerto Rican through
Folktales (7 weeks)
UNIT: 7.4 Authors Purpose (9 weeks)
Stories from my Home CountryWrite a personal
narrativeWhat does it mean to be Puerto Rican?
Writing processprewriting, drafting, revising
Writing processEditing with peers, final draft, and
publishing
Readers Theater: Adapt a Puerto Rican Folktale in to a
Play
Modern Day Puerto Rican FolktalesPrewriting
Folktales: Problem and Solution and Character Analysis
3
4
5
6
UNIT: 7.3 Poetry: Ode to Puerto Rico (5 weeks)CONT.
20
23
Writing to Entertain
24
Writing to Persuade
25
Writing to Teach
26
Writing to Inform
27
Authors Purpose
Sentences: Subject and Object, Fragments and Run-on Sentences
28
UNIT: 7.5 Debate and Persuasion (8 weeks)
UNIT: 7.2 Non-Fiction: What do I love about
Puerto Rico? (7 weeks)
9
Puerto Rican Travel Brochures
29
Persuasive Political Cartoons
10
Puerto Rican Pride Posters
30
Persuasive Speech Writing
11
Comma Posters
31
Debating Issues Facing Puerto Rico
12
Non Fiction Reading: Puerto Rico
32
Analyzing Political Cartoons
13
Prefixes and Suffixes
33
Analyzing Persuasive Writing
14
34
Debate
15
Commas and Sentence Variation
UNIT: 7.3 Poetry: Ode to Puerto Rico (5 weeks)
35
PPAA
16
Class Poetry Book
36
POST-TEST
17
Revise and edit Who I am Poem from Unit 7.1
37
FINAL TESTS
18
Ode to Puerto Rico Posters
38
GRADES, AND OFFICIAL DOCUMENTS REQUIRED
19
PARTIAL TESTS AND GRADES AND
OTHER SCHOOL ACTIVITIES
OTHER SCHOOL ACTIVITIES
REQUIRED SIGNATURES
Submitted by:
Certified by:
Date:
Date:
TEACHERS SIGNATURE:
TEACHERS NAME:
PRINCIPALS SIGNATURE:
PRINCIPALS NAME:
*This syllabus is subject to change at any time in agreement with school principal. Parents will notified
with the students.
_____________________________________
Parent Signature
___________________________________
Date
El Departamento de Educacin no discrimina por razn de raza, color, sexo, nacimiento, origen nacional, condicin social, ideas
polticas o religiosas, edad o impedimento en sus actividades, servicios educativos y oportunidades de empleo.
