REGION MAYAGÜEZ
SCHOOL
DISTRICT AGUADILLA
SCHOOL: ESTER FELICIANO
MENDOZA MIDDLE SCHOOL
SCHOOL’S CLASSIFICATION: TRANSITION
SCHOOL’S REFORM
STRATEGY: Reading
Comprehension and Conceptual Development
SYLLABUS FOR SCHOOL YEAR: 2015 - 2016
COURSE
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CODE
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CREDITS
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PRE-REQUISITOS
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GRADE
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ENGLISH
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INGL
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1
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8TH
GRADE ENGLISH
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9TH
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HIGH QUALIFIED TEACHER
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Master of Arts in Education- Curriculum and
Instruction- Teaching English as a Second Language Secondary Level-“Carrera
Magisterial”
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CLASSROOM
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CAPA
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EMAIL &/OR WEB PAGE
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601
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1:00-2:00
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COURSE DESCRIPTION
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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.
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GENERAL OBJECTIVES
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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.
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COURSE EVALUATION PLAN
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Group Work
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Special Homeworks
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Oral Presentation
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Activities (English Week)
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Comprehension Tests
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Assessment
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Class Participation
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Book Reports
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Journals
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Daily Work/Notebook
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Special Projects
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Dictations
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Use of Technology
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Writing
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Others
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STANDARDS AND EXPECTATIONS
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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.
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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.
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SPECIAL
EDUCATION: LAW 51 OF JUNE 7, 1996
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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.
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LANGUAGE
INSTRUCTION FOR LIMITED SPANISH PROFICIENT AND IMMIGRANT STUDENTS (CIRCULAR
LETTER—7-2013-2014) CIVIL RIGHTS ACT 1964
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UNITS AND THEMES
(ORGANIZED BASE ON 40 WEEKS)
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WEEK
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WEEK
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UNIT: 9.4 It’s a matter of
opinion: Persuasion (5 weeks)
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1
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Teacher Training
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21
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Author’s Purpose, Persuasion
Techniques
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2
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INTRODUCTIONS,
ROUTINES, PROCEDURES, AND PRE-TEST
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22
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Evaluating Advertisement and
Effectiveness of Persuasive Styles
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UNIT: 9.1 Genres Overview,
Elements of Fiction (6 weeks)
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23
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Evaluating an
argument
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3
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My Goals for 9th Grade
English—Integrated Assessment 9.1—Writing Process
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24
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Persuasive Techniques and
Language
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4
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Write a short essay
explaining goals for English (Prewriting, Drafting, Revising)
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25
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Analyzing
persuasive Speech
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5
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Writing process—Editing with
peers, final draft, and publishing
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UNIT: 9.5 Making
connections: Responding to what we read (6 weeks)
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6
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Elements of Fiction Mini
Book—Identifies elements of fiction
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26
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Integrated
Assessment 9.4
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7
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Analyze a fiction book—locating
elements of plot within that book
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27
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Inferring and
Determining Cause and Effects
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8
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Creating the Fiction Mini
Book
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28
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Essay Writing, Word Choices
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UNIT: 9.2 Communicating my
ideas: (6 weeks)
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29
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Adjective,
Characterization, Character Traits, Critical and Analytical Thinking about
Literary Characters
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9
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Genre Elements
in a Reading Log
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30
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Analyze Literary Elements
(Conflict, Plot, Setting, Theme)
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10
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Personal
Writing and Memoir
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31
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Analyzing Fractured Fairy
Tales
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11
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Review of Past
tense Verb
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UNIT: 9.6 Figuratively
speaking ( 5 weeks)
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12
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Student Journals
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32
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Analyzing
Figurative Language
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13
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Different Point of Views
(Comic Strip)
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33
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Different Forms of Poetry,
Poetry Anthology
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14
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Syntactic Styles- Combining
Sentences
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34
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Readers Theater, Elements of
Drama, Script, Reading Poems and Dramas Fluently
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UNIT: 9.3 Communicating
about our world through informational texts (6 weeks)
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35
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Comparison and Contrast
Essays, Evaluating Film Depictions of Written Stories
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15
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Integrated
Assessment 9.2
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36
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PPAA
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16
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Annotated
Article, Text Features, Organizational Structure of the Text
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37
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PPAA
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17
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Determining Main Idea,
Supporting Details
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38
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POST-TEST
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18
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Word Journal, Determining
Word Meaning from Context Clues
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39
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FINAL TESTS
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19
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Writing a
Research Paper, Bibliography, Citation, Reference, Resource, Thesis, Topic
Sentence, Student Journal
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40
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GRADES, AND OFFICIAL DOCUMENTS REQUIRED
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20
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PARTIAL TESTS AND GRADES AND
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OTHER SCHOOL ACTIVITIES
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OTHER SCHOOL ACTIVITIES
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REQUIRED SIGNATURES
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Submitted by:
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Date:
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TEACHER’S SIGNATURE:
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TEACHER’S NAME: Mrs. Sonia
M. Ferrer Gago
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Certified by:
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Date:
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PRINCIPAL’S SIGNATURE:
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PRINCIPAL’S NAME: Mr. Neftalí Rodríguez Medina
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*This syllabus is
subject to change at any time in agreement with school principal. Parents will
be notified with the students.
_____________________________________
___________________________________
Parent’ Signature Date
NOTE:
IT IS VERY IMPORTANT TO WRITE
THE INDICATORS FOR THE GRADE LEVEL YOU ARE OFFERING.
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