Mayagez School Region

Mayagez School District

Eugenio Mara de Hostos High School
Schools Classification:
Schools Reform Strategy: Problem Based Learning

2017-2018 English Syllabus

COURSE CODE CREDITS PRE-REQUISITOS GRADE
English INGL 1 10th Grade English 11th
HIGH QUALIFIED TEACHER
Prof. Miguel A. Arce Ramos
CLASSROOM CAPA. TADO EMAIL &/OR WEB PAGE
CAPA. de120720@miescuela.pr
14
TADO mrarce.weebly.com
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
Semester #1 Semester #2
Assessment & Tests: 600 points Assessment & Tests: 400 points
Performance Tasks: 200 points Performance Tasks: 200 points
Total: 800 points Total: 600 points
STANDARDS AND EXPECTATIONS
STANDARD 1: LISTENING: STANDARD 4: WRITING:
Comprehend and analyze information from a variety of listening activities to
ask and answer questions on social, academic, college, and career topics.
1. Write arguments to support point of view using valid
STANDARD 2: SPEAKING: reasoning and sufficient evidence.
1. Contribute to discussions on a variety of social, academic, 2. Write informational texts to examine and convey
college, and career topics in diverse contexts with different complex ideas and information clearly and accurately
audiences. through the selection, organization, and analysis of
2. Evaluate information and determine appropriate responses to relevant content.
answer questions effectively. 3. Write literary texts to develop real or imagined
3. Contribute to social, academic, college, and career conversations experiences or events using effective technique,
using accurate and appropriate language. details, and structure.
4. Provide, justify, and defend opinions or positions in speech. 4. Develop and strengthen writing as needed by using the
5. Adjust language choices according to the task, context, purpose, writing process (planning, drafting, revising, editing,
and audience. rewriting, or publishing).
6. Plan and deliver different types of oral presentations/reports to 5. Use technology, including the Internet, to interact and
express information and support ideas in social, academic, collaborate with others and produce and publish
college, and career settings. writing.
STANDARD 3: READING: 6. Conduct research projects of varying lengths based on
1. Read critically to make logical inferences, and cite specific focused questions to demonstrate understanding of
textual evidence to support conclusions drawn from the text. the subject.
2. Determine main ideas or themes of a text and analyze their 7. Draw evidence from literary or informational texts to
development; summarize the key supporting details and ideas. support analysis, reflection, and research.

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.
3. Analyze how and why individuals, events, or ideas develop and 8. Write routinely over short and extended time frames
interact over the course of a text. for a variety of tasks, purposes, and audiences.
4. Interpret words and phrases as they are used in a text, including STANDARD 5: LANGUAGE:
determining technical, connotative, and figurative meanings, and 1. Demonstrate command of the conventions of Standard
analyze how specific word choices shape meaning or tone. English grammar and usage.
5. Analyze the structure of texts, including how specific sentences, 2. Apply Standard English conventions using appropriate
paragraphs, and larger portions of the text (e.g., a section, capitalization, punctuation, and spelling.
chapter, scene, or stanza) relate to each other and the whole. 3. Demonstrate understanding of how language functions
6. Assess how point of view or purpose shapes the content and in different contexts to make effective choices for
style of a text. meaning, style and comprehension.
7. Integrate and evaluate content presented in diverse media and 4. Determine or clarify the meaning of unknown words
formats. and phrases by using context clues, analyzing
8. Delineate and evaluate an authors argument through evidence meaningful word parts, and consulting reference
specified in a text. materials.
9. Compare and contrast two or more authors presentations of 5. Demonstrate understanding of figurative language,
similar themes or topics. word relationships, and variation in word meanings.
10. Read and comprehend complex literary and informational texts 6. Accurately use a variety of social, academic and
independently and proficiently. 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 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 LETTER7-2013-
2014) CIVIL RIGHTS ACT 1964

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 BASED ON 40 WEEKS)
WEEK WEEK UNIT: 11.4 Its a Mystery! (6 weeks)
1 Teacher Training 21 Context Clues, Point of View, Setting in Fiction
INTRODUCTIONS, ROUTINES, Explain a Process Integration; Compare and
2 22
PROCEDURES, AND PRE-TEST Contrast
UNIT: 11.1 Memoir My
23 Expository Journal Entries
Point of View (6 weeks)
Integrated Assessment 11.1
Structure and organization of the Detective Novel
3 Memoirs Read Aloud and Compare 24
Genre, Figurative Language
them
Oral Presentation on Independent
ReadingAnalyzes Opinions
4 25 Writing a Mystery Short Story
Poster or Handouts related to
Memoir
Oral Presentation on Independent
5 26 Journal Entries/ Cause and Effect
Reading on Memoirs
Memoir ChoiceTypes of UNIT: 11.5 History fiction using
6
EssaysWriting Process informational text (6 weeks)
My Memoir Writing Process
7 27 Integrated Assessment 11.3
(Prewriting, Drafting, Revising)
Writing process(Editing with
8 28 Research Techniques, Research Project
peers, final draft, and publishing)
UNIT: 11.2 Identity: The
Compare and Contrast two Forms of Writing, Write
Personal Narrative (5 29
a Critical Essay
weeks)
Parts of the Plot, Correct
9 Grammar, Run-on Sentences and 30 How to Read a Rubric
Sentence Fragments
Literacy Journal, Personal
10 Narrative-Analyzing Character, 31
Narrative Essay
11 Narrative Book Report 32
Cause and Effect and Character
12
Development UNIT: 11.6 Create! (Poetry) (5 weeks)
Reading Strategies Establishing
13 Cause and Effect, Making 33 Integrated Assessment 11.4
predictions and Inferences
UNIT: 11.3 As I see it: Poem Read Aloud and Map the Heart Activity, and
34
Persuasion (7 weeks) Poem Analysis
14 Integrated Assessment 11.2 35 Imagery, Figurative Language and Symbolism
15 Persuasive Essay, Writing process 36 PPAA

16 Main Idea, Fact and Fiction 37 PPAA

17 Write an Editorial 38 POST-TEST

Understanding Editorials Through
18 39 FINAL TESTS
Questioning
19 Different Purpose of Writing 40 GRADES, AND OFFICIAL DOCUMENTS REQUIRED
PARTIAL TESTS AND GRADES
20 AND OFFICIAL DOCUMENTS
REQUIRED
OTHER SCHOOL ACTIVITIES OTHER SCHOOL ACTIVITIES
REQUIRED SIGNATURES

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.
 TEACHERS SIGNATURE:
Submitted by: Date:
Prof. Miguel A. Arce Ramos TEACHERS NAME:
PRINCIPALS SIGNATURE:
Date:
Certified by: PRINCIPALS NAME:

*This syllabus is subject to change at any time in agreement with school principal. Parents will be
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.