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.