The course syllabus outlines the 9th grade Advanced English program at JesÃos T. Piñero Community School in Cidra, Puerto Rico. [1] It covers listening/speaking, reading, and writing standards using a balanced literacy approach. [2] Students will read fiction and nonfiction texts and complete assessments including tests, presentations, and analyses. [3] Technology will be used sparingly to enhance lessons on skills like vocabulary, grammar, and comprehension.
This course helps students develop quality writing skills by explaining and identifying the steps involved in the writing process.
Five types of writing are examined-compare/contrast, argumentative, persuasive, narrative, and descriptive. The importance of proper grammar, punctuation, and spelling is highlighted.
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SMARTHINKING writing professionals will carefully review and provide personal feedback to students for 5 graded essays and 7 essay drafts.
A short presentation that accompanied a seminar I gave in December 2012 in Eurasia National University in Astana. This was from my final seminar as Methodologist, before my resignation took effect.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
This course helps students develop quality writing skills by explaining and identifying the steps involved in the writing process.
Five types of writing are examined-compare/contrast, argumentative, persuasive, narrative, and descriptive. The importance of proper grammar, punctuation, and spelling is highlighted.
Students also learn research techniques, as well as how to edit and revise their work.
SMARTHINKING writing professionals will carefully review and provide personal feedback to students for 5 graded essays and 7 essay drafts.
A short presentation that accompanied a seminar I gave in December 2012 in Eurasia National University in Astana. This was from my final seminar as Methodologist, before my resignation took effect.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
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Developmental Writing is a not-for-credit course which prepares students to successfully complete English Composition I.
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Advanced English Course Syllabus
1. Department of Education
Jesús T. Piñero Community School
Cidra, Puerto Rico
Advanced English Program
Prof. Talía Méndez Hernández
Course Syllabus
I. General Information
Course Title: 9th Grade Advanced English
Credits: One
Textbook: Scholastic Read XL Student Book (Purple)
Scholastic Read XL Practice Book (Purple)
Writer’s Express
II. Course Description:
The underlying theory and instructional model of teaching within the English Program is Balanced
Literacy. This approach provides for essential skills and strategy instruction within the context of
meaningful, relevant, authentic reading, writing, and oral language activities and routines. As a program,
it is important to prepare our students for the real world and global community. In order to ensure
students are ready, functional literacy instruction will also be provided within the curriculum.
III. General Objectives: Content Standards
The English Program provides for the promotion of content standards. Each content standard promotes
various skills depending on the grade level. The material completed during the academic year integrates
the development of each content standard to accomplish the Program’s vision, mission and learning-
focused goals.
A. Listening/Speaking:
The student uses the English language to interpret oral input, construct meaning, interact with confidence
both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic
contexts.
B. Reading:
The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and
develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction.
C. Writing:
The student effectively communicates to a variety of audiences in all forms of writing through the use of
the writing process, proper grammar, and age-appropriate expressive vocabulary.
Prof. Talía Méndez Hernández 1
English 9th Grade
2. IV. Specific Objectives
The student:
L/S.9.1 Listens and responds to a read aloud from a variety of fiction and nonfiction to analyze character
development and setting, to determine tone, voice, and mood, and to make connections to the text.
L/S.9.2 Listens and responds to, analyzes, gives, and discusses complex instructions; constructs complex
sentences and statements to explain, describe, support, and discuss information; answers and formulates
closed and open-ended questions.
L/S.9.3 Uses appropriate language structures to problem solve, explain a process, and express opinions
integrating comparison and contrast statements; analyzes presentations.
L/S.9.4 Uses a variety of language patterns and structures to explain text, discuss topics and themes;
expresses thoughts and opinions to analyze plot, problem and solution, as well as make predictions and
inferences, and draw conclusions from listening to a variety of texts and multimedia sources.
L/S.9.5 Explains the main idea or topic and important details from learned concepts or readings of a
variety of expository texts; applies sequence of events to discuss and summarize text; compares and
contrasts topics from a variety of texts.
R.9.1 Analyzes the text, establishes purpose, states author’s purpose, and distinguishes between text
features.
R.9.2 Analyzes context clues, reference sources, and other vocabulary expansion strategies to assess
word meaning using prior knowledge to relate to new meaning; uses prefixes, suffixes, and root words to
determine the meaning of unfamiliar, multiple-meaning, and compound words.
R.9.3 Analyzes characters and traits; explains setting in fiction and nonfiction; distinguishes between first
person, third person, and omniscient point of view.
R.9.4 Organizes plot; establishes cause and effect relationships; makes connections, predictions,
inferences, draws conclusions, and classifies conflicts in narrative, expository, and persuasive texts.
R.9.5 Distinguishes between fact and opinion in narrative and expository texts; states and paraphrases
main idea and selects important details.
R.9.6 Uses elements of poetry and plays to analyze, interpret, and identify genre, imagery, and figurative
language.
W.9.1 Uses transitional words, phrases, and clauses to connect ideas when constructing complex
sentences.
W.9.2 Distinguishes appropriate and incorrect grammar structure; applies a variety of syntactic styles to
write.
Prof. Talía Méndez Hernández 2
English 9th Grade
3. W.9.3 Applies organizational patterns and the elements of descriptive, narrative, expository, and
persuasive forms of writing to construct a composition.
W.9.4 Uses figurative language; writes different styles of poems.
W.9.5 Uses basic editing marks and revising techniques; uses reference sources to verify information;
writes a final draft using the writing process.
Course Content
THEMATIC FOCUS – CONCEPTS ASSESSMENT
SELECTION
Out of this world • Vocabulary Test
Selection: War of the Worlds • Contractions Special Project: Science Fiction
The Martian Broadcast • Cause and Effect Movie Analysis
Genre: Play • Specialized Vocabulary
Non-Fiction Article • End Punctuation
A World without Limits • Vocabulary Test
Selection: Dreaming Aloud • Suffixes –tion and –sion Oral and Written Presentation –
Growing up Female • Make Inferences Analyzing a Song
Genre: Short Story • Action Words
Magazine Article • Simple and Complete
Subjects
Another Me • Vocabulary Test
Selection: Twins • Synonyms Special Project – Family Tree
The Science of Twins • Compare and Contrast
Genre: Photo Essay • Idioms
Textbook Selection • Adjectives ending in –er
and –est
Real-Life Hero • Vocabulary Test
Selection: Eileen Collins • Compound Words Oral and Written Presentation -
Space Exploration • Summarize Biographies
Genre: Profile • Irregular Past-Tense
Encyclopedia Entry Verbs
• Prepositional Phrases
The Real Me • Vocabulary Test
Selection: Broken Chain • Contractions
Tin Grin • Analyze Character
Genre: Short Story • Cognates
Essay • Irregular Verbs
Taking a Stand • Vocabulary Test
Selection: Warriors Don’t Cry • Antonyms Autobiography
When the Doors • Draw Conclusions Movie Analysis: Men of Honor
Prof. Talía Méndez Hernández 3
English 9th Grade
4. Opened at Central High • Time Words
Genre: Autobiography • Subject/Pronoun
Newspaper Editorial Agreement
Words of Understanding • Vocabulary Test
Selection: Opening Act • Connotation and Poetry Analysis
A song and poem by Denotation
Jewel • Cause and Effect
Genre: Short Story • Synonyms for Said
Poetry/Lyrics • Independent and
Dependent Clauses
Trial by Dust • Vocabulary Test
Selection: Out of the Dust • Figurative Langue Oral and Written Presentation –
Karen Hesse • Analyze Setting My Hobbies
Genre: Poetry/Nonfiction Article • Descriptive Words
Author Profile • Quotation Marks
Friendship On the Ropes • Vocabulary Test
Selection: Amigo Brothers • Specialized Vocabulary Oral Presentation – Free Topic
Should Boxing Be • Analyzed Plot
Banned? • Action Words
Genre: Short Story • Adjectives
Debate
Get to Work • Vocabulary Test
Selection: Animal Keeper & • Context Clues
Friend • Main Idea
Genre: Career Profile • Dialogue
• Subject and Predicate
Evaluation Criteria
EVALUATION CRITERIA PERCENTAGE (WEIGHT)
Partial Exams 60%
Written Presentations 20%
Oral Presentations 10%
Analyzing Skills 10%
Total 100%
The following scale has been established by the Department of Education to determine final grades:
• A – 100 – 90
• B – 89 – 80
• C – 79 – 70
• D – 69 – 60
• F – 59 – 0
Prof. Talía Méndez Hernández 4
English 9th Grade