This syllabus outlines an 11th grade English course that runs from August 2013 to May 2014. The course aims to improve students' basic English skills through reading, writing, listening, speaking, and interpreting different genres. It covers 6 units over the academic year, including memoir, personal narrative, persuasion, mystery, historical nonfiction, and poetry. Students will complete various writing assignments, exams, presentations, and daily work. The syllabus also provides information on textbooks, resources, grading policies, attendance policies, and the instructor's contact details.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Alternative ways of teaching grammar
Authenticity in a Global Context: Learning, Working and Communicating with L2...Richard Pinner
This presentation outlines an in-service training workshop for high-school teachers of English as a Foreign Language, accredited by the Japanese ministry of education. The workshop focused on the use of authentic materials to motivate students and attempted to gauge the participants’ existing ideas about authenticity in language teaching and examine how these fit with the way English is currently employed for international communication in the global context. I proposed during the workshop that authenticity be reconceptualised as a continuum, incorporating contextual and social dimensions. Participants were then asked to reflect on their concept of authenticity before and after the workshop to examine the impact of the proposed continuum. Data were collected from participants in the form of a written reaction to the workshop and questionnaire, as well as teacher/researchers’ observations and journal entries.
Most of the data are qualitative, and the study design was based on exploratory practice, so data came from pedagogic sources from the workshop. The research attempted to involve all the participants in a way that encouraged them to reflect on their own practice. Although at times I present data in a way which quantifies the responses, the majority of data analysis was done in an interpretive way, coding the data as I went through it and then re-coding it as the bigger picture emerged. I used NVivo analysis software to create nodes and run word frequency queries as I worked through the data, which helped in selecting the major themes for the responses.
From a total of 33 participants, 23 (almost 70 per cent) had culturally embedded definitions of authenticity, with 18 participants (over 50 per cent) specifically making reference to native speakers. Participants commented that the workshop had helped them to expand their ideas about authenticity, which for many was a motivating or empowering experience.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Alternative ways of teaching grammar
Authenticity in a Global Context: Learning, Working and Communicating with L2...Richard Pinner
This presentation outlines an in-service training workshop for high-school teachers of English as a Foreign Language, accredited by the Japanese ministry of education. The workshop focused on the use of authentic materials to motivate students and attempted to gauge the participants’ existing ideas about authenticity in language teaching and examine how these fit with the way English is currently employed for international communication in the global context. I proposed during the workshop that authenticity be reconceptualised as a continuum, incorporating contextual and social dimensions. Participants were then asked to reflect on their concept of authenticity before and after the workshop to examine the impact of the proposed continuum. Data were collected from participants in the form of a written reaction to the workshop and questionnaire, as well as teacher/researchers’ observations and journal entries.
Most of the data are qualitative, and the study design was based on exploratory practice, so data came from pedagogic sources from the workshop. The research attempted to involve all the participants in a way that encouraged them to reflect on their own practice. Although at times I present data in a way which quantifies the responses, the majority of data analysis was done in an interpretive way, coding the data as I went through it and then re-coding it as the bigger picture emerged. I used NVivo analysis software to create nodes and run word frequency queries as I worked through the data, which helped in selecting the major themes for the responses.
From a total of 33 participants, 23 (almost 70 per cent) had culturally embedded definitions of authenticity, with 18 participants (over 50 per cent) specifically making reference to native speakers. Participants commented that the workshop had helped them to expand their ideas about authenticity, which for many was a motivating or empowering experience.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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1. Course Syllabus
Course Title: English 11th
Grade Level
Course Number:
Credits: 1 Credit
Texts: English Leading to Professions (2003). Pearson Education , Inc. Upper
Saddle River, NJ.
Fuchs, M. (1999). The Oxford Picture Dictionary: Beginning Workbook.
Oxford University Press. New York, NY
Shapiro, N. & Goldstein, J. A. (1998). The Oxford Picture Dictionary:
English/Spanish. Oxford University Press. New York, NY
Timeless Voice, Timeless Themes. (2000). Prentice-Hall, Inc. Upper
Saddle River, NJ.
Writing for the Real World. (2002). Pearson Education , Inc. Upper
Saddle River, NJ.
Internet Resources: www.edhelper.com
www.youtube.com
www.google.com
Academic Term: August 2013 – May 2014
Course Hours: 8:00 – 3:00pm, Monday-Friday
Office Hours: 2:10 – 3:00pm
Professor: Eric J. Cruz
Email: cirecruz@yahoo.com
Blog: http://miztercruzenglish.blogspot.com
Course Description:
This course is designed to help students to improve their Basic English skills. The student
progresses from listening skills to writing skills. The student will communicate, read, interpret,
and write using the Basic English language skills.
Justification:
The course is important so that students can learn how to communicate effectively in oral and
written English language. The second language (L2) should be learned in a creative, reflexive,
and critical manner.
General Objectives:
1- The student uses the English language to interpret oral input, construct meaning, interact with
confidence both verbally and nonverbally, and to express ideas effectively in a variety of
personal, social, and academic contexts.
2- 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.
3- 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.
2. Specific Objectives:
1- Use the oral language to communicate effectively in the English language.
2- Use the written language to communicate effectively in the English language.
3- Interpret the different types of reading genres.
4- Identify the story elements in a short story or novel.
5- Use the correct grammar and spelling to communicate effectively orally and in written form.
6- Identify the parts of speech in a sentence, paragraph, and reading selection.
Instructional Strategies:
1- Collage
2- Comic Strips
3- Compositions
4- Conceptual Maps
5- Concrete Poem
6- Conversations
7- Dramas
8- Drawings
9- Essays
10- Homework
11- Open-ended Questions
12- Portfolios
13- Quizzes
14- Rubrics
15- Story Maps
16- T-Charts
17- Venn Diagrams
18- Word Search
19- Writing Assignments
Thematic Content/Itinerary:
Unit 11.1 Memoir (6 weeks)
11th
Grade Diagnostic Test (No Grading)
Readings
• Excerpt from, “When I was a Puerto Rican”, by Esmeralda Santiago
• Excerpt from, Against all Odds, A story of Survival on 9/11 by Lauren Manning
• A short memoir of 9/11 by The Invisible Man
Punctuation Marks
Editing and Revising
Memoir Essay
Memoir Oral Presentation
Listening Skills Quiz
Unit 11.2 Personal Narrative (5 weeks)
Readings
• Papa’s Parrot by Cynthia Rylant page 481 (Story: Identify with a Character)
Story Elements
3. • Character
• Plot
• Theme
Narrative Essay
Cause and Effect
Making Inferences
Predicting
Run on Sentences
Unit 11.3: Persuasion (7 weeks)
Readings
• Barrio Boy by Ernesto Galarza page 611 (Story: Author’s Purpose)
Persuasive Essay
Editorial
Main Idea
Supporting Details
Unit 11.4: It’s a Mystery (6 weeks)
Readings
• The Tell Tale Heart by Edgar Allan Poe
Story Elements
• Setting
• Point of view
Expository Essay
Expository Oral Presentation
Compare and Contrast
Detective Activity
Unit 11.5 Historical and Nonfiction (6 weeks)
Readings
• A Picture of Freedom: The Diary of Clotee, a Slave Girl by Patricia McKissack and Rosa
Parks: My Story by Rosa Parks with Jim Haskins.
Fiction/Nonfiction
Oral Presentation on Research
Compare and Contrast Essay (Fiction/Nonfiction)
Unit 11.6 Poetry (6 weeks)
Readings
• The Esquimos Have No Word for “War” by Mary Oliver
http://www.panhala.net/Archive/The_Esquimos.html
• Ode to Pablo’s Tennis Shoes” (attachment: 11.6 Learning Activity – Soto Ode)
Story Elements
• Tone, voice, and mood
Genre, imagery, figurative language, and symbolism
Write a Poem
4. 10th
Grade Post Test (No Grading)
Class Policies and Procedures
Attendance
Student is required to attend class everyday. If the student is absent he should present a written
excuse prepared by a doctor or guardian. After five unexcused absences the student will be
referred to the social worker. Student with more than 30 absences automatically will fail the
English course. If student is late three days it will count towards one absence.
Behavior
Students must behave with respect towards the teacher and other classmates. Students with
disciplinary problems will be referred to the social worker to conduct a meeting with parents.
Students must always be on their best behavior and avoid loud noises and distractions in the
classroom.
Late Exams
Students have one (1) week, approximately five (5) school days, to make up exams they have not
taken. They must also present a valid excuse for missing the exam.
Late Assignments
Students will be given one (1) week to hand in late assignments, approximately five (5) school
days. If a student is unable to hand in the assignment prior to the extension, he will receive a 0.
Plagiarism
All assignments must be presented using your own words and ideas. This is considered
academic dishonesty and can result in a failing grade in the assignment, exam, and even the
course.
Grading Formula
100-90 A
89-80 B
79-70 C
69-60 D
59-0 F
5. Point Value for Course Assignments
Exams (10) 100pts each
Listening Skills Quiz 100 pts.
Writing Assignments (Essays, Compositions, Editorial) (5) 100pts each
Daily Assignments/Homework 100pts
Special Assignments 100pts
2 Oral Presentation 100pts each
Note: The assignments are subject to change due to weather conditions, school activities, and
other obstacles that may interfere in the activities planned in the classroom for assessment and
grading.
6. Point Value for Course Assignments
Exams (10) 100pts each
Listening Skills Quiz 100 pts.
Writing Assignments (Essays, Compositions, Editorial) (5) 100pts each
Daily Assignments/Homework 100pts
Special Assignments 100pts
2 Oral Presentation 100pts each
Note: The assignments are subject to change due to weather conditions, school activities, and
other obstacles that may interfere in the activities planned in the classroom for assessment and
grading.