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Advanced English Course Syllabus


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Course Syllabus

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Advanced English Course Syllabus

  1. 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. 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. 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. 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
  5. 5. Technology in the Classroom Technology integration is essential to the teaching-learning processes in order to facilitate the explanation, demonstration, and presentation of skills; provide students with practice in the skills studied; and aid students in planning, creating, and presenting projects. The following activities are provided sparingly according to unit lesson design: • PowerPoint presentations • Word processing • Internet Research • Movie Analysis Academic Integrity As a student at the Jesús T. Piñero School, you are expected to uphold the values of academic integrity at all times. Academic integrity can be defined, in one word, as honesty. The principle of academic integrity stretches beyond the limits of a classroom. Good students are honest with themselves, their teachers, and their community. The basic principle of academic honesty in the classroom is always to: • submit your own work on time • never cheat on an exam • respect others • avoid absences • never plagiarize others work Outside of the classroom: • treat your teachers, peers, and other members of the academic community with respect • and never damage or devalue school property. If all students familiarize themselves with the concept of academic integrity, the Jesús T. Piñero School will continue to be a friendly and happy place to live and learn. (The provided syllabus contains information pertaining to the concepts and skills to be completed during a complete academic school year. The material shall be completed depending on time and material availability. This syllabus may be subject to change.) ©Partial or Full Duplication Prohibited Prof. Talía Méndez Hernández 5 English 9th Grade