Manuel Ramos Hernandez High School

Arecibo Region
Camuy School District

Ms. Janette De Leon Lopez
12
th
grade Course Syllabus
2014-2015

Schools Classification: ________________________________
Schools Reform Strategy: _______________________________


COURSE CODE CREDITS PRE-REQUISITOS GRADE
ENGLISH INGL 1 11TH GRADE ENGLISH 12TH
HIGH QUALIFIED TEACHER

CLASSROOM CAPA. TADO EMAIL &/OR WEB PAGE

26

CAPA. 10:40-11:30
Lesson Planning

TADO 2:10-3:00
Tutoring
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

1. Exams (points will vary)
The test dates will be announced with days or weeks in advanced.
The test should be taken on the scheduled day.
A valid parental or medical excuse must be presented if absent during test.
The parental excuse must have the parents signature along with a telephone number where the teacher can verify the
excuse given to her.
A different test will be administered if the student is absent regardless if an excuse is presented.
The teacher will assign the date for the makeup test within the next five (5) days upon the students arrival to
school. The student and teacher will agree on date, hour, and place for makeup test. (Article III section N, pg. 4
and Article IV section C, pg. 5)
If the student does not take the makeup test agreed on within the five (5) days scheduled, he/she will obtain a 0% on
the test; unless a medical or parental excuse is presented, for the second time, as an excuse for the five days in which
he or she did not take the test, then again, will the student be given an additional (5) days scheduled for the makeup
test. If for the second opportunity the student does not comply there will be no other opportunity and the grade will be
0%.
Reward: the student(s) that maintains or obtains from 90%-100% during the school year in the class is exempt
to take the final exam in May.

2. Quizzes (points will vary)
Quizzes may be or not be announced.
Student that is absent for a quiz, must bring a parental or medical excuse, the day after the absentness, with a
telephone number with which the teacher can verify the excuse given to her.
The student, that presents an excuse, will make up for the points of the missed quiz when the teacher gives another
quiz that has the same value as the one missed.
If during the school year there were no quizzes given worth the same points as the one the student missed, she/he will
have the opportunity to make-up for it within the ten, twenty, thirty and forty weeks of each trimester during the school
year scheduled by teacher. If the student does not comply with the date and hour assigned, the score will be 0 pts.

3. Class works (assessment) points will vary
Class work is to be done and completed, every day, during the class hour.
When absent to class, the student is responsible of the material given during absentness.
If absent and points were assigned to any class work given, the student will have the opportunity to make up and be
granted the points after having presented a valid excuse, the following day of absentness. Class works done and
presented to the teacher days after having returned to class after absentness will not be granted points; you will have
two days to present it.
It is required to have a composition notebook only because these will be collected to monitor students
performance.
Each assignment must have the date and the topic of the day for studying purposes.
The handouts that the teacher facilitates must be stapled, glued, or taped in notebook.
All the materials must be in the correct order given in class.
The student will lose five (5) points of the total value assigned in class for NOT having EACH material, and handouts in
the correct order distributed.
The class work will be corrected by the teacher before discussing the exercises assigned.
Each class work will have teachers signature written on it.
Each signature will be worth points.
The class work assigned will not be corrected if the student cuts the class.
Any student who copies on the class work or allows another student to copy will lose the points for the material
assigned.
Any student who is absent will have the opportunity to complete the work; however, the work must be completed in
presence of the teacher during the teachers period and the students free period. It is important for the student to
understand that he/she cannot be absent to his/her other classes because the teacher will not write an excuse for the
absence of the other class. If the student brings the work copied and answered to class, the student will not get credit
for it.
You will have one (1) class period to finish the daily class work assigned.
If the bell rings for the next period and you did not finish your work, you will not get credit for the work. It will be
considered as an incomplete work. (Exceptions will be made upon teachers consideration).

Note:
Class work missed, tests, quizzes, essays, and any other special work given during the school year that is not
done completed or handed in on the scheduled date; student will be granted the opportunity to make-up for
these once a valid excuse is presented for not handing it in on scheduled date and hour. These are to be done
and completed in the classroom, in the presence of the teacher, and will not be accepted if done outside the
classroom. Teacher will assign day and hour for these. If student does not comply with date and hour
scheduled, the score will be 0pts.


4. Essay Writing (points will vary)
In the classroom the student will study and practice writing different types of essays (narrative, descriptive, informative,
and argumentative, etc.).
It is necessary for the student to use a Spanish/English dictionary for the development of these essays.
The student must bring to class his/ her own composition paper for the school year.
After reading, comprehending and analyzing a literary work in class, the student will write an essay based on the
literature discussed or the teacher may assign a topic to be developed.
Essays assigned as class work and handed in late will have five (5) points deducted from their grade for each
late day.
The teacher will not permit the student to start or finish essays at home; they must be done in the classroom.

5. Debates (30 pts.)
Every student must participate in the debates by answering the questions assigned.
The debates will be given to demonstrate comprehension of the material. Therefore, any help from a group member
will result in a minus five point penalty from your score.
The groups will be divided by the teacher.
The points will not be used as bonus for the test. It will be counted as a separate grade.
The student will randomly select the questions.
The student may use any materials given in class to answer the questions for the debate.
The questions will be turned-based.
STANDARDS AND EXPECTATIONS
STANDARD 1: LISTENING:
Comprehend and analyze information from a variety of listening activities to
ask and answer questions on social, academic, college, and career topics.
STANDARD 2: SPEAKING:
1. Contribute to discussions on a variety of social, academic,
college, and career topics in diverse contexts with different
audiences.
2. Evaluate information and determine appropriate responses to
answer questions effectively.
3. Contribute to social, academic, college, and career conversations
using accurate and appropriate language.
4. Provide, justify, and defend opinions or positions in speech.
5. Adjust language choices according to the task, context, purpose,
and audience.
6. Plan and deliver different types of oral presentations/reports to
express information and support ideas in social, academic,
college, and career settings.
STANDARD 3: READING:
1. Read critically to make logical inferences, and cite specific
textual evidence to support conclusions drawn from the text.
2. Determine main ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and
interact over the course of a text.
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style
of a text.
7. Integrate and evaluate content presented in diverse media and
formats.
8. Delineate and evaluate an authors argument through evidence
specified in a text.
9. Compare and contrast two or more authors presentations of
similar themes or topics.
10. Read and comprehend complex literary and informational texts
independently and proficiently.
STANDARD 4: WRITING:
1. Write arguments to support point of view using valid reasoning
and sufficient evidence.
2. Write informational texts to examine and convey complex ideas
and information clearly and accurately through the selection,
organization, and analysis of relevant content.
3. Write literary texts to develop real or imagined experiences or
events using effective technique, details, and structure.
4. Develop and strengthen writing as needed by using the writing
process (planning, drafting, revising, editing, rewriting, or
publishing).
5. Use technology, including the Internet, to interact and collaborate
with others and produce and publish writing.
6. Conduct research projects of varying lengths based on focused
questions to demonstrate understanding of the subject.
7. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
8. Write routinely over short and extended time frames for a variety
of tasks, purposes, and audiences.
STANDARD 5: LANGUAGE:
1. Demonstrate command of the conventions of Standard English
grammar and usage.
2. Apply Standard English conventions using appropriate
capitalization, punctuation, and spelling.
3. Demonstrate understanding of how language functions in
different contexts to make effective choices for meaning, style
and comprehension.
4. Determine or clarify the meaning of unknown words and phrases
by using context clues, analyzing meaningful word parts, and
consulting reference materials.
5. Demonstrate understanding of figurative language, word
relationships, and variation in word meanings.
6. Accurately use a variety of social, academic and 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


Important Note: Plagiarism is the practice of taking someone else's work or ideas and passing them off as one's own. (Article
IV section (b), pg. 69)

Committing deceptive acts or fraudulences in prejudice to the interest of the educational process will incur in violation
of this action any student who voluntarily:
1. Obtain grades, academic grades, and other official documents pertaining to false simulation, deceptive or
fraudulence; or
2. That steals, copy, or plagiarize answers or words or another student; or
3. Impersonate another person using trick or deception; or
4. That induces another to take an exam or an oral or written test in your name.
To be immersed in the commission of this offense it may impose a written reprimand and any grade
obtained will be replaced by a 0.
In extenuating circumstances, the sanction can be reduced to a verbal reprimand and any grade
obtained may be substituted with another exam or special work.
In aggravating circumstances, the sanction may be increased to a suspension for a definite time and
any grade will be substituted with a 0.


Evaluation Process

100 90 A 89 - 80 B 79 - 70 C 69 - 60 D 59 - 0 F

*The activities presented in this course syllabus are subject to change if any extenuating circumstances occur

Students Name: _____________________________________________________________________________________
Grade: _____ Group: _____

I have read, understood, and agree to abide by the course syllabus, classroom rules and requirements for the 12th
grade English Class.


Ms. Janette De Len Lpez August 11, 2014___________
Teachers signature Date
_____________________________ _____________________________
Students signature Date
_____________________________ _____________________________
Parents or Tutors signature Date

Writing Process and Essay Writing Rubric
Students Name: Due Date:
Type of Essay: Value of Essay: 30 pts.
Total Points Earned: ___________
CONTENT 3 Excellent 2 Average 1 Poor
1. PRE-WRITING
Pre-writing is extensive and relevant, and organization is evident

2. DRAFT
Draft is a thorough extension of pre-writing.

3. REVISING
Revision includes meaningful changes to message/content. There may
also be corrections to mechanics.

4. INTRODUCTION
Clear thesis statement, attention grabber is present and related to the
topic, and techniques used are inviting and states the main topic and
position.

5. BODY OF THE ESSAY
Each paragraph supports the thesis statement (topic sentence and details)
and each paragraph gives a sense of completion.

6. CONCLUSION
The concluding paragraph is strong, understanding, and gives a sense of
completion in which thesis statement appears paraphrased in the
conclusion.

7. WRITING STYLE
Writing is smooth, skillful, coherent, and expressive with varied structure.

8. ORGANIZATION
The essay has a logical and clear progression of ideas and transitional
words are mature and graceful.

9. PUNCTUALITY
The student used class time effectively to plan, develop, organize, edit,
and proofread the essay.

10. MECHANICS AND GRAMMAR
Punctuation, spelling, capitalization and grammar are correct.


Note:

EACH DAY YOU ARE TO FINISH THE ASSIGNED PART OF THE ESSAY.
YOU WILL NOT GET THE POINTS OF THE ASSIGNED PART OF THE ESSAY IF IT IS NOT FINISHED ON THE
DUED DATE!!!
FIVE POINTS WILL BE DEDUCTED FROM YOUR ESSAY SCORE FOR EACH DAY THAT IT IS NOT SUBMITTED
ON THE DUED DATE!!!












Rubric to evaluate debates
Students Name: Due Date:
Topic of debate: Value of debates: 30pts.
Total Points Earned: ___________

Category 5 4 3 2 1 Observations
1. Respect for Other Team / / / / / /
All statements, body language, and responses were respectful and were
in appropriate language.

2. Information / / / / /
All information present in this debate was clear, accurate and thorough.
3. Use of Facts/Statistics / / / / / /
Every major point was well supported with several relevant facts,
statistics and/or examples.

4. Organization / / / / /
All arguments were clearly tied to an idea (premise) and organized in a
tight, logical fashion.

5. Understanding of Topic / / / / / /
The team clearly understood the topic in depth and presented their
information forcefully and convincingly.

6. Presentation Style / / / / / /
Team consistently used gestures, eye contact, tone of voice and a level
of enthusiasm in a way that kept the attention of the audience.




Rubric for Haiku Poetry (Value 25 pts.)
Students Name: Due Date:
Topic of Haiku Poetry: Value of Essay: 25 pts.
Total Points Earned: ___________

Criteria 5 4 3 2 1
1. Poem follows 5-7-5 syllable Haiku pattern
2. Haiku contains vivid imagery.
3. Poem includes elements of nature.
4. The topic of the poem is clearly related to nature
5. Illustrations are extremely creative and appropriate
Total 25 pts.















Story Map Analysis Evaluation
Students Name: Due Date:
Topic of Short Story: Value of Analysis: 125 pts.
Total Points Earned: ___________

Criteria 5 4 3 2 1
1. Presentation
A. Verbal Delivery
The student speaks at an appropriate pace using a clear and strong voice and uses precise
pronunciation of words.

B. Non-verbal Delivery
The student maintains eye contact, exhibits strong composure and confidence, and seldom looks
at notes


2. Content
The information is complete and well supported with verifiable details to then answer questions
with explanations and elaborations.

3. Organization
The information and details are conveyed in a logical and orderly manner.

4. Punctuality
The student must present on the assigned day.

Total 25 pts.

--------------
Criteria for the Written Work (100 pts.)
1. Presentation 30 pts. --------------
The story map analysis must be neatly organized and written. (10pts.)
Each element must be completed with a different color of construction paper. (10 pts.)
Poster board must be completed with analysis of the story. (10 pts.)
2. Content 45 pts. Functional use of the elements of short stories (3 pts. each element)
o Title and Author
o Characters (Main Characters, Minor Characters)
o Conflict (In a sentence, write what is the problem) and classification (Internal and external)
o Type of Conflict
o Plot (exposition, rising action, climax, falling action, resolution)
o Setting (time and place)
o Point of view
o Theme
o Moral Value
3. Grammar Usage 15 pts. --------------
Construct correct and clear sentences (5pts)
Use proper grammar (5pts)
Proper Spelling (5pts)
4. Punctuality 10 pts. --------------
All the works will be handed in on the same day.
TOTAL






Rubric for Comic Strip
Students Name: Due Date:
Topic of Comic Strip: Value of Essay: 30 pts.
Total Points Earned: ___________

Rubric for Collage (Value 55 pts.)
Students Name: Due Date:
Topic of Collage: Value of Essay: 55 pts.
Total Points Earned: ___________

Criteria 5 4 3 2 1
1. Items are carefully chosen and appropriate to the topic of the collage
2. It has an organization and attractive placement of items
3. It is neat and clean (no smudges or anything hanging from the sides)
4. It meets the requirements of the assignment (half a poster board)
5. Collage caption has been checked for spelling, grammar, and punctuation
6. It shows an understanding of the concepts or topics depicted
7. Class time was used effectively
8. Much time and effort went into planning and design of the collage
9. Titles and text were written clearly and were easy to read from a distance
10. A variety of pictures are used to develop the main ideas
11. The collage was turned in on time.
Total 55 points
Evaluation Criteria 5 4 3 2 1 Observation
1. The title corresponds to the situation.













2. The situation is presented
in a correct manner.(characters, setting,
elements of plot, conflict, resolution)













3. The illustrated situation has a logical
sequence.













4. The dialogue communicates the message
with clarity.













5. The details of the comic strip correspond
to the dialogue.













6. Vocabulary is used in the correct manner.













7. The correct use of mechanics should be
present in the dialogue.


8. The selected comic strip
responds to the intended
idea presented.

9. Work was presented in a clean manner











10. Comic strip is handed in on due date


Rubric for Oral Presentations (Value 25 pts.)
Students Name: Due Date:
Topic of oral: Value of Oral: 25 pts.
Total Points Earned: ___________

Criteria 5 4 3 2 1
1. Presentation
A. Verbal Delivery
The student speaks at an appropriate pace using a clear and strong voice and uses precise
pronunciation of words.

B. Non-verbal Delivery
The student maintains eye contact, exhibits strong composure and confidence, and seldom
looks at notes.


2. Content
The information is complete and well supported with verifiable details to then answer
questions with explanations and elaborations.

3. Organization
The information and details are conveyed in a logical and orderly manner.

4. Punctuality
The student must present on the assigned day.

Total 25 pts.