Department of Education

San Juan Educational Region

San Juan I School District
University Gardens High School
COURSE
ENGLISH

CODE
INGL

CREDITS
1

PRE-REQUISITOS

GRADE
9TH

8TH GRADE ENGLISH

HIGH QUALIFIED TEACHER BA

Teacher: Wildaly Meyers Santiago

Academic Year 2016-2017

CLASSROOM

Office Hours

EMAIL &/OR WEB PAGE

3rd floor Room 35

B-305

To be determined

wmeyers@ughschool.com
http://meyersenglish.blogspot.com/
COURSE DESCRIPTION

This is an 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
Amount of evaluation
Total
Evaluation Type
Points
Percentage
activities
Points
Tests

4
(two per semester)

Projects (based on

Performance tasks)

(three per semester)

Classroom activities and

5 to 10

homework on notebook

(every 10 weeks)

Quizzes and other

assessments

(four per semester)

100

400

25%

100

600

38%

100

400

25%

25

200

12%

Total Possible Points: 1600

STANDARDS AND EXPECTATIONS
1.

1.

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:
Contribute to discussions on a variety of social, academic,

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

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.

college, and career topics in diverse contexts with different

events using effective technique, details, and structure.
audiences.
4. Develop and strengthen writing as needed by using the writing
2. Evaluate information and determine appropriate responses to
process (planning, drafting, revising, editing, rewriting, or
answer questions effectively.
publishing).
3. Contribute to social, academic, college, and career conversations
5. Use technology, including the Internet, to interact and collaborate
using accurate and appropriate language.
with others and produce and publish writing.
4. Provide, justify, and defend opinions or positions in speech.
6. Conduct research projects of varying lengths based on focused
5. Adjust language choices according to the task, context, purpose,
questions to demonstrate understanding of the subject.
and audience.
7. Draw evidence from literary or informational texts to support
6. Plan and deliver different types of oral presentations/reports to
analysis, reflection, and research.
express information and support ideas in social, academic,
8. Write routinely over short and extended time frames for a variety
college, and career settings.
of tasks, purposes, and audiences.
STANDARD 3: READING:
STANDARD 5: LANGUAGE:
1. Read critically to make logical inferences, and cite specific
1. Demonstrate command of the conventions of Standard English
textual evidence to support conclusions drawn from the text.
grammar and usage.
2. Determine main ideas or themes of a text and analyze their
2. Apply Standard English conventions using appropriate
development; summarize the key supporting details and ideas.
capitalization, punctuation, and spelling.
3. Analyze how and why individuals, events, or ideas develop and
3. Demonstrate understanding of how language functions in
interact over the course of a text.
different contexts to make effective choices for meaning, style
4. Interpret words and phrases as they are used in a text, including
and comprehension.
determining technical, connotative, and figurative meanings, and
4. Determine or clarify the meaning of unknown words and phrases
analyze how specific word choices shape meaning or tone.
by using context clues, analyzing meaningful word parts, and
5. Analyze the structure of texts, including how specific sentences,
consulting reference materials.
paragraphs, and larger portions of the text (e.g., a section, chapter, 5. Demonstrate understanding of figurative language, word
scene, or stanza) relate to each other and the whole.
relationships, and variation in word meanings.
6. Assess how point of view or purpose shapes the content and style
6. Accurately use a variety of social, academic and content-specific
of a text.
words and phrases sufficient for reading, writing, speaking, and
7. Integrate and evaluate content presented in diverse media and
listening at the college and career-readiness level.
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.
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
UNITS AND THEMES (ORGANIZED BASED ON 40 WEEKS)
WEEK

1
2

3
4
5
6
7
8

WEEK

Faculty and Parent-teacher meetings

INTRODUCTIONS, ROUTINES, PROCEDURES,
AND PRE-TEST
UNIT: 9.1 Genres Overview, Elements of Fiction (6
weeks)
Elements of Fiction Mini BookIdentifies elements of
fiction
Reading and analyzing a fiction book

21
22

UNIT: 9.4 Its a matter of opinion: Persuasion (5

weeks)
Authors Purpose, Persuasion Techniques
Evaluating Advertisement and Effectiveness of Persuasive
Styles

23

Evaluating an argument

24

Persuasive Techniques and Language

25

Analyzing Persuasive Speech

Grammar Review - Exam #1

Write a short essay explaining goals for English Prewriting, Drafting, Revising
Writing processEditing with peers, final draft, and
publishing
Project #1

26

Exam #3 & Project #4

UNIT: 9.5 Making connections: Responding to what we read
(6 weeks)

27

Inferring and Determining Cause and Effects

28

Essay Writing, Word Choices

UNIT: 9.2 Communicating my ideas: (6 weeks)

29

Adjective, Characterization, Character Traits, Critical and

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.

Analytical Thinking about Literary Characters

9

Grammar Review

30

Analyze Literary Elements (Conflict, Plot, Setting, Theme)

Memoirs and Personal Writing

31

Exam #4

10

Proyect #2

12

Different Point of Views

32

13

Grammar Review
UNIT: 9.3 Communicating about our world through
informational texts (6 weeks)

33

Determining Main Idea, Supporting Details

35

14
15
16
17
18
19
20

Word Journal, Determining Word Meaning from

Context Clues
Exam #2
Annotated Article, Text Features, Organizational
Structure of the Text
Writing a Research Paper, Bibliography, Citation,
Reference, Resource, Thesis, Topic Sentence, Student
Journal
Project #3
PARTIAL TESTS AND GRADES AND OTHER
SCHOOL ACTIVITIES

34

UNIT: 9.6 Figuratively speaking (5 weeks)

Analyzing Figurative Language
Different Forms of Poetry, Poetry Anthology (Project #5)
Readers Theater, Elements of Drama, Script, Reading Poems
and Dramas Fluently
Comparison and Contrast Essays, Evaluating Film Depictions of
Written Stories

36

PPAA

37

PPAA

38

POST-TEST

39

FINAL TESTS (Project #6)

40

GRADES, AND OFFICIAL DOCUMENTS REQUIRED

OTHER SCHOOL ACTIVITIES

Required Materials:
1 notebook (preferably individual; not division)
Pencils, erasers, and any other writing materials
Merriam-Webster's Essential Learner's English Dictionary [$9.95]
2 short novels (1) Tuck Everlasting [$6.99], (2) Animal Farm [$9.99]
REQUIRED SIGNATURES
TEACHERS SIGNATURE:

Submitted by:
Date:

TEACHERS NAME:

W. Meyers

Wildaly Meyers Santiago

PRINCIPALS SIGNATURE:
Certified by:

Date:
PRINCIPALS NAME:

*This syllabus is subject to change at any time in agreement with school principal. Parents
will be notified in advanced.

_____________________________________
Parents Name in Print

_____________________________________
Parents 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.