REGION: Caguas

SCHOOL DISTRICT: Guayama/Salinas

SCHOOL: Escuela Eugenio Guerra Cruz, Especializada en Deportes en el Albergue Olímpico
SCHOOL’S CLASSIFICATION: Transition
SCHOOL’S REFORM STRATEGY: Literacy Comprehension
COURSE CODE CREDITS PRE-REQUISITOS GRADE
ENGLISH INGL 1 7TH GRADE ENGLISH 8TH
HIGHLY QUALIFIED TEACHER W. Meyers Santiago
Academic Year: 2019-2020 Academic Preparation: BA
CLASSROOM Office Hours EMAIL &/OR WEB PAGE
11:00am-12:00pm (Please use cellphone 939-644-6423
5 number or email to set up appointments meyerssantiago@gmail.com
ahead of time) 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
Relative
Area Evaluation tools Value Total Value (Points)
Weight
50
6 Short Tests 300
points each
Assessments 10
techniques 30 Journal Entries 300 53%
points each
and tests
Grammar Assessments 25
8 200
Portfolio points each
#1 Short Story Writing
#2 Literature Circle/Reading Response
Performance
#3 Persuasive Writing/Speaking 100 40%
Task 600
#4 Personal Essay points each
(Projects):
#5 Poetry Reading/Writing
#6 Summarizing Newspaper Article
100
PBL Project Based Learning 100 7%
points
Total Points: 1,500

Note: Rubrics and evaluation criteria will be given before each activity with clear
instructions and requirements.
El Departamento de Educación no discrimina por razón de raza, color, sexo, nacimiento, origen nacional, condición social, ideas
políticas o religiosas, edad o impedimento en sus actividades, servicios educativos y oportunidades de empleo.
 Required Materials
1 notebook (preferably individual; not division)
1 journal notebook (cover should be in the assigned color)
1 large/legal size manila envelop
1 pocket folder (for keeping handouts, worksheets, and projects organized)
pencils, erasers, and any other writing materials
Merriam-Webster's Essential Learner's English Dictionary [$9.95] [optional]
Larousse Concise Dictionary: Spanish-English [$12.95] [optional]
General Course Details
1. Students must comply with the classroom rules (given separately).
2. Students must complete daily classwork, assignments, projects, tests, and other assessments.
3. In case of absences, students are responsible for the given material and must bring a valid excuse.
4. Students who belong to the Special Education Program, 504, or AEI will receive accommodations according
to what is established in their Educational Plan.
5. This syllabus is subject to change at any time depending on circumstances. Teacher will give advanced
notice of changes.
Evaluation Scale General average scale
100-90 A 4.00-3.50 A
89-80 B 3.49-2.50 B
79-70 C 2.49-1.60 C
69-60 D 1.59-0.80 D
59-O F 0.70-0.00 F
STANDARDS AND EXPECTATIONS
STANDARD 1: LISTENING: STANDARD 4: WRITING:
1. Comprehend and analyze information from a variety of listening 1. Write arguments to support point of view using valid reasoning
activities to ask and answer questions on social, academic, and sufficient evidence.
college, and career topics. 2. Write informational texts to examine and convey complex ideas
STANDARD 2: SPEAKING: and information clearly and accurately through the selection,
1. Contribute to discussions on a variety of social, academic, organization, and analysis of relevant content.
college, and career topics in diverse contexts with different 3. Write literary texts to develop real or imagined experiences or
audiences. events using effective technique, details, and structure.
2. Evaluate information and determine appropriate responses to 4. Develop and strengthen writing as needed by using the writing
answer questions effectively. process (planning, drafting, revising, editing, rewriting, or
3. Contribute to social, academic, college, and career conversations publishing).
using accurate and appropriate language. 5. Use technology, including the Internet, to interact and collaborate
4. Provide, justify, and defend opinions or positions in speech. with others and produce and publish writing.
5. Adjust language choices according to the task, context, purpose, 6. Conduct research projects of varying lengths based on focused
and audience. questions to demonstrate understanding of the subject.
6. Plan and deliver different types of oral presentations/reports to 7. Draw evidence from literary or informational texts to support
express information and support ideas in social, academic, analysis, reflection, and research.
college, and career settings. 8. Write routinely over short and extended time frames for a variety
STANDARD 3: READING: of tasks, purposes, and audiences.
1. Read critically to make logical inferences, and cite specific STANDARD 5: LANGUAGE:
textual evidence to support conclusions drawn from the text. 1. Demonstrate command of the conventions of Standard English
2. Determine main ideas or themes of a text and analyze their grammar and usage.
development; summarize the key supporting details and ideas. 2. Apply Standard English conventions using appropriate
3. Analyze how and why individuals, events, or ideas develop and capitalization, punctuation, and spelling.
interact over the course of a text. 3. Demonstrate understanding of how language functions in
4. Interpret words and phrases as they are used in a text, including different contexts to make effective choices for meaning, style
determining technical, connotative, and figurative meanings, and and comprehension.
analyze how specific word choices shape meaning or tone. 4. Determine or clarify the meaning of unknown words and phrases
5. Analyze the structure of texts, including how specific sentences, by using context clues, analyzing meaningful word parts, and
paragraphs, and larger portions of the text (e.g., a section, chapter, consulting reference materials.
scene, or stanza) relate to each other and the whole. 5. Demonstrate understanding of figurative language, word
6. Assess how point of view or purpose shapes the content and style relationships, and variation in word meanings.
of a text. 6. Accurately use a variety of social, academic and content-specific
7. Integrate and evaluate content presented in diverse media and words and phrases sufficient for reading, writing, speaking, and
formats. listening at the college and career-readiness level.

El Departamento de Educación no discrimina por razón de raza, color, sexo, nacimiento, origen nacional, condición social, ideas
políticas o religiosas, edad o impedimento en sus actividades, servicios educativos y oportunidades de empleo.
8. Delineate and evaluate an author’s 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 LETTER—7-
2013-2014) CIVIL RIGHTS ACT 1964
UNITS AND THEMES (ORGANIZED BASED ON 40 WEEKS)*
WEEK Activities & Topics* WEEK UNIT: 8.4 Personal Essay and Beliefs (6 weeks)
1 Faculty & Parent-Teacher Meetings 21 Grammar Assessment #5
INTRODUCTIONS, ROUTINES, PROCEDURES,
2 22 Reading and Analysis of Personal Essay
AND PRE-TEST
UNIT: 8.1 Analyzing Character’s Decisions (6
23 Exploring Character and Personal Beliefs
weeks)
3 Grammar Assessment #1 24 Writing a Personal Essay
4 Plot Elements & Character Analysis 25 Editing & Revising Personal Essay
5 Short Story Reading & Analysis 26 Grammar Assessment #6
Writing My Short Story—Use Plot Elements &
6
Character Analysis
UNIT: 8.5 Poetry (4 weeks)
Using the writing process—prewriting, drafting,
7 28 Elements of Poetry
revising
Writing process—Editing with peers, final draft, and
8 29 Reading and Writing Poetry
publishing, Grammar Assessment #2
UNIT: 8.2 Memoirs and Transformative
30 Analyzing and Writing Poetry
Decisions (6 weeks)
9 Reading and Analyzing Memoirs 31 Grammar Assessment #7
10 Reading and Analyzing Memoirs UNIT: 8.6 Expository Text (5 weeks)
11 Grammar Assessment #3 32 Fact vs Opinion, Newspaper Article Reading
12 Connection Between Author and his/her Written Work 33 Expository Text Features
13 Literature Circle 34 Reading & Summarizing a Newspaper Article
14 Reader Response to Memoir in a Literature Circle 35 Reading & Summarizing a Newspaper Article
UNIT: 8.3 Persuasive Letter (6 weeks) 36 Grammar Assessment #8
15 Grammar Assessment #4 37 PPAA

16 Types of Persuasive Modes 38 PPAA

17 Writing a Persuasive Outline, Persuasive Speaking 39 POST-TEST

18 Graphic Organizer or Outline for Persuasive Speech 40 FINAL TESTS
19 Short Persuasive Speech with outline 41 GRADES, AND OFFICIAL DOCUMENTS REQUIRED

PARTIAL TESTS AND GRADES

20

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

El Departamento de Educación no discrimina por razón de raza, color, sexo, nacimiento, origen nacional, condición social, ideas
políticas o religiosas, edad o impedimento en sus actividades, servicios educativos y oportunidades de empleo.
 REQUIRED SIGNATURES

Submitted by: TEACHER’S SIGNATURE:

Date:
W. Meyers TEACHER’S NAME: W. Meyers Santiago

PRINCIPAL’S SIGNATURE:
Certified by: Date:
PRINCIPAL’S NAME:

Cut along the dotted line below and return the paper slip to the teacher within a week.
-------------------------------------------------------------------------------------------------------------------------

_____________________________________ _____________________________________
Parent’s Name in Print Student’s Name and Group

_____________________________________ ___________________________________
Parent’s Signature Date

El Departamento de Educación no discrimina por razón de raza, color, sexo, nacimiento, origen nacional, condición social, ideas
políticas o religiosas, edad o impedimento en sus actividades, servicios educativos y oportunidades de empleo.