http://grammar.ccc.commnet.edu/grammar/conjunctions.htm
Some words are satisfied spending an evening at home, alone, eating ice-cream right out of the box, watching Seinfeld re-runs on TV, or reading a good book. Others aren't happy unless they're out on the town, mixing it up with other words; they're joiners and they just can't help themselves. A conjunction is a joiner, a word that connects (conjoins) parts of a sentence.
Coordinating Conjunctions
The simple, little conjunctions are called coordinating conjunctions (you can click on the words to see specific descriptions of each one):
Coordinating Conjunctions
and but or yet for nor so
(It may help you remember these conjunctions by recalling that they all have fewer than four letters. Also, remember the acronym FANBOYS: For-And-Nor-But-Or-Yet-So. Be careful of the words then and now; neither is a coordinating conjunction, so what we say about coordinating conjunctions' roles in a sentence and punctuation does not apply to those two words.)
Click on "Conjunction Junction" to read and hear Bob Dorough's "Conjunction Junction" (from Scholastic Rock, 1973).
Schoolhouse Rock® and its characters and other elements are trademarks and service marks of American Broadcasting Companies, Inc. Used with permission.
When a coordinating conjunction connects two independent clauses, it is often (but not always) accompanied by a comma:
Ulysses wants to play for UConn, but he has had trouble meeting the academic requirements.
When the two independent clauses connected by a coordinating conjunction are nicely balanced or brief, many writers will omit the comma:
Ulysses has a great jump shot but he isn't quick on his feet.
The comma is always correct when used to separate two independent clauses connected by a coordinating conjunction. See Punctuation Between Two Independent Clauses for further help.
A comma is also correct when and is used to attach the last item of a serial list, although many writers (especially in newspapers) will omit that final comma:
Ulysses spent his summer studying basic math, writing, and reading comprehension.
When a coordinating conjunction is used to connect all the elements in a series, a comma is not used:
Presbyterians and Methodists and Baptists are the prevalent Protestant congregations in Oklahoma.
A comma is also used with but when expressing a contrast:
This is a useful rule, but difficult to remember.
In most of their other roles as joiners (other than joining independent clauses, that is), coordinating conjunctions can join two sentence elements without the help of a comma.
Hemingway and Fitzgerald are among the American expatriates of the between-the-wars era.
Hemingway was renowned for his clear style and his insights into American notions of male identity.
It is hard to say whether Hemingway or Fitzgerald is the more interesting cultural icon of his day.
Although Hemingway is sometimes disparaged for his unpleasant portrayal of women and for his glorification of machismo, we nonetheless find some sympathetic, even heroic, female figures in his novels and short stories.
Beginning a Sentence with And or But
A frequently asked question about conjunctions is whether and or but can be used at the beginning of a sentence. This is what R.W. Burchfield has to say about this use of and:
There is a persistent belief that it is improper to begin a sentence with And, but this prohibition has been cheerfully ignored by standard authors from Anglo-Saxon times onwards. An initial And is a useful aid to writers as the narrative continues.
from The New Fowler's Modern English Usage
edited by R.W. Burchfield. Clarendon Press: Oxford, England. 1996.
Used with the permission of Oxford University Press.
The same is true with the conjunction but. A sentence beginning with and or but will tend to draw attention to itself and its transitional function. Writers should examine such sentences with two questions in mind: (1) would the sentence and paragraph function just as well without the initial conjunction? (2) should the sentence in question be connected to the previous sentence? If the initial conjunction still seems appropriate, use it.
Among the coordinating conjunctions, the most common, of course, are and, but, and or. It might be helpful to explore the uses of these three little words. The examples below by no means exhaust the possible meanings of these conjunctions.
AND
To suggest that one idea is chronologically sequential to another: "Tashonda sent in her applications and waited by the phone for a response."
To suggest that one idea is the result of another: "Willie heard the weather report and promptly boarded up his house."
To suggest that one idea is in contrast to another (frequently replaced by but in this usage): "Juanita is brilliant and Shalimar has a pleasant personality.
To suggest an element of surprise (sometimes replaced by yet in this usage): "Hartford is a rich city and suffers from many symptoms of urban blight."
To suggest that one clause is dependent upon another, conditionally (usually the first clause is an imperative): "Use your credit cards frequently and you'll soon find yourself deep in debt."
To suggest a kind of "comment" on the first clause: "Charlie became addicted to gambling — and that surprised no one who knew him."
BUT
To suggest a contrast that is unexpected in light of the first clause: "Joey lost a fortune in the stock market, but he still seems able to live quite comfortably."
To suggest in an affirmative sense what the first part of the sentence implied in a negative way (sometimes replaced by on the contrary): "The club never invested foolishly, but used the services of a sage investment counselor."
To connect two ideas with the meaning of "with the exception of" (and then the second word takes over as subject): "Everybody but Goldenbreath is trying out for the team."
OR
To suggest that only one possibility can be realized, excluding one or the other: "You can study hard for this exam or you can fail."
To suggest the inclusive combination of alternatives: "We can broil chicken on the grill tonight, or we can just eat leftovers.
To suggest a refinement of the first clause: "Smith College is the premier all-women's college in the country, or so it seems to most Smith College alumnae."
To suggest a restatement or "correction" of the first part of the sentence: "There are no rattlesnakes in this canyon, or so our guide tells us."
To suggest a negative condition: "The New Hampshire state motto is the rather grim "Live free or die."
To suggest a negative alternative without the use of an imperative (see use of and above): "They must approve his political style or they wouldn't keep electing him mayor."
Authority used for this section on the uses of and, but, and or: A University Grammar of English by Randolph Quirk and Sidney Greenbaum. Longman Group: Essex, England. 1993. Used with permission. Examples our own.
The Others . . .
The conjunction NOR is not extinct, but it is not used nearly as often as the other conjunctions, so it might feel a bit odd when nor does come up in conversation or writing. Its most common use is as the little brother in the correlative pair, neither-nor (see below):
He is neither sane nor brilliant.
That is neither what I said nor what I meant.
>It can be used with other negative expressions:
That is not what I meant to say, nor should you interpret my statement as an admission of guilt.
It is possible to use nor without a preceding negative element, but it is unusual and, to an extent, rather stuffy:
George's handshake is as good as any written contract, nor has he ever proven untrustworthy.
The word YET functions sometimes as an adverb and has several meanings: in addition ("yet another cause of trouble" or "a simple yet noble woman"), even ("yet more expensive"), still ("he is yet a novice"), eventually ("they may yet win"), and so soon as now ("he's not here yet"). It also functions as a coordinating conjunction meaning something like "nevertheless" or "but." The word yet seems to carry an element of distinctiveness that but can seldom register.
John plays basketball well, yet his favorite sport is badminton.
The visitors complained loudly about the heat, yet they continued to play golf every day.
In sentences such as the second one, above, the pronoun subject of the second clause ("they," in this case) is often left out. When that happens, the comma preceding the conjunction might also disappear: "The visitors complained loudly yet continued to play golf every day."
Yet is sometimes combined with other conjunctions, but or and. It would not be unusual to see and yet in sentences like the ones above. This usage is acceptable.
The word FOR is most often used as a preposition, of course, but it does serve, on rare occasions, as a coordinating conjunction. Some people regard the conjunction for as rather highfalutin and literary, and it does tend to add a bit of weightiness to the text. Beginning a sentence with the conjunction "for" is probably not a good idea, except when you're singing "For he's a jolly good fellow. "For" has serious sequential implications and in its use the order of thoughts is more important than it is, say, with because or since. Its function is to introduce the reason for the preceding clause:
John thought he had a good chance to get the job, for his father was on the company's board of trustees.
Most of the visitors were happy just sitting around in the shade, for it had been a long, dusty journey on the train.
Be careful of the conjunction SO. Sometimes it can connect two independent clauses along with a comma, but sometimes it can't. For instance, in this sentence,
Soto is not the only Olympic athlete in his family, so are his brother, sister, and his Uncle Chet.
where the word so means "as well" or "in addition," most careful writers would use a semicolon between the two independent clauses. In the following sentence, where so is acting like a minor-league "therefore," the conjunction and the comma are adequate to the task:
Soto has always been nervous in large gatherings, so it is no surprise that he avoids crowds of his adoring fans.
Sometimes, at the beginning of a sentence, so will act as a kind of summing up device or transition, and when it does, it is often set off from the rest of the sentence with a comma:
So, the sheriff peremptorily removed the child from the custody of his parents.
The Case of Then and Than
In some parts of the United States, we are told, then and than not only look alike, they sound alike. Like a teacher with twins in her classroom, you need to be able to distinguish between these two words; otherwise, they'll become mischievous. They are often used and they should be used for the right purposes.
Than is used to make comparisons. In the sentence "Piggy would rather be rescued then stay on the island," we have employed the wrong word because a comparison is being made between Piggy's two choices; we need than instead. In the sentence, "Other than Pincher Martin, Golding did not write another popular novel," the adverbial construction "other than" helps us make an implied comparison; this usage is perfectly acceptable in the United States but careful writers in the UK try to avoid it (Burchfield).
Generally, the only question about than arises when we have to decide whether the word is being used as a conjunction or as a preposition. If it's a preposition (and Merriam-Webster's dictionary provides for this usage), then the word that follows it should be in the object form.
He's taller and somewhat more handsome than me.
Just because you look like him doesn't mean you can play better than him.
Most careful writers, however, will insist that than be used as a conjunction; it's as if part of the clause introduced by than has been left out:
He's taller and somewhat more handsome than I [am handsome].
You can play better than he [can play].
In formal, academic text, you should probably use than as a conjunction and follow it with the subject form of a pronoun (where a pronoun is appropriate).
Then is a conjunction, but it is not one of the little conjunctions listed at the top of this page. We can use the FANBOYS conjunctions to connect two independent clauses; usually, they will be accompanied (preceded) by a comma. Too many students think that then works the same way: "Caesar invaded Gaul, then he turned his attention to England." You can tell the difference between then and a coordinating conjunction by trying to move the word around in the sentence. We can write "he then turned his attention to England"; "he turned his attention, then, to England"; he turned his attention to England then." The word can move around within the clause. Try that with a conjunction, and you will quickly see that the conjunction cannot move around. "Caesar invaded Gaul, and then he turned his attention to England." The word and is stuck exactly there and cannot move like then, which is more like an adverbial conjunction (or conjunctive adverb — see below) than a coordinating conjunction. Our original sentence in this paragraph — "Caesar invaded Gaul, then he turned his attention to England" — is a comma splice, a faulty sentence construction in which a comma tries to hold together two independent clauses all by itself: the comma needs a coordinating conjunction to help out, and the word then simply doesn't work that way.
Subordinating Conjunctions
A Subordinating Conjunction (sometimes called a dependent word or subordinator) comes at the beginning of a Subordinate (or Dependent) Clause and establishes the relationship between the dependent clause and the rest of the sentence. It also turns the clause into something that depends on the rest of the sentence for its meaning.
He took to the stage as though he had been preparing for this moment all his life.
Because he loved acting, he refused to give up his dream of being in the movies.
Unless we act now, all is lost.
Notice that some of the subordinating conjunctions in the table below — after, before, since — are also prepositions, but as subordinators they are being used to introduce a clause and to subordinate the following clause to the independent element in the sentence.
Common Subordinating Conjunctions
after
although
as
as if
as long as
as though
because
before
even if
even though
if
if only
in order that
now that
once
rather than
since
so that
than
that
though
till
unless
until
when
whenever
where
whereas
wherever
while
The Case of Like and As
Strictly speaking, the word like is a preposition, not a conjunction. It can, therefore, be used to introduce a prepositional phrase ("My brother is tall like my father"), but it should not be used to introduce a clause ("My brother can't play the piano like as he did before the accident" or "It looks like as if basketball is quickly overtaking baseball as America's national sport."). To introduce a clause, it's a good idea to use as, as though, or as if, instead.
Like As I told you earlier, the lecture has been postponed.
It looks like as if it's going to snow this afternoon.
Johnson kept looking out the window like as though he had someone waiting for him.
In formal, academic text, it's a good idea to reserve the use of like for situations in which similarities are being pointed out:
This community college is like a two-year liberal arts college.
However, when you are listing things that have similarities, such as is probably more suitable:
The college has several highly regarded neighbors, like such as the Mark Twain House, St. Francis Hospital, the Connecticut Historical Society, and the UConn Law School.
Omitting That
The word that is used as a conjunction to connect a subordinate clause to a preceding verb. In this construction that is sometimes called the "expletive that." Indeed, the word is often omitted to good effect, but the very fact of easy omission causes some editors to take out the red pen and strike out the conjunction that wherever it appears. In the following sentences, we can happily omit the that (or keep it, depending on how the sentence sounds to us):
Isabel knew [that] she was about to be fired.
She definitely felt [that] her fellow employees hadn't supported her.
I hope [that] she doesn't blame me.
Sometimes omitting the that creates a break in the flow of a sentence, a break that can be adequately bridged with the use of a comma:
The problem is, that production in her department has dropped.
Remember, that we didn't have these problems before she started working here.
As a general rule, if the sentence feels just as good without the that, if no ambiguity results from its omission, if the sentence is more efficient or elegant without it, then we can safely omit the that. Theodore Bernstein lists three conditions in which we should maintain the conjunction that:
When a time element intervenes between the verb and the clause: "The boss said yesterday that production in this department was down fifty percent." (Notice the position of "yesterday.")
When the verb of the clause is long delayed: "Our annual report revealed that some losses sustained by this department in the third quarter of last year were worse than previously thought." (Notice the distance between the subject "losses" and its verb, "were.")
When a second that can clear up who said or did what: "The CEO said that Isabel's department was slacking off and that production dropped precipitously in the fourth quarter." (Did the CEO say that production dropped or was the drop a result of what he said about Isabel's department? The second that makes the sentence clear.)
Authority for this section: Dos, Don'ts & Maybes of English Usage by Theodore Bernstein. Gramercy Books: New York. 1999. p. 217. Examples our own.
Beginning a Sentence with Because
Somehow, the notion that one should not begin a sentence with the subordinating conjunction because retains a mysterious grip on people's sense of writing proprieties. This might come about because a sentence that begins with because could well end up a fragment if one is not careful to follow up the "because clause" with an independent clause.
Because e-mail now plays such a huge role in our communications industry.
When the "because clause" is properly subordinated to another idea (regardless of the position of the clause in the sentence), there is absolutely nothing wrong with it:
Because e-mail now plays such a huge role in our communications industry, the postal service would very much like to see it taxed in some manner.
Correlative Conjunctions
Some conjunctions combine with other words to form what are called correlative conjunctions. They always travel in pairs, joining various sentence elements that should be treated as grammatically equal.
She led the team not only in statistics but also by virtue of her enthusiasm.
Polonius said, "Neither a borrower nor a lender be."
Whether you win this race or lose it doesn't matter as long as you do your best.
Correlative conjunctions sometimes create problems in parallel form. Click HERE for help with those problems. Here is a brief list of common correlative conjunctions.
both . . . and
not only . . . but also
not . . . but
either . . . or neither . . . nor
whether . . . or
as . . . as
Conjunctive Adverbs
The conjunctive adverbs such as however, moreover, nevertheless, consequently, as a result are used to create complex relationships between ideas. Refer to the section on Coherence: Transitions Between Ideas for an extensive list of conjunctive adverbs categorized according to their various uses and for some advice on their application within sentences (including punctuation issues).
Monday, March 28, 2011
Saturday, March 19, 2011
A Journal or a Diary?
By moorejav, eHow Member
1
So, are you keeping a journal, or a diary? That might be a good place to start.
Let's discuss what the difference is between a journal and a diary. It has often been said that keeping a diary is to simply transcribe daily events in ones life. So if someone were to read your diary they would get a good idea of what has happened in your life.
Journal writing on the other hand is more than just writing down what happened. Journal writing is not simply transcribing the stories of you life, but it includes your feelings about them, your insights on them. In addition journal writing can encompass thoughts, feelings, and opinions on anything, and they don't have to be sparked by any particular event.
Some people choose to keep multiple journals. One that describes events of their life, with thoughts and feelings attached. Some have journals simply for thoughts, feelings, philosophy, religion, etc. You can have a journal that is dedicated to one of your passions, or if you don't think you can fill it up quick enough, you can put it all into one all encompassing journal.
2
Where to Start?
Picking out your journal should be fun! Find something that suits your personality, and something that you think reflects you and you life. The story of you life should be recorded on something you like. Personally I like leather journals, they are durable.
This store has some great leather journals www.LeatherKeepsakes.com.
Once you have your journal, it is time to start writing. Begin every journal entry with the date and time. Sometimes it is important to include you current location. If you were a soldier in WWII, and you kept a daily journal that had detailed entries that started with the date, time and your current location, historians could now use your journal to track troop movements and patterns in the war. The point is that sometimes it is important to put your current location, but if you just write in your bedroom every night it may not carry as much importance.
What should you write? Write the things that are important to you. Writing Journals are often passed on to posterity, so they can get to know their ancestors. Your journal will give them an insight to your life and your mind. Write lessons that you have learned from life, mistakes and good choices, success and failures, loves and hates, happiness and frustration. A journal is your world, you can make it anything you want it to be.
3
Keep it handy!
Keeping your journal accessible is very important. All too often people think of something that they want to write down and say, "I will do it later." But when later comes around they have forgotten what it was they wanted to write down. Carry a small journal with you, or keep multiple journals accessible to yourself at all times.
One technique I have found helpful is to buy a journal that can also serve as a great decoration. They you put one on your coffee table, on your desk at work, on your nightstand. Then you will have one close whenever you have a thought. It also helps you remember to write in it every time you see it. The other interesting thing that I have found with this technique is that each individual writing journal will carry its own theme. The one on the desk at work will usually have thoughts revolving around business strategy, economy, finances, work related issues, dealing with people, etc. The one on the coffee table at home centers more on family, children, sports, neighborhood gossip, etc. Oh, and keep in mind that if you leave it out, people might read it.
4
How to Write?
Personal Journals are more personal if they are hand written. I have some stories of my Grandfather from world war two that were re-typed by my Grandmother. I would prefer to read his actual writings, on the paper that he used, with all the dirt, sweat, and blood that stained them. It makes the stories real and personal. I have a journal from the time I spent in the Amazon Jungles of Brazil. It is musty from the intense humidity, and has stains and even remains of bugs that wandered in unnoticed while it was open and not escaping before it was closed.
Digital journals are good because for a few reasons. One, typing is often faster and can save you time. Two, they are very legible, and grammatically correct providing easier reading for those down the road. However they do lack that personal touch that is so important to a personal journal. They don't bring the history, and the reality of a handwritten journal. My advice would be to keep both, make them both unique and utilize them both for their strengths. Oh, and always remember to back up your digital journal, and print it often.
Write so that it is easy for readers to follow. If you constantly switch between you experiences and your thoughts about those experiences, write the experiences in past tense, and the thoughts in present tense. This will allow readers to distinguish between the experience and what you were thinking at the time, and your afterthoughts and analysis of the event.
Be descriptive. An image created through words is more fully realized in the readers mind if they can imagine the smell, the feel, the sounds, the sights, and the taste of a particular event. Don't limit your experiences to words spoke and vague locations. Let readers feel what you felt through all five senses.
Write what you would want to know. Ask yourself, is this important or just something to write about. Would I want to read this about myself 30 years from now? Has anyone in your family ever said, "Do you remember when...?" and you vaguely remember something about it but can't recall any details. Write down the things you know you will want to remember. Funny stories, scary experiences, things that are more than coincidence, crazy things that are merely coincidence, and anything else that you will find amusing, important, or worth reading down the road are worth writing down. If you are struggling with what to write in your journal, then just write anything and everyth
5
Learn From Your Journal
Have you ever looked in the mirror and noticed something about yourself that you had never seen before? A journal is kind of like a mirror that reflects an image of our inside instead of our outside. We can't really look inside ourselves unless we have our thoughts, habits, personality, beliefs, and other things that make up our person on paper. We can learn a great deal about ourselves by reading our own journals. Learn from yourself, is there any better source from where we can learn about our own weaknesses and strengths?
6
Take the Time
Writing a journal is more important than most realize. Everyone should take the time to write a journal. We have learned great lessons from the journals of Presidents, Generals, business men, and religious leaders. Your journal can pass on great wisdom and insight to you posterity, and perhaps even all of society. Tell the story of you life, and open up the workings of your mind on paper so that it may be recorded and remembered. It is definitely worth the time.
1
So, are you keeping a journal, or a diary? That might be a good place to start.
Let's discuss what the difference is between a journal and a diary. It has often been said that keeping a diary is to simply transcribe daily events in ones life. So if someone were to read your diary they would get a good idea of what has happened in your life.
Journal writing on the other hand is more than just writing down what happened. Journal writing is not simply transcribing the stories of you life, but it includes your feelings about them, your insights on them. In addition journal writing can encompass thoughts, feelings, and opinions on anything, and they don't have to be sparked by any particular event.
Some people choose to keep multiple journals. One that describes events of their life, with thoughts and feelings attached. Some have journals simply for thoughts, feelings, philosophy, religion, etc. You can have a journal that is dedicated to one of your passions, or if you don't think you can fill it up quick enough, you can put it all into one all encompassing journal.
2
Where to Start?
Picking out your journal should be fun! Find something that suits your personality, and something that you think reflects you and you life. The story of you life should be recorded on something you like. Personally I like leather journals, they are durable.
This store has some great leather journals www.LeatherKeepsakes.com.
Once you have your journal, it is time to start writing. Begin every journal entry with the date and time. Sometimes it is important to include you current location. If you were a soldier in WWII, and you kept a daily journal that had detailed entries that started with the date, time and your current location, historians could now use your journal to track troop movements and patterns in the war. The point is that sometimes it is important to put your current location, but if you just write in your bedroom every night it may not carry as much importance.
What should you write? Write the things that are important to you. Writing Journals are often passed on to posterity, so they can get to know their ancestors. Your journal will give them an insight to your life and your mind. Write lessons that you have learned from life, mistakes and good choices, success and failures, loves and hates, happiness and frustration. A journal is your world, you can make it anything you want it to be.
3
Keep it handy!
Keeping your journal accessible is very important. All too often people think of something that they want to write down and say, "I will do it later." But when later comes around they have forgotten what it was they wanted to write down. Carry a small journal with you, or keep multiple journals accessible to yourself at all times.
One technique I have found helpful is to buy a journal that can also serve as a great decoration. They you put one on your coffee table, on your desk at work, on your nightstand. Then you will have one close whenever you have a thought. It also helps you remember to write in it every time you see it. The other interesting thing that I have found with this technique is that each individual writing journal will carry its own theme. The one on the desk at work will usually have thoughts revolving around business strategy, economy, finances, work related issues, dealing with people, etc. The one on the coffee table at home centers more on family, children, sports, neighborhood gossip, etc. Oh, and keep in mind that if you leave it out, people might read it.
4
How to Write?
Personal Journals are more personal if they are hand written. I have some stories of my Grandfather from world war two that were re-typed by my Grandmother. I would prefer to read his actual writings, on the paper that he used, with all the dirt, sweat, and blood that stained them. It makes the stories real and personal. I have a journal from the time I spent in the Amazon Jungles of Brazil. It is musty from the intense humidity, and has stains and even remains of bugs that wandered in unnoticed while it was open and not escaping before it was closed.
Digital journals are good because for a few reasons. One, typing is often faster and can save you time. Two, they are very legible, and grammatically correct providing easier reading for those down the road. However they do lack that personal touch that is so important to a personal journal. They don't bring the history, and the reality of a handwritten journal. My advice would be to keep both, make them both unique and utilize them both for their strengths. Oh, and always remember to back up your digital journal, and print it often.
Write so that it is easy for readers to follow. If you constantly switch between you experiences and your thoughts about those experiences, write the experiences in past tense, and the thoughts in present tense. This will allow readers to distinguish between the experience and what you were thinking at the time, and your afterthoughts and analysis of the event.
Be descriptive. An image created through words is more fully realized in the readers mind if they can imagine the smell, the feel, the sounds, the sights, and the taste of a particular event. Don't limit your experiences to words spoke and vague locations. Let readers feel what you felt through all five senses.
Write what you would want to know. Ask yourself, is this important or just something to write about. Would I want to read this about myself 30 years from now? Has anyone in your family ever said, "Do you remember when...?" and you vaguely remember something about it but can't recall any details. Write down the things you know you will want to remember. Funny stories, scary experiences, things that are more than coincidence, crazy things that are merely coincidence, and anything else that you will find amusing, important, or worth reading down the road are worth writing down. If you are struggling with what to write in your journal, then just write anything and everyth
5
Learn From Your Journal
Have you ever looked in the mirror and noticed something about yourself that you had never seen before? A journal is kind of like a mirror that reflects an image of our inside instead of our outside. We can't really look inside ourselves unless we have our thoughts, habits, personality, beliefs, and other things that make up our person on paper. We can learn a great deal about ourselves by reading our own journals. Learn from yourself, is there any better source from where we can learn about our own weaknesses and strengths?
6
Take the Time
Writing a journal is more important than most realize. Everyone should take the time to write a journal. We have learned great lessons from the journals of Presidents, Generals, business men, and religious leaders. Your journal can pass on great wisdom and insight to you posterity, and perhaps even all of society. Tell the story of you life, and open up the workings of your mind on paper so that it may be recorded and remembered. It is definitely worth the time.
Wednesday, March 16, 2011
How to Do Well on Standardized Tests By Patricia Gilliam, eHow Member Read more: How to Do Well on Standardized Tests | eHow.com http://www.ehow.com
1
First of all, it's really a good idea to prepare early--and it all doesn't have to be torture. For the English/Grammar/Writing portions of these tests, reading will help you more than anything. Read things you personally enjoy. Your brain has a tendency to pick up on information often without you realizing your learning, especially with vocabulary.
2
The math portions of these test range from basic math to a few questions in the pre-calculus/calculus range, so keep in mind that if you take the test early you may not even have had all the classes you need to learn the material. This is not as big of an issue on the English side, but I definitely noticed it with math. Prepare long before you take it, but if you just have one shot take the test your senior year.
3
To save money, find as many practice books as you can (many are available for free in public libraries) as opposed to shelling out money for the tests just to practice over and over. Treat these practice tests like the real thing, and you can narrow down where you need to learn and focus. This will save you a lot of time and get you comfortable with the overall format.
4
The night before the test, just relax and don't try to cram--these aren't the type of tests where you can really do that. I just watched a movie and went to bed a little earlier than normal (given the test required getting up early on a Saturday--that wasn't so fun.)
5
Remember to eat breakfast, and take a drink and snack with you for break time. Make sure you have all the supplies you need--pencils (2-3 are usually enough if you don't want to have to worry about sharpening them--or just use #2 mechanical pencils).
6
Always go through and answer the questions you know first, and just skip any questions that seem confusing or require more thought. After you answer everything in the section that is easy, you can go through the more difficult questions without feeling as stressed or rushed. If you get done with everything, do a quick look over your answers to check for silly mistakes. Generally your first impression on answers you're divided on is the right one, so don't dwell on these too long or you may change it to the wrong answer.
First of all, it's really a good idea to prepare early--and it all doesn't have to be torture. For the English/Grammar/Writing portions of these tests, reading will help you more than anything. Read things you personally enjoy. Your brain has a tendency to pick up on information often without you realizing your learning, especially with vocabulary.
2
The math portions of these test range from basic math to a few questions in the pre-calculus/calculus range, so keep in mind that if you take the test early you may not even have had all the classes you need to learn the material. This is not as big of an issue on the English side, but I definitely noticed it with math. Prepare long before you take it, but if you just have one shot take the test your senior year.
3
To save money, find as many practice books as you can (many are available for free in public libraries) as opposed to shelling out money for the tests just to practice over and over. Treat these practice tests like the real thing, and you can narrow down where you need to learn and focus. This will save you a lot of time and get you comfortable with the overall format.
4
The night before the test, just relax and don't try to cram--these aren't the type of tests where you can really do that. I just watched a movie and went to bed a little earlier than normal (given the test required getting up early on a Saturday--that wasn't so fun.)
5
Remember to eat breakfast, and take a drink and snack with you for break time. Make sure you have all the supplies you need--pencils (2-3 are usually enough if you don't want to have to worry about sharpening them--or just use #2 mechanical pencils).
6
Always go through and answer the questions you know first, and just skip any questions that seem confusing or require more thought. After you answer everything in the section that is easy, you can go through the more difficult questions without feeling as stressed or rushed. If you get done with everything, do a quick look over your answers to check for silly mistakes. Generally your first impression on answers you're divided on is the right one, so don't dwell on these too long or you may change it to the wrong answer.
Sunday, March 13, 2011
7th Grade Syllabus
Department of Education
Regional Bilingual School
Sergio Ramírez de Arellano-Hostos
Añasco, Puerto Rico
Syllabus
Title Course : Middle School English Seventh
Grade : 7th
Credit : 1 credit = 1 academic year
Period : 50 minutes
Academic Year : 2010-2011
Days : Monday to Friday
Teacher : Prof. Leroy Alicea Cabassa, B.A., M.A., Cert. Bilingual Educ., Ed.D c
Room: : Main Building # 7
Office Hours : 9:50 - 10:40AM & 12:30 – 1:20PM
School Phones : 787-826-2260 / 787-826-2210 / 787-826-2230
E-mail : prof_leroy_alicea@yahoo.com
Blog : http://bongy-leroyaliceacabassa.blogspot.com/
I. Course Description:
Emphasis is given on strengthening the reading comprehension and writing skills. A Balanced Literary Approach will be used in order to obtain the total integration of the language arts. The ability to organize one’s thoughts, to express them simple and clearly, and to observe the standards of oral communications, written communication, reading comprehension, literary appreciation as well as the conventions of language usage developed through the integration of technology, individual, pair, or group work.
II. Rationale:
The English program at the Regional Bilingual School Ramírez de Arellano-Hostos is devoted to encourage and ease the development of creative and critical thinkers. Within the English class the teacher will provide a comprehensive, challenging, and enriching curriculum that will take into account the students’ social, economic, cultural, and personal backgrounds as well as their knowledge and skills.
In order to ensure the effective acquisition and development of the English language the school has adopted from the English Curriculum Framework (2003) and the Content Standards and Grade-Level Expectations (2007) the following goals:
• Offer students English language experiences that are based on challenging, meaningful and pertinent content together with the use of performance and assessment standards based on the humanistic constructivist paradigm.
• Prepare all students to reach their potential through the development of their abilities in the four strands of the English program: writing, reading, listening and speaking.
• Empower students to become competent, knowledgeable, independent, reflective, and self-confident English language learners.
• Prepare students to access, organize, and evaluate information obtained through technological or electronic means for the development of listening, reading, oral and writing skills.
• Develop students’ critical and creative thinking through the process of English language learning.
• Reinforce and model students’ ethical and moral values, awareness, and cultural repertoire through exposure to a variety of literature.
• Encourage all students to become informed and responsible citizens in a democratic society.
• Provide opportunities for the participation of each student in a variety of social and interactive scenarios.
III. Objectives:
1. 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.
1.1 L/S.7.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, and make connections to text.
1.2 L/S.7.2 Listens, responds to, and analyzes complex instructions and statements; applies and clarifies instructions and directions; answers and formulates closed and open-ended questions.
1.3 L/S.7.3 Uses appropriate language structure to problem solve and to explain a process; interacts in discussions and presentations.
1.4 L/S.7.4 Applies correct language patterns to organize events in a variety of narrative texts and identifies problem and solution within presented literature.
1.5 L/S.7.5 Explains the main idea or topic; identifies important details from learned concepts or read aloud in a variety of expository texts; applies sequence of events to summarize.
2. 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.
2.1 R.7.1 Analyzes the text, establishes purpose, recognizes author’s purpose, and distinguishes text features to enhance comprehension.
2.2 R.7.2 Applies 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.
2.3 R.7.3 Distinguishes main character from supporting characters, compares and contrasts characters traits, describes and explains setting in fiction.
2.4 R.7.4 Sorts and organizes relevant events, states cause and effect, makes connections, predictions and inferences; draws conclusions; states the problem and solution in fiction and nonfiction.
2.5 R.7.5 Identifies and states fact and opinion, paraphrases and states main idea or topic, and determines important details in narrative and expository texts.
2.6 R.7.6 Identifies imagery and the elements of poetry.
3. 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.
3.1 W.7.1 Combines sentences and ideas by using simple transitional phrases; applies commas to correctly punctuate and construct sentences; distinguishes complete sentences from fragments and run-on sentences.
3.2 W.7.2 Applies the parts of speech; identifies the subjects and objects in sentences; uses correct subject-verb agreement.
3.3 W.7.3 Identifies elements in descriptive, narrative, expository and persuasive forms of writing; uses a variety of sentence types to construct a paragraph; applies organizational patterns to construct narrative, descriptive, and expository paragraphs.
3.4 W.7.4 Uses poetry and sensory elements to develop simple poems.
3.5 W.7.5 Uses the writing process; applies prewriting strategies to generate ideas; uses the dictionary and thesaurus as an aid in the writing process; revises writing; proofreads to identify errors in spelling, capitalization, and ending punctuation when prewriting, drafting, revising, editing, and writes a final draft.
IV. Evaluation
Portfolio
o 1 evaluation per semester = 2 grades per year. The summative evaluation will be done at the end of each semester. (December and May)
o The binder should be al least 2” and will include several parts that will have an individual grade. *
o Areas of the Portfolio
Cover page
I. Table of Content
II. Introduction
• This introduction should include a brief description or overview of the contents of the portfolio. (This will be done at the beginning of the school year, August)
III. Autobiography *
• 1 grade
• Family, Activities, Travel, School, Summertime, Events
IV. Content standard.
• Listening / Speaking
o This area will include oral reports and oral presentations.
• Writing *
o This part will include different types of writings such as essays, outlines, research, information and news among others.
o Scribe
o Writing
o Writing Prompts
• Reading
o Reading Logs
o Author’s Chair
V. My Journals *
• 10 per semester = 1 grade per semester = 2 grades per year
• Each journal is worth 10 points = 100 points per semester
• Each journal has its own due date after that it will become 0/10. Only Medical or Judicial excuses will eliminated or reconsider the 0/10 based on your absentee.
• This section could include prompts for student reflection.
VI. My Outside Class Work / Homework *
• 1 grade per semester = 2 grades per year
• The value of each outside class work or homework will vary according to the content
VII. My Daily Work *
• 1 grade per semester = 2 grades per year
• Reflection discussion
• This grade will include the formative evaluation of a personal agenda with a calendar
VIII. My Vocabulary *
• 1 grade per semester = 2 grades per year
• This includes the definition or meaning of each word
IX. Conclusion
• The student should write a brief concluding statement regarding the entire portfolio. (This will be done at the end of the school year, May)
Due dates Penalties: Your jobs must be handed in according to the due date. If you do your work in class, you lose half of the total score. Doing your jobs in class implies that you did not do your job on time. Getting the same score or grade is not fair for those that work on time.
Quizzes
o 10 per semester = 1 grade per semester = 2 grades per year
o The score of 10 quizzes will be added each semester in order to come out with 1 grade.
o Remember that according to the rules of the school, quizzes will NOT be repeated if your are absent and the score will be [0]. You need to present a valid justification.
o Only Medical or Judicial excuses will eliminate or reconsider the [0] based on your absentee.
Oral Reports
o Presentation on Language Skills [grammar]
o 5 per semester = 1 grade per semester = 2 grades per year
o Each oral report is worth 20 points
o The score of 5 oral reports will be added each semester in order to come out with 1 grade.
Reading Comprehension test
o 2 grades per semester = 4 grades per year
o Reading comprehension will include the reading of novels, stories, essays and articles.
Special Project
o Flat Federico = 1 grade
o Special activity which involves the four language skills
REMEMBER
* Grades will ONLY be based on the criteria mentioned above. Neither BONUS nor EXTRA POINTS PROJECTS will be considered for the final grade.
* Only Medical or Judicial excuses will eliminate or reconsider a [0] based on your absentee.
*Remember that the summative evaluation will be done at the end of the year during the month of May and that the grades for the 10th, 20th and 30th weeks will reflect an estimate percentage of your grade till that moment, a grade may vary according to your performance during the following weeks.
*According to the rules of the D.E., the parents and the students will ONLY have 20 days after the grades have been given in order to make any type of allegations.
V. Academic honesty:
Lack of honesty, fraud, plagiarism, and any other inappropriate behavior related to academic work, or any action intended for that purpose. Fraud is considered to be the unauthorized use of material, and to give or receive non authorized assistance during an exam or other academic exercise. Plagiarism and cheating will negatively affect your grade as well as punish by law.
VI. Assessment Strategies:
• Anecdotal records
• Checklist
• Comic strips
• Graphic organizers
• Journals
Grade
%
A 100-90
B 89-80
C 79-70
D 69-60
F 59-0
• K – W – L charts
• Peer assessment
• Portfolios
• Rating scales
• Reading logs
• Rubrics
• Self-ratings
• Writing logs
• Writing prompts
VII. Writing Assignments Guidelines
• Neatly stapled, in the left corner
• Neatly handwritten on white standard paper
• Place your name and date of submission in the top right corner
• Margin should be 1 inch
• Works will not be accepted computer.
• Having your work in a USB or Pen Drive does not count as having your work done.
• Avoid plagiarism. No copy and paste from the Internet.
VIII. Basic Classroom Rules
1. Absentees – If the student is absent for any reason he or she will be totally responsible at all times for their material, information and jobs.
2. Tardiness will not be allowed. Everybody should attend on time to each course or class.
3. Homework, oral reports, test make-up or special project replacements have to be justified by an adequate medical or judicial excuse.
4. Uniform should be correctly used at all times.
5. Listen and pay attention to the teacher at all times. This will help you to succeed in your class.
6. Respect other peoples property. Stealing and robbing is unacceptable according to the school rules and punished by law.
7. Mutilation and the damaging of private as well as public property are not acceptable. This includes writing on tables, walls among others.
8. Coping, “copy and paste” or cheating is not acceptable and therefore consider a zero ( 0 ) or F; no possibility for a redo or makeup.
9. Be polite and raise your hand before speaking. Screaming, running, the use of obscene words (bad words) or acting out of place inside the classroom is unacceptable.
10. Work should be hand in on time. The student will lose 10 points or a 10% of the total among the work’s worth for every day that it’s in delay. Medical or Judicial tardiness does not apply.
11. Test make-ups are due after the 5th day after a justified excused.
12. Avoid the use of unnecessary equipment or materials while the class is conducted (No i-pods, MP3’s, PSP or other electronic devices). Ask the teacher first.
13. Cellular phones should not be use during class unless indicated by the teacher in a case of emergency.
14. Keep the classroom as well as the outdoors clean and neat.
15. Eating inside the classroom should be consulted with the teacher. If eating is allowed, you have to throw inside the garbage container any leftover, paper or gum.
16. Each student should be responsible for their own grade record. They should write their grades in a place such a the subject notebook for keeping record of their performance.
17. Students should follow and respect the teacher’s rules at all times.
IX. Textbooks
Series Scholastic Read XL (blue)
Choices: Joining Hands, It’s Up to You
Other books and readings could be included at any moment according the academic needs.
X. Online Resources:
Activities for ESL Students: http://a4esl.org/
Dictionary Merriam Webster: http://www.merriam-webster.com/
ESL Resources for Students: http://owl.english.purdue.edu/handouts/esl/eslstudent.html
Learning Oral English Online: http://www.rong-chang.com/book/index.html
Scholastic: www.scholastic.com
ESL Resources: http://www.eslmonkeys.com/student/books/free_esl_book.php
This syllabus is tentative and will be change according to the needs of the group or any other situation that will affect the process of the class.
Regional Bilingual School
Sergio Ramírez de Arellano-Hostos
Añasco, Puerto Rico
Syllabus
Title Course : Middle School English Seventh
Grade : 7th
Credit : 1 credit = 1 academic year
Period : 50 minutes
Academic Year : 2010-2011
Days : Monday to Friday
Teacher : Prof. Leroy Alicea Cabassa, B.A., M.A., Cert. Bilingual Educ., Ed.D c
Room: : Main Building # 7
Office Hours : 9:50 - 10:40AM & 12:30 – 1:20PM
School Phones : 787-826-2260 / 787-826-2210 / 787-826-2230
E-mail : prof_leroy_alicea@yahoo.com
Blog : http://bongy-leroyaliceacabassa.blogspot.com/
I. Course Description:
Emphasis is given on strengthening the reading comprehension and writing skills. A Balanced Literary Approach will be used in order to obtain the total integration of the language arts. The ability to organize one’s thoughts, to express them simple and clearly, and to observe the standards of oral communications, written communication, reading comprehension, literary appreciation as well as the conventions of language usage developed through the integration of technology, individual, pair, or group work.
II. Rationale:
The English program at the Regional Bilingual School Ramírez de Arellano-Hostos is devoted to encourage and ease the development of creative and critical thinkers. Within the English class the teacher will provide a comprehensive, challenging, and enriching curriculum that will take into account the students’ social, economic, cultural, and personal backgrounds as well as their knowledge and skills.
In order to ensure the effective acquisition and development of the English language the school has adopted from the English Curriculum Framework (2003) and the Content Standards and Grade-Level Expectations (2007) the following goals:
• Offer students English language experiences that are based on challenging, meaningful and pertinent content together with the use of performance and assessment standards based on the humanistic constructivist paradigm.
• Prepare all students to reach their potential through the development of their abilities in the four strands of the English program: writing, reading, listening and speaking.
• Empower students to become competent, knowledgeable, independent, reflective, and self-confident English language learners.
• Prepare students to access, organize, and evaluate information obtained through technological or electronic means for the development of listening, reading, oral and writing skills.
• Develop students’ critical and creative thinking through the process of English language learning.
• Reinforce and model students’ ethical and moral values, awareness, and cultural repertoire through exposure to a variety of literature.
• Encourage all students to become informed and responsible citizens in a democratic society.
• Provide opportunities for the participation of each student in a variety of social and interactive scenarios.
III. Objectives:
1. 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.
1.1 L/S.7.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, and make connections to text.
1.2 L/S.7.2 Listens, responds to, and analyzes complex instructions and statements; applies and clarifies instructions and directions; answers and formulates closed and open-ended questions.
1.3 L/S.7.3 Uses appropriate language structure to problem solve and to explain a process; interacts in discussions and presentations.
1.4 L/S.7.4 Applies correct language patterns to organize events in a variety of narrative texts and identifies problem and solution within presented literature.
1.5 L/S.7.5 Explains the main idea or topic; identifies important details from learned concepts or read aloud in a variety of expository texts; applies sequence of events to summarize.
2. 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.
2.1 R.7.1 Analyzes the text, establishes purpose, recognizes author’s purpose, and distinguishes text features to enhance comprehension.
2.2 R.7.2 Applies 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.
2.3 R.7.3 Distinguishes main character from supporting characters, compares and contrasts characters traits, describes and explains setting in fiction.
2.4 R.7.4 Sorts and organizes relevant events, states cause and effect, makes connections, predictions and inferences; draws conclusions; states the problem and solution in fiction and nonfiction.
2.5 R.7.5 Identifies and states fact and opinion, paraphrases and states main idea or topic, and determines important details in narrative and expository texts.
2.6 R.7.6 Identifies imagery and the elements of poetry.
3. 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.
3.1 W.7.1 Combines sentences and ideas by using simple transitional phrases; applies commas to correctly punctuate and construct sentences; distinguishes complete sentences from fragments and run-on sentences.
3.2 W.7.2 Applies the parts of speech; identifies the subjects and objects in sentences; uses correct subject-verb agreement.
3.3 W.7.3 Identifies elements in descriptive, narrative, expository and persuasive forms of writing; uses a variety of sentence types to construct a paragraph; applies organizational patterns to construct narrative, descriptive, and expository paragraphs.
3.4 W.7.4 Uses poetry and sensory elements to develop simple poems.
3.5 W.7.5 Uses the writing process; applies prewriting strategies to generate ideas; uses the dictionary and thesaurus as an aid in the writing process; revises writing; proofreads to identify errors in spelling, capitalization, and ending punctuation when prewriting, drafting, revising, editing, and writes a final draft.
IV. Evaluation
Portfolio
o 1 evaluation per semester = 2 grades per year. The summative evaluation will be done at the end of each semester. (December and May)
o The binder should be al least 2” and will include several parts that will have an individual grade. *
o Areas of the Portfolio
Cover page
I. Table of Content
II. Introduction
• This introduction should include a brief description or overview of the contents of the portfolio. (This will be done at the beginning of the school year, August)
III. Autobiography *
• 1 grade
• Family, Activities, Travel, School, Summertime, Events
IV. Content standard.
• Listening / Speaking
o This area will include oral reports and oral presentations.
• Writing *
o This part will include different types of writings such as essays, outlines, research, information and news among others.
o Scribe
o Writing
o Writing Prompts
• Reading
o Reading Logs
o Author’s Chair
V. My Journals *
• 10 per semester = 1 grade per semester = 2 grades per year
• Each journal is worth 10 points = 100 points per semester
• Each journal has its own due date after that it will become 0/10. Only Medical or Judicial excuses will eliminated or reconsider the 0/10 based on your absentee.
• This section could include prompts for student reflection.
VI. My Outside Class Work / Homework *
• 1 grade per semester = 2 grades per year
• The value of each outside class work or homework will vary according to the content
VII. My Daily Work *
• 1 grade per semester = 2 grades per year
• Reflection discussion
• This grade will include the formative evaluation of a personal agenda with a calendar
VIII. My Vocabulary *
• 1 grade per semester = 2 grades per year
• This includes the definition or meaning of each word
IX. Conclusion
• The student should write a brief concluding statement regarding the entire portfolio. (This will be done at the end of the school year, May)
Due dates Penalties: Your jobs must be handed in according to the due date. If you do your work in class, you lose half of the total score. Doing your jobs in class implies that you did not do your job on time. Getting the same score or grade is not fair for those that work on time.
Quizzes
o 10 per semester = 1 grade per semester = 2 grades per year
o The score of 10 quizzes will be added each semester in order to come out with 1 grade.
o Remember that according to the rules of the school, quizzes will NOT be repeated if your are absent and the score will be [0]. You need to present a valid justification.
o Only Medical or Judicial excuses will eliminate or reconsider the [0] based on your absentee.
Oral Reports
o Presentation on Language Skills [grammar]
o 5 per semester = 1 grade per semester = 2 grades per year
o Each oral report is worth 20 points
o The score of 5 oral reports will be added each semester in order to come out with 1 grade.
Reading Comprehension test
o 2 grades per semester = 4 grades per year
o Reading comprehension will include the reading of novels, stories, essays and articles.
Special Project
o Flat Federico = 1 grade
o Special activity which involves the four language skills
REMEMBER
* Grades will ONLY be based on the criteria mentioned above. Neither BONUS nor EXTRA POINTS PROJECTS will be considered for the final grade.
* Only Medical or Judicial excuses will eliminate or reconsider a [0] based on your absentee.
*Remember that the summative evaluation will be done at the end of the year during the month of May and that the grades for the 10th, 20th and 30th weeks will reflect an estimate percentage of your grade till that moment, a grade may vary according to your performance during the following weeks.
*According to the rules of the D.E., the parents and the students will ONLY have 20 days after the grades have been given in order to make any type of allegations.
V. Academic honesty:
Lack of honesty, fraud, plagiarism, and any other inappropriate behavior related to academic work, or any action intended for that purpose. Fraud is considered to be the unauthorized use of material, and to give or receive non authorized assistance during an exam or other academic exercise. Plagiarism and cheating will negatively affect your grade as well as punish by law.
VI. Assessment Strategies:
• Anecdotal records
• Checklist
• Comic strips
• Graphic organizers
• Journals
Grade
%
A 100-90
B 89-80
C 79-70
D 69-60
F 59-0
• K – W – L charts
• Peer assessment
• Portfolios
• Rating scales
• Reading logs
• Rubrics
• Self-ratings
• Writing logs
• Writing prompts
VII. Writing Assignments Guidelines
• Neatly stapled, in the left corner
• Neatly handwritten on white standard paper
• Place your name and date of submission in the top right corner
• Margin should be 1 inch
• Works will not be accepted computer.
• Having your work in a USB or Pen Drive does not count as having your work done.
• Avoid plagiarism. No copy and paste from the Internet.
VIII. Basic Classroom Rules
1. Absentees – If the student is absent for any reason he or she will be totally responsible at all times for their material, information and jobs.
2. Tardiness will not be allowed. Everybody should attend on time to each course or class.
3. Homework, oral reports, test make-up or special project replacements have to be justified by an adequate medical or judicial excuse.
4. Uniform should be correctly used at all times.
5. Listen and pay attention to the teacher at all times. This will help you to succeed in your class.
6. Respect other peoples property. Stealing and robbing is unacceptable according to the school rules and punished by law.
7. Mutilation and the damaging of private as well as public property are not acceptable. This includes writing on tables, walls among others.
8. Coping, “copy and paste” or cheating is not acceptable and therefore consider a zero ( 0 ) or F; no possibility for a redo or makeup.
9. Be polite and raise your hand before speaking. Screaming, running, the use of obscene words (bad words) or acting out of place inside the classroom is unacceptable.
10. Work should be hand in on time. The student will lose 10 points or a 10% of the total among the work’s worth for every day that it’s in delay. Medical or Judicial tardiness does not apply.
11. Test make-ups are due after the 5th day after a justified excused.
12. Avoid the use of unnecessary equipment or materials while the class is conducted (No i-pods, MP3’s, PSP or other electronic devices). Ask the teacher first.
13. Cellular phones should not be use during class unless indicated by the teacher in a case of emergency.
14. Keep the classroom as well as the outdoors clean and neat.
15. Eating inside the classroom should be consulted with the teacher. If eating is allowed, you have to throw inside the garbage container any leftover, paper or gum.
16. Each student should be responsible for their own grade record. They should write their grades in a place such a the subject notebook for keeping record of their performance.
17. Students should follow and respect the teacher’s rules at all times.
IX. Textbooks
Series Scholastic Read XL (blue)
Choices: Joining Hands, It’s Up to You
Other books and readings could be included at any moment according the academic needs.
X. Online Resources:
Activities for ESL Students: http://a4esl.org/
Dictionary Merriam Webster: http://www.merriam-webster.com/
ESL Resources for Students: http://owl.english.purdue.edu/handouts/esl/eslstudent.html
Learning Oral English Online: http://www.rong-chang.com/book/index.html
Scholastic: www.scholastic.com
ESL Resources: http://www.eslmonkeys.com/student/books/free_esl_book.php
This syllabus is tentative and will be change according to the needs of the group or any other situation that will affect the process of the class.
8th Grade Syllabus
Department of Education
Specialized Regional Bilingual School
Sergio Ramírez de Arellano-Hostos
Añasco, Puerto Rico
Syllabus
Title Course : Middle School English Eight
Grade : 8th
Credit : 1 credit = 1 academic year
Academic Year : 2010 -2011
Period : 50 minutes
Days : Monday to Friday
Teacher : Prof. Leroy Alicea Cabassa, B.A., M.A., Cert. Bilingual Educ., Ed.D c
Room: : Main Building # 7
Office Hours : 9:50 - 10:40AM & 12:30 – 1:20PM
School Phones : 787-826-2260 / 787-826-2210 / 787-826-2230
E-mail : prof_leroy_alicea@yahoo.com
Blog : http://bongy-leroyaliceacabassa.blogspot.com/
I. Course Description:
Emphasis is given on strengthening the reading comprehension and writing skills. A Balanced Literary Approach will be used in order to obtain the total integrations of the language arts. The ability to organize one’s thoughts, to express them simple and clearly, and to observe the standards of oral communications, written communication, reading comprehension, literary appreciation as well as the conventions of language usage developed through the integration of technology, individual, pair, or group work.
II. Rationale:
The English program at the Regional Bilingual School Ramírez de Arellano-Hostos is devoted to encourage and ease the development of creative and critical thinkers. Within the English class the teacher will provide a comprehensive, challenging, and enriching curriculum that will take into account the students’ social, economic, cultural, and personal backgrounds as well as their knowledge and skills.
In order to ensure the effective acquisition and development of the English language the school has adopted from the English Curriculum Framework (2003) and the Content Standards and Grade-Level Expectations (2007) the following goals:
• Offer students English language experiences that are based on challenging, meaningful and pertinent content together with the use of performance and assessment standards based on the humanistic constructivist paradigm.
• Prepare all students to reach their potential through the development of their abilities in the four strands of the English program: writing, reading, listening and speaking.
• Empower students to become competent, knowledgeable, independent, reflective, and self-confident English language learners.
• Prepare students to access, organize, and evaluate information obtained through technological or electronic means for the development of listening, reading, oral, and writing skills.
• Develop students’ critical and creative thinking through the process of English language learning.
• Reinforce and model students’ ethical and moral values, awareness, and cultural repertoire through exposure to a variety of literature.
• Encourage all students to become informed and responsible citizens in a democratic society.
• Provide opportunities for the participation of each student in a variety of social and interactive scenarios.
III. Objectives:
1. 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.
1.1 L/S.8.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, identify tone, voice, and mood; makes connections to text.
1.2 L/S.8.2 Listens, responds to, analyzes, gives, and discusses complex instructions, statements, and directions; answers and formulates closed and open-ended questions.
1.3 L/S.8.3 Uses appropriate language structure to interact in discussions and presentations, to problem solve, explain a process, and express opinions integrating comparison and contrast statements to interact in discussions and presentations.
1.4 L/S.8.4 Applies a variety of language patterns and structures to explain texts, discuss topics and themes, express thought on plot development, identify problem and solution, as well as make predictions, inferences, and draw conclusions from listening to a variety of texts and multimedia sources.
1.5 L/S.8.5 Explains the main idea or topic and important details from learned concepts or read aloud of a variety of expository texts, and applies sequence of events to clarify, discuss, and summarize a topic from a variety of texts.
2. 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.
2.1 R.8.1 Analyzes the text, establishes purpose, identifies author’s purpose, and distinguishes text features to enhance comprehension.
2.2 R.8.2 Applies 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.
2.3 R.8.3 Distinguishes main from supporting characters, compares and contrasts characters traits, and explains setting in fiction and nonfiction; distinguishes between first and second person point of view.
2.4 R.8.4 Sorts and organizes relevant events, states cause and effect, makes connections, predictions, and inferences, determines problem and solution, and draws conclusions in narrative, expository, and persuasive texts.
2.5 R.8.5 Distinguishes between fact and opinion in narrative and expository texts; states and paraphrases main idea or topic, and determines important details.
2.6 R.8.6 Uses elements of poetry to identify and interpret genre, imagery, and symbolism.
3. 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.
3.1 W.8.1 Combines sentences and ideas using simple transitional phrases; applies commas and colons to correctly punctuate sentences; identifies phrases and clauses; applies phrases in writing to construct complex sentences.
3.2 W.8.2 Classifies and applies the parts of speech; uses vocabulary, accurate spelling, appropriate grammar and syntax in writing.
3.3 W.8.3 Applies organizational patterns and the elements of descriptive, narrative, and expository forms to construct a three-paragraph composition.
3.4 W.8.4 Uses poetry elements and imagery to develop and write different styles of poems.
3.5 W.8.5 Uses basic editing marks and reference sources to revise writing; verifies information; writes a final draft using the writing process.
IV. Evaluation
Portfolio
o 1 evaluation per semester = 2 grades per year. The summative evaluation will be done at the end of each semester. (December and May)
o The binder will include several parts with an individual grade.*
o Areas of the Portfolio
Cover page
I. Table of Contents
II. Introduction
• This introduction should include a brief description or overview of the contents of the portfolio. (This will be done at the beginning of the school year, August)
III. Photo Essay *
• 1 grade: Significant topic captured by photos, drawing or pictures and explained through a cohesive essay.
IV. Content standard.
• Listening / Speaking
o This area will include oral reports and oral presentations.
• Writing *
o This part will include different types of writings such as essays, outlines, research, information and news among others.
o Scribe
o Writing Prompts
• Reading
o Reading Logs
o Author’s Chair
V. My Journals *
• 10 per semester = 1 grade per semester = 2 grades per year
• Each journal is worth 10 points = 100 points per semester
• Each journal has its own due date after that it will become 0/10. Only Medical or Judicial excuses will eliminated or reconsider the 0/10 based on your absentee.
• This section could include prompts for student reflection
VI. My Outside Class Work / Homework *
• 1 grade per semester = 2 grades per year
• The value of each outside class work or homework will vary according to the content
VII. My Daily Work *
• 1 grade per semester = 2 grades per year
• Reflection discussion
• This grade will include the formative evaluation of a personal agenda with a calendar
VIII. My Vocabulary *
• 1 grade per semester = 2 grades per year
• This includes the definition or meaning of each word
IX. Conclusion
• The student should write a brief concluding statement regarding the entire portfolio. (This will be done at the end of the school year, May)
Due dates Penalties: Your jobs must be handed in according to the due date. If you do your work in class, you lose half of the total score. Doing your jobs in class implies that you did not do your job on time. Getting the same score or grade is not fair for those that work on time.
Quizzes
o 10 per semester = 1 grade per semester = 2 grades per year
o The score of 10 quizzes will be added each semester in order to come out with 1 grade.
o Remember that according to the rules of the school quizzes will NOT be repeated if your are absent and the score will be [0]. You need to present a valid justification.
o Only Medical or Judicial excuses will eliminate or reconsider the [0] based on your absentee.
Oral Reports
o 5 per semester = 1 grade per semester = 2 grades per year
o Each oral report is worth 20 points
o The score of 5 oral reports will be added each semester in order to come out with 1 grade.
Reading Comprehension test
o 2 grades per semester = 4 grades per year
o Reading comprehension will include the reading of novels, stories, essays and articles.
Sci Fi Story
o Creative Writing = 1 grade
o The creation of an original story using the elements of science fiction
REMEMBER
* Grades will ONLY be based on the criteria mentioned above. Neither BONUS nor EXTRA POINTS PROJECTS will be considered for the final grade.
* Only Medical or Judicial excuses will eliminate or reconsider a [0] based on your absentee.
*Remember that the summative evaluation will be done at the end of the year during the month of May and that the grades for the 10th, 20th and 30th weeks will reflect an estimate percentage of your grade till that moment, a grade may vary according to your performance during the following weeks.
*According to rules of the D.E., the parents and the students will ONLY have 20 days after the grades have been given in order to make any type of allegations.
V. Academic honesty:
Lack of honesty, fraud, plagiarism, and any other inappropriate behavior related to academic work, or any action intended for that purpose. Fraud is considered to be the unauthorized use of material, and to give or receive non authorized assistance during an exam or other academic exercise. Plagiarism and cheating will negatively affect your grade as well as punish by law. Score will be [0] and no possibility of makeup will be given.
VI. Assessment Strategies:
• Anecdotal records
• Checklist
• Comic strips
• Graphic organizers
• Journals
• K – W – L charts
• Peer assessment
• Portfolios
• Rating scales
• Reading logs
• Rubrics
• Self-ratings
• Writing logs
Grade
%
A 100-90
B 89-80
C 79-70
D 69-60
F 59-0
• Writing prompts
VII. Writing Assignments Guidelines
• Neatly stapled, in the left corner
• Neatly handwritten on white standard paper
• Place your name and date of submission in the top right corner
• Margin should be 1 inch
• Works will not be accepted computer.
• Having your work in a USB or Pen Drive does not count as having your work done.
• Avoid plagiarism. No copy and paste from the Internet
VIII. Basic Classroom Rules
1. Absentees – If the student is absent for any reason he or she will be totally responsible at all times for their material, information and jobs.
2. Tardiness will not be allowed. Everybody should attend on time to each course or class.
3. Homework, oral reports, test make-up or special project replacements have to be justified by an adequate medical or judicial excuse.
4. Uniform should be correctly used at all times.
5. Listen and pay attention to the teacher at all times. This will help you to succeed in your class.
6. Respect other peoples property. Stealing and robbing is unacceptable according to the school rules and punished by law.
7. Mutilation and the damaging of private as well as public property are not acceptable. This includes writing on tables, walls among others.
8. Coping “copy and paste” or cheating is not acceptable and therefore consider a zero ( 0 ) or F no possibility for a redo or makeup.
9. Be polite and raise your hand before speaking. Screaming, running, the use of obscene words (bad words) or acting out of place inside the classroom is unacceptable.
10. Work should be hand in on time. The student will lose 10 points or a 10% of the total among the work’s worth for every day that it’s in delay. Medical or Judicial tardiness does not apply.
11. Test make-ups are due after the 5th day after a justified excused.
12. Avoid the use of unnecessary equipment or materials while the class is conducted (No i-pods, MP3’s, PSP or other electronic devices). Ask the teacher first.
13. Cellular phones should not be use during class unless indicated by the teacher in a case of emergency.
14. Keep the classroom as well as the outdoors clean and neat.
15. Eating inside the classroom should be consulted with the teacher. If eating is allowed, you have to throw inside the garbage container any leftover, paper or gum.
16. Each student should be responsible for their own grade record. They should write their grades in a place such a the subject notebook for keeping record of their performance.
17. Students should follow and respect the teacher’s rules at all times.
IX Textbooks
Series Scholastic Read XL (green)
Choices: The Me You See, You are the Solution)
Other books and reading could be included at any moment according the academic needs.
X. Online Resources:
Activities for ESL Students: http://a4esl.org/
ESL Resources for Students: http://owl.english.purdue.edu/handouts/esl/eslstudent.html
Learning Oral English Online: http://www.rong-chang.com/book/index.html
Scholastic: www.scholastic.com
ESL Resources: http://www.eslmonkeys.com/student/books/free_esl_book.php
This syllabus is tentative and will be change according to the needs of the group or any other situation that will affect the process of the class.
Specialized Regional Bilingual School
Sergio Ramírez de Arellano-Hostos
Añasco, Puerto Rico
Syllabus
Title Course : Middle School English Eight
Grade : 8th
Credit : 1 credit = 1 academic year
Academic Year : 2010 -2011
Period : 50 minutes
Days : Monday to Friday
Teacher : Prof. Leroy Alicea Cabassa, B.A., M.A., Cert. Bilingual Educ., Ed.D c
Room: : Main Building # 7
Office Hours : 9:50 - 10:40AM & 12:30 – 1:20PM
School Phones : 787-826-2260 / 787-826-2210 / 787-826-2230
E-mail : prof_leroy_alicea@yahoo.com
Blog : http://bongy-leroyaliceacabassa.blogspot.com/
I. Course Description:
Emphasis is given on strengthening the reading comprehension and writing skills. A Balanced Literary Approach will be used in order to obtain the total integrations of the language arts. The ability to organize one’s thoughts, to express them simple and clearly, and to observe the standards of oral communications, written communication, reading comprehension, literary appreciation as well as the conventions of language usage developed through the integration of technology, individual, pair, or group work.
II. Rationale:
The English program at the Regional Bilingual School Ramírez de Arellano-Hostos is devoted to encourage and ease the development of creative and critical thinkers. Within the English class the teacher will provide a comprehensive, challenging, and enriching curriculum that will take into account the students’ social, economic, cultural, and personal backgrounds as well as their knowledge and skills.
In order to ensure the effective acquisition and development of the English language the school has adopted from the English Curriculum Framework (2003) and the Content Standards and Grade-Level Expectations (2007) the following goals:
• Offer students English language experiences that are based on challenging, meaningful and pertinent content together with the use of performance and assessment standards based on the humanistic constructivist paradigm.
• Prepare all students to reach their potential through the development of their abilities in the four strands of the English program: writing, reading, listening and speaking.
• Empower students to become competent, knowledgeable, independent, reflective, and self-confident English language learners.
• Prepare students to access, organize, and evaluate information obtained through technological or electronic means for the development of listening, reading, oral, and writing skills.
• Develop students’ critical and creative thinking through the process of English language learning.
• Reinforce and model students’ ethical and moral values, awareness, and cultural repertoire through exposure to a variety of literature.
• Encourage all students to become informed and responsible citizens in a democratic society.
• Provide opportunities for the participation of each student in a variety of social and interactive scenarios.
III. Objectives:
1. 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.
1.1 L/S.8.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, identify tone, voice, and mood; makes connections to text.
1.2 L/S.8.2 Listens, responds to, analyzes, gives, and discusses complex instructions, statements, and directions; answers and formulates closed and open-ended questions.
1.3 L/S.8.3 Uses appropriate language structure to interact in discussions and presentations, to problem solve, explain a process, and express opinions integrating comparison and contrast statements to interact in discussions and presentations.
1.4 L/S.8.4 Applies a variety of language patterns and structures to explain texts, discuss topics and themes, express thought on plot development, identify problem and solution, as well as make predictions, inferences, and draw conclusions from listening to a variety of texts and multimedia sources.
1.5 L/S.8.5 Explains the main idea or topic and important details from learned concepts or read aloud of a variety of expository texts, and applies sequence of events to clarify, discuss, and summarize a topic from a variety of texts.
2. 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.
2.1 R.8.1 Analyzes the text, establishes purpose, identifies author’s purpose, and distinguishes text features to enhance comprehension.
2.2 R.8.2 Applies 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.
2.3 R.8.3 Distinguishes main from supporting characters, compares and contrasts characters traits, and explains setting in fiction and nonfiction; distinguishes between first and second person point of view.
2.4 R.8.4 Sorts and organizes relevant events, states cause and effect, makes connections, predictions, and inferences, determines problem and solution, and draws conclusions in narrative, expository, and persuasive texts.
2.5 R.8.5 Distinguishes between fact and opinion in narrative and expository texts; states and paraphrases main idea or topic, and determines important details.
2.6 R.8.6 Uses elements of poetry to identify and interpret genre, imagery, and symbolism.
3. 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.
3.1 W.8.1 Combines sentences and ideas using simple transitional phrases; applies commas and colons to correctly punctuate sentences; identifies phrases and clauses; applies phrases in writing to construct complex sentences.
3.2 W.8.2 Classifies and applies the parts of speech; uses vocabulary, accurate spelling, appropriate grammar and syntax in writing.
3.3 W.8.3 Applies organizational patterns and the elements of descriptive, narrative, and expository forms to construct a three-paragraph composition.
3.4 W.8.4 Uses poetry elements and imagery to develop and write different styles of poems.
3.5 W.8.5 Uses basic editing marks and reference sources to revise writing; verifies information; writes a final draft using the writing process.
IV. Evaluation
Portfolio
o 1 evaluation per semester = 2 grades per year. The summative evaluation will be done at the end of each semester. (December and May)
o The binder will include several parts with an individual grade.*
o Areas of the Portfolio
Cover page
I. Table of Contents
II. Introduction
• This introduction should include a brief description or overview of the contents of the portfolio. (This will be done at the beginning of the school year, August)
III. Photo Essay *
• 1 grade: Significant topic captured by photos, drawing or pictures and explained through a cohesive essay.
IV. Content standard.
• Listening / Speaking
o This area will include oral reports and oral presentations.
• Writing *
o This part will include different types of writings such as essays, outlines, research, information and news among others.
o Scribe
o Writing Prompts
• Reading
o Reading Logs
o Author’s Chair
V. My Journals *
• 10 per semester = 1 grade per semester = 2 grades per year
• Each journal is worth 10 points = 100 points per semester
• Each journal has its own due date after that it will become 0/10. Only Medical or Judicial excuses will eliminated or reconsider the 0/10 based on your absentee.
• This section could include prompts for student reflection
VI. My Outside Class Work / Homework *
• 1 grade per semester = 2 grades per year
• The value of each outside class work or homework will vary according to the content
VII. My Daily Work *
• 1 grade per semester = 2 grades per year
• Reflection discussion
• This grade will include the formative evaluation of a personal agenda with a calendar
VIII. My Vocabulary *
• 1 grade per semester = 2 grades per year
• This includes the definition or meaning of each word
IX. Conclusion
• The student should write a brief concluding statement regarding the entire portfolio. (This will be done at the end of the school year, May)
Due dates Penalties: Your jobs must be handed in according to the due date. If you do your work in class, you lose half of the total score. Doing your jobs in class implies that you did not do your job on time. Getting the same score or grade is not fair for those that work on time.
Quizzes
o 10 per semester = 1 grade per semester = 2 grades per year
o The score of 10 quizzes will be added each semester in order to come out with 1 grade.
o Remember that according to the rules of the school quizzes will NOT be repeated if your are absent and the score will be [0]. You need to present a valid justification.
o Only Medical or Judicial excuses will eliminate or reconsider the [0] based on your absentee.
Oral Reports
o 5 per semester = 1 grade per semester = 2 grades per year
o Each oral report is worth 20 points
o The score of 5 oral reports will be added each semester in order to come out with 1 grade.
Reading Comprehension test
o 2 grades per semester = 4 grades per year
o Reading comprehension will include the reading of novels, stories, essays and articles.
Sci Fi Story
o Creative Writing = 1 grade
o The creation of an original story using the elements of science fiction
REMEMBER
* Grades will ONLY be based on the criteria mentioned above. Neither BONUS nor EXTRA POINTS PROJECTS will be considered for the final grade.
* Only Medical or Judicial excuses will eliminate or reconsider a [0] based on your absentee.
*Remember that the summative evaluation will be done at the end of the year during the month of May and that the grades for the 10th, 20th and 30th weeks will reflect an estimate percentage of your grade till that moment, a grade may vary according to your performance during the following weeks.
*According to rules of the D.E., the parents and the students will ONLY have 20 days after the grades have been given in order to make any type of allegations.
V. Academic honesty:
Lack of honesty, fraud, plagiarism, and any other inappropriate behavior related to academic work, or any action intended for that purpose. Fraud is considered to be the unauthorized use of material, and to give or receive non authorized assistance during an exam or other academic exercise. Plagiarism and cheating will negatively affect your grade as well as punish by law. Score will be [0] and no possibility of makeup will be given.
VI. Assessment Strategies:
• Anecdotal records
• Checklist
• Comic strips
• Graphic organizers
• Journals
• K – W – L charts
• Peer assessment
• Portfolios
• Rating scales
• Reading logs
• Rubrics
• Self-ratings
• Writing logs
Grade
%
A 100-90
B 89-80
C 79-70
D 69-60
F 59-0
• Writing prompts
VII. Writing Assignments Guidelines
• Neatly stapled, in the left corner
• Neatly handwritten on white standard paper
• Place your name and date of submission in the top right corner
• Margin should be 1 inch
• Works will not be accepted computer.
• Having your work in a USB or Pen Drive does not count as having your work done.
• Avoid plagiarism. No copy and paste from the Internet
VIII. Basic Classroom Rules
1. Absentees – If the student is absent for any reason he or she will be totally responsible at all times for their material, information and jobs.
2. Tardiness will not be allowed. Everybody should attend on time to each course or class.
3. Homework, oral reports, test make-up or special project replacements have to be justified by an adequate medical or judicial excuse.
4. Uniform should be correctly used at all times.
5. Listen and pay attention to the teacher at all times. This will help you to succeed in your class.
6. Respect other peoples property. Stealing and robbing is unacceptable according to the school rules and punished by law.
7. Mutilation and the damaging of private as well as public property are not acceptable. This includes writing on tables, walls among others.
8. Coping “copy and paste” or cheating is not acceptable and therefore consider a zero ( 0 ) or F no possibility for a redo or makeup.
9. Be polite and raise your hand before speaking. Screaming, running, the use of obscene words (bad words) or acting out of place inside the classroom is unacceptable.
10. Work should be hand in on time. The student will lose 10 points or a 10% of the total among the work’s worth for every day that it’s in delay. Medical or Judicial tardiness does not apply.
11. Test make-ups are due after the 5th day after a justified excused.
12. Avoid the use of unnecessary equipment or materials while the class is conducted (No i-pods, MP3’s, PSP or other electronic devices). Ask the teacher first.
13. Cellular phones should not be use during class unless indicated by the teacher in a case of emergency.
14. Keep the classroom as well as the outdoors clean and neat.
15. Eating inside the classroom should be consulted with the teacher. If eating is allowed, you have to throw inside the garbage container any leftover, paper or gum.
16. Each student should be responsible for their own grade record. They should write their grades in a place such a the subject notebook for keeping record of their performance.
17. Students should follow and respect the teacher’s rules at all times.
IX Textbooks
Series Scholastic Read XL (green)
Choices: The Me You See, You are the Solution)
Other books and reading could be included at any moment according the academic needs.
X. Online Resources:
Activities for ESL Students: http://a4esl.org/
ESL Resources for Students: http://owl.english.purdue.edu/handouts/esl/eslstudent.html
Learning Oral English Online: http://www.rong-chang.com/book/index.html
Scholastic: www.scholastic.com
ESL Resources: http://www.eslmonkeys.com/student/books/free_esl_book.php
This syllabus is tentative and will be change according to the needs of the group or any other situation that will affect the process of the class.
9th Grade Syllabus
Department of Education
Specialized Regional Bilingual School
Sergio Ramírez de Arellano-Hostos
Añasco, Puerto Rico
Syllabus
Title Course : Middle School English Ninth
Grade : 9th
Credit : 1 credit = 1 academic year
Academic Year : 2010 -2011
Period : 50 minutes
Days : Monday to Friday
Teacher : Prof. Leroy Alicea Cabassa, B.A., M.A., Cert. Bilingual Educ., Ed.D c
Room : Main Building # 7
Office Hours : 9:50 - 10:40AM & 12:30 – 1:20PM
School Phones : 787-826-2260 / 787-826-2210 / 787-826-2230
E-mail : prof_leroy_alicea@yahoo.com
Blog : http://bongy-leroyaliceacabassa.blogspot.com/
I. Course Description:
Emphasis is given on strengthening the reading comprehension and writing skills. A Balanced Literary Approach will be used in order to obtain the total integrations of the language arts. The ability to organize one’s thoughts, to express them simple and clearly, and to observe the standards of oral communications, written communication, reading comprehension, literary appreciation as well as the conventions of language usage developed through the integration of technology, individual, pair, or group work.
II. Rationale:
The English program at the Regional Bilingual School Ramírez de Arellano-Hostos is devoted to encourage and ease the development of creative and critical thinkers. Within the English class the teacher will provide a comprehensive, challenging, and enriching curriculum that will take into account the students’ social, economic, cultural, and personal backgrounds as well as their knowledge and skills.
In order to ensure the effective acquisition and development of the English language the school has adopted from the English Curriculum Framework (2003) and the Content Standards and Grade-Level Expectations (2007) the following goals:
• Offer students English language experiences that are based on challenging, meaningful and pertinent content together with the use of performance and assessment standards based on the humanistic constructivist paradigm.
• Prepare all students to reach their potential through the development of their abilities in the four strands of the English program: writing, reading, listening and speaking.
• Empower students to become competent, knowledgeable, independent, reflective, and self-confident English language learners.
• Prepare students to access, organize, and evaluate information obtained through technological or electronic means for the development of listening, reading, oral, and writing skills.
• Develop students’ critical and creative thinking through the process of English language learning.
• Reinforce and model students’ ethical and moral values, awareness, and cultural repertoire through exposure to a variety of literature.
• Encourage all students to become informed and responsible citizens in a democratic society.
• Provide opportunities for the participation of each student in a variety of social and interactive scenarios.
III. Objectives:
1. 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.
1.1 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.
1.2 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.
1.3 L/S.9.3 Uses appropriate language structures to problem solve, explain a process, and express opinions integrating comparison and contrast statements; analyzes presentations.
1.4 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.
1.5 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.
2. 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.
2.1 R.9.1 Analyzes the text, establishes purpose, states author’s purpose, and distinguishes between text features.
2.2 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.
2.3 R.9.3 Analyzes characters and traits; explains setting in fiction and nonfiction; distinguishes between first person, third person, and omniscient point of view.
2.4 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.
2.5 R.9.5 Distinguishes between fact and opinion in narrative and expository texts; states and paraphrases main idea and selects important details.
2.6 R.9.6 Uses elements of poetry and plays to analyze, interpret, and identify genre, imagery, and figurative language.
3. 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.
3.1 W.9.1 Uses transitional words, phrases, and clauses to connect ideas when constructing complex sentences.
3.2 W.9.2 Distinguishes appropriate and incorrect grammar structure; applies a variety of syntactic styles to write.
3.3 W.9.3 Applies organizational patterns and the elements of descriptive, narrative, expository, and persuasive forms of writing to construct a composition.
3.4 W.9.4 Uses figurative language; writes different styles of poems.
3.5 W.9.5 Uses basic editing marks and revising techniques; uses reference sources to verify information; writes a final draft using the writing process.
IV. Evaluation
Portfolio
o 1 evaluation per semester = 2 grades per year. The summative evaluation will be done at the end of each semester. (December and May)
o The binder will include several parts that will have an individual grade. *
o Areas of the Portfolio
Cover page
I. Table of Contents
II. Introduction
• This introduction should include a brief description or overview of the contents of the portfolio. (This will be done at the beginning of the school year, August)
III. Content standard.
• Listening / Speaking
o This area will include oral reports and oral presentations.
• Writing *
o This part will include different types of writings such as essays, outlines, research, information and news among others.
o Scribe
o Writing Prompts
• Reading
o Reading Logs
o Author’s Chair
IV. My Journals *
• 10 per semester = 1 grade per semester = 2 grades per year
• Each journal is worth 10 points = 100 points per semester
• Each journal has its own due date after that it will become 0/10. Only Medical or Judicial excuses will eliminated or reconsider the 0/10 based on your absentee.
• This section could include prompts for student reflection
V. My Outside Class Work / Homework *
• 1 grade per semester = 2 grades per year
• Reflection discussion
• The value of each outside class work or homework will vary according to the content
VI. My Daily Work *
• 1 grade per semester = 2 grades per year
• This grade will include the formative evaluation of a personal agenda with a calendar
VII. My Vocabulary *
• 1 grade per semester = 2 grades per year
• This includes the definition or meaning of each word
VIII. Conclusion
• The student should write a brief concluding statement regarding the entire portfolio. (This will be done at the end of the school year, May)
Due dates Penalties: Your jobs must be handed in according to the due date. If you do your work in class, you lose half of the total score. Doing your jobs in class implies that you did not do your job on time. Getting the same score or grade is not fair for those that work on time.
Quizzes
o 10 per semester = 1 grade per semester = 2 grades per year
o The score of 10 quizzes will be added each semester in order to come out with 1 grade.
o Remember that according to the rules of the school quizzes will NOT be repeated if your are absent and the score will be [0]. You need to present a valid justification.
o Only Medical or Judicial excuses will eliminate or reconsider the [0] based on your absentee.
Oral Reports
o 5 per semester = 1 grade per semester = 2 grades per year
o Each oral report is worth 20 points
o The score of 5 oral reports will be added each semester in order to come out with 1 grade.
Reading Comprehension test
o 2 grades per semester = 4 grades per year
o Reading comprehension will include the reading of novels, stories, essays and articles.
Research
o APA style written research = 1 grade
o Presentation based on research using Power Point = 1 grade
REMEMBER
* Grades will ONLY be based on the criteria mentioned above. Neither BONUS nor EXTRA POINTS PROJECTS will be considered for the final grade.
* Only Medical or Judicial excuses will eliminate or reconsider a [0] based on your absentee.
*Remember that the summative evaluation will be done at the end of the year during the month of May and that the grades for the 10th, 20th and 30th weeks will reflect an estimate percentage of your grade till that moment, a grade may vary according to your performance during the following weeks.
*According to rules of the D.E. the parent and the students will ONLY have 20 days after the grades have been given in order make any type of allegations.
V. Academic honesty:
Lack of honesty, fraud, plagiarism, and any other inappropriate behavior related to academic work, or any action intended for that purpose. Fraud is considered to be the unauthorized use of material, and to give or receive non authorized assistance during an exam or other academic exercise. Plagiarism and cheating will negatively affect your grade as well as punish by law.
VI. Assessment Strategies:
• Anecdotal records
• Checklist
• Comic strips
• Graphic organizers
Grade
%
A 100-90
B 89-80
C 79-70
D 69-60
F 59-0
• Journals
• K – W – L charts
• Peer assessment
• Portfolios
• Rating scales
• Reading logs
• Rubrics
• Self-ratings
• Writing logs
• Writing prompts
VII. Writing Assignments Guidelines
• Neatly stapled, in the left corner
• Neatly handwritten on white standard paper
• Place your name and date of submission in the top right corner
• Margin should be 1 inch
• Works will not be accepted computer.
• Having your work in a USB or Pen Drive does not count as having your work done.
Avoid plagiarism. No copy and paste from the Internet
VIII. Basic Classroom Rules
1. Absentees – If the student is absent for any reason he or she will be totally responsible at all times for their material, information and jobs.
2. Tardiness will not be allowed. Everybody should attend on time to each course or class.
3. Homework, oral reports, test make-up or special project replacements have to be justified by an adequate medical or judicial excuse.
4. Uniform should be correctly used at all times.
5. Listen and pay attention to the teacher at all times. This will help you to succeed in your class.
6. Respect other peoples property. Stealing and robbing is unacceptable according to the school rules and punished by law.
7. Mutilation and the damaging of private as well as public property are not acceptable. This includes writing on tables, walls among others.
8. Coping “copy and paste” or cheating is not acceptable and therefore consider a zero ( 0 ) or F no possibility for a redo or makeup.
9. Be polite and raise your hand before speaking. Screaming, running, the use of obscene words (bad words) or acting out of place inside the classroom is unacceptable.
10. Work should be hand in on time. The student will lose 10 points or a 10% of the total among the work’s worth for every day that it’s in delay. Medical or Judicial tardiness does not apply.
11. Test make-ups are due after the 5th day after a justified excused.
12. Avoid the use of unnecessary equipment or materials while the class is conducted (No i-pods, MP3’s, PSP or other electronic devices). Ask the teacher first.
13. Cellular phones should not be use during class unless indicated by the teacher in a case of emergency.
14. Keep the classroom as well as the outdoors clean and neat.
15. Eating inside the classroom should be consulted with the teacher. If eating is allowed, you have to throw inside the garbage container any leftover, paper or gum.
16. Each student should be responsible for their own grade record. They should write their grades in a place such a the subject notebook for keeping record of their performance.
17. Students should follow and respect the teacher’s rules at all times.
IX. Textbooks
Series Scholastic Read XL (purple)
Choices: Conflicts and Resolutions, The World of What If
Other books and reading could be included at any moment according the academic needs.
X. Online Resources:
Activities for ESL Students: http://a4esl.org/
ESL Resources for Students: http://owl.english.purdue.edu/handouts/esl/eslstudent.html
Learning Oral English Online: http://www.rong-chang.com/book/index.html
Scholastic: www.scholastic.com
ESL Resources: http://www.eslmonkeys.com/student/books/free_esl_book.php
This syllabus is tentative and will be change according to the needs of the group or any other situation that will affect the process of the class.
Specialized Regional Bilingual School
Sergio Ramírez de Arellano-Hostos
Añasco, Puerto Rico
Syllabus
Title Course : Middle School English Ninth
Grade : 9th
Credit : 1 credit = 1 academic year
Academic Year : 2010 -2011
Period : 50 minutes
Days : Monday to Friday
Teacher : Prof. Leroy Alicea Cabassa, B.A., M.A., Cert. Bilingual Educ., Ed.D c
Room : Main Building # 7
Office Hours : 9:50 - 10:40AM & 12:30 – 1:20PM
School Phones : 787-826-2260 / 787-826-2210 / 787-826-2230
E-mail : prof_leroy_alicea@yahoo.com
Blog : http://bongy-leroyaliceacabassa.blogspot.com/
I. Course Description:
Emphasis is given on strengthening the reading comprehension and writing skills. A Balanced Literary Approach will be used in order to obtain the total integrations of the language arts. The ability to organize one’s thoughts, to express them simple and clearly, and to observe the standards of oral communications, written communication, reading comprehension, literary appreciation as well as the conventions of language usage developed through the integration of technology, individual, pair, or group work.
II. Rationale:
The English program at the Regional Bilingual School Ramírez de Arellano-Hostos is devoted to encourage and ease the development of creative and critical thinkers. Within the English class the teacher will provide a comprehensive, challenging, and enriching curriculum that will take into account the students’ social, economic, cultural, and personal backgrounds as well as their knowledge and skills.
In order to ensure the effective acquisition and development of the English language the school has adopted from the English Curriculum Framework (2003) and the Content Standards and Grade-Level Expectations (2007) the following goals:
• Offer students English language experiences that are based on challenging, meaningful and pertinent content together with the use of performance and assessment standards based on the humanistic constructivist paradigm.
• Prepare all students to reach their potential through the development of their abilities in the four strands of the English program: writing, reading, listening and speaking.
• Empower students to become competent, knowledgeable, independent, reflective, and self-confident English language learners.
• Prepare students to access, organize, and evaluate information obtained through technological or electronic means for the development of listening, reading, oral, and writing skills.
• Develop students’ critical and creative thinking through the process of English language learning.
• Reinforce and model students’ ethical and moral values, awareness, and cultural repertoire through exposure to a variety of literature.
• Encourage all students to become informed and responsible citizens in a democratic society.
• Provide opportunities for the participation of each student in a variety of social and interactive scenarios.
III. Objectives:
1. 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.
1.1 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.
1.2 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.
1.3 L/S.9.3 Uses appropriate language structures to problem solve, explain a process, and express opinions integrating comparison and contrast statements; analyzes presentations.
1.4 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.
1.5 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.
2. 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.
2.1 R.9.1 Analyzes the text, establishes purpose, states author’s purpose, and distinguishes between text features.
2.2 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.
2.3 R.9.3 Analyzes characters and traits; explains setting in fiction and nonfiction; distinguishes between first person, third person, and omniscient point of view.
2.4 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.
2.5 R.9.5 Distinguishes between fact and opinion in narrative and expository texts; states and paraphrases main idea and selects important details.
2.6 R.9.6 Uses elements of poetry and plays to analyze, interpret, and identify genre, imagery, and figurative language.
3. 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.
3.1 W.9.1 Uses transitional words, phrases, and clauses to connect ideas when constructing complex sentences.
3.2 W.9.2 Distinguishes appropriate and incorrect grammar structure; applies a variety of syntactic styles to write.
3.3 W.9.3 Applies organizational patterns and the elements of descriptive, narrative, expository, and persuasive forms of writing to construct a composition.
3.4 W.9.4 Uses figurative language; writes different styles of poems.
3.5 W.9.5 Uses basic editing marks and revising techniques; uses reference sources to verify information; writes a final draft using the writing process.
IV. Evaluation
Portfolio
o 1 evaluation per semester = 2 grades per year. The summative evaluation will be done at the end of each semester. (December and May)
o The binder will include several parts that will have an individual grade. *
o Areas of the Portfolio
Cover page
I. Table of Contents
II. Introduction
• This introduction should include a brief description or overview of the contents of the portfolio. (This will be done at the beginning of the school year, August)
III. Content standard.
• Listening / Speaking
o This area will include oral reports and oral presentations.
• Writing *
o This part will include different types of writings such as essays, outlines, research, information and news among others.
o Scribe
o Writing Prompts
• Reading
o Reading Logs
o Author’s Chair
IV. My Journals *
• 10 per semester = 1 grade per semester = 2 grades per year
• Each journal is worth 10 points = 100 points per semester
• Each journal has its own due date after that it will become 0/10. Only Medical or Judicial excuses will eliminated or reconsider the 0/10 based on your absentee.
• This section could include prompts for student reflection
V. My Outside Class Work / Homework *
• 1 grade per semester = 2 grades per year
• Reflection discussion
• The value of each outside class work or homework will vary according to the content
VI. My Daily Work *
• 1 grade per semester = 2 grades per year
• This grade will include the formative evaluation of a personal agenda with a calendar
VII. My Vocabulary *
• 1 grade per semester = 2 grades per year
• This includes the definition or meaning of each word
VIII. Conclusion
• The student should write a brief concluding statement regarding the entire portfolio. (This will be done at the end of the school year, May)
Due dates Penalties: Your jobs must be handed in according to the due date. If you do your work in class, you lose half of the total score. Doing your jobs in class implies that you did not do your job on time. Getting the same score or grade is not fair for those that work on time.
Quizzes
o 10 per semester = 1 grade per semester = 2 grades per year
o The score of 10 quizzes will be added each semester in order to come out with 1 grade.
o Remember that according to the rules of the school quizzes will NOT be repeated if your are absent and the score will be [0]. You need to present a valid justification.
o Only Medical or Judicial excuses will eliminate or reconsider the [0] based on your absentee.
Oral Reports
o 5 per semester = 1 grade per semester = 2 grades per year
o Each oral report is worth 20 points
o The score of 5 oral reports will be added each semester in order to come out with 1 grade.
Reading Comprehension test
o 2 grades per semester = 4 grades per year
o Reading comprehension will include the reading of novels, stories, essays and articles.
Research
o APA style written research = 1 grade
o Presentation based on research using Power Point = 1 grade
REMEMBER
* Grades will ONLY be based on the criteria mentioned above. Neither BONUS nor EXTRA POINTS PROJECTS will be considered for the final grade.
* Only Medical or Judicial excuses will eliminate or reconsider a [0] based on your absentee.
*Remember that the summative evaluation will be done at the end of the year during the month of May and that the grades for the 10th, 20th and 30th weeks will reflect an estimate percentage of your grade till that moment, a grade may vary according to your performance during the following weeks.
*According to rules of the D.E. the parent and the students will ONLY have 20 days after the grades have been given in order make any type of allegations.
V. Academic honesty:
Lack of honesty, fraud, plagiarism, and any other inappropriate behavior related to academic work, or any action intended for that purpose. Fraud is considered to be the unauthorized use of material, and to give or receive non authorized assistance during an exam or other academic exercise. Plagiarism and cheating will negatively affect your grade as well as punish by law.
VI. Assessment Strategies:
• Anecdotal records
• Checklist
• Comic strips
• Graphic organizers
Grade
%
A 100-90
B 89-80
C 79-70
D 69-60
F 59-0
• Journals
• K – W – L charts
• Peer assessment
• Portfolios
• Rating scales
• Reading logs
• Rubrics
• Self-ratings
• Writing logs
• Writing prompts
VII. Writing Assignments Guidelines
• Neatly stapled, in the left corner
• Neatly handwritten on white standard paper
• Place your name and date of submission in the top right corner
• Margin should be 1 inch
• Works will not be accepted computer.
• Having your work in a USB or Pen Drive does not count as having your work done.
Avoid plagiarism. No copy and paste from the Internet
VIII. Basic Classroom Rules
1. Absentees – If the student is absent for any reason he or she will be totally responsible at all times for their material, information and jobs.
2. Tardiness will not be allowed. Everybody should attend on time to each course or class.
3. Homework, oral reports, test make-up or special project replacements have to be justified by an adequate medical or judicial excuse.
4. Uniform should be correctly used at all times.
5. Listen and pay attention to the teacher at all times. This will help you to succeed in your class.
6. Respect other peoples property. Stealing and robbing is unacceptable according to the school rules and punished by law.
7. Mutilation and the damaging of private as well as public property are not acceptable. This includes writing on tables, walls among others.
8. Coping “copy and paste” or cheating is not acceptable and therefore consider a zero ( 0 ) or F no possibility for a redo or makeup.
9. Be polite and raise your hand before speaking. Screaming, running, the use of obscene words (bad words) or acting out of place inside the classroom is unacceptable.
10. Work should be hand in on time. The student will lose 10 points or a 10% of the total among the work’s worth for every day that it’s in delay. Medical or Judicial tardiness does not apply.
11. Test make-ups are due after the 5th day after a justified excused.
12. Avoid the use of unnecessary equipment or materials while the class is conducted (No i-pods, MP3’s, PSP or other electronic devices). Ask the teacher first.
13. Cellular phones should not be use during class unless indicated by the teacher in a case of emergency.
14. Keep the classroom as well as the outdoors clean and neat.
15. Eating inside the classroom should be consulted with the teacher. If eating is allowed, you have to throw inside the garbage container any leftover, paper or gum.
16. Each student should be responsible for their own grade record. They should write their grades in a place such a the subject notebook for keeping record of their performance.
17. Students should follow and respect the teacher’s rules at all times.
IX. Textbooks
Series Scholastic Read XL (purple)
Choices: Conflicts and Resolutions, The World of What If
Other books and reading could be included at any moment according the academic needs.
X. Online Resources:
Activities for ESL Students: http://a4esl.org/
ESL Resources for Students: http://owl.english.purdue.edu/handouts/esl/eslstudent.html
Learning Oral English Online: http://www.rong-chang.com/book/index.html
Scholastic: www.scholastic.com
ESL Resources: http://www.eslmonkeys.com/student/books/free_esl_book.php
This syllabus is tentative and will be change according to the needs of the group or any other situation that will affect the process of the class.
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