Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
| Course Number1111 |
Course Title222 |
| 1700320: | Research 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1000400: | Intensive Language Arts (Specifically in versions: 2014 - 2015, 2015 - 2022 (course terminated)) |
| 1000410: | Intensive Reading (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated)) |
| 1001380: | English Honors 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001410: | English Honors 4 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001460: | Applied Communications 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1001470: | Applied Communications 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1001480: | Communications Methodology Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1002320: | English 3 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1002520: | English 4 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1002380: | English Language Development (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1004300: | Semantics and Logic Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current)) |
| 1005300: | World Literature (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current)) |
| 1005310: | American Literature (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current)) |
| 1005330: | Contemporary Literature (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1005340: | Classical Literature (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current)) |
| 1020810: | American Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1020820: | British Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
| 1020830: | Classical Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1020840: | Contemporary Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1020850: | World Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1020860: | Great Books Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1006320: | Journalism 3 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1006330: | Journalism 4 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1006332: | Journalism 6 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1006333: | Journalism 7 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1006334: | Journalism 8 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1007310: | Speech 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1007350: | Debate 3 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1007360: | Debate 4 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1007370: | Debate 5 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1007380: | Debate 6 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1007390: | Debate 7 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1008330: | Reading 3 (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated)) |
| 1009310: | Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001370: | English 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001400: | English 4 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001405: | English 4: Florida College Prep (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 7910112: | Access English 3/4 (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 1008350: | Reading for College Success (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated)) |
| 1001375: | English 3 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001402: | English 4 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1002325: | English 3 Through ESOL for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
| 1002525: | English 4 Through ESOL for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
| 1002381: | Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 7910125: | Access English 2 (Specifically in versions: 2013 - 2015, 2015 - 2017, 2017 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 7910130: | Access English 3 (Specifically in versions: 2013 - 2015, 2015 - 2017, 2017 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1005312: | Modern Literature (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 1005311: | Ancient Literature (Specifically in versions: 2015 - 2021 (course terminated)) |
| 7910135: | Access English 4 (Specifically in versions: 2017 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1020870: | Ancient Literature Honors (Specifically in versions: 2018 - 2022, 2022 and beyond (current)) |
| 1005320: | British Literature (Specifically in versions: 2018 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2100362: | Latin American Studies Honors (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| Name |
Description |
| The Declaration of Independence: Analyzing Changes Made by Congress | In this lesson, students will listen to a mini-lecture by a history professor regarding two passages included in Thomas Jefferson's first draft of the Declaration of Independence but deleted from the final version. Students will then participate in an analysis of the two passages, then write an argumentative essay about the professor's argument. |
| The Declaration of Independence: Analyzing Changes Made by Congress | In this lesson, students will listen to a mini-lecture by a history professor regarding two passages included in Thomas Jefferson's first draft of the Declaration of Independence but deleted from the final version. Students will then participate in a close-reading analysis of the two passages to understand the professor's argument, explaining it in an essay. The hypocrisy of slavery is the primary theme: Can a people who enslave others validly plead for their own freedom? |
| Free Willy? An Argument Analysis of the Controversy over Captive Killer Whale Populations | In this lesson, students will conduct several close readings of the article "SeaWorld, Activists Make Questionable Claims on Killer Whale Life Spans" by Jason Garcia. For the first close reading, students will focus on selected academic vocabulary. In the second reading, students will analyze the claims made in the article, focusing, in particular, on the validity of each claim made. During the final close reading, students will analyze the argument presented in the article, choose a side, and participate in a Philosophical Chairs discussion. |
| Close Reading Exemplar: I am an American Day Address | This unit from Student Achievement Partner web resources has been developed to guide students and instructors in a close reading of Learned Hand's "I am an American Day Address". The activities and actions described below follow a carefully developed set of steps that assist students in increasing their familiarity and understanding of Hand's speech through a series of text-dependent tasks and questions that ultimately develop college and career ready skills. This unit is recommended as an activity for a "Great Conversation" Module and can be taught in two days of study and reflection on the part of students and their teachers. A third day or more could be added if the time is needed or extension activities are desired. |
| Narrative of the Captivity Close Reading | Students will read and analyze the "Narrative of the Captivity" for Rowlandson's use of allusion as it contributes to the meaning of her account. In addition, they will identify and analyze the central idea and supporting details as they contribute to meaning. |
| Close Reading Exemplar: Living Like Weasels | The goal of this four-day exemplar is to give students the opportunity to use the reading and writing habits they've been practicing on a regular basis to discover the rich language and life lesson embedded in Dillard's text. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will be equipped to unpack Dillard's essay. When combined with writing about the passage, students will learn to appreciate how Dillard's writing contains a deeper message and derive satisfaction from the struggle to master complex text. |
| Lesson IV: The Trials of Phillis Wheatley-- A Debate | This is the fourth and final lesson in a small unit on the life and works of Phillis Wheatley. Although details are given only for this final lesson, some information is given on the preceding three lessons. |
| Name |
Description |
| Analyzing Grammar Pet Peeves | This teaching idea is designed to help students analyze grammar pet peeves. Students begin by thinking about their own grammar pet peeves and then read a "Dear Abby" column in which she lists several grammar pet peeves of her own. Students become aware that attitudes about race, social class, moral and ethical character and 'proper' language use are intertwined and that rants such as this one reveal those attitudes. Finally, students discuss the pet peeves as a class while gaining an understanding that issues of race, class, combined with audience expectations, help to determine what is considered 'proper' language use. |
| Close Reading Exemplar: The Gospel of Wealth | The goal of this two to three day exemplar from Student Achievement Partner web resources is to give students the opportunity to use effective reading and writing habits to make meaning out of complex text. By closely reading and re-reading the The Gospel of Wealth, and focusing their reading through a series of questions and discussion about the text, students will identify the ways Andrew Carnegie proposes his philosophy for the distribution of wealth and the responsibility of philanthropy. When combined with writing about the passage, students will discover how much they can learn from engaging with a text in the form of a close reading. |
| Reading Strategy: Reciprocal Teaching Using a News Article on Citizenship | This USA Today activity is perfect for combining Language Arts and Civics' lessons for close-reading of higher levels of text complexity appropriate to grade-bands. The activity uses cross curricular skill areas—reading/writing, speaking/listening—as students engage in close-reading activities, analysis of test questions, and formation of new test questions. |
