Write personal or fictional narratives using narrative techniques, varied transitions, and a clearly established point of view.
.
| Course Number1111 |
Course Title222 |
| 1001070: | M/J Language Arts 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001080: | M/J Language Arts 3 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1002020: | M/J Language Arts 3 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1009020: | M/J Creative Writing 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1100000: | M/J Library Skills/Information Literacy (MC) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 7810013: | Access M/J Language Arts 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1002181: | M/J Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1009050: | M/J Writing 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1006020: | M/J Journalism 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1000014: | M/J Intensive Reading 3 (Specifically in versions: 2021 - 2024, 2024 and beyond (current)) |
| Name |
Description |
| Fire Evacuation, Part 2 | In this lesson plan, students will use the Case Study "Fire Safety" (See CPALMS Resource ID 219978) to relate fire evacuation steps (R.A.C.E.) to school fire safety procedures. Students will write a short story about a fire emergency at a school. |
| Work Ethics in Action | Using the case study, “The Best Customer Service,” students will analyze the server guest satisfaction reviews and employee summaries to determine which employees give the best customer service. Then students will collaborate to determine the employee who is recommended for promotion based on guest satisfaction and write a narrative outcome for the case study. |
| Solution to Melody's Dilemma | Using the case study, “Melody’s Dilemma,” students will evaluate the options for Melody to resolve her issues to address the loss of revenue from illegal sampling of her music from the case study and write a solution from the perspective of a musician with the same dilemma. |
| To Kill a Mockingbird: Citizenship Kindness | This is lesson #3 in the text unit series for Harper Lee's To Kill a Mockingbird. In this lesson, students will examine the character of Boo Radley and his acts of kindness through the gifts he leaves in a tree, focusing on chapter 7. Students will then write a journal entry, poem, or lyrics to a song from Boo's point of view.
This unit is part of a larger unit integrating ELA and Civics standards in order to support the understanding through the reading and study of Harper Lee’s novel, To Kill a Mockingbird. This unit’s activities will allow students to connect to the text and explore the blend of historical and literary context as they relate to real-world civic issues, address the application of the Bill of Rights, as well as recognizing responsibilities of citizens at the local and state level. In this unit, students will develop critical thinking and communication skills by engaging in class discussions, written reflections, and collaborative activities.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Be Careful What You Wish For: "The Monkey's Paw" | Students will read the short story "The Monkey's Paw" by W. W. Jacobs, answer text-dependent questions, and examine a theme of the story, "Be careful what you wish for." In the summative assessment students will write their own narrative that shares the same theme. |
| Pygmalion: A Mythological Inspiration | Students will read Thomas Bulfinch's Pygmalion to answer text-dependent questions, work with vocabulary from the text, and compare the characterization of the two renditions of the myth. Students will also read an abridged excerpt from Act II of George Bernard Shaw's award-winning play, Pygmalion. Students will compare and contrast key characters and their traits from both texts. As a culminating activity, students will create their own narrative version of the Pygmalion myth. |
| Figurative Language in Macavity | In this lesson students will use T.S. Eliot's poem, “Macavity," to analyze the power of word choice and figurative language devices in creating coherent and purposefully written descriptions. They will cite text evidence to show how specific lines of the poem impact and drive the description of the subject of the poem, who happens to be a cat. They will write their own narrative using figurative language to describe an animal. |
| Letter from the Front | In this lesson series, students will read and conduct research about an American Civil War battle. Students will be required to use two or more texts to synthesize information about the battle, and they will then use this information to write a journal entry or letter as if they were present for the battle. Students will share their journal entries or letters digitally. |
