Present information orally, in a logical sequence, supporting the central idea with credible evidence.
: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: volume, pronunciation, and pacing.
| Course Number1111 |
Course Title222 |
| 0500020: | M/J Personal, Career, and School Development Skills 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 0500022: | M/J Personal, Career, School Development Skills 3 & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 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)) |
| 1007020: | M/J Speech and Debate 3 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1009020: | M/J Creative Writing 3 (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 |
| The Resort Booking Dilemma | Using the case study, “The Botched Booking,” students will work with a partner to create an action plan to solve a botched booking, ensuring that their resort clients get the experience they requested. Through this lesson, students will demonstrate the employability skills and characteristics of an employee in the lodging industry. |
| Got GAME? Fix my 2D Animation Game | Using the case study, “Got GAME: Fix my 2D Animation Game,” students will work in teams to troubleshoot the issues in a Scratch coding game. Student groups will present their codes and describe the programming structures and variables within the code. |
| Creating a Positive Workplace Environment | Using the case study, “Out with the Old in with the New”, students will discuss elements of a positive work environment, differing leadership styles and their effects on a workplace. Students will then create a roleplay scenario in which they brainstorm an alternate outcome for the case study. |
| Improving Student Morale | Using the case study, “A Peer Review Committee Accepts a Challenging Task,” students will brainstorm proposed questions regarding the case study. Then, in their groups of three, students will use a role-play strategy to share their thoughts about the case study. Students can make real-life connections using examples of other situations that may benefit from a Peer Review Committee. |
| The Need for Effective Teamwork | Using the case study, “The Need for Effective Teamwork, ” students will engage in small group discussions about work conflicts, resolution, teamwork, collaboration and time management. Students will then role-play resolving conflict and positive communication skills. |
| Energy Friendly Homes | Using the case study, "Energy Friendly Homes," students will work in small groups to research and analyze various home features and their impact on energy conservation. They will create a poster presentation to make a recommendation for which home a family should purchase. |
| Creating Sustainable Grocery Stores | Using the case study, “Creating Sustainable Grocery Stores,” students will identify methods or practices of the conservation of natural resources within grocery store chains. Working with a partner, they will research an assigned sustainability recommendation (from the case study) and will develop a pitch to the company’s board of directors that will demonstrate specific methods or practices of conservation that address their assigned sustainability recommendation. |
| Duck, Duck, Who? | Using the case study, Duck, Duck, Who? (resource #215700), students assume the role of a the team of lawyers, researching the difference between copyright infringement and fair use to map out their case, including the evidence they will present. |
| Social Media Privacy Settings | Using the case study, “Helping to Keep Friends Safe,” students will determine how important it is to understand the privacy settings of social media sites. They will see the danger of how strangers can see their location if they do not adjust their privacy settings correctly on their social media sites. |
| Medical Prototype Design Challenge | Using the case study, "Sticking with Family: Using the Engineering Design Process," students will create innovative bandages to address medical needs. They will be divided into groups of three, with responsibilities including bandage design, physical structure creation, and nursing consultation. The bandages will be tested based on absorbency, durability, and flexibility. |
| Food Safety Scenarios | Students will review the case study, “A Catering Dilemma” to gain an understanding of safe food practices when it comes to food service, storage, and sanitation. Through a role play, students will demonstrate proper food safety and sanitation procedures. |
| The Interview | Students will participate in a role-play scenario of a face-to-face job interview. Students will be assessed based on their interview skills, including effective oral communication, in this integrated lesson plan. |
| Alexander Hamilton: The Outsider: Alexander Hamilton's Civic Virtue Presentation | In this lesson, students read portions of Alexander Hamilton: The Outsider by Jean Fritz and will delve into the life and values of Alexander Hamilton, focusing specifically on his embodiment of civic virtue.
Through engaging activities and discussions within the unit, students will gain a deeper understanding of how Hamilton's actions and principles align with the concept of civic virtue and its relationship with contemporary society.
There are three CPALMS lessons that can be used to complement a study of Alexander Hamilton: The Outsider and help students take a new perspective by merging ELA skills with civics knowledge.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Exploring Technology Part 5: Promoting Our Technology Prototype | In groups, students will decide how to promote their technology. Students will develop an impromptu 2-minute presentation in a format of their choice to share information about their technology with the school and community in this lesson. |
| One for All? Or Not. Letter XII: Distresses of a Frontier Man | This lesson is based on Letter XII: Distresses of a Frontier Man by J. Hector St. John de Crevecoeur. This "letter" is one of a collection of essays in an epistolary format from the collection, Letters from an American Farmer (1782). In this lesson, students will read and analyze the two central ideas in the text. Students will fill out a graphic organizer on the central ideas and participate in a class debate. |
