: Most grade-level texts are appropriate for this benchmark.
| Course Number1111 |
Course Title222 |
| 1001320: | English Honors 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001800: | Florida's Preinternational Baccalaureate English 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1002300: | English 1 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1005300: | World Literature (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current)) |
| 1006300: | Journalism 1 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 - 2023, 2023 and beyond (current)) |
| 1007300: | Speech 1 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1007330: | Debate 1 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current)) |
| 1007340: | Debate 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1009300: | Writing 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1009320: | Creative Writing 1 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current)) |
| 1001310: | English 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001315: | English 1 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1006375: | Social Media 1 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current)) |
| 1002381: | Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 7910120: | Access English 1 (Specifically in versions: 2013 - 2015, 2015 - 2017, 2017 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1007305: | Speech 1 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current)) |
| 1005345: | Humane Letters 1 Literature (Specifically in versions: 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1000412: | Intensive Reading 1 (Specifically in versions: 2021 and beyond (current)) |
| 1005346: | Humane Letters 1 Literature Honors (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| Name |
Description |
| The Odyssey: Lesson Two: City-States, Democracy and Republicanism | This lesson is #2 in an ELA/Civics Integrated Text Unit designed to support students with the integration of civics into the ELA classroom through the reading and study of Homer’s The Odyssey. After reading excerpts from Part 1 of The Odyssey, students will complete a research activity and include information in their writing plan for a comparative analysis of democracy in Ancient Greece and republicanism in the United States. |
| The Odyssey: Lesson #1: Epic Heroes in Greece and America | This is lesson 1 in a series of integrated civics lessons for the text The Odyssey by Homer. After reading and discussing Book One of The Odyssey, students will analyze how Odysseus fits the description of an epic hero by creating a trading card. Additionally, students will research one of the Founders of the United States to create a trading card as they determine and analyze how he fits the description of an epic hero. |
| The Odyssey: Lesson Three: The Legacy of Leadership | This lesson is #3 in an ELA/Civics Integrated Text Unit designed to support students with the integration of civics into the ELA classroom through the reading and study of Homer’s The Odyssey. This lesson should take place after students have read excerpts from Part 2 of The Odyssey. Students will use knowledge from lessons one and two as well as information from Article II of the United States Constitution to identify and explain the different presidential responsibilities such as receiving foreign heads of state. They will then create a “White House Press Briefing” outlining the U.S. President’s events of the day which includes a visit from a foreign head of state- Odysseus-who has come to the United States to learn more about how the United States borrowed from Greece when creating a constitutional republic. |
| Paraphrasing President Obama: Answering the Call | In this lesson, students will read President Barack Obama’s second inaugural address from 2013. Students will paraphrase several important sections of President Obama’s speech to develop their paraphrasing skills and evaluate the president’s use of figurative language and emotional appeal to establish purpose. Students will also complete text-dependent questions to further analyze the speech. As part of this analysis, they will express their comprehension of the key elements and overall message of his speech. |
| What Does Epic Poetry Tell Us About The United States Government? | After discussing the universal theme of “the struggle for equality,” in an epic, students will compare the theme to American government and The Declaration of Independence. This lesson is to be used before, during, or after reading and studying at least one Epic such as “The Epic of Gilgamesh,” “The Odyssey,” “Antigone,” “Beowulf,” “The Iliad,” and/or “The Aeneid,” and is one part of a complete text unit. In this lesson, students will complete a chart with examples and textual support from an epic to outline examples of the theme of “the struggle for equality” as well as examples and textual support from The Declaration of Independence. |
| The Importance of Professionalism in the Workplace | Using the case study, "Training Day: The Importance of Professionalism in the Workplace," students will research proper business etiquette and effective workplace communication. |
| Swagger: Shakespeare versus Jay Z | This lesson provides students the opportunity to explore how the word ‘swagger’ has transformed over centuries through the writings of poets such as Shakespeare and rappers such as Jay Z. Students will read an article from NPR titled “What do Jay Z and Shakespeare Have in Common? Swagger” and thereafter will be asked to analyze vocabulary from the article, respond to text-dependent questions, and complete a summary of the term swagger analyzing its previous and present day definitions. |
| "What good are the words?" An excerpt from The Book Thief | This lesson focuses on an excerpt from Markus Zusak's novel The Book Thief. Students will read an excerpt to discover Zusak's powerful writing style, as well as the power of words through the eyes of Liesel, the novel's protagonist. Students will demonstrate their analysis through answering a short response question. |
| Language of Letters: Analyzing the Change in Diction and Syntax from Civil War Times to the Present | This lesson includes a close-reading and text-marking activity using two soldiers' letters, one from the Civil War and one from The War on Terror. Students will discover by looking at word choice and sentence structure how language styles have changed over time. |
| “Greek Mythology Version 2.0: To Be or Not to Be an Epic Hero?” | In this second lesson out of a three-lesson unit, students will continue analyzing the characteristics of an Epic Hero as they read books 1-10 of The Odyssey. Students will analyze characteristics by looking at the ways in which characters are developed through the decisions they make and/or fail to make. |
| Greek Mythology: The Odyssey, Odysseus and What Makes an Epic Hero Part 3 | In this lesson, students will explore books 13-23 of The Odyssey through text coding and analysis of both character development and theme. For the summative assessment, students will write a short response analyzing characterization and universal themes of Courage and Perseverance in the text and drawing conclusions, supported by textual evidence, about the nature of the Epic Hero. |
| I am the Messenger: Setting, Character Development, and Central Idea | This lesson is designed to prepare students for reading I am the Messenger by Markus Zusak. Students will learn a notetaking strategy, strategies for determining character development, tracking key events happening during a chapter, and determining the central idea of a chapter. |
| Universal Theme in Poe's "The Masque of the Red Death" | Upon reading “The Masque of the Red Death,” students will analyze the universal theme of humans trying to escape death and will create a one-page visual summary of their analysis in this lesson. |
| The Sniper by Liam O'Flaherty - Lesson on Conflict and Suspense | This lesson teaches students to identify and analyze conflict, suspense, and sequence within a text using the short story "The Sniper" by Liam O' Flaherty. Students will engage in class discussion and will complete short responses to questions to analyze conflict and suspense. |
| Greek Mythology: Exploring Perseus and the Qualities of an Epic Hero | In this lesson (part one of a three-part unit), students will analyze the characteristics of a Greek hero and explain how these characteristics are developed in the myth of "Perseus." Students will closely read the text, and ask, and answer text-dependent questions as they read the story. These skills will then culminate in later lessons (parts two and three) with a product in the form of an essay or written speech about "Perseus." |
| I Have a Dream Today! | Students will read and analyze Dr. Martin Luther King, Jr's "I Have a Dream" speech. Using the knowledge and textual evidence gleaned from multiple readings, students will write a short response to support their analysis of this famous speech. |
| An Introduction with Death: A Close Reading of the Prologue from The Book Thief by Markus Zusak | In this lesson, students will read an excerpt from the prologue of The Book Thief by Markus Zusak. They will focus on how the word choices impact the mood of the excerpt. The summative assessment is a two-paragraph writing assignment which will require students to discuss how Zusak's use of figurative language creates mood in the prologue. |
| Introduction to Learning Theories | Students will compare and contrast different learning theories and discuss their implications for teaching and learning, in this lesson plan. |
| Universal Themes in "Harrison Bergeron" | Students will read the short story, "Harrison Bergeron," and analyze the universal themes as they relate to dystopian literature in this lesson. |
