: Most grade-level texts are appropriate for this benchmark.
| Course Number1111 |
Course Title222 |
| 1001350: | English Honors 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001810: | Florida's Preinternational Baccalaureate English 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1002310: | English 2 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1005310: | American Literature (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current)) |
| 1005350: | Literature and the Arts 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1020810: | American 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)) |
| 1006310: | Journalism 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 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)) |
| 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)) |
| 1009310: | Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001340: | English 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001345: | English 2 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 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)) |
| 1007315: | Speech 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1005320: | British Literature (Specifically in versions: 2018 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1000414: | Intensive Reading 2 (Specifically in versions: 2021 and beyond (current)) |
| 1005347: | Humane Letters 2 Literature (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1005348: | Humane Letters 2 Literature Honors (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| Name |
Description |
| The Power of Ideas: Paraphrasing President Clinton's Inaugural Address | In this lesson, students will learn the basic rules for effective paraphrasing. Students will read the 1993 inaugural address of President Bill Clinton. They will paraphrase several key sections to develop their paraphrasing skills and deepen their knowledge of the United States foundational principles and global leadership referenced in the address. Students will also answer text-dependent questions to further analyze the ideas and content of President Clinton’s address. |
| 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. |
| An Argumentative Essay in Support of the Abridged Hero's Journey | The hero's journey is an archetypal plot structure found in novels and epic poems, yet it can also be found in other text formats. After students have read the novella Anthem and the poem "Invictus," they will craft an argument supporting their claim of whether or not the hero's journey is evidenced in shorter texts. They will find and organize evidence, draft their arguments, and perform a peer review as they complete the writing process. This lesson is lesson two in a two-part series. |
| An Abridged Hero: The Archetypal Hero's Journey in Novella and Poem | The hero's journey is an archetypal plot structure found in modern novels and can also be found in popular poetry. After students have read the novella Anthem by Ayn Rand, they will examine the poem "Invictus" by William Ernest Henley for elements of the Hero's Journey. Students will work collaboratively to decide whether or not all aspects of the hero's journey are demonstrated efficiently in this variety of texts. |
| Looking Over the Mountaintop: Tone and Perspective | This lesson is the third lesson in a three-part series on Dr. Martin Luther King, Jr.'s "I've Been to the Mountaintop" speech. In this lesson, students will analyze King's speech, which has been broken up into eight sections, for his perspective and tone. At the end of the lesson, students will respond to a prompt and write an essay based on what they have analyzed throughout the lesson. A graphic organizer, suggested answer key, and writing rubric have been provided. |
| Looking Over the Mountaintop: Figures of Speech and Rhetorical Devices | This lesson is the 2nd part in a 3-part series on Dr. Martin Luther King Jr.'s speech "I've Been to the Mountaintop." This lesson focuses on some of the figures of speech and rhetorical devices used by Dr. King in his speech. The speech has been divided into eight sections. As students read through each section they will analyze some of the figures of speech and rhetorical devices King used, record their answers on a graphic organizer, and analyze how use of the figure of speech or rhetorical device impacted the meaning of that section of the speech. Students will write an extended paragraph for the lesson. |
| Looking Over the Mountaintop: Central Ideas | This is the first lesson in a three-part series on Martin Luther King Jr.'s speech "I've Been to the Mountaintop." In this lesson, the speech has been divided into eight sections with text-dependent questions that are specific to each section. Throughout the course of the lesson students will determine a central idea for each section and examine King's ideas and claims and how they are developed and supported. At the end of the lesson, students will determine an overarching central idea of the speech and write an extended paragraph to explain the central idea and how it is developed and supported with specific evidence throughout the text. |
| Poetry Perspectives: A Close Reading Lesson | In this lesson, students will read the poem "The War After the War" by Debora Greger and examine the three different perspectives within the poem. This lesson provides an opportunity for students to examine and analyze figurative language and perspective, as well as craft their own poem using multiple perspectives and figurative language. |
| Benjamin Franklin - A Man of Amazing Accomplishments: A Research Project | In this lesson, students will create a research question based on The Autobiography of Benjamin Franklin. Students will develop a research question about how a characteristic or event in the life of young Ben Franklin influenced an accomplishment of an older, mature Ben Franklin. Students will research the life of Ben Franklin to answer their questions and present their findings in a short oral presentation. |
| Culture, Character, Color, and Doom: Close Reading Faulkner's "A Rose for Emily" | In this close reading lesson, students will read William Faulkner's "A Rose for Emily" one chunk at a time to examine elements of plot, culture, setting, and point of view that contribute to the mystery and suspense that lead to its dark, even terrifying, ending. |
| Analyzing Logos, Ethos, Pathos in "The Meaning of July Fourth for the Negro" | Students will read, understand, and analyze a speech by Fredrick Douglass through close reading and scaffolded learning tasks. Students will write an essay to support their analysis of the central idea of Douglass's speech, "The Meaning of July Fourth for the Negro." |
| Unit: Poems About Death Lesson 1 of 3-- "To an Athlete Dying Young" by A.E. Housman | Students will read and analyze the poem, "To an Athlete Dying Young" for the figurative language of metaphor and imagery and how each works together to create both a somber mood and support the universal theme of death. |
| Universal Themes in Of Mice and Men by John Steinbeck | Students will review the first three chapters/sections of John Steinbeck's Of Mice and Men to analyze character traits as they support the universal themes of anxiety and fear in this lesson. They will then compare the two themes using their analysis. |
| Creating Brave New Voices amongst Students: Part III | This is the culminating lesson in a three-part series designed to support students as they embrace poetry analysis. The purpose of this lesson is for students to reflect on the poems they analyzed in lessons one and two. Students will then create a digital presentation to share with the class that explains their analysis of the use of symbols, imagery, mood, and theme in poetry. |
| Creating Brave New Voices Amongst Students: Part II | This is Part 2 of a poetry unit designed to support students as they embrace the study of poetry. Part One focuses on universal themes. In this lesson, students read and analyze two poems for their use of imagery as it supports the mood of each. |
| Fair is Foul and Foul is Fair: Analyzing Language and Mood in Macbeth | This lesson is a culminating activity for Shakespeare’s Macbeth. By breaking down the Shakespearean language and paraphrasing the text to modern day language, students will use their new dialogue to transform their new version of the text into a short video. Students will deliver an oral presentation to the class to explain the choices they made in their new version of the scene.
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| Protagonists and Antagonists | In this lesson, students will analyze the character development of protagonists and antagonists from literature read over the course of the school year. Students will complete a note-taking activity as well as a graphic organizer to use as they answer an analysis question about the characterization of protagonists and antagonists across various genres of literature. |
| Ripples of the Great Depression: 1930s to today | In this lesson, students will gather information on aspects of the 1930s and the Great Depression including how they are linked to current issues and events, then create a presentation based on their findings and present it to the class. This lesson will help to build background knowledge for reading literature set in the 1930s and would be a good activity to complete before reading texts that take place during that period. This activity will develop students' research skills including evaluating sources, note-taking, and integrating information from multiple sources, as well as giving students opportunities to engage in creating digital presentations. |
| ECE Child Growth and Development: Developmental Principles | Students will describe a developmental principle using common academic vocabulary related to child growth and development. During a group discussion on developmental principles, students will define and provide examples of new and/or familiar vocabulary terms that are used in speaking and writing about early childhood education. |
| ECE Child Growth and Development: Investigating Principles | Students will use and build upon their prior knowledge to investigate a question related to child growth and development. As an introductory lesson to developmental principles, students will first self-reflect on their own childhood development. Then, students will evaluate the reliability of online resources as they conduct research, synthesize the information, and present their findings to a peer. |
| Introduction to Learning Theories | Students will compare and contrast different learning theories and discuss their implications for teaching and learning, in this lesson plan. |
| Literary Analysis and Written Response | Students will be practicing close reading and literary analysis skills, annotating, and writing an analysis of texts. During the class discussion, students will practice listening skills and use explicit examples from a text to support their analysis in this lesson. Suggested excerpts from Annie Dillard's From an American Childhood, Tim O'Brien's The Things They Carried, and Charles Frazier's Cold Mountain are referenced in this lesson. |
| Teaching Characterization through The Hunger Games | Students will review elements and types of characterization and will analyze the various characters in the novel The Hunger Games or any appropriate novel of the teacher's choosing. |
| What You Say: Language Context Matters | In this lesson students will read and analyze three texts: Amy Tan's "Mother Tongue," Richard Rodriguez's "Se Habla Espanol," and Zora Neale Hurston's "How it Feels to be Colored Me" looking at how the language in each expresses a specific tone and author’s style. Students will choose one of the three texts and write an analysis of how the author uses language to create tone and style. |
| Who is A.A.A.’s Hero? | In this lesson, students will read multiple texts, conduct online research, brainstorm ideas, and analyze and synthesize information. Students will also practice the arts of note-taking, writing concise and informative summaries, and collaborating with peers to learn more about South Africa's Anti-Apartheid (A.A.A.) movement and the hero who saved them. |
