Present information orally, with a logical organization, coherent focus, and credible evidence while employing effective rhetorical devices where appropriate.
: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: appropriate volume, pronunciation, and pacing. Students will be using
as introduced in the 11th grade benchmark. Added to this grade level is a responsiveness to the needs of the audience and adapting to audience response. Students will read the nonverbal cues of the audience to do this. Students first learned nonverbal cues in elementary for this benchmark.
| Course Number1111 |
Course Title222 |
| 0500330: | Executive Internship 4 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 0500530: | Personal, Career, and School Development Skills 4 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1001410: | English Honors 4 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 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)) |
| 1002520: | English 4 Through ESOL (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)) |
| 1007390: | Debate 7 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1009332: | Creative Writing 4 Honors (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)) |
| 1001402: | English 4 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)) |
| 1005312: | Modern Literature (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 2400330: | Approaches to Leadership Honors (Specifically in versions: 2015 - 2020, 2020 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 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)) |
| 1000418: | Intensive Reading 4 (Specifically in versions: 2021 and beyond (current)) |
| 1700630: | GEAR Up 4 (Specifically in versions: 2020 - 2022, 2022 and beyond (current)) |
| 1005353: | Humane Letters 4 Literature (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1005354: | Humane Letters 4 Literature Honors (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| Name |
Description |
| Debating Daily Health Habits | Using the case study, "Hoops Vs. Habits," students will be assigned to an opposing or supporting view when considering lifestyle factors in formal medical and/or fitness examinations and assessments. Students will be responsible for recognizing/identifying and noting signs, symptoms, and other health related habits presented in the case study. Once students have completed their intake form, their team (Hoops= Against, Habits= Supporting) will have to construct an argument supporting their viewpoint of lifestyle habits being considered during formal medical assessments. |
| Someone is Always Watching You | This is the third lesson in a three-part unit examining privacy, surveillance, and technology. In this lesson, students will create a digital presentation and present their information to the class discussing a current privacy concern related to technology. |
| Privacy: A Matter of National Security? | In this lesson, students will embark upon a journey of espionage and inquire how the rights of one can become a barrier for the greater good of a nation. This is the first lesson in a three-part unit evaluating the concept of privacy, surveillance, and technology. After learning briefly about former NSA agent Edward Snowden, students will research to find more information on Snowden’s actions and surrounding events. activity will require students to use textual support, reasoning and relevancy of the text, and analyze an author's claims. Students will synthesize the arguments, information, and claims within the text to participate in a class debate on whether Snowden is should be celebrated or considered a traitor. |
| Best Communication Outcome Debate | Using the case study, “Intern Me?”, students will work in a group to discuss the best communication outcome to avoid David and Dr. Mary’s project being delayed in the case study. The class will then debate on which is the best group outcome presented. Students will also need to determine why job knowledge is required for some businesses. |
| Conducting an Action Analysis for Critical Thinking Discussion | Using the case study, “Taking the Lead,” students will work in a group to conduct an action analysis for a critical thinking discussion. Students will list possible solutions to a problem, then debate which solution is the best fit for the project plan. |
| Creating Tables | Using the case study, "Efficient Web Design," students will discuss which elements, such as tables and lists, are best to create effective web pages. Students will explore the benefits and shortcomings of using tables when displaying a data set on a webpage. |
| Essential Liberty v. Temporary Safety | In this lesson, students will explore the concepts of individual rights and freedoms as opposed to the good of society using currently relevant topics. Students will participate in small-group and teacher-led discussions, research, collaboration, and debate to gain understanding and to present their findings and conclusions, supported by evidence, about the issues and implications of their assigned topics. Supporting materials will enable the teacher to guide students to consider, explore, and respond to the guiding question of whether it"s appropriate in a democratic society to give up essential liberties for temporary safety. |
| Ethics in the Workplace | Using the outcome of case study, Employers Supporting Employees, students will engage in small group discussion about work ethics and evaluate the actions of the employees in this integrated lesson.
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| Fundraising Activity | This lesson is part 2 in a series of 3 lessons where students determine a group or cause in need of funding, create a fundraising plan, and present their plan to a “board of directors.” In part 1, students researched and compared fundraising ideas from various sources, including their own experience with fundraising activities or events. Students also researched fundraising rules in the state of Florida to determine the necessary forms and information needed to legitimize their fundraisers. In this lesson plan, part 2, students will use their research to determine an innovative way to fundraise for their chosen group or cause and will prepare an outline and an oral presentation to be given in part 3 of the lesson series. |
| Getting Noticed in the Workplace | Using the case study, “Getting Noticed in the Workplace,” students will evaluate performance behaviors and work ethics of employees and discuss how learning experiences in the workplace can lead to upward mobility for one’s career path. |
| How to Address a Data Breach | Students will read the case study, “Digital Literacy in the Workplace,” and locate sample online employee handbooks from technology companies to determine a possible solution for the case study. In small groups, students will discuss the importance of employee handbooks and training, and they will deliver a presentation on their solutions to the class in this integrated lesson plan.
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| How to Keep Protected Health Information Safe | Using the case study, How to Keep Personal Health Information Safe, students will discuss the Health Insurance Portability and Accountability Act (HIPAA) and the importance of safeguarding patient information. They will explore real world situations in which this can be difficult and develop ways to avoid these pitfalls in this integrated lesson plan. |
| Lack of Safety Demonstration | Using the case study, "Danger Zone," students will explore the meaning and importance of workplace safety. Students will be split into groups to research a safety requirement from Occupational Safety and Health Administration (OSHA) standards which may apply to the workplace. Groups will then give a demonstration where students are intentionally violating the requirements. Each group will write a mock violation, citing what the group did wrong and which requirement was violated. |
| Marketing Mix: Product Development | Using the case study, "Colossal Cookie Product Quest," students will identify the product features that will meet the target market customers’ needs and wants. The students will then use identified features to develop a scalable and marketable product mix for the business featured in the case study. |
| Professionalism in the Workplace: A Training Guide | Using the case study, "Training Day: The Importance of Professionalism in the Workplace," students will create a PPT to be used as a training guide for employees on how to be professional in the workplace. |
| Proper Planning Prevents Poor Performance | Students will read a case study and debate how successful they feel the news crew will be with their news package. |
| Senior Prom | Students will collaborate with a group to analyze USDA dietary restrictions and the case study, “Today’s Special: Dietary Restrictions.” Groups will use this information to create and present a catering menu. |
| Sharing Meal Planning and Budgeting Strategies With Families | Using the case study, “Dining Out Dilemma: How to Meal Plan and Budget for Busy Families,” students will create a presentation that outlines meal planning, budgeting and comparative shopping strategies and tools, that families can use to save money. |
| Should the Business Expand? | Using the case study, "Should the business expand?," students will prepare a balance sheet, income statement and cash flow statement using the indirect method with current information and forecast information to decide whether it’s appropriate to move forward with the business expansion. |
| The Importance of Customer Service | Using the case study, “Demonstrating Leadership and Providing Customer Service”, students will engage in discussions about quality versus poor customer service and how customer service impacts business. They will then plan and present a role play with a small group to address customer service complaints with an employee.
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| To Sue or Not to Sue? | Using the case study, “Inspiration vs Copyright Infringement,” students will use the case study to create arguments to affirm and negate both sides of an argument presented in the case. The students will use their notes, research, and personal knowledge to build their cases. At the end of the class, students will write a summary explaining the case using evidence and research. |
| Using Elements in Web Design | Using the case study, “Efficient Web Design,” students will consider which elements are best to create effective web pages. Students will explore the benefits and shortcomings of using tables versus of lists, frames, and box models on a web page based on a client’s need. |
