|Course Number1111||Course Title222|
|1000000:||M/J Intensive Language Arts (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))|
|1001040:||M/J Language Arts 2 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)|
|1001050:||M/J Language Arts 2 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 - 2023, 2023 and beyond)|
|1002010:||M/J Language Arts 2 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)|
|1002180:||M/J English Language Development (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022 (current), 2022 and beyond)|
|1006010:||M/J Journalism 2 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))|
|1007010:||M/J Speech and Debate 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current))|
|1009040:||M/J Writing 2 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))|
|1100000:||M/J Library Skills/Information Literacy (MC) (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)|
|1700010:||M/J Research 2 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)|
|1700060:||M/J Career Research and Decision Making (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022 (current), 2022 and beyond)|
|7810012:||Access M/J Language Arts 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023 (current), 2023 and beyond)|
|1400025:||M/J Peers as Partners in Learning (Specifically in versions: 2019 - 2022 (current), 2022 - 2023, 2023 and beyond)|
|Access Point Number||Access Point Title|
|LAFS.7.W.1.AP.2a||Organize ideas, concepts and information (using definition, classification, comparison/contrast and cause/effect).|
|LAFS.7.W.1.AP.2b||Introduce a topic clearly, previewing information to follow and summarizing stated focus.|
|LAFS.7.W.1.AP.2c||Develop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations or other information and examples.|
|LAFS.7.W.1.AP.2d||Use transitional words, phrases and clauses that connect ideas and create cohesion within writing.|
|LAFS.7.W.1.AP.2e||Use precise language and domain-specific vocabulary to inform about or explain the topic.|
|LAFS.7.W.1.AP.2f||Maintain a consistent style and voice throughout writing (e.g., third person for formal style, accurate and efficient word choice, sentence fluency and voice should be active versus passive).|
|LAFS.7.W.1.AP.2g||Provide a concluding statement or section that follows from and supports the information presented.|
|LAFS.7.W.1.AP.2h||Present claims and findings, emphasizing salient points in a coherent manner with pertinent descriptions, facts, details and examples.|
|LAFS.7.W.1.AP.2i||Report on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.|
|Gr. 7 Lesson 2-The Everglades and Aquifers|| |
Students will be able to explain what an aquifer is and why aquifers are important for us and the Everglades. Students will also be able to explain how aquifers can become polluted.
|Gr. 7 Lesson 1-Discovering What Wetlands Do|| |
Students will be able to
|Child Soldiers Lesson 3: Research Paper|| |
In this lesson, students will conduct research and write a formal paper on child soldiers. Students will learn about primary and secondary sources and how to determine the credibility of their sources. The teacher will provide support on how students should record their citations and how to take notes on note cards. This is part three of a three-part lesson on child soldiers.
Unit overview: This unit will guide students though the process of reading multiple texts to develop knowledge about the topic of child soldiers and will culminate in a final research project. The first lesson focuses on news articles while the second lesson concentrates on one former child soldier's story as portrayed through interviews and his music. As a whole, the unit integrates close reading of multiple sources with speaking and listening activities and provides students with opportunities to write routinely from sources throughout the unit. The unit provides ample occasions for students to read, evaluate, and analyze complex texts as well as routine writing opportunities that encourage reflection.
|Analyzing Story Elements in the Classic Love Story "Pyramus and Thisbe"|| |
"Pyramus and Thisbe" is a tragic love story in which two lovers are separated by forces seemingly beyond their control. This lesson guides students through an analysis of the story elements and how they function together to create a theme. A plot diagram helps students to analyze this classic story after the teacher models analysis on a much simpler, more familiar childrens' story, "Cinderella." Students will write a mini-essay analyzing how the plot elements and symbols support the story's theme. There is a grading rubric and sample essay provided.
|One Wicked Walrus, a Careless Carpenter, and Oblivious Oysters|| |
In this lesson, which is part 2 in a series, students will study the seemingly innocuous poem "The Walrus and the Carpenter" by Lewis Carroll and analyze the plot sequence and main character attributes that lead to the ultimate demise of all those silly little oysters! The students will complete a plot organizer, answer text-dependent questions relating to the plot and character development, and write an essay at the end of the lesson to further analyze the characters in the poem. Graphic organizers and answer keys, text-dependent questions and a key, and the writing prompt and rubric are all included with the lesson.
|Close Reading Exemplar: The Secrets Behind What You Eat|| |
This close reading exemplar uses an excerpt from Michael Pollan's The Omnivore's Dilemma: The Secrets Behind What You Eat. The goal of this two day exemplar from Student Achievement Partners web resources is to give students the opportunity to use reading and writing habits to unpack Pollan's investigative journalism of industrial farms. By reading and rereading the passage closely combined with classroom discussion about it, students will identify why and how farming practices have changed, as well as identify Pollan's point of view on the subject. When combined with writing about the passage and teacher feedback, students will begin to appreciate investigative journalism, as well as question from where their food is coming.
|Close Reading Exemplar: My Mother, the Scientist|| |
The goal of this three day exemplar from Student Achievement Partner web resources is to give students the opportunity to use reading and writing habits to absorb deep lessons from Charles Hirshberg's recollections of his mother. By reading and rereading the passage closely and focusing their reading through a series of questions and discussions about the text, students will identify how much his mother's struggles and accomplishments meant to both Hirshberg and the wider world. When combined with writing about the passage, and possibly pairing this exemplar study with Richard Feynman's memoir "The Making of a Scientist," students will discover how much they can learn from this mixed genre memoir/biography about what inspires life choices.
|Comparing and Contrasting an Organizational Pattern|| |
Students investigate picture books organized in comparison/contrast structures to discover methods of organization and the ways authors use transitions to guide readers. Students can then decide what organizational patterns and transitional words work best to accomplish their individual purposes in writing and apply those to their papers. This lesson is designed to be used during a unit when students are writing a comparison/contrast paper. It will be most helpful prior to drafting, but it could also be useful during revision.
|User Beware: Foreshadowing and Morals in "The Monkey's Paw"|| |
In this lesson, students will read "The Monkey's Paw" by W.W. Jacobs. They will answer text-dependent questions that include having students analyze the text for foreshadowing clues, as well as use of situational irony. Students will use context clues and dictionaries to determine the meanings of selected vocabulary words from the story. Students will also work to determine morals in the story and will write two extended response paragraphs articulating the moral and how each is developed and supported by textual details. A PowerPoint on theme versus morals, foreshadowing, and situational irony is provided to help students with these concepts. Text-dependent questions, an answer key, a vocabulary handout, a teacher's guide for the story, and a rubric for the summative assessment are provided.
|"A Retrieved Reformation" by O. Henry - Inference and Evidence|| |
Students will read O. Henry's "A Retrieved Reformation" and be able to analyze elements of the story, such as foreshadowing and inference, by identifying supporting details in a text. Students will be able to analyze the theme of the text and, in response, write an objective summary with textual evidence.
|Edgar Allan Poe: A Life in Poetry|| |
In this lesson, students will be introduced to the life of Edgar Allan Poe and some of his poetic works through a series of interactive activities while working together within a cooperative learning environment. Students will analyze and discuss various nuances of Poe's life and poems and write an explanatory essay about what they learned.
|Ranking Banking|| |
In this activity, the students are given specifics and data tables to figure out which banking institution best fits the needs of the customer. Student have to figure out the company's monthly banking activities and use this information to rank the banks provided in the table(s) to determine which bank will give them the most service for the least cost. The twist adds a new situation to take into consideration that may or may not change their original recommendation.
|Government Knows Best!|| |
Government take over is upon the United States--well, it is in the short story "Harrison Bergeron" by Kurt Vonnegut, Jr! In this lesson, students in your classroom will question if we are all treated equally and if we really want equality "every which way." This close reading lesson allows students to explore cause and effect relationships in this engaging, dystopian short story. Students are also challenged to compare the messages in "Harrison Bergeron" with the poem "Government of Evil." Graphic organizers, text-dependent questions, answer keys, and a writing rubric for the summative assessment are included with the lesson.