| Course Number1111 |
Course Title222 |
| 0500320: | Executive Internship 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 0500330: | Executive Internship 4 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 0500520: | Personal, Career, and School Development Skills 3 (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)) |
| 1700320: | Research 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1000400: | Intensive Language Arts (Specifically in versions: 2014 - 2015, 2015 - 2022 (course terminated)) |
| 1000410: | Intensive Reading (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated)) |
| 1000420: | Intensive Writing (Specifically in versions: 2014 - 2015, 2015 - 2022 (course terminated)) |
| 1001380: | English Honors 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001410: | English Honors 4 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001460: | Applied Communications 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 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)) |
| 1002320: | English 3 Through ESOL (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)) |
| 1002380: | English Language Development (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1004300: | Semantics and Logic Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current)) |
| 1005300: | World Literature (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current)) |
| 1005310: | American Literature (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current)) |
| 1005330: | Contemporary Literature (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1005340: | Classical Literature (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current)) |
| 1005360: | Literature and the Arts 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1005365: | Literature in the Media Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1020810: | American Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1020820: | British Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
| 1020830: | Classical Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1020840: | Contemporary 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)) |
| 1020860: | Great Books Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 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)) |
| 1006332: | Journalism 6 Honors (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)) |
| 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)) |
| 1007370: | Debate 5 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1007380: | Debate 6 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1007390: | Debate 7 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 1008330: | Reading 3 (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated)) |
| 1009310: | Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001370: | English 3 (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)) |
| 7910112: | Access English 3/4 (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 1008350: | Reading for College Success (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated)) |
| 1009370: | Writing for College Success (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 1001375: | English 3 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001402: | English 4 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1002325: | English 3 Through ESOL for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
| 1002525: | English 4 Through ESOL for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
| 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)) |
| 7910130: | Access English 3 (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)) |
| 1005312: | Modern Literature (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 1005311: | Ancient Literature (Specifically in versions: 2015 - 2021 (course terminated)) |
| 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)) |
| 1005320: | British Literature (Specifically in versions: 2018 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2100355: | History and Contributions of Haiti in a Global Context (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| Name |
Description |
| Gr 9-12. Everglades Restoration, Lesson 2: Our Changing Watershed | Students will read a passage from Marjory Stoneman Douglas’s The Everglades: The River of Grass and compare the description with the present day Everglades. They will then look at the impacts from the US Army Corps of Engineers project and evaluate whether the Comprehensive Everglades Restoration Plan (CERP) addresses these issues. |
| Gr 9-12. Everglades Restoration, Lesson 3: A Look at CERP | Students will analyze information about various current and ongoing CERP projects and report on the progress that is being made. |
| Views on Death: A Look at Two Holy Sonnets by John Donne | In this lesson, students will read and analyze two poems by John Donne: "Holy Sonnet X" and "Holy Sonnet VI." Text-dependent questions, an answer key, and teacher's help notes are included. As the summative assessment for the lesson, students will write a brief comparison/contrast essay to examine how Death is portrayed across both poems. A rubric for the essay is included, along with a writing organizer to help struggling writers draft a basic essay.
|
| Contrasting Cultures | In this lesson, students will explore the similarities and differences that exist between modern American culture and the setting of a story or novel that they have read in class. Any story or novel that is set in another society, whether it is a foreign country, a dystopian society, a fictional land, or simply another time period, can be used. The lesson serves as both an assessment of the student's reading comprehension and an activity to help develop skill in writing through the use of brainstorming, a graphic organizer, teacher feedback, and peer review. Two different assignment sheets, organizers, and rubrics are provided to allow for teacher flexibility. |
| A Need for Sleep: A Close Reading of a Soliloquy from King Henry IV, Part II | In this lesson, students will consider the literary elements Shakespeare uses to communicate King Henry's inability to sleep. As they close read this passage multiple times, students will discover how diction, tone, syntax, and imagery help to convey King Henry's state of mind. Once they have grappled with the text in small groups and on their own, they will bring their discoveries and interpretations together in a final essay. A text marking handout and key, independent practice questions and key, a planning sheet, and a writing rubric have been included with the lesson. |
| Advice to Youth - A Satire by Mark Twain | This close reading lesson focuses on Mark Twain's comical satire, "Advice to Youth." Students will close read the text three times to analyze Twain's powerful satirical style, as well as the power of nuances. For the first reading, students will focus on academic vocabulary. In the second reading, students will answer text-dependent questions as a guide for their comprehension of the satire. In the third close reading, students will analyze the advice Twain gives, the ways in which his essay critiques society and its behaviors, and how he uses humor, irony, and exaggeration to reveal his advice. For the summative assessment, students will write an argumentative essay in which they make a claim regarding whether or not Twain's advice is still pertinent for the youth of today. Graphic organizers and worksheets, along with teacher keys, and a writing rubric have been provided. |
| Shakespearean Soliloquy Fluency: A Close Reading and Analysis of "To be or not to be" | In this lesson, students will perform multiple close readings of the well-known "To be or not to be" soliloquy from William Shakespeare's Tragedy of Hamlet. The lesson is appropriate for 11th or 12th grade students who have some familiarity with reading Shakespeare but would benefit from fluency practice with the difficult text, as well as vocabulary building and argumentative writing about literature. The closure and extension activities provide suggestions for taking this study further using other Hamlet (or other Shakespearean) soliloquies. |
| The Modernist Struggle: Allusions, Images, and Emotions in T. S. Eliot’s Prufrock | Students will research modernism, analyze allusions and images in "The Love Song of J. Alfred Prufrock," diagnose the character's mental weakness using evidence from the poem, and write him an email about how to improve his state of mind from the perspective of a hypothetical online mental health professional. |
| Budgeting: Finding Personal Financial Success | During this lesson, students will learn about budgets, checking and savings accounts, and interest. They will then have a research activity to focus on their future lives, which they will use to create a budget for their lives after they have finished their education and/or job training. This budget will be created using a spreadsheet or other technology to explore how various factors, such as interest rates, will affect their budget and necessary income. |
| Universal Theme: The Cycle of Life | Through an analysis of the myth of Daedalus and Icarus, Pieter Bruegel the Elder's painting "Landscape with the Fall of Icarus," and E. E. Cummings' poem "anyone lived in a pretty how town," students will come to realize the importance of the cycle of life and nature as it pertains to human existence. The three texts come from dramatically different genres, time periods, and settings capturing the essence of a universal theme. |
| Free Willy? An Argument Analysis of the Controversy over Captive Killer Whale Populations | In this lesson, students will conduct several close readings of the article "SeaWorld, Activists Make Questionable Claims on Killer Whale Life Spans" by Jason Garcia. For the first close reading, students will focus on selected academic vocabulary. In the second reading, students will analyze the claims made in the article, focusing, in particular, on the validity of each claim made. During the final close reading, students will analyze the argument presented in the article, choose a side, and participate in a Philosophical Chairs discussion. |
| Playlist for Holden: Character Analysis With Music and Lyrics | This mini-lesson invites students to think of a literary character as a peer, creating an authentic connection between literature and life. While the lesson uses The Catcher in the Rye as an example, the activities could be centered on the primary character of any novel. Students choose a perspective on the character (from options suggested by the teacher) and work in small groups to identify scenes in the novel that reflect their view. They then select songs appropriate for the character and write a rationale for each song chosen, including supporting evidence from the text. When students present their completed playlists in class, their classmates inevitably make observations that increase everyone's insights into the character and the novel. |
| "The American Puritan Tradition: Part III" | This lesson is part three of a three-part unit that will explore and analyze how different authors convey American Puritanism. In this lesson, students plan to write and then complete an essay to explore how two different authors and texts portray American Puritanism, Jonathan Edwards in “Sinners in the Hands of an Angry God” and Arthur Miller in “The Crucible.” |
| The American Puritan Tradition: Part 1 | This lesson is part one of three in a unit that will explore and analyze how American Puritanism has been represented in different texts. The goal of this lesson is for students to analyze the central idea and how the authors' style (figurative language, persuasive techniques) contributes to establishing and achieving the purpose in "Sinners in the Hands of an Angry God." |
| Poetry Analysis and Time Periods | Students will analyze how Robert Frost and Emily Dickinson each used figurative language to develop a specific tone in relation to mortality. They will also consider how each poet reflected the time periods within which they wrote. |
| Dealing with Grief: A Comparison of Tone and Theme | In this four-part lesson series, students will delve into the topic of grief through analysis of poetic devices, form, and point of view in poems by Emily Dickinson and Elizabeth Barrett Browning. Students will connect theme to the poets’ viewpoints on the emotions, or the lack thereof, that one experiences during times of pain and loss. Students will read the poems multiple times to seek layers of meaning and write an in-depth analysis. |
| Demonstrating Understanding of Richard Wright's Rite of Passage | After reading Richard Wright's short novel Rite of Passage, students will demonstrate their understanding of plot, character, and conflict by writing recommendations for the protagonists' future to a juvenile court system judge. |
