THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Suggested Length
Theme
Collection 1, Part-1
2-3 Weeks
Chasing Success
Collection 1, Part-2
Chasing Success
2-3 Weeks
Content Standards
Collection 1 Optional
Assessment Standards
LAFS.1112.RI.1.1,LAFS.1112.RI.1.2, LAFS.1112.RI.2.4, LAFS.1112.RI.2.5,
LAFS.1112.RI.3.7, LAFS.1112.W.1.3.a, LAFS.1112.W.1.3.d, LAFS.1112.SL.1.1a-d,
LAFS.1112.SL.1.3, LAFS.1112.L.1.1, LAFS.1112.L.3.4a, LAFS.1112.RI.2.6,
LAFS.1112.W.2.4, LAFS.1112.RI.4.10, LAFS.1112.W.1.1c, LAFS.1112.L.3.4b
LAFS.1112.RL.1.1, LAFS.1112.RL.1.3,
LAFS.1112.RL.2.4,
LAFS.1112.RI.1.1,LAFS.1112.RI.1.2,
LAFS.1112.RI.2.5, LAFS.1112.L.1.1,
LAFS.1112.L.1.1.2, LAFS.1112.L.2
LAFS.1112.RL.1.1, LAFS.1112.RL.1.3, LAFS.1112.RL.2.4, LAFS.1112.RL.4.10,
LAFS.1112.W.1.2, LAFS.1112.W.2.4, LAFS.1112. W.2.5, LAFS.1112.W.3.9,
LAFS.1112.L.1.2, LAFS.1112.L.3.4c, LAFS.1112.RL.2.6, LAFS.1112.SL.1.1a,
LAFS.1112.L.1.1a, LAFS.1112.L.2.3, LAFS.1112.RL.3.7, LAFS.1112.SL.1.1,
LAFS.1112.SL.2.4, LAFS.1112.SL.2.6
Collection 2 Optional
Assessment Standards
Collection 2, Part 1
2-3 Weeks
Gender Roles
LAFS.1112.RL.1.1, LAFS.1112.RL.1.2, LAFS.1112.RL.1.3, LAFS.1112.RL.2.4,
LAFS.1112.RL.2.5, LAFS.1112.RL.2.6, LAFS.1112.W.1.2, LAFS.1112.W.1.3,
LAFS.1112.W.1.3d, LAFS.1112.W.2.4, LAFS.1112.W.3.9, LAFS.1112.W.4.10,
LAFS.1112.SL.1.1, LAFS.1112.SL.2.6, LAFS.1112.L.1.1, LAFS.1112.L.1.1a,
LAFS.1112.L.1.1b, LAFS.1112.L.2.3, LAFS.1112.L.2.3a, LAFS.1112.L.3.4,
LAFS.1112.L.3.4c, LAFS.1112.L.3.4d, LAFS.1112.L.3.5, LAFS.1112.L.3.5a
LAFS.1112.RL.1.2, LAFS.1112.RL.1.3,
LAFS.1112.RL.2.4, LAFS.1112.RL.2.5,
LAFS.1112.RI.1.2, LAFS.1112.RI.2.5,
LAFS.1112.RI.2.6, LAFS.1112.L.1.1,
LAFS.1112.L.1.1a, LAFS.1112.L.1.1b,
LAFS.1112.L.2.3a
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Suggested Length
Collection 2, Part-2
2-3 Weeks
Collection 3, Part-1
Content Standards
Gender Roles
Voices of Protest
2-3 Weeks
Collection 3, Part 2
2-3 Weeks
Voices of Protest
LAFS.1112.RI.1.1, LAFS.1112.RI.1.2, LAFS.1112.RI.1.3,
LAFS.1112.RI.2.4,LAFS.1112.RI.2.5, LAFS.1112.RI.2.6,
LAFS.1112.RI.3.7, LAFS.1112.RI.4.10,LAFS.1112.W.1.1,
LAFS.1112.SL.1.1 (a-d) LAFS.1112.SL.1.2, LAFS.1112.SL.1.3
LAFS.1112.SL.2.4, LAFS.1112.SL.2.5, LAFS.1112.SL.2.6
LAFS.1112.L.1.1, LAFS.1112.L.3.4, LAFS.1112.L.3.4a,
LAFS.1112.L.3.4d, LAFS.1112.L.2.3, LAFS.1112.L.2.3a,
LAFS.1112.L.3.4, LAFS.1112.L.3.4a
LAFS.1112.RI.1.1, LAFS.1112.RI.1.2, LAFS.1112.RI.1.3, LAFS.1112.RI.2.4,
LAFS.1112.RI.2.5, LAFS.1112.RI.2.6, LAFS.1112.RI.3.7, LAFS.1112.RI.3.8,
LAFS.1112.RI.3.9, LAFS.1112.RI.4.10 , LAFS.1112.W.1.2b, LAFS.1112.W.1.3,
LAFS.1112.W.1.3d, LAFS.1112.W.2.4, LAFS.1112.W.3.7, LAFS.1112.W.3.8,
LAFS.1112.W.3.9, LAFS.1112.W.3.9b, LAFS.1112.SL.1.1 (a-d) ,
LAFS.1112.SL.2.4, LAFS.1112.SL.2.5, LAFS.1112.L.1.1, LAFS.1112.L.2.3,
LAFS.1112.L.2.3a, LAFS.1112.L.3.4, LAFS.1112.L.3.4b, LAFS.1112.L.3.4c,
LAFS.1112.L.3.5, LAFS.1112.L.3.5b
LAFS.1112.RL.1.1, LAFS.1112.RL.2.4, LAFS.1112.RL.2.6, LAFS1112.RL.4.10,
LAFS.1112.RI.1.3, LAFS.1112.RI.2.4, LAFS.1112.RI.2.5, LAFS.1112.RI.2.6,
LAFS.1112.RI.3.7, LAFS.1112.RI.4.10, LAFS.1112.W.1.1, LAFS.1112.W.2.4,
LAFS.1112.W.2.5, LAFS.1112.W.3.9, LAFS.1112.W.4.10, LAFS.1112.SL.2.4,
LAFS.1112.SL.2.5,
LAFS.1112.L.2.3,LAFS.1112.L.2.3a, LAFS.1112.L.3.4, LAFS.1112.L.3.4a,
LAFS.1112.L.3.4d, LAFS.1112.L.3.5a-b
Collection 2 Optional
Assessment Standards
LAFS.1112.RL.1.2, LAFS.1112.RL.1.3,
LAFS.1112.RL.2.4, LAFS.1112.RL.2.5,
LAFS.1112.RI.1.2, LAFS.1112.RI.2.5,
LAFS.1112.RI.2.6, LAFS.1112.L.1.1,
LAFS.1112.L.1.1a, LAFS.1112.L.1.1b,
LAFS.1112.L.2.3a
Collection 3 Optional
Assessment Standards
LAFS.1112.RL.2.4, LAFS.1112.RL.2.6,
LAFS.1112.RI.1.1, LAFS.1112.RI.1.3,
LAFS.1112.RI.2.4, LAFS.1112.RI.2.6,
LAFS.1112.RI.3.7, LAFS.1112.RI.3.8,
LAFS.1112.RI.3.9, LAFS.1112.L.1.1,
LAFS.1112.L.2.3, LAFS.1112.L.2.3a,
LAFS.1112.L.3.4b, LAFS.1112.L.3.4d
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Suggested Length
Collection 4, Part-1
2-3 Weeks
Collection 4, Part-2
2-3 Weeks
Theme
Content Standards
Seeking Justice, Seeking
Peace
LAFS.1112.RL.1.1, LAFS.1112.RL.1.2, LAFS.1112.RL.1.3, LAFS.1112.RL.2.4,
LAFS.1112.RL.2.5, LAFS.1112.RL.2.6, LAFS.1112.RL.3.7, LAFS.1112.RI.1.1,
LAFS.1112.RI.1.2, LAFS.1112.RI.2.4, LAFS.1112.RI.2.5, LAFS.1112.W.1.1,
LAFS.1112.W.1.2 a-f, LAFS.1112.W.2.4, LAFS.1112.W.2.5, LAFS.1112.W.3.9ab, LAFS.1112.W.4.10, LAFS.1112.SL.1.1, LAFS.1112.SL.2.5, LAFS.1112.SL.2.6,
LAFS.1112.L.3.5, LAFS.1112.L.3.5a, LAFS.1112.L.3.6
Seeking Justice, Seeking
Peace
Collection 4 Optional
Assessment Standards
LAFS.1112.RL.1.3, LAFS.1112.RL.2.4,
LAFS.1112.RL.2.5, LAFS.1112.RL.3.7,
LAFS.1112.RI.1.2, LAFS.1112.RI.1.3,
LAFS.1112.RI.2.5,
LAFS.1112.L.1.2, LAFS.1112.L.1.2b,
LAFS.1112.L.2.3a, LAFS.1112.L.3.5a,
LAFS.1112.L.3.6
LAFS.1112.RL.1.1, LAFS.1112.RL.1.2, LAFS.1112.RL.1.3, LAFS.1112.RL.2.5,
LAFS.1112.RL.2.6, LAFS.1112.RI.1.1, LAFS.1112.RI.1.2 , LAFS.1112.RI.1.3,
LAFS.1112.RI.2.4, LAFS.1112.RI.2.5, LAFS.1112.RI.2.6, LAFS.1112.RI.4.10,
LAFS.1112.W.1.1a-e, LAFS.1112.W.1.3, LAFS.1112.W.1.3d, LAFS.1112.W.2.4,
LAFS.1112.W.2.5, LAFS.1112.W.3.9a-b LAFS.1112.SL.1.1, LAFS.1112.SL.1.1a,
LAFS.1112.L.1.2, LAFS.1112.L.2.3, LAFS.1112.L.2.3a, LAFS.1112.L.3.4,
LAFS.1112.L.3.5, LAFS.1112.L.3.5a
Collection 5 Optional
Assessment Standards
Collection 5, Part 1
2-3 Weeks
Taking Risks
LAFS.1112.RL.1.1, LAFS.1112.RL.1.2, LAFS.1112.RL.1.3, LAFS.1112.RL.2.4,
LAFS.1112.W.1.2, LAFS.1112.L.2.3, LAFS.1112.L.3.4a-d, LAFS.1112.RL.4.10
LAFS.1112.RL.1.2, LAFS.1112.RL.1.3,
LAFS.1112.RL.2.4, LAFS.1112.RI.1.2,
LAFS.1112.RI.2.4, LAFS.1112.RI.2.6,
LAFS.1112.RI.3.8, LAFS.1112.L.2.3,
LAFS.1112.L.3.4a, LAFS.1112.L.3.5b
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Suggested Length
Collection 5, Part-2
2-3 Weeks
Collection 6, Part-1
2-3 Weeks
Collection 6, Part 2
2-3 Weeks
Planning Resources:
District Writing Plan
Checkpoints Blueprint
Learning Target Progression with HMH
Theme
Content Standards
Taking Risks
LAFS.1112.RL.1.1, LAFS.1112.RL.1.2, LAFS.1112.RL.1.3, LAFS.1112.RL.2.4,
LAFS.1112.RL.2.5, LAFS.1112.RI.1.1, LAFS.1112.RI.1.2, LAFS.1112.RI.1.3,
LAFS.1112.RI.2.4, LAFS.1112.RI.2.5, LAFS.1112.RI.2.6, LAFS.1112.RI.3.8,
LAFS.1112.W.1.1, LAFS.1112.W.3.9a-b, LAFS.1112.SL.1.1, LAFS.1112.SL.1.1a,
LAFS.1112.SL.1.1c, LAFS.1112.SL.1.2, LAFS.1112.SL.1.3, LAFS.1112.SL.2.4,
LAFS.1112.L.2.3, LAFS.1112.L.3.5, LAFS.1112.L.3.5b, LAFS.1112.L.3.6
Finding Ourselves in
Nature
Finding Ourselves in
Nature
LAFS.1112.RL.1.2, LAFS.1112.RL.2.4, LAFS.1112.RL.2.5, LAFS.1112.RL.3.9,
LAFS.1112.RI.1.1, LAFS.1112.RI.1.2, LAFS.1112.RI.1.3, LAFS.1112.RI.2.4,
LAFS.1112.RI.2.6 LAFS.1112.W.1.3a-e, LAFS.1112.W.3.9a, LAFS.1112.L.2.3,
LAFS.1112.L.3.5, LAFS.1112.L.3.5a, LAFS.1112.L.3.6
LAFS.1112.RL.1.1, LAFS.1112.RL.1.2, LAFS.1112.RL.1.3, LAFS.1112.RL.2.4,
LAFS.1112.RL.2.5, LAFS.1112.RL.4.10, LAFS.1112.RI.1.1, LAFS.1112.RI.1.2,
LAFS.1112.RI.1.3, LAFS.1112.RI.2.4, LAFS.1112.RI.2.6, LAFS.1112.RI.3.7,
LAFS.1112.RI.4.10, LAFS.1112.W.1.3a-e, LAFS.1112.W.2.4, LAFS.1112.W.2.5,
LAFS.1112.W.3.9a-b, LAFS.1112.SL.1.1, LAFS.1112.SL.1.1a,LAFS.1112.SL.2.5
LAFS.1112.L.2.3, LAFS.1112.L.3.4, LAFS.1112.L.3.4c, LAFS.1112.L.3.5,
LAFS.1112.L.3.5a, LAFS.1112.L.3.5b
Collection 5 Optional
Assessment Standards
LAFS.1112.RL.1.2, LAFS.1112.RL.1.3,
LAFS.1112.RL.2.4, LAFS.1112.RI.1.2,
LAFS.1112.RI.2.4, LAFS.1112.RI.2.6,
LAFS.1112.RI.3.8, LAFS.1112.L.2.3,
LAFS.1112.L.3.4a, LAFS.1112.L.3.5b
Collection 6 Optional
Assessment Standards
LAFS.1112.RL.1.2, LAFS.1112.RL.2.5,
LAFS.1112.RL.3.9, LAFS.1112.RI.1.3,
LAFS.1112.RI.2.4, LAFS.1112.RI.2.6,
LAFS.1112.RI.3.7, LAFS.1112.L.1.2a,
LAFS.1112.L.2.3, LAFS.1112.L.3.4c,
LAFS.1112.L.3.6
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Quarter 1, Collection 1, Part 1
Suggested Length: 2-3 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt: Florida Collections, 2015
Collection Theme: Chasing Success
Reading Standards for Informational Text:
LAFS.1112.RI.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RI.1.2- Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on
one another to provide a complex analysis; provide an objective summary of the text.
LAFS.1112.RI.2.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
LAFS.1112.RI.2.5- Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes
points clear, convincing, and engaging.
LAFS.1112.RI.2.6- Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute
to the power, persuasiveness or beauty of the text.
LAFS.1112.RI.3.7- Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem.
LAFS.1112.RI.4.10- By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and
proficiently.
Writing Standards:
LAFS.1112.W.1.1 (a-e) - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a
manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
LAFS.1112.W.1.3.a- Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a smooth progression of experiences or events.
LAFS.1112.W.1.3.d- Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
LAFS.1112.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Speaking and Listening Standards:
LAFS.1112.SL.1.1a-d- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LAFS.1112.SL.1.3- Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice,
points of emphasis, and tone used.
English Language Learner Standards:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting
Cross-Curricular Connections:
HE.912.B.4.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
HE.912.B.4.4 Analyze the validity of ways to ask for and offer assistance to enhance the health of self and others.
Essential Outcome Question:
In the face of adversity, what causes some individuals to prevail while others fail?
Aligned Learning
Goals
The student will be
able to…
-determine central
ideas and integrate
and evaluate
information in an
essay
District Adopted Materials
Anchor Text: Essay by Malcolm Gladwell
“Marita’s Bargain”
p. 3A
Lexile 1060L
Close Reader Selection:
Book Excerpt by Paul Tough Kewauna’s
Ambition
p. 18b
Lexile 1220L
Additional Resources
HMH Online Resources:
Analyzing Informational Text
https://my.hrw.com > Teacher Resources
> Interactive Whiteboard Lessons >
Analyzing Informational text
Graduation Speech by Michael Lewis
“Don’t Eat Fortune’s Cookie”
p. 19A
Science Article by Carol S. Dweck “The
Secret to Raising Smart Kids”
p. 21A
Lexile 1400L
Strategies for Differentiation
Literacy Centers
Bump it Up, Bump it Down
Scaffolding for ELL Students:
 Vocabulary-Context Clues
 Support Inferences
When Students Struggle:
 Central Ideas and
Supporting Details
 Cause and Effect
To Challenge Students:
 Analyze a Theory
*Extend: Teacher eBook
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
District Writing Plan:
Week 2: Unpacking argumentative and
informative prompts
CUCC Strategy (slides 42-47)
Week 3: Note-taking Strategies
What, Why, How (slides 2-10)
Note-taking Strategy (slides 48-54)
Op-ed by Kay Bailey Hutchinson and
Barbara Mikulski, “A Right to Choose
Single-Sex Education”
p. 20b
Lexile 1200L
Multiple Meaning Words:
https://www.spellingcity.com/multiplemeaning-words.html > “View Word Lists”
Using the Dictionary:
http://www.cpalms.org/Public/PreviewRe
source/Preview/75068
Suggested Activities and Assessments
Suggested Implementation Activities:
Writing Support: Performance Assessment Unit 1 Argumentative Essay:
 Step 1 – Analyze the Model using direct instruction
Suggested Assessments:
 Online Selection Assessments as Needed for Progress Monitoring
Academic Vocabulary:
 Accumulate, Appreciation, Conform, Persistence, Reinforce
FYI – Informational TextResearch/Explore
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Quarter 1, Collection 1, Part 2
Suggested Length: 2-3 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt: Florida Collections, 2015
Collection Theme: Chasing Success
Reading Standards for Literature:
LAFS.1112.RL.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RL.1.3- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and developed).
LAFS.1112.RL.2.4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)
LAFS.1112.RL.2.6- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
LAFS.1112.RL.3.7- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how
each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
LAFS.1112.RL.4.10- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text
complexity band independently and proficiently.
Writing Standards:
LAFS.1112.W.1.1 (a-e) - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.1112.W.1.2- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and
concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance
of the topic).
LAFS.1112.W.1.3.d- Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
LAFS.1112.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.W.2.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
LAFS.1112.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening Standards:
LAFS.1112.SL.1.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LAFS.1112.SL.1.1a- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
LAFS.1112.SL.2.4- Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
LAFS.1112.SL.2.6- Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Language Standards:
LAFS.1112.L.1.1a- Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
LAFS.1112.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.1112.L.2.3- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
LAFS.1112.L.3.4c- Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
LAFS.1112.L.3.6- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
English Language Learner Standards:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
Cross-Curricular Connections:
HE.912.B.4.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
Essential Outcome Question:
What is the relationship between sacrifice and success? How do authors illustrate this relationship through text?
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Aligned Learning
Goals
The student will be
able to…
-analyze the impact
of an author’s word
choice and cite text
evidence to support
inferences
District Adopted Materials
Anchor Text: Novel by Jamaica Kincaid “A
Walk to the Jetty” from Annie John
p. 31A
Lexile 1290L
Close Reader Selection: Short Story by
Penelope Lively, “Next Term, We’ll Mash
You”
p. 46b
Lexile 780L
District Writing Plan:
Week 4: Evaluate Evidence for Claim
HMH Interactive Whiteboard Lesson
https://my.hrw.com > Teacher Resources
> Interactive Whiteboard Lessons >
Reading Informational Text > Evaluating
Sources
HMH Level Up Tutorials
https://my.hrw.com > Teacher Resources
> Level Up Tutorials > Analyzing
Informational Text > Analyzing Arguments
and Evidence
Additional Resources
Strategies for Differentiation
Online HMH Resources:
Evidence Organizer
Word Choice and Tone
Making Meaning
https://my.hrw.com > Teacher Resources > Say It Like You Mean It
Interactive Whiteboard Lessons > Word
Choice and Tone
Scaffolding for ELL Students:
Citing Textual Evidence
 Vocabulary, Figurative
https://my.hrw.com > Teacher Resources >
Language, Phrasal Verbs,
Interactive Whiteboard Lessons > Citing
Idioms, Multiple Meaning
Textual Evidence
Words
 Language: Verb Tenses
Drama by Eugene O’Neill ILE
p. 47A
When Students Struggle:
 Main Clause
Opera by Ezra Donner Media Versions of
 Fluent Reading
ILE
p. 63A
To Challenge Students:
 Compare Points of View
Production Image Media Versions of ILE
 Explore Nuances of Meaning
p. 65A
*Extend: Teacher eBook
FYI – Informational TextResearch/Explore
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Week 5: Claim/Position HMH Level Up
Tutorials https://my.hrw.com >Teacher
Resources > Level Up Tutorials > Analyzing
Informational Text > Elements of an
Argument
Interactive Writing Lesson
https://my.hrw.com> Interactive Writing
Lessons > Writing Arguments > What is
Claim?
Week 6: Argumentative Rubric
Suggested Activities and Assessments
Suggested Implementation Activities:
Performance Assessment Unit 1 Argumentative Essay:
 Step 2 – Practice the Task using CUCC and Note-taking strategies using the gradual release model
Suggested Assessments:
 Online Selection Assessments as Needed for Progress Monitoring
Academic Vocabulary:
 Accumulate, Appreciation, Conform, Persistence, Reinforce
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Quarter 1, Collection 2, Part 1
Suggested Length: 2-3 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt: Florida Collections, 2015
Collection Theme: Gender Roles
Reading Standards for Literature:
LAFS.1112.RL.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RL.1.2- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an objective summary of the text.
LAFS.1112.RL.1.3- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and developed).
LAFS.1112.RL.2.4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)
LAFS.1112.RL.2.5- Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
LAFS.1112.RL.2.6- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
LAFS.1112.RL.4.10 - By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity
band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
Writing Standards:
LAFS.1112.W.1.1 (a-e) - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.1112.W.1.2- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
LAFS.1112.W.1.3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
LAFS.1112.W.1.3d- Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
LAFS.1112.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
LAFS.1112.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.1112.W.4.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Speaking and Listening Standards:
LAFS.1112.SL.1.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LAFS.1112.SL.2.6- Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Language Standards:
LAFS.1112.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.1112.L.1.1a- Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
LAFS.1112.L.1.1b- Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
LAFS.1112.L.2.3- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
LAFS.1112.L.2.3a- Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
LAFS.1112.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly
from a range of strategies.
LAFS.1112.L.3.4c- Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
LAFS.1112.L.3.4d- Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
LAFS.1112.L.3.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.1112.L.3.5a- Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
English Language Learner Standards:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting
Essential Outcome Question:
How do gender roles within various cultures impact interpretation of text?
Aligned Learning
Goals
The student will be
able to…
District Adopted Materials
Additional Resources
Strategies for Differentiation
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
-analyze the narrator
and the frame-story
structure of a
narrative poem
Anchor Text: Narrative Poem by
Geoffrey Chaucer “The Wife of Bath’s
Tale” from The Canterbury Tales
p. 77A
Close Reader Selection: Narrative Poem
by Geoffrey Chaucer “The Pardoner’s
Tale”
p. 92B
Video-History’s Mysteries: The Knights of
Camelot
HMH Online Resources:
Theme/Central Idea
https://my.hrw.com > Teacher Resources >
Interactive Whiteboard Lessons >
Theme/Central Idea
District Writing Plan:
Week 7: Planning/Draft
Easy as 123
Evidence Integration Stems (slides 13-17)
Connection Stems (slides 22-30)
Quote Sandwich (slides 31-36)
Week 8: Writer’s Workshop (slides 18-21)
Level Up Tutorials - https://my.hrw.com
> Teacher Resources > Level Up Tutorials
> Writing and Revision
Peer Review - Critical Friends:
Collaborating As Writers
Week 9: Highlighting/Code for What,
Why, How (slides 2-10)
Suggested Activities and Assessments
Suggested Implementation Activities:
Performance Assessment Unit 1 Argumentative Essay:
Scaffolding for ELL Students:
 Interpret Idioms
 Support Inferences
When Students Struggle:
 Summarize Important
Passages
 Use Details to Determine
Theme
 Complete Sentences
To Challenge Students:
 Storyboard a Scene
*Extend: Teacher eBook
FYI – Informational TextResearch/Explore
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)

Step 3 Perform the Task – Students will independently read two articles, use note-taking and planning strategies, and draft an argumentative
essay.
 Writer’s Workshop
Suggested Assessments:
 Online Selection Assessments as Needed for Progress Monitoring
Academic Vocabulary:
 Bias, Complementary, , Inclinations, Predominance
Quarter 2, Collection 2, Part 2
Suggested Length: 2-3 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt: Florida Collections, 2015
Collection Theme: Gender Roles
Reading Standards for Informational Text:
LAFS.1112.RI.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RI.1.2- Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the text.
LAFS.1112.RI.1.3- Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
LAFS.1112.RI.2.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
LAFS.1112.RI.2.5- Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points
clear, convincing, and engaging.
LAFS.1112.RI.2.6- Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the
power, persuasiveness or beauty of the text.
LAFS.1112.RI.3.7- Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
LAFS.1112.RI.4.10- By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and
proficiently.
Writing Standards:
LAFS.1112.W.1.1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.1112.W.1.2- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
Speaking and Listening Standards:
LAFS.1112.SL.1.1 (a-d)- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify,
verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine
what additional information or research is required to deepen the investigation or complete the task.
LAFS.1112.SL.1.2- Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
LAFS.1112.SL.1.3- Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
LAFS.1112.SL.2.4- Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and
informal tasks.
LAFS.1112.SL.2.5- Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
LAFS.1112.SL.2.6- Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Language Standards:
LAFS.1112.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.1112.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from
a range of strategies.
LAFS.1112.L.3.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or
phrase.
LAFS.1112.L.3.4d- Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
LAFS.1112.L.2.3- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
LAFS.1112.L.2.3a- Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the
study of complex texts when reading.
LAFS.1112.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from
a range of strategies.
LAFS.1112.L.3.4a- Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or
phrase.
English Language Learner Standards:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
Cross-Curricular Connections:
SS.912.C.3.13 Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels.
Essential Outcome Question:
How does the study of fiction and nonfiction text help people shape their individual perception of gender?
Aligned Learning
Goals
The student will be
able to…
-analyze
counterarguments
and rhetorical devices
used in an argument
District Adopted Materials
Additional Resources
Anchor Text: Essay by Scott Russell Sanders
“The Men We Carry in Our Minds”
p. 131A
Lexile 1060L
News Video: Saudi Women Defy Driving Ban
p. 123A
Close Reader Selection:
Essay by Lynn Peril from Pink Think
p. 140b
Lexile 1490L
District Writing Plan:
Week 1 -
Political Argument by Mary Wollstonecraft
from A Vindication of the Rights of Woman,
p. 113A
Lexile 1350L
Online article by Neil MacFarquhar and Dina
Salah Amer “In a Scattered Protest, Saudi
Women Take the Wheel”
p.123A
Lexile 1400L
Strategies for Differentiation
Scaffolding for ELL Students:
 Organizational Patterns:
Compare/Contrast
 Analyze Structure:
Counterargument
When Students Struggle:
 Comprehension:
Counterarguments
 Identify Rhetorical Devices
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
From Summary to Analysis PPT
Week 2 –
Note-taking Strategy (slides 48-54)
Week 3 –
Evaluate Evidence/Controlling Idea
Interactive Whiteboard Lesson:
Determine Author’s Purpose TE p.
130A
*Extend: Teacher eBook
FYI – Informational TextResearch/Explore
Suggested Activities and Assessments
Suggested Implementation Activities:
 Performance Assessment Book
Suggested Assessments:
 Performance Matters Collection 2 Online Assessment
 Online Selection Assessments as Needed for Progress Monitoring
Academic Vocabulary:
 Bias, Complementary, Exploit, Inclinations, Predominance
Quarter 2, Collection 3, Part 1
Suggested Length: 2-3 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt: Florida Collections, 2015
Collection Theme: Voices of Protest
Reading Standards for Informational Text:
LAFS.1112.RI.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RI.1.2- Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the text.
LAFS.1112.RI.1.3- Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the
text.
LAFS.1112.RI.2.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
LAFS.1112.RI.2.5- Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points
clear, convincing, and engaging.
LAFS.1112.RI.2.6- Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the
power, persuasiveness or beauty of the text.
LAFS.1112.RI.3.7- Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
LAFS.1112.RI.3.8- Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
LAFS.1112.RI.3.9- Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of
Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
LAFS.1112.RI.4.10- By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and
proficiently.
Writing Standards:
LAFS.1112.W.1.2b- Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
LAFS.1112.W.1.3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
LAFS.1112.W.1.3d- Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
LAFS.1112.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
LAFS.1112.W.3.7- Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.W.3.8- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations
of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance
on any one source and following a standard format for citation.
LAFS.1112.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.1112.W.3.9b- Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of
public advocacy [e.g., The Federalist, presidential addresses]”).
Standards for Speaking and Listening:
LAFS.1112.SL.1.1 (a-d)- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify,
verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the investigation or complete the task.
LAFS.1112.SL.2.4- Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and
informal tasks.
LAFS.1112.SL.2.5- Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Language Standards:
LAFS.1112.L.1.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.1112.L.2.3- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
LAFS.1112.L.2.3a- Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
LAFS.1112.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from
a range of strategies.
LAFS.1112.L.3.4b- Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
LAFS.1112.L.3.4c- Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word
or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
LAFS.1112.L.3.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.1112.L.3.5b- Analyze nuances in the meaning of words with similar denotations.
English Language Learner Standards:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
Cross-Curricular Connections:
SS.912.C.2.8 Analyze the impact of citizen participation as a means of achieving political and social change.
SS.912.C.3.13 Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Essential Outcome Question:
How can language and text be used for empowerment?
Aligned
Learning Goals
The student will
be able to…
-delineate and
evaluate an
argument as
well as
determine
connotative
meanings of
the language
used
District Adopted Materials
Additional Resources
Strategies for Differentiation
Anchor Text: Speech by Martin Luther
King Jr. Speech on the Vietnam War,
1967
p. 151A
Lexile 1290L
Voices of Protest & MLK
Essay by Thomas Paine from “The Crisis”
p. 169A
Lexile 1180L
Scaffolding for ELL Students:
 Clarify Historical Context
 Language: Pronoun Referents
 Use Prefixes
 Language: Punctuation Cues
Close Reader Selection: Speech by
Shirley Chisholm, “People and Peace,
not Profits and War.”
p 168b
Lexile 1150L
Essay by Henry David Thoreau from “Civil
Disobedience”
p. 169A
Lexile 1200L
When Students Struggle:
 Examine Chronological Order
 Analyze Reasons and Evidence
 Summarize Paragraphs
Essay by Terry Tempest Williams “The Clan
of One-Breasted Women”
p. 187A
Lexile 990L
LBJ: Civil Rights and Vietnam
To Challenge Students:
 Analyze Tone and Purpose
 Explore Connections
*Extend: Teacher eBook
FYI – Informational Text- Research/Explore
District Writing Plan:
Week 4 – Informative Rubric
Week 5 – School-based
planning/drafting strategies
Suggested Activities and Assessments
Suggested Implementation Activities:
 Performance Assessment Book
Suggested Assessments:
 Online Selection Assessments as needed for progress monitoring.
Academic Vocabulary:
Controversy, Convince, Ethics, Radical, Tension
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Quarter 2, Collection 3, Part 2
Suggested Length: 2-3 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt: Florida Collections, 2015
Collection Theme: Voices of Protest
Reading Standards for Literature:
LAFS.1112.RL.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RL.2.4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
LAFS.1112.RL.2.6- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).
LAFS.1112.RL.4.10 - By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the
grades 11-CCR text complexity band independently and proficiently.
Reading Standards for Informational Text:
LAFS.1112.RI.1.3- Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the
text.
LAFS.1112.RI.2.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
LAFS.1112.RI.2.5- Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points
clear, convincing, and engaging.
LAFS.1112.RI.2.6- Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the
power, persuasiveness or beauty of the text.
LAFS.1112.RI.3.7- Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
LAFS.1112.RI.4.10- By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and
proficiently.
Writing Standards:
LAFS.1112.W.1.1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.1112.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
LAFS.1112.W.2.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page
54.)
LAFS.1112.W.2.6- Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including
new arguments or information.
LAFS.1112.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.1112.W.4.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
Standards for Speaking and Listening:
LAFS.1112.SL.2.4- Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and
informal tasks.
LAFS.1112.SL.2.5- Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Language Standards:
LAFS.1112.L.2.3- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
LAFS.1112.L.2.3a- Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
LAFS.1112.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from
a range of strategies.
LAFS.1112.L.3.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or
phrase.
LAFS.1112.L.3.4d- Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
LAFS.1112.L.3.5a-b- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
English Language Learner Standards:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
Cross-Curricular Connections:
SS.912.C.2.8 Analyze the impact of citizen participation as a means of achieving political and social change.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
SS.912.C.3.13 Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels.
Essential Outcome Question:
How can literature serve as a vehicle for social change, challenging the beliefs and values of society?
Aligned Learning
Goals
The student will be
able to…
-analyze satire and its
historical context
District Adopted Materials
Anchor Text: Satire by Jonathan Swift “A
Modest Proposal”
p. 199A
Lexile 1590L
Close Reader Selection:
Article by Joel Stein
“Who Speaks for the 1%?”
p. 212b
Lexile 1080L
Additional Resources
Photojournalism by Alison Wright “Third
World America”
p. 213A
Lexile 1260L
Poem by Martin Espada “Imagine the Angels
of Bread”
p. 217A
Poem by Derek Walcott “Elsewhere”
p. 220b
Week 6 thru 9 – Writer’s Workshop
Strategies for Differentiation
Scaffolding for ELL Students:
 Vocabulary: Context Clues
 Language: Verb Tense
When Students Struggle:
 Identify Problem-Solution
Organization
 Analyze Reasons
 Use Active and Passive Voice
To Challenge Students:
 Analyze Metaphorical Language
*Extend: Teacher eBook
FYI – Informational TextResearch/Explore
Suggested Activities and Assessments
Suggested Implementation Activities:
 Performance Assessment  Writer’s Workshop
Suggested Assessments:
 Performance Matters Collection 3 Online Assessment
 Online Selection Assessments as needed for progress monitoring.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Academic Vocabulary:
 Controversy, Convince, Ethics, Radical, Tension
Quarter 3, Collection 4, Part 1
Adopted Instructional Materials: Houghton Mifflin Harcourt: Florida Collections, 2015
Suggested Length: 2-3 Weeks
Collection Theme: Seeking Justice, Seeking Peace
Reading Standards for Literature:
LAFS.1112.RL.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RL.1.2- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an objective summary of the text.
LAFS.1112.RL.1.3- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
LAFS.1112.RL.2.4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
LAFS.1112.RL.2.5- Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
LAFS.1112.RL.2.6- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).
LAFS.1112.RL.3.7- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Reading Standards for Informational Text:
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
LAFS.1112.RI.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RI.1.2- Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the text.
LAFS.1112.RI.2.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
LAFS.1112.RI.2.5- Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points
clear, convincing, and engaging.
Writing Standards:
LAFS.1112.W.1.1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.1112.W.1.2 a-f-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the
topic).
LAFS.1112.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
LAFS.1112.W.2.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page
54.)
LAFS.1112.W.3.9a-b- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics”).
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional
principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy
[e.g., The Federalist, presidential addresses]”).
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
LAFS.1112.W.4.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
Standards for Speaking and Listening:
LAFS.1112.SL.1.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LAFS.1112.SL.2.5- Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
LAFS.1112.SL.2.6- Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Language Standards:
LAFS.1112.L.3.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.1112.L.3.5a- Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
LAFS.1112.L.3.6- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
English Language Learner Standards:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
Cross-Curricular Connections:
HE.912.B.4.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
Essential Outcome Question:
What are the causes and consequences of prejudice and injustice?
Aligned Learning
Goals
The student will be
able to…
-analyze both the
language and
structure of the play
District Adopted Materials
Anchor Text: Drama by William Shakespeare
The Tragedy of Hamlet
p. 231A
Close Reader Selection:
Drama by William Shakespeare Excerpt from
Hamlet
Additional Resources
Film versions of Hamlet, p. 357A
Literary Criticism by Rene Girard “Hamlet’s Dull
Revenge”
p. 361A
Lexile 1290L
Strategies for Differentiation
Scaffolding for ELL Students:
 Language Contractions
 Organizational Patterns:
Time Sequence
When Students Struggle:
Time Sequence
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
p. 356b
Video BIOGRAPHY- Biography: William
Shakespeare
To Challenge Students: Analyze
Perspective
*Extend: Teacher eBook
FYI – Informational TextResearch/Explore
Suggested Activities and Assessments
Suggested Implementation Activities:
 Writing Support: Performance Assessment Book
 Writer’s Workshop
Suggested Assessments:
 Collection 4 Performance TasksWrite an Analytical Essay
 Online Selection Assessments as Needed for Progress Monitoring
Academic Vocabulary:
Drama, Integrity, Mediate, Restrain, Trigger
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Quarter 3, Collection 4, Part 2
Suggested Length: 2-3 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt: Florida Collections, 2015
Collection Theme: Seeking Justice, Seeking Peace
Reading Standards for Literature:
LAFS.1112.RL.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RL.1.2- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an objective summary of the text.
LAFS.1112.RL.1.3- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
LAFS.1112.RL.2.5- Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
LAFS.1112.RL.2.6- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).
LAFS.1112.RL.4.10 - By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the
grades 11-CCR text complexity band independently and proficiently.
Reading Standards for Informational Text:
LAFS.1112.RI.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RI.1.2- Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the text.
LAFS.1112.RI.1.3- Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the
text.
LAFS.1112.RI.2.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
LAFS.1112.RI.2.5- Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points
clear, convincing, and engaging.
LAFS.1112.RI.2.6- Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the
power, persuasiveness or beauty of the text.
Writing Standards:
LAFS.1112.W.1.1a-e- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner
that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
LAFS.1112.W.1.3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
LAFS.1112.W.1.3d- Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
LAFS.1112.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
LAFS.1112.W.2.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page
54.)
LAFS.1112.W.3.9a-b- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics”).
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional
principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy
[e.g., The Federalist, presidential addresses]”).
Speaking and Listening Standards:
LAFS.1112.SL.1.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LAFS.1112.SL.1.1a- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Language Standards:
LAFS.1112.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.1112.L.2.3- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
LAFS.1112.L.2.3a- Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
LAFS.1112.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from
a range of strategies.
LAFS.1112.L.3.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.1112.L.3.5a- Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
English Language Learner Standards:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
Cross-Curricular Connections:
SS.912.C.2.8 Analyze the impact of citizen participation as a means of achieving political and social change.
Essential Outcome Question:
How does an author’s response to prejudice and injustice reveal his/her own morals, ethics and values?
Aligned Learning
Goals
The student will be
able to…
-analyze author’s
choices concerning the
structure and point of
view in a text
-determine the
figurative meanings of
words and phrases as
they are used to
personify an idea
Textbook Resources
Anchor Text: Feature Article by Alex
Kotlowitz “Blocking the Transmission of
Violence”
p. 379A
Lexile 1150L
Close Reader Selection: Speech by Wangaa
Mathari Nobel Peace Prize Acceptance
Speech
p. 394b
Lexile 1210L
Additional Resources
Poem by Wislawa Szymborska “Hatred”
p. 395A
Short Story by Juan Rulfo “Tell Them Not to
Kill Me!”
p. 369A
Lexile 810L
Strategies for Differentiation
Scaffolding for ELL Students:
 Informal Expressions
 Phrasal Verbs
 Cognates
When Students Struggle:
 Central Ideas
 Evidence and Conclusion
 Draw Conclusion
To Challenge Students:
 Write About Risk
*Extend: Teacher eBook
FYI – Informational TextResearch/Explore
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Suggested Activities and Assessments
Suggested Activities:
 Performance Assessment Book
 Writer’s Workshop
Suggested Assessments:
 Collection 4 Performance Task B- Write an Argument
 Performance Matters Collection 4 Online Assessment
 Online Selection Assessments as needed for progress monitoring
Academic Vocabulary:
Drama, Integrity, Mediate, Restrain, Trigger
Quarter 3, Collection 5, Part 1
Suggested Length: 2-3 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt: Florida Collections, 2015
Collection Theme and Description: Taking Risks
Reading Standards for Literature:
LAFS.1112.RL.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RL.1.2- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the text.
LAFS.1112.RL.1.3- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
LAFS.1112.RL.2.4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
Writing Standards:
LAFS.1112.W.1.2- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
Language Standards:
LAFS.1112.L.2.3- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
LAFS.1112.L.3.4a-d- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly
from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
English Language Learner Standards:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
Essential Outcome Question:
How can an individual judge the difference, or draw a line between, risks and rewards?
Aligned Learning
Goals
The student will be
able to…
-analyze
characteristics of epic
and oral poetry
District Adopted Materials
Anchor Text: Epic Poem by The Beowulf Poet,
translated by Burton Raffel from Beowulf
p. 409A
Close Reader Selection: Epic Poem by The
Beowulf Poet, translated by Burton Raffel from
Beowulf
p. 428b
Additional Resources
Strategies for Differentiation
Scaffolding for ELL Students:
 Vocabulary: Multiple-Meaning
Words
 Language: Sentence Alliteration
 Structure, Punctuation Cues,
Verb Tense, Homophones
When Students Struggle:
 Compare and Contrast
 Cause and Effect
 Story Structure
 Read with Expression
To Challenge Students: Research
the Sutton Hoo Excavations
 Discuss Characterization
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)

Analyze Symbolism
*Extend: Teacher eBook
FYI – Informational TextResearch/Explore
Suggested Activities and Assessments
Suggested Implementation Activities:
 Performance Assessment Book
 Writer’s Workshop
Suggested Assessments:
 Online Selection Assessment as Needed for Progress Monitoring
 Anchor Text Performance Task-p. 426 Writing a Comparison
Academic Vocabulary:
Assurance, Collapse, Conceive, Devote, Vision
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Quarter 4, Collection 5, Part 2
Adopted Instructional Materials: Houghton Mifflin Harcourt: Florida Collections, 2015
Suggested Length: 2-3 Weeks
Collection Theme and Description: Taking Risks
Reading Standards for Literature:
LAFS.1112.RL.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RL.1.2- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the text.
LAFS.1112.RL.1.3- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
LAFS.1112.RL.2.4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
LAFS.1112.RL.2.5- Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Reading Standards for Informational Text:
LAFS.1112.RI.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RI.1.2- Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the text.
LAFS.1112.RI.1.3- Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the
text.
LAFS.1112.RI.2.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
LAFS.1112.RI.2.5- Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points
clear, convincing, and engaging.
LAFS.1112.RI.2.6- Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the
power, persuasiveness or beauty of the text.
LAFS.1112.RI.3.8- Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Writing Standards:
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
LAFS.1112.W.1.1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.1112.W.3.9a-b- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics”).
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional
principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy
[e.g., The Federalist, presidential addresses]”).
Standards for Speaking and Listening:
LAFS.1112.SL.1.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LAFS.1112.SL.1.1a- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
LAFS.1112.SL.1.1c- Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
LAFS.1112.SL.1.2- Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
LAFS.1112.SL.1.3- Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
LAFS.1112.SL.2.4- Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and
informal tasks.
Language Standards:
LAFS.1112.L.2.3- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
LAFS.1112.L.3.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.1112.L.3.5b- Analyze nuances in the meaning of words with similar denotations.
LAFS.1112.L.3.6- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
English Language Learner Standards:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Cross-Curricular Connections:
SS.912.C.3.13 Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels.
Essential Outcome Question:
How does the study of fiction and nonfiction texts help individuals construct their understanding of weighing risks and benefits?
Aligned Learning
Goals
The student will be
able to…
- determine the
author’s purpose and
delineate and
evaluate an argument
District Adopted Materials
Speech by Ronald Reagan “Explosion of
the Space Shuttle Challenger: Address to
the Nation”
p. 429A
Lexile 780L
Additional Resources
Science Writing by Paloma Reyes “Are
Genetically Modified Foods Scary?”
p. 470b
Lexile 1420L
Short Story by Mark Braizitis “Blackheart”
p. 452b
Lexile 1420L
Short Story by Anthony Doerr “The Deep”
p. 433A
Lexile 860L
Science Article by Michael Specter “The
Mosquito Solution”
p. 453A
Lexile 1130L
Suggested Activities and Assessments
Suggested Implementation Activities:
 Writer’s Workshop
 Performance Assessment Suggested Assessments:
Strategies for Differentiation
Scaffolding for ELL Students:
 Vocabulary: Roots
*Extend: Teacher eBook
FYI – Informational TextResearch/Explore
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)


Collection 5 Performance Tasks- Write a Speech
Performance Matters Collection 5 Online Assessment
 Online Selection Assessments as Needed for Progress Monitoring
Academic Vocabulary:
Assurance, Collapse, Conceive, Devote, Vision
Quarter 4, Collection 6, Part 1
Adopted Instructional Materials: Houghton Mifflin Harcourt: Florida Collections, 2015
Suggested Length: 2-3 Week
Collection Theme and Description: Finding Ourselves in Nature
Reading Standards for Literature:
LAFS.1112.RL.1.2- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the text.
LAFS.1112.RL.2.4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
LAFS.1112.RL.2.5- Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide
a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
LAFS.1112.RL.3.9- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics.
Reading Standards for Informational Text:
LAFS.1112.RI.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RI.1.2- Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the text.
LAFS.1112.RI.1.3- Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
LAFS.1112.RI.2.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
LAFS.1112.RI.2.6- Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the
power, persuasiveness or beauty of the text.
Writing Standards:
LAFS.1112.W.1.3a-e- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, Suggested Length, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of
mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
LAFS.1112.W.3.9a- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics”).
Language Standards:
LAFS.1112.L.2.3- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
LAFS.1112.L.3.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.1112.L.3.5a- Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
LAFS.1112.L.3.6- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
English Language Learner Standards:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
Cross-Curricular Connections:
HE.912.B.4.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
Essential Outcome Question:
What is the relationship between human nature and the natural world?
Aligned Learning Goals
District Adopted Resources
Additional Resources
Strategies for Differentiation
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
The student will be able
to…
-discuss the impact of
word choice, syntax,
other stylistic traits, and
figurative language on
the author’s ability to
achieve her purpose
Anchor Text- Essay by Annie Dillard,
“Living Like Weasels”
p. 477A
Lexile 1040L
Close Reader Selection: Essay by Louise
Erdrich “Local Deer”
p. 484b
Poem by Elinor Wylie “Wild Peaches”
p. 485A
Poem by William Carlos Williams “Spring and
All”
p. 485A
Poems by William Carlos Williams and Jennifer
Chang “Pastorals”
p. 490b
Scaffolding for ELL Students:
 Organizational Patterns: Time
Sequence
When Students Struggle:
 Unconventional Syntax
To Challenge Students:
 Explore Point of View
*Extend: Teacher eBook
FYI – Informational TextResearch/Explore
Suggested Activities and Assessments
Suggested Implementation Activities:
 Writing Support: Performance Assessment Book
Suggested Assessments:
 Online Selection Assessments and Collection Test as Needed for Progress Monitoring
 Anchor Text Performance Task- Writing an Essay p. 482
Academic Vocabulary:
Encounter, Intensity, Restore, Theme, Visualize
Quarter 4, Collection 6, Part 2
Suggested Length: 2-3 Weeks
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
Adopted Instructional Materials: Houghton Mifflin Harcourt: Florida Collections, 2015
Collection Theme and Description: Finding Ourselves in Nature
Reading Standards for Literature:
LAFS.1112.RL.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RL.1.2- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the text.
LAFS.1112.RL.1.3- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
LAFS.1112.RL.2.4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
LAFS.1112.RL.2.5- Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide
a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
LAFS.1112.RL.4.10- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band
independently and proficiently.
Reading Standards for Informational Text:
LAFS.1112.RI.1.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
LAFS.1112.RI.1.2- Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the text.
LAFS.1112.RI.1.3- Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
LAFS.1112.RI.2.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
LAFS.1112.RI.2.6- Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the
power, persuasiveness or beauty of the text.
LAFS.1112.RI.3.7- Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
LAFS.1112.RI.4.10- By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and
proficiently.
Writing Standards:
LAFS.1112.W.1.3a-e- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, Suggested Length, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of
mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
LAFS.1112.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3).
LAFS.1112.W.2.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12)
LAFS.1112.W.3.9a-b- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics”).
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional
principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy
[e.g., The Federalist, presidential addresses]”).
Standards for Speaking and Listening:
LAFS.1112.SL.1.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LAFS.1112.SL.1.1a- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
LAFS.1112.SL.2.5- Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Language Standards:
LAFS.1112.L.2.3- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
LAFS.1112.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
LAFS.1112.L.3.4c- Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
LAFS.1112.L.3.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.1112.L.3.5a- Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
THE SCHOOL DISTRICT OF LEE COUNTY
ELA ACADEMIC PLAN 2016-2017
ENGLISH 4 ON LEVEL (1001400) ENGLISH 4 HONORS (1001410)
LAFS.1112.L.3.5b- Analyze nuances in the meaning of words with similar denotations.
English Language Learner Standards:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
Essential Outcome Question:
How does the study of fiction and nonfiction texts help individuals construct their understanding of their role with nature?
Aligned Learning
Goals
The student will be
able to…
-integrate and
evaluate information
presented in film
footage and an audio
track
District Adopted Materials
Documentary Directed by Russ Spencer
“Being Here: The Art of Dan Horgan”
p. 491A
Additional Resources
Short story by Rick Bass “The Hermit’s Story”
p. 501A
Lexile 1500L
Essay by Linda Hogan “Dwellings”
p. 493A
Essay by Baron Wormser “Trees”
p. 500b
Suggested Activities and Assessments
Suggested Implementation Activities:
 Writing Support: Performance Assessment Book
Suggested Assessments:
 Performance Matters Collection 6 Online Assessment
 Online Selection Assessments as Needed for Progress Monitoring
Academic Vocabulary:
Encounter, Intensity, Restore, Theme, Visualize
Strategies for Differentiation
Scaffolding for ELL Students:
 Culture-Comprehension Support
*Extend: Teacher eBook
FYI – Informational TextResearch/Explore