THE SCHOOL DISTRICT OF LEE COUNTY
High School Intensive Reading Quarterly Content Guide 2016-2017
HS IR Edge B Year 1 - 1000410CY1
Adopted Instructional Materials:
Suggested Unit
Length
Cengage: Edge Level B Volume 1
Big Idea
Explore the effect of
family and friends on
choices.
Q1
Unit 1 Cluster 2
2-3 Weeks
Find out how
circumstances affect
choices.
Q1
Unit 1 Cluster 3
2-3 Weeks
Discover how society
influences choices.
Big Idea
Q2
Unit 2 Cluster 1
2-3 Weeks
Consider ways to express
your creativity.
Q2
Unit 2 Cluster 2
2-3 Weeks
Explore the effect of
music on our lives.
Q2
Unit 2 Cluster 3
2-3 Weeks
Discover one way to find
your voice.
LAFS.910.L.3.4a, LAFS.910.L.3.4c,
LAFS.910.L.3.6, LAFS.910.RI.4.10,
LAFS.910.RL.1.1, LAFS.910.RL.1.3,
LAFS.910.RL.2.5, LAFS.910.RL.3.9
LAFS.910.L.3.4a, LAFS.910.L.3.4c,
LAFS.910.L.3.6, LAFS.910.RL.1.1,
LAFS.910.RI.4.10, LAFS.910.RL.1.3,
LAFS.910.SL.1.1c, LAFS.910.SL.1.1d
Q3
Unit 3 Cluster 1
2-3 Weeks
LAFS.910.L.3.4a, LAFS.910.L.3.4c,
LAFS.910.L.3.6, LAFS.910.RL.1.1,
LAFS.910.RL.1.2, LAFS.910.RL.2.6
Q3
Unit 3 Cluster 3
2-3 Weeks
Content Benchmarks
Q3
Unit 3 Cluster 2
2-3 Weeks
Suggested Unit
Length
Big Idea
Discover how legends
begin.
LAFS.910.L.3.4a, LAFS.910.L.3.4c,
LAFS.910.L.3.6, LAFS.910.RL.1.1,
LAFS.910.RI.4.10, LAFS.910.RI.3.7,
LAFS.910.RL.2.5, LAFS.910.RL.3.7,
LAFS.910.RL.3.9
Consider the everyday
heroes in your
community.
LAFS.910.L.3.4a, LAFS.910.L.3.4c,
LAFS.910.L.3.6, LAFS.910.RL.1
Explore how heroes
change the world around
them.
LAFS.910.L.3.4a, LAFS.910.L.3.4c,
LAFS.910.L.3.6, LAFS.910.RL.1.1,
LAFS.910.RI.4.10, LAFS.910.RL.2.5
Big Idea
LAFS.910.L.3.4a, LAFS.910.L.3.6,
LAFS.910.RL.1.1,LAFS.910.RL.1.2,
LAFS.910.RI.2.6
Q4
Unit 4 Cluster 1
2-3 Weeks
LAFS.910.L.3.4a, LAFS.910.L.3.4c,
LAFS.910.L.3.6, LAFS.910.RI.4,
LAFS.910.RI.1.2, LAFS.910.RI.2.5,
LAFS.910.RI.2.6
Q4
Unit 4 Cluster 2
2-3 Weeks
Consider how books can
take you places.
Q4
Unit 4 Cluster 3
2-3 Weeks
Explore how knowledge
changes the world.
LAFS.910.L.3.4a, LAFS.910.L.3.4c,
LAFS.910.L.3.6, LAFS.910.RI.2.6,
LAFS.910.RL.1.
Content Benchmarks
Consider how learning
can give you power.
Content Benchmarks
LAFS.910.L.3.4a, LAFS.910.L.3.4c,
LAFS.910.L.3.6, LAFS.910.RL.1.1,
LAFS.910.RI.4.10, LAFS.910.RL.1.3,
LAFS.910.RL.2.5, LAFS.910.RL.3.9
LAFS.910.L.1.1b., LAFS.910.L.3.4c,
LAFS.910.L.3.6:
LAFS.910.RL.1.1, LAFS.910.RL.4.10,
LAFS.910.RL.2.5, LAFS.910.RI.1.3,
LAFS.910.SL.1.1c, LAFS.910.SL.1.1d
LAFS.910.L.3.4a, LAFS.910.L.3.4c,
LAFS.910.L.3.6, LAFS.910.RI.4.10
LAFS.910.RI.2.5, LAFS.910.RI.3.7
Quarter Four
Quarter Two
Suggested Unit
Length
Suggested Unit
Length
Quarter Three
Quarter One
Q1
Unit 1 Cluster 1
2-3 Weeks
Content Benchmarks
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 1-Unit 1 Cluster 1
Adopted Instructional Materials:
High School Intensive Reading Academic Plan 2016-2017
HS IR Edge B Year 1 – 1000410BY1
Cengage: Edge Level B Volume 1
Suggested Range: 2-3 Weeks
Unit Essential Question: "What Influences a Person’s Choices?"
Cluster Big Idea: Explore the effect of family and friends on choices.
Standards
Content Standards
Genre Focus: Short Story, Poem, Nonfiction
Florida Standards for Career & College ReadinessLAFS.910.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.910.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, or its etymology (see also a-d);
LAFS.910.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.
LAFS.910.RI.4.10: By the end of grade 9, read and comprehend literary nonfiction in the grades
9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–
10 text complexity band independently and proficiently.
LAFS.910.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.
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.
LAFS.910.RL.3.9: Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare).
Cross-Curricular Connections
Sociology:
 Bilingual Poster
Language Arts:
 Write a definition paragraph Research and Writing
 Newspaper article
 Write about Literature
 Order-of-Importance Paragraph
 Write a Composition
Essential Outcome Question
How can I explore the effect of family and friends on choices, through the reading, writing and discussion of short stories?
Aligned Learning Goals
(Content Statements)
Unit Launch
 Classroom discussion
 Evaluate the Speaker's
Message
 Respond to and Interpret
Visuals
 Compare Cultures
Cluster 1
 Reading Plan Monitor
 Make and Confirm Predictions
 Preview and Set Purpose
 Comprehension and Critical
Thinking
 Compare across texts
 Analyze Plot and Theme In
Short Stories
 Analyze Nonfiction Text
Features
Additional
Resources
District-Adopted Materials
Textbook Resources
Unit Launch
TE pp. 1-3 Unit 1 Launch and Essential Question
TE pp. 4-7 How to Read Short Stories
Interactive Practice
Book pp 6-19
Literacy Strategy
Handbook
Cluster 1
TE pp. 8-9 Prepare to Read Make a Connection,
Ranking Chart, Key Vocabulary
TE pp. 10-23, The Good Samaritan – short story,
literary analysis, plot
Strategies for Differentiation
Rotation Model to support
Differentiated Instruction
Small Group Instruction
 Based on
Cluster/Performance Test
Data
 Drill Down Lessons
Anchor Centers:
Edge Leveled Library



TE pp. 24-26 Don’t Go Gentle into that Good
Expressway – poem
The Trojan Horse
Miracle’s Boys
Breaking Through
TE pp. 27-31 The World is in Their Hands – newspaper
article, nonfiction text features
TE p. 32 Making a Difference
Empower3000 Bonus Lesson (recommended to be
used as a Comprehension Instructional Sequence (CIS)
Monitoring Options:
Reflect and Assess TE p. 33 – Critical
Thinking, Write About Literature, Key
Vocabulary,
Cluster 1 Assessment
Performance Task – Workplace
Workshop TE p. 36-37
Teacher Created Assessments - Guidelines
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 1-Unit 1 Cluster 2
Adopted Instructional Materials:
High School Intensive Reading Academic Plan 2016-2017
HS IR Edge B Year 1 – 1000410BY1
Cengage: Edge Level B Volume 1
Suggested Range: 2-3 Weeks
Unit Essential Question: "What Influences a Person’s Choices?"
Cluster Big Idea: Find out how circumstances affect choices.
Standards
Content Standards
Genre Focus: Short Story, Memoir
Florida Standards for Career & College ReadinessLAFS.910.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.910.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, or its etymology.
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.
LAFS.910.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.
LAFS.910.RI.4.10: By the end of grade 9, read and comprehend literary nonfiction in the grades
9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–
10 text complexity band independently and proficiently.
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
LAFS.910.SL.1.1c: Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
LAFS.910.SL.1.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented.
Cross-Curricular Connections
Social Studies:
 Government Connection
 Role-Play- A Trial Interview about a Person in History
 Participate in a Discussion
Science:
 Biology Connection
Language Arts:
 Interview Writing
 Write About Literature
 Opinion Statement
 Writing on Demand
 Write a Short Comparison Essay
 Research and Writing
 Language Express Ideas and Opinions
 Subject-Verb Agreement
 Plural Nouns in the Subject
 Subject-Verb Agreement: Forms of Be
 Subject-Verb Agreement: Action Verbs
 Subject-Verb Agreement with Compound Subjects
Essential Outcome Question
 How can I determine how circumstances affect choices through the reading, writing and discussion of short stories?
Aligned Learning Goals
(Content Statements)
Cluster 2
 Reading Plan Monitor
 Clarify Ideas (reread, read on)
 Clarify Ideas (paraphrase)
 Comprehension and Critical
Thinking
 Compare Across Texts
 Analyze Characterization and
Dialogue in Short Stories
 Analyze Nonfiction Text
Features
Monitoring Options:
Reflect and Assess TE p. 57
Cluster 2 Assessment
Unit 1 Assessment
Performance Task – TE p. 60–61
Listening and Speaking Workshop
District-Adopted Materials
Additional Resources
Textbook Resources
TE pp. 38-39 Prepare to Read:
Vocabulary and Anticipation Guide
TE pp. 40-49 Thank You M’am
Identify Literary Movements;
respond to and interpret visuals
TE pp.50-56; Juvenile Justice from
both sides of the Bench
TE plan monitor and clarify ideas;
analyze nonfiction text features
Interactive Practice Book pp. 2033
Edge Interactive Practice Book
Close Reading pp. 48-53
Literacy Strategy Handbook
Strategies for Differentiation
Rotation Model to support
Differentiated Instruction
Small Group Instruction
 Based on Cluster/Performance
Test Data
 Drill Down Lessons
Anchor Centers:
Edge Leveled Library



The Trojan Horse
Miracle’s Boys
Breaking Through
Teacher Created Assessments - Guidelines
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 1-Unit 1 Cluster 3
High School Intensive Reading Academic Plan 2016-2017
HS IR Edge B Year 1 – 1000410BY1
Suggested Range: 2-3 Weeks
Adopted Instructional Materials: Cengage: Edge Level B Volume 1
Unit Essential Question: "What Influences a Person’s Choices?"
Cluster Big Idea: Discover how society influences choices.
Standards
Content Standards
Genre Focus: Short Story, Memoir
Florida Standards for Career & College ReadinessLAFS.910.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.910.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, or its etymology.
LAFS.910.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.
LAFS.910.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.
LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
LAFS.910.RL.2.6: Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.
Cross-Curricular Connections
Social Studies:
 Geography: Paris Travel Directions, Oral PresentationAfghanistan
Sociology:
 Brochure on Peer Pressure
Language Arts:
 Write About Literature - Response Log
 Writing Trait-Focus and Unity
 Language-Express Feelings and Intentions
 Complete Sentences-Fragments
 Missing Subjects
 Missing Verbs
Essential Outcome Question
How can I discover how society influences choices through the reading, writing and discussion of short stories?
Aligned Learning Goals
Additional Resources
District-Adopted Materials
Strategies for Differentiation
(Content Statements)
Cluster 3Textbook Resources
Rotation Model to support
*Note: Cluster 3 is planned if a unit has
Interactive Practice Book pp
Differentiated Instruction
been completed prior to the end of the
TE pp. 62-63 Prepare to Read:
34-47
Quarter.
Make Connections and Key
Key Vocabulary 54-55
Small Group Instruction
Vocabulary
 Based on Cluster/Performance
 Reading Plan Monitor
Literacy Strategy Handbook
Test Data
 Clarify Vocabulary (context clues)
TE pp. 64-77 The Necklace, key
 Drill Down Lessons
 Comprehension and Critical
vocabulary, intonation, plan



Thinking
Compare Across Texts
Analyze Setting and Theme in a
Short Story
Recognize Genre-Memoir
monitor set a purpose for reading,
analyze setting, respond to and
interpret visuals
Anchor Centers
Edge Leveled Library
TE p. 78 Before Reading; Clarify
and recognize genre



The Trojan Horse
Miracle’s Boys
Breaking Through
TE pp. 79-84; The Fashion Show –
recognize genre Memoire,
appreciate world cultures, context
analysis, content area vocabulary,
plan, monitor clarify, summarize
Monitoring Options:
Reflect and Assess TE p. 85
Reflect on Your Reading; TE p. 88
Student’s Journal, End of book assessment
Teacher Created Assessments - Guidelines
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 2-Unit 2, Cluster 1
High School Intensive Reading Academic Plan 2016-2017
HS IR Edge B Year 1 – 1000410BY1
Suggested Range: 2-3 Weeks
Adopted Instructional Materials:
Cengage: Edge Level B Volume 1
Unit Essential Question: “Does Creativity Matter?”
Cluster Big Idea: Consider ways to express your creativity.
Standards
Content Standards
Genre Focus: Nonfiction: News Article, Nonfiction: Interview
Cross-Curricular Connections
Workplace Workshop:
 Jobs Inside an Art Museum
Florida Standards for Career & College Readiness:
LAFS.910.L.3.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
Language Arts:
word’s position or function in a sentence) as a clue to the meaning of a word or phrase (see
 Write About Literature -Opinion Paragraph
also a-d);
 Writing on Demand -Writing a Test Essay
LAFS.910.L.3.6: Acquire and use accurately general academic and domain-specific words and
 Language Describe People, Places, and Things
phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness
 Subject Pronouns- I, You, He, We, You, They, Etc.
level; demonstrate independence in gathering vocabulary knowledge when considering a word
 Pronouns in a Compound Subject, Pronoun Agreement
or phrase important to comprehension or expression.
 Subject Pronouns, Interview Oral Presentation
LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text
 Creativity and Language Acquisition
says explicitly as well as inferences drawn from the text.
Science:
LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its
 Parts of the Brain Participate in a Discussion
development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
Essential Outcome Question
How can I learn to consider ways of expressing creativity through the reading, writing and discussion of non-fiction texts?
Aligned Learning Goals
Additional Resources
District-Adopted Materials
Strategies for Differentiation
(Content Statements)
Unit Launch
Textbook Resources
Rotation Model to support
 Classroom discussion
Unit Launch
Interactive Practice Book pp 56Differentiated Instruction
 Evaluate the Speaker's
TE pp. 104-107 Unit Launch and Essential
67
Message
Question
Small Group Instruction
 Respond to and Interpret
Literacy Strategy Handbook
 Based on
TE pp. 108-111 How to Read Nonfiction
Visuals
Cluster/Performance Test
 Compare Cultures: Customs
Data
Cluster 1

Drill Down Lessons
TE pp. 112-113 Prepare to Read; Make a
Cluster 1







Reading Determine
Importance
Identify Main Ideas and
Details
Comprehension and Critical
Thinking
Analyze Information
Analyze Author's Purpose
in Nonfiction
Analyze Author's Purpose
and Effectiveness-Interview
Analyze Description
Connection, Anticipation Guide, Key
Vocabulary
TE pp. 114-121,Creativity at Work; identify
main idea and details, cartoonists'
inspiration
Edge Leveled Library:
 Hole in My Life
 The Stone
Goddess
 Anthem
TE p. 122 Before You Read; Author's
Purpose and Effectiveness, Determine
Importance: Main Idea and Details
TE pp. 123-126 The Hidden Secrets of the
Creative Mind – interview
Empower3000 Bonus Lesson
(recommended to be used as a
Comprehension Instructional Sequence
{CIS})
Monitoring Options:
Reflect and Assess TE p. 127
Cluster 1 Assessment
Performance Task – Workplace
Workshop TE p. 130-131
Teacher Created Assessments - Guidelines
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 2-Unit 2, Cluster 2
Adopted Instructional Materials:
High School Intensive Reading Academic Plan 2016-2017
HS IR Edge B Year 1 – 1000410BY1
Cengage: Edge Level B, Volume 1
Suggested Range: 2 - 3 Weeks
Unit Essential Question: “Does Creativity Matter?”
Cluster Big Idea: Explore the effect of music on our lives.
Standards & Benchmarks
Content Standards
Genre Focus: Nonfiction: Essay , Nonfiction: Song
Florida Standards for Career & College Readiness:
LAFS.910.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 (see
also a-d)
LAFS.910.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, or its etymology.
LAFS.910.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.
LAFS.910.RI.4.10: By the end of grade 9, read and comprehend literary nonfiction in the grades
9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–
10 text complexity band independently and proficiently.
LAFS.910.RI.1.2: Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
Cross-Curricular Connections
Language Arts:
 Write About Literature- Song Lyrics
 Writing Trait-Focus and Unity
 Language- Describe Experiences
 Present Tense Verbs, Action Verbs
 Action Verbs in the Present Tense
 Subject-Verb Agreement
 Helping Verbs: Can, Could, May, Might
 Oral Presentation-Teen and Trends Participate in a
Discussion
Drama/Music:
 Role-Play-Music Industry
Essential Outcome Question









How do reading, writing and discussion of non-fiction texts help me explore the effect of music on our lives?
Aligned Learning Goals
Additional Resources
District-Adopted Materials
Strategies for Differentiation
(Content Statements)
Textbook Resources
Rotation Model to support Differentiated
Reading Determine Importance
Interactive Practice Book
Instruction
TE pp. 132-133 Prepare to Read: Make pp. 68-79
Summarize Nonfiction
a Connection, Activate Prior
Summarize Lyrics
Small Group Instruction
Knowledge, Key Vocabulary
Comprehension and Critical
Edge Interactive Practice
 Based on Cluster/Performance Test
Thinking
Book Close Reading pp. 90Data
TE pp. 134-143 Hip-Hop as Culture;
Analyze Information
95
 Drill Down Lessons
Analyze Historical and Social Context,
Analyze Author's Purpose in
Nonfiction
Analyze Song Lyrics
Analyze Style and Word Choice
Recognize Genre-Song Lyrics
U.S. Culture: Popular Culture, Analyze
Author's Purpose
TE p. 144 Before Reading, Determine
Importance: Summarize Lyrics, Genre:
Song Lyrics
Literacy Strategy Handbook
Edge Leveled Library:
 Hole in My Life
 The Stone
Goddess
 Anthem
TE pp.145-148; I Am Somebody; make
connections, identify main idea, U.S.
Culture: Popular Culture; Languages
Empower3000 Bonus Lesson
(recommended to be used as a
Comprehension Instructional
Sequence {CIS})
Monitoring Options:
Reflect and Assess TE p. 149
Cluster 2 Assessment
Performance Task – TE p. 152-153
Listening and Speaking Workshop
Teacher Created Assessments - Guidelines
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 2-Unit 2, Cluster 3
Adopted Instructional Materials:
High School Intensive Reading Academic Plan 2016-2017
HS IR Edge B Year 1 – 1000410BY1
Cengage: Edge Level B, Volume 1
Suggested Range: 2 - 3 Weeks
Unit Essential Question: “Does Creativity Matter?”
Cluster Big Idea: Discover one way to find your voice.
Standards
Content Standards
Genre Focus: Nonfiction: Essay , Nonfiction: Poetry
Florida Standards for Career & College Readiness:
LAFS.910.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 (see
also a-d)
LAFS.910.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, or its etymology.
LAFS.910.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.
LAFS.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
LAFS.910.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.
Cross-Curricular Connections
Language Arts:
 Present Tense Verbs
 Forms of Be in the Present Tense
 Present Progressive Verb Forms
 Present Tense of Have
 Present Tense of Do

Present Tense Verbs Participate in a Discussion
 Write About Literature- Advertisement
 Written Composition
 Write a How-To Paragraph
 Language: Give and Follow Commands
Essential Outcome Question
How do reading, writing and discussion of non-fiction texts help me discover one way to find my voice?
Aligned Learning Goals
Additional Resources
District-Adopted Materials
(Content Statements)
*Note: Cluster 3 is planned if a unit has
Textbook Resources
been completed prior to the end of the
Interactive Practice Book pp 80Quarter.
TE pp. 154-155 Prepare to Read:
89
Make Connections and Key
 Reading Determine Importance
Key Vocabulary pp 96-97





Determine What's Important to You
Comprehension and Critical
Thinking
Analyze Information
Analyze Author's Purpose in
Nonfiction
Analyze Poetry Analyze Literary
Movements: Poetry Across Cultures
Vocabulary
TE pp. 156-167 Slam: Performance
Poetry Lives On; Compare Themes
and Time Periods, Respond to and
Interpret Visuals, Analyze Author's
Purpose
TE p. 168 Before Reading;
Determine Importance, Analyze
Poetry
Literacy Strategy Handbook
Strategies for Differentiation
Rotation Model to support
Differentiated Instruction
Small Group Instruction
 Based on Cluster/
Performance Test Data
 Drill Down Lessons
Edge Leveled Library:
 Hole in My Life
 The Stone
Goddess
 Anthem
TE pp. 169-170 Euphoria –
Determine Importance,
Monitoring Options:
TE p. 171 Reflect and Assess
Performance Task TE p. 174 Reflect on Your
Reading
Unit 2 Assessment
Edge Library Student’s Journal
Teacher Created Assessments - Guidelines
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 3-Unit 3, Cluster 1
Adopted Instructional Materials:
High School Intensive Reading Academic Plan 2016-2017
HS IR Edge B Year 1 – 1000410BY1
Cengage: Edge Level B, Volume 1
Suggested Range: 2 - 3 Weeks
Unit Essential Question: “What Makes a Hero?”
Cluster Big Idea: Discover how legends begin.
Standards
Content Standards
Genre Focus: Short Stories: Point of View
Florida Standards for Career & College Readiness:
LAFS.910.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 (see also a-d)
LAFS.910.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, or its etymology (see also a-d)
LAFS.910.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.
LAFS.910.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.
LAFS.910.RI.4.10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of
grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity
band independently and proficiently.
LAFS.910.RI.3.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life
story in both print and multimedia), determining which details are emphasized in each account.
LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise
LAFS.910.RL.3.7: Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux
Arts” and Breughel’s Landscape with the Fall of Icarus).
LAFS.910.RL.3.9: Analyze how an author draws on and transforms source material in a specific work
(e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a
play by Shakespeare).
Cross-Curricular Connections
Language Arts:
 Writing Write about Literature -Opinion
Statement
 Writing on Demand- Write a Test Essay
 Written Application
History:
 Contrast Medieval and Modern Society
Language:
 Ask for and Give Information
 Verb Tenses-Present and Past Tense,
 Regular Past Tense Verbs, Past Tense of Be:
Was, Were,
 Past Tense of Have: Had, Present and Past
Tense Verbs
Drama/Role-Play

Television News Reporting Participate in
Discussion
Essential Outcome Question
How does the reading, writing and discussion of short stories help me discover how legends begin?
Aligned Learning Goals
Additional Resources
District-Adopted Materials
Strategies for Differentiation
(Content Statements)
Textbook Resources
Rotation Model to support Differentiated
Unit 1 Launch (Week 1)
Unit Launch
Interactive Practice Book
Instruction
 Classroom discussion
TE pp. 190-193 Unit Launch and
pp 98-114
 Evaluate a Speaker's Message Essential Question TE pp. 194-197
Small Group Instruction
 Respond to and Interpret
How to Read Short Stories
Literacy Strategy Handbook
 Based on Cluster/Performance Test
Visuals
Data
 Compare Cultures: Points of
TE pp. 198-199 Prepare to Read;
 Drill Down Lessons
View
Make a Connection, Quick write, Key
Vocabulary
Cluster 1
 How To Read Short Stories:
 Make Inferences Analyze Short
Stories: Point of View
 Retell the Story
 Use Third-Person Limited
Point of View
 Analyze Nonfiction Text
Features: Historical Analysis
 Compare Character's Motives
and Traits Recognize GenreFolk Literature
Monitoring Options:
Reflect and Assess TE p. 221
Cluster 1 Assessment
Performance Task – Workplace
Workshop TE p. 224-225
TE pp. 200-211 The Sword in the
Stone; Recognize Genre: Folk
Literature, Analyze Symbols, Make
Inferences, Plan and Monitor: Set a
Purpose Analyze Point of View
Edge Leveled Library:
 Hercules
 September
11,2001
 Left Behind
TE p. 212 Before You Read; Historical
Analysis, Make Inferences
TE pp. 213-220 Was There a Real King
Arthur?; Make Inferences, Respond
to and Interpret Visuals, Events in a
Sequence
Teacher Created Assessments - Guidelines
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 3-Unit 3, Cluster 2
Adopted Instructional Materials:
High School Intensive Reading Academic Plan 2016-2017
HS IR Edge B Year 1 – 1000410BY1
Cengage: Edge Level B, Volume 1
Suggested Range: 2 - 3 Weeks
Unit Essential Question: “What Makes a Hero?”
Cluster Big Idea: Consider the everyday heroes in your community.
Standards
Content Standards
Genre Focus: Short Stories: Point of View
Florida Standards for Career & College Readiness:
LAFS.910.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 (see
also a-d)
LAFS.910.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, or its etymology (see also a-d)
LAFS.910.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.
LAFS.910.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.
Cross-Curricular Connections
Language Arts:
 Writing-Write about Literature - Letter Writing Trait
 Voice and Style
 Research and Writing
Health
 Research the Special Olympics
Essential Outcome Question






How do the reading, writing and discussion of short stories help me to explore the everyday heroes in my community?
Aligned Learning Goals
Additional Resources
District-Adopted Materials
Strategies for Differentiation
(Content Statements)
Textbook Resources
Rotation Model to support
Consider the everyday heroes in
TE pp. 226-227 Prepare to Read;
Interactive Practice Book pp.114Differentiated Instruction
your community.
Make a Connection, Opinion, Key
125
Reading-Make Inferences
Vocabulary
Small Group Instruction
Comprehension and Critical
Edge Interactive Practice Book Close
 Based on Cluster/
Thinking-Make Inferences
TE pp. 228-241 A Job for Valentin;
Reading pp. 140-143
Performance Test Data
Analyze Point of View In Short
Evaluate Author's Perspective,
 Drill Down Lessons
Stories-First-Person Point of View
Respond to and Interpret Visuals,
Analyze Feature Articles
Analyze Multiple Themes in a Text
Recognize Genre: Feature Article
Set a Purpose: Make Inferences,
Analyze Point of View
TE pp.242-246; In the Heart of a
Hero; Make Inferences, Recognize
Genre: Feature Analysis, Connect
Across Texts, Make Connections
Monitoring Options:
Reflect and Assess TE p. 247
Cluster 2 Assessment
Unit 3 Assessment
Performance Task – TE p. 250-251
Listening and Speaking
Literacy Strategy Handbook
Edge Leveled Library:
 Hercules
 September
11,2001
 Left Behind
Teacher Created Assessments - Guidelines
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 3-Unit 3, Cluster 3
Adopted Instructional Materials:
High School Intensive Reading Academic Plan 2016-2017
HS IR Edge B Year 1 – 1000410BY1
Cengage: Edge Level B, Volume 1
Suggested Range: 2 - 3 Weeks
Unit Essential Question: “What Makes a Hero?”
Cluster Big Idea: Explore how heroes change the world around them.
Standards
Content Standards
Genre Focus: Short Stories: Point of View
Florida Standards for Career & College Readiness:
LAFS.910.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 (see
also a-d)
LAFS.910.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, or its etymology (see also a-d)
LAFS.910.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.
LAFS.910.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.
LAFS.910.RI.4.10: By the end of grade 9, read and comprehend literary nonfiction in the grades
9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–
10 text complexity band independently and proficiently.
LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise
Cross-Curricular Connections
Language Arts:
 Writing Write about Literature-Theme Statement
 Written Composition
 Write an Opinion Paragraph
 Research and Writing-History: Research Dr. Martin
Luther King, Jr. Language
 Elaborate During a Discussion
 Pronouns
 Direct Objects
 Subject and Object Pronouns, I vs. Me,
 Object Pronouns: Us, You, Them
 Oral Interpretation
 Literature: Poetry Presentation
 Participate in Discussion
Essential Outcome Question
How does reading, writing and discussion of short stories help me explore how heroes change the world around them?
Aligned Learning Goals
Additional Resources
District-Adopted Materials
Strategies for Differentiation
(Content Statements)
*Note: Cluster 3 is planned if a unit
Textbook Resources
Rotation Model to support
has been completed prior to the end of
Interactive Practice Book
Differentiated Instruction
the Quarter.
TE pp. 252-253 Prepare to Read: Make
pp. 127-139
Connections, Create a List, Key
Key Vocabulary pp. 144Small Group Instruction
Vocabulary
 Reading Make Inferences
145
 Based on Cluster/ Performance
 Comprehension and Critical
Test Data
TE pp. 254-267 The Woman in the Snow;
Thinking
 Drill Down Lessons
Identify Historical Themes, Respond to
 Make Inferences




Analyze Point of View In Short
Stories-Third-Person
Omniscient Point of View
Analyze Magazine Profiles
Compare Themes
Recognize Genre-Magazine
Profile
Monitoring Options:
Reflect and Assess TE p. 275
Performance Task TE p. 278
Edge Library Student’s Journal
and Interpret Visuals, Make Inferences,
Analyze Point of View
TE p. 268 Before Reading; Magazine
Profile and Poems, Make Inference,
Recognize Genre
Literacy Strategy Handbook
Edge Leveled Library:
 Hercules
 September
11,2001
 Left Behind
TE pp. 269-274 Rosa Parks; Make
Connections, Make Inferences, Recognize
Genre: Magazine Profile, Respond to an
Interpret Visuals
Teacher Created Assessments - Guidelines
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 4-Unit 4, Cluster 1
Adopted Instructional Materials:
High School Intensive Reading Academic Plan 2016-2017
HS IR Edge B Year 1 – 1000410BY1
Cengage: Edge Level B, Volume 1
Suggested Range: 2 - 3 Weeks
Unit Essential Question: “How can knowledge open doors?”
Cluster Big Idea: Consider how learning can give you power.
Standards
Content Standards
Genre Focus: Nonfiction-Biography, Brochure, Opinion Essay
Cross-Curricular Connections
Language Arts
 Opinion Essay
Florida Standards for Career & College Readiness:
 Writing Write about Literature-Public Service
LAFS.910.L.3.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
Announcement
word’s position or function in a sentence) as a clue to the meaning of a word or phrase (see

Writing Trait-Development of Ideas
also a-d)
LAFS.910.L.3.4c: Consult general and specialized reference materials (e.g., dictionaries,
 Research and Writing
glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine
Sociology:
or clarify its precise meaning, its part of speech, or its etymology (see also a-d)
 Create a Graphic Aid of Illiteracy Statistics Literacy in
LAFS.910.L.3.6: Acquire and use accurately general academic and domain-specific words and
the United States
phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness Languagelevel; demonstrate independence in gathering vocabulary knowledge when considering a word
 Define and Explain Possessive Words
or phrase important to comprehension or expression.
 Possessive Nouns
LAFS.910.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text
 Possessive Adjectives: My, Our, Etc.
says explicitly as well as inferences drawn from the text.
 Possessive Pronouns: Mine, Ours, Etc., Reflexive
LAFS.910.RI.4.10: By the end of grade 9, read and comprehend literary nonfiction in the grades
Pronouns
9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 Possessive Words
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9– Drama/Role-Play- Business Media
10 text complexity band independently and proficiently.
 Presentation
LAFS.910.RL.1.3: Analyze how complex characters (e.g., those with multiple or conflicting
 Evaluate Public Service Announcement
motivations) develop over the course of a text, interact with other characters, and advance the
 Participate in Discussion
plot or develop the theme.
LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.
LAFS.910.RL.3.9: Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare).
Essential Outcome Question
How can I learn and gain power through the reading, writing and discussion of nonfiction?
Aligned Learning Goals
Additional Resources
District-Adopted Materials
(Content Statements)
Textbook Resources
Unit LaunchInteractive Practice
 Classroom Discussions
Unit LaunchBook pp. 146-157



Evaluate a Speaker's Message
Respond to and Interpret Visuals
Compare Cultures: Education
Cluster 1 Reading-Ask Questions
 Self-Question
 Question the Author
Comprehension and Critical
Thinking
 Analyze and Compare
Information
 Analyze Text Structures:
Chronology
 Analyze Nonfiction Text Features
Monitoring Options:
Reflect and Assess TE p. 323
Cluster 1 Assessment
Performance Task - Workplace
Workshop TE p. 326-327
Unit Launch and Essential Question TE
pp. 298-301 How to Read Nonfiction
Cluster 1
TE pp. 302-303 Prepare to Read Make a
Connection, Think-Pair-Share, Key
Vocabulary
TE pp. 304-317, Curtis Aikens and the
American Dream; Make Connections,
Respond to and Interpret Visuals, U.S.
Culture: Education, Connect Personal
Experiences, Analyze Text Structure:
Chronology
Literacy Strategy
Handbook
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Small Group Instruction
 Based on Cluster/ Performance Test
Data
 Drill Down Lessons
Edge Leveled Library:
 The Outsiders
 Parrot in the Oven:
Mi Vida
 Narrative of the Life
of Frederick
Douglass: An
American Slave
TE pp. 318-322 Go For It!; Ask
Questions, Analyze Text Features, Make
Connections, U.S. Culture: Sports
Celebrities
Teacher Created Assessments - Guidelines
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 4-Unit 4, Cluster 2
Adopted Instructional Materials:
High School Intensive Reading Academic Plan 2016-2017
HS IR Edge B Year 1 – 1000410BY1
Cengage: Edge Level B, Volume 1
Suggested Range: 2 - 3 Weeks
Unit Essential Question: “How can knowledge open doors?”
Cluster Big Idea: Consider how books can take you places.
Standards
Content Standards
Genre Focus: Nonfiction-Essay, Memoir
Florida Standards for Career & College Readiness:
LAFS.910.L.1.1b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or
presentations.
LAFS.910.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, or its etymology (see
also a-d).
LAFS.910.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.
LAFS.910.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.
LAFS.910.RL.4.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10
text complexity band independently and proficiently.
LAFS.910.RL.2.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
LAFS.910.RI.1.3:
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how
they are introduced and developed, and the connections that are drawn between them.
LAFS.910.SL.1.1c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
LAFS.910.SL.1.1d
Cross-Curricular
Connections
Language Arts
 Write About Literature
-E-mail Message
 Written Composition
 Write a Case Study
Language
 Clarify Object
Pronouns
 Prepositions
 Prepositional Phrases
 Object Pronouns After
a Preposition,
 Compound Object
Pronouns
 Pronouns in
Prepositional Phrases
 Oral Presentation
 Book
Recommendation
 Participate in a
Discussion
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the evidence and reasoning presented (see also ad).
Essential Outcome Question
How does the reading, writing and discussion of books take me places?
Aligned Learning Goals
District-Adopted Materials
(Content Statements)
Cluster 2
 Reading Ask Questions
 Find Question-Answer Relationships
 Comprehension and Critical Thinking
 Analyze and Compare Information
Analyze Text Structure: Cause and
Effect
 Analyze Text Structure: Chronology
Analyze Imagery Writing
TE pp. 328-329 Prepare to Read;
Make a Connection, Anticipation
Guide, Key Vocabulary
TE pp. 330-337 Superman and Me;
Identify Author's Influences and
Perspective, Respond to and
Interpret Visuals, Analyze Text
Structure: Cause and Effect, Ask
Questions, Analyze Author's
Language and Word Choice
TE pp.338-344 A Smart Cookie/It's
Our Story, Too; Ask Questions:
Question-Answer Relationships,
Analyze Text Structure: Chronology,
Make Connections, Evaluate
Literature, Analyze Text Features:
Art, Respond to and Interpret Visuals
Monitoring Options:
Reflect and Assess TE p. 345
Cluster 2 Assessment
Unit 4 Assessment
Performance Task – TE p. 348-349 Listening
and Speaking
Additional Resources
Interactive Practice Book
pp.158-171
Edge Interactive Practice
Book Close Reading pp.
Strategies for Differentiation
Rotation Model to support
Differentiated Instruction

184-189

Literacy Strategy Handbook
Small Group Instruction
Based on Cluster/ Performance
Test Data
Drill Down Lessons
Edge Leveled Library:
 The Outsiders
 Parrot in the Oven:
Mi Vida
 Narrative of the Life
of Frederick
Douglass: An
American Slave
Teacher Created Assessments - Guidelines
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 4-Unit 4, Cluster 3
Adopted Instructional Materials:
High School Intensive Reading Academic Plan 2016-2017
HS IR Edge B Year 1 – 1000410BY1
Cengage: Edge Level B, Volume 1
Suggested Range: 2 - 3 Weeks
Unit Essential Question: “How can knowledge open doors?”
Cluster Big Idea: Explore how knowledge changes the world.
Standards
Content Standards
Genre Focus: Nonfiction-News Feature, Article
Cross-Curricular Connections
Language Arts:
 Writing-Write About Literature
Florida Standards for Career & College Readiness:
 Opinion Statement Writing on Demand
LAFS.910.L.3.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
 Write a Problem-Solution Essay
word’s position or function in a sentence) as a clue to the meaning of a word or phrase (see
 Research and Writing
also a-d)
Technology:
LAFS.910.L.3.4c: Consult general and specialized reference materials (e.g., dictionaries,
 Support Disabilities
glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine
 Diagram an Important Assistive Device
or clarify its precise meaning, its part of speech, or its etymology (see also a-d)
Language:
LAFS.910.L.3.6: Acquire and use accurately general academic and domain-specific words and
 Verify or Confirm Information
phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness
 Indefinite Pronouns
level; demonstrate independence in gathering vocabulary knowledge when considering a word
 Indefinite Pronouns & Singular Verbs
or phrase important to comprehension or expression.
 Indefinite Pronouns & Plural Verbs
LAFS.910.RI.4.10: By the end of grade 9, read and comprehend literary nonfiction in the grades
 Indefinite Pronouns & Verbs
9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 Pronouns and Antecedents
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–
 Pronoun Agreement
10 text complexity band independently and proficiently.
 Speech
LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by
 Tech Talk: Participate in Discussion
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
LAFS.910.RI.3.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s
life story in both print and multimedia), determining which details are emphasized in each
account.
Essential Outcome Question
How do I change the world with knowledge gained through reading, writing and discussion?
Aligned Learning Goals
Additional Resources
District-Adopted Materials
(Content Statements)
*Note: Cluster 3 is planned if a unit has been
Textbook Resources
completed prior to the end of the Quarter.
Interactive Practice
TE pp 350-351 Prepare to Read;
Book pp.172-183
Cluster 3
 Reading Ask Questions
 Find Question-Answer Relationships
Comprehension and Critical Thinking
 Analyze and Compare Information
 Analyze Text Structure: Problem and
Solution Analyze Nonfiction Text
Features
 Article Recognize Genre-Humor
Make Connections, Create a List,
Key Vocabulary
TE pp. 352-363 The Fast and the
Fuel-Efficient, Apply Literature to
Personal Life, Respond to and
Interpret Visuals, Analyze Text
Structure: Problem and Solution,
Analyze Text Features: Chart
TE p. 364 Before Reading; Article,
Ask Questions: Find QuestionAnswer Relationships
Key Vocabulary pp.
190-191
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction


Literacy Strategy
Handbook
Small Group Instruction
Based on Cluster/ Performance Test
Data
Drill Down Lessons
Edge Leveled Library:
 The Outsiders
 Parrot in the Oven:
Mi Vida
 Narrative of the Life
of Frederick
Douglass: An
American Slave
TE pp. 365-368 Teens Open
Doors; Ask Questions, Make
Connections, Analyze Text
Features: Quotations, Convert
Data into Graphic Aids
Monitoring Options:
Reflect and Assess TE p. 369
Performance Task TE p. 372 Reflect on Your
Reading
Edge Library • Student’s Journal
Teacher Created Assessments - Guidelines
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning