Literature and the Arts 1 Honors (#1005350) 


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Course Standards
Name Description
ELA.10.C.1.2: Write narratives using an appropriate pace to create tension, mood, and/or tone.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.

Standard Relation to Course: Major

ELA.10.C.1.3: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and maintaining a formal and objective tone.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.

Clarification 2: The tone should be both formal and objective, relying more on argument and rhetorical appeals rather than on propaganda techniques. Use narrative techniques to strengthen writing where appropriate.

Standard Relation to Course: Major

ELA.10.C.1.4: Write expository texts to explain and analyze information from multiple sources, using a logical organization, purposeful transitions, and a tone and voice appropriate to the task.
Clarifications:
Clarification 1: See Writing Types.

Standard Relation to Course: Major

ELA.10.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to address the needs of a specific audience.

Standard Relation to Course: Major

ELA.10.C.2.1: Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.
Clarifications:
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: volume, pronunciation, and pacing. A clear perspective is the through-line that unites the elements of the presentation.

Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

Standard Relation to Course: Major

ELA.10.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows:
  • Add variety to writing or presentations by using parallel structure and various types of phrases and clauses. 
Skills to be implemented but not yet mastered are as follows:
  • Use knowledge of usage rules to create flow in writing and presenting. 
Clarification 2: See Convention Progression by Grade Level for more information. 

Standard Relation to Course: Major

ELA.10.C.4.1: Conduct research to answer a question, refining the scope of the question to align with findings, and synthesizing information from multiple reliable and valid sources.
Clarifications:
Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.

Standard Relation to Course: Major

ELA.10.C.5.1: Create digital presentations to improve understanding of findings, reasoning, and evidence.
Clarifications:
Clarification 1: The presentation may be delivered live or delivered as a stand-alone digital experience.

Standard Relation to Course: Major

ELA.10.R.1.1: Analyze how key elements enhance or add layers of meaning and/or style in a literary text.
Clarifications:
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone.

Clarification 2: For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I.A. Richards:
Layer 1) the literal level, what the words actually mean
Layer 2) mood, those feelings that are evoked in the reader
Layer 3) tone, the author’s attitude
Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred).

Clarification 3: Style is the way in which the writer uses techniques for effect. It is distinct from meaning but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice.

Standard Relation to Course: Major

ELA.10.R.1.2: Analyze and compare universal themes and their development throughout a literary text.
Clarifications:
Clarification 1: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.

Standard Relation to Course: Major

ELA.10.R.1.3: Analyze coming of age experiences reflected in a text and how the author represents conflicting perspectives.
Clarifications:
Clarification 1: For more information, see Literary Periods.

Standard Relation to Course: Major

ELA.10.R.1.4: Analyze how authors create multiple layers of meaning and/or ambiguity in a poem.
Clarifications:
Clarification 1: For more information, see Literary Periods.

Standard Relation to Course: Major

ELA.10.R.3.1: Analyze how figurative language creates mood in text(s).
Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.

Clarification 2: See Secondary Figurative Language.

Standard Relation to Course: Major

ELA.10.R.3.2: Paraphrase content from grade-level texts.
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.

Standard Relation to Course: Major

ELA.10.R.3.3: Analyze how mythical, classical, or religious texts have been adapted.
Clarifications:
Clarification 1: The classical source texts for this benchmark should be from ancient Greece or Rome’s Classical period (1200 BCE–455 CE). Mythical texts for this benchmark can be from any civilization’s early history. Religious texts for this benchmark include works such as the Bible.

Standard Relation to Course: Major

ELA.10.R.3.4: Analyze an author’s use of rhetoric in a text.
Clarifications:
Clarification 1: Students will analyze the appropriateness of appeals and the effectiveness of devices. In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.

Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 10.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, and asyndeton.

Clarification 3: See Secondary Figurative Language.

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Standard Relation to Course: Major

ELA.10.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.

Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Standard Relation to Course: Major

ELA.10.V.1.2: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.
Clarifications:
Clarification 1: Etymology refers to the study of word origins and the ways that words have changed over time.

Clarification 2: Derivation refers to making new words from an existing word by adding affixes.

Standard Relation to Course: Major

ELA.10.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarifications:
Clarification 1: Review of words learned in this way is critical to building background knowledge and related vocabulary.
Clarification 2: See Context Clues and Word Relationships.

Clarification 3: See ELA.10.R.3.1 and Secondary Figurative Language.

Standard Relation to Course: Major

ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

Standard Relation to Course: Supporting

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.

Standard Relation to Course: Supporting

ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.

Standard Relation to Course: Supporting

ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

Standard Relation to Course: Supporting

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.

Standard Relation to Course: Supporting

ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.

Standard Relation to Course: Supporting

TH.912.H.1.1: Analyze how playwrights’ work reflects the cultural and socio-political framework in which it was created.

Standard Relation to Course: Supporting

TH.912.H.1.4: Interpret a text through different social, cultural, and historical lenses to consider how perspective and context shape a work and its characters.

Standard Relation to Course: Supporting

TH.912.H.2.1: Research the correlations between theatrical forms and the social, cultural, historical, and political climates from which they emerged, to form an understanding of the influences that have shaped theatre.

Standard Relation to Course: Supporting

TH.912.H.2.8: Analyze how events have been portrayed through theatre and film, balancing historical accuracy versus theatrical storytelling.

Standard Relation to Course: Supporting

TH.912.H.2.10: Analyze how the history of American musical theatre is tied to events in U.S. history and popular culture, detailing the ways in which theatre evolved.

Standard Relation to Course: Supporting

MU.912.F.1.1: Analyze and evaluate the effect of "traditional" and contemporary technologies on the development of music.

Standard Relation to Course: Supporting

MU.912.H.1.1: Investigate and discuss how a culture’s traditions are reflected through its music.

Standard Relation to Course: Supporting

MU.912.H.1.4: Analyze how Western music has been influenced by historical and current world cultures.

Standard Relation to Course: Supporting

MU.912.H.2.3: Analyze the evolution of a music genre.

Standard Relation to Course: Supporting

VA.912.H.1.1: Analyze the impact of social, ecological, economic, religious, and/or political issues on the function or meaning of the artwork.

Standard Relation to Course: Supporting

VA.912.H.1.9: Describe the significance of major artists, architects, or masterworks to understand their historical influences.

Standard Relation to Course: Supporting

VA.912.H.2.3: Analyze historical or cultural references in commemorative works of art to identify the significance of the event or person portrayed.

Standard Relation to Course: Supporting

VA.912.O.1.4: Compare and analyze traditional and digital media to learn how technology has altered opportunities for innovative responses and results.

Standard Relation to Course: Supporting

DA.912.C.1.1: Research and reflect on historically significant and/or exemplary works of dance as inspiration for creating with artistic intent.

Standard Relation to Course: Supporting

DA.912.H.1.5: Research the purposes, past and present, of dance in varied cultures and document its social and political impact on cultures over time.

Standard Relation to Course: Supporting

DA.912.H.2.1: Survey cultural trends and historically significant events, in parallel with the history of dance, to understand how each helped shape dance as an art form.

Standard Relation to Course: Supporting

ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard Relation to Course: Supporting

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

Standard Relation to Course: Supporting




General Course Information and Notes

VERSION DESCRIPTION

The purpose of this course is to enable grades 9-10 students, using texts and artistic works of high complexity, to develop knowledge of the relationship between literature and the fine arts through advanced integrated educational experiences of viewing, reading, writing, speaking and listening, and language. Emphasis will be on the varied cultural influences highlighting the major themes, issues, and topics associated throughout selected literary and artistic periods.


General Notes

English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society. Standards should not stand alone as a separate focus for instruction, but should be combined purposefully.

The content should include, but not be limited to, the following:

  • active study of varied texts and artistic pieces
  • analysis of the relationships of literature and fine arts texts from varied literary periods to examine
    • power and impact of language and use of artistic mediums
    • influence of history, culture, and setting on artistic and literary pieces
    • personal, critical, and aesthetic response
  • writing for varied purposes
    • developing and supporting argumentative claims regarding art and literacy connections
    • crafting coherent, supported informative/expository texts on artistic and literary connections
    • responding to literature and works of art for personal and analytical purposes
    • writing to sources (short and longer research) using text based claims and evidence
  • collaboration amongst peers

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf


VERSION REQUIREMENTS

One-third of the ELA Sample Book List should be used in instruction.


General Information

Course Number: 1005350 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: English/Language Arts > SubSubject: Literature >
Abbreviated Title: LIT & THE ARTS 1 HON
Number of Credits: Half credit (.5)
Course Attributes:
  • Honors
  • Florida Standards Course
Course Type: Core Academic Course Course Level: 3
Course Status: Course Approved
Grade Level(s): 9,10,11,12
Graduation Requirement: Performing/Fine Arts



Educator Certifications

English (Grades 6-12)
Classical Education - Restricted (Elementary and Secondary Grades K-12)

Section 1012.55(5), F.S., authorizes the issuance of a classical education teaching certificate, upon the request of a classical school, to any applicant who fulfills the requirements of s. 1012.56(2)(a)-(f) and (11), F.S., and Rule 6A-4.004, F.A.C. Classical schools must meet the requirements outlined in s. 1012.55(5), F.S., and be listed in the FLDOE Master School ID database, to request a restricted classical education teaching certificate on behalf of an applicant.



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