Standard 2: Reading Informational Text

This is a case study exploring the typical generational gap in technology acceptance. Lucas is a high school student that excells with technology. Joe, Lucas's grandfather, is not a fan of technology. He has in his retirement been able to adopt some technology such as use a computer, write and answer email, and read and post to social media. Joe relies on Lucas to get him out of technical problems at home. Occasionally, Joe must call technical support, which he does not like to do. In the scenario, Joe is unaware that Artifical Intelligence has assisted him with a technical question until the end of the call.

Type: CTE Focus

Students will explore the role of critical thinking and teamwork in diagnosing and troubleshooting issues within the engineering design process. This lesson is designed to be used with the case study, Finding the Important Detail that Makes the Difference. See CPALMS resource ID# 207924.

Type: Lesson Plan

In this lesson, students will listen to a mini-lecture by a history professor regarding two passages included in Thomas Jefferson's first draft of the Declaration of Independence but deleted from the final version. Students will then participate in an analysis of the two passages, then write an argumentative essay about the professor's argument.

Type: Lesson Plan

In this lesson, students will learn and implement the basic rules for effective paraphrasing. Students will read the 1979 State of the Union address by President Jimmy Carter. They will paraphrase several key sections to develop their paraphrasing skills and deepen their knowledge of the United States’ foundational principles referenced in the address, particularly those related to the Bill of Rights. Students will also answer text-dependent questions to further analyze President Carter’s address.

Type: Lesson Plan

In this lesson plan, students will analyze an excerpt from Henry David Thoreau’s “Civil Disobedience” to determine how effectively the author uses rhetorical devices, specifically anaphora, aphorism, chiasmus, and rhetorical questions, to achieve his purpose. The lesson will also examine how Thoreau’s effort in writing this essay was a means of civic participation.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

In this lesson, students will read Elizabeth Cady Stanton’s “Declaration of Sentiments,” presented at the Seneca Falls Convention (Seneca Falls, N.Y., July 19th and 20th, 1848). Students will categorize selected text by type of rhetorical appeal: ethos, pathos, logos, or kairos.

Students will also complete text-dependent questions to further analyze the document. As part of this analysis, they will evaluate Stanton’s use of various appeals and compare and contrast the ideas and language in this document and in the Declaration of Independence.

Type: Lesson Plan

"The line between private and public space is as porous as tissue paper." This is lesson two of three in a unit to introduce students to the central idea of privacy. In this lesson, students will continue to explore issues of privacy through their previous research on Edward Snowden. Students will use a graphic organizer to evaluate how an author develops the central idea. Students will be asked to consider to whether or not privacy has become an illusion due to our technological advances.

Type: Lesson Plan

This teaching resource provides teachers with the tools to help students analyze a speech by Carrie Chapman Catt, an advocate for women’s suffrage. Catt utilizes the rhetorical devices of anaphora and rhetorical questions in her speech to establish and achieve her purpose. Students will evaluate the effectiveness of these rhetorical devices as they relate to Catt’s purpose.

Type: Teaching Idea

This teaching resource provides teachers with the tools to help students evaluate the author’s choices using rhetorical appeals in The Virginia Declaration of Rights (1776) that influenced the Preamble and Bill of Rights section of the Constitution of the United States of America.

Type: Text Resource