Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.
: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, focus on the audience, and facial expression. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. Appropriate pacing is adhering to the pauses dictated by punctuation and speaking at a rate that best facilitates comprehension by the audience. Too fast a pace will lose listeners and too slow can become monotonous. The element will also help students address the nervousness that may make them speak too fast during presentations.
| Course Number1111 |
Course Title222 |
| 0500000: | M/J Personal, Career, and School Development Skills 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 0500002: | M/J Personal, Career, School Development Skills 1 & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1000010: | M/J Intensive Reading 1 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1000020: | M/J Intensive Reading and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1001010: | M/J Language Arts 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001020: | M/J Language Arts 1 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1002000: | M/J Language Arts 1 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1006000: | M/J Journalism 1 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1007000: | M/J Speech and Debate 1 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1009000: | M/J Creative Writing 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1009030: | M/J Writing 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 7810011: | Access M/J Language Arts 1 (Specifically in versions: 2013 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1002181: | M/J Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1007025: | M/J Speech and Debate (Specifically in versions: 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| Name |
Description |
| Got GAME? Fix my 2D Animation Game | Using the case study, “Got GAME: Fix my 2D Animation Game,” students will work in teams to troubleshoot the issues in a Scratch coding game. Student groups will present their codes and describe the programming structures and variables within the code. |
| Dehydration and Heat-Related Emergencies | In this lesson plan, students will use the Case Study "Water and Wellness" (See CPALMS Resource ID 219137) to introduce dehydration and heat-related conditions that often result from lack of water and subsequent overheating. Students will discuss and role play how to provide first aid care for people in heat-related emergencies (ex. heat stroke, heat exhaustion, etc.). |
| Meal Planning | In this lesson plan, students will use the Case Study "Lifestyle Choices: Nutrition and Wellness" (See CPALMS Resource ID# 218928) to introduce a family with dietary restrictions. Then, students will collaborate to create a meal plan for the family that meets the needs of all family members. |
| Creating a Positive Workplace Environment | Using the case study, “Out with the Old in with the New”, students will discuss elements of a positive work environment, differing leadership styles and their effects on a workplace. Students will then create a roleplay scenario in which they brainstorm an alternate outcome for the case study. |
| Phone Skills for We Need to Hire | Using the case study, We Need to Hire, students will discuss professionalism, privacy, and phone etiquette. Students will practice professional phone skills, such as making a call, answering the phone, and taking/leaving a message. |
| Improving Student Morale | Using the case study, “A Peer Review Committee Accepts a Challenging Task,” students will brainstorm proposed questions regarding the case study. Then, in their groups of three, students will use a role-play strategy to share their thoughts about the case study. Students can make real-life connections using examples of other situations that may benefit from a Peer Review Committee. |
| The Need for Effective Teamwork | Using the case study, “The Need for Effective Teamwork, ” students will engage in small group discussions about work conflicts, resolution, teamwork, collaboration and time management. Students will then role-play resolving conflict and positive communication skills. |
| Energy Friendly Homes | Using the case study, "Energy Friendly Homes," students will work in small groups to research and analyze various home features and their impact on energy conservation. They will create a poster presentation to make a recommendation for which home a family should purchase. |
| Creating Sustainable Grocery Stores | Using the case study, “Creating Sustainable Grocery Stores,” students will identify methods or practices of the conservation of natural resources within grocery store chains. Working with a partner, they will research an assigned sustainability recommendation (from the case study) and will develop a pitch to the company’s board of directors that will demonstrate specific methods or practices of conservation that address their assigned sustainability recommendation. |
| Duck, Duck, Who? | Using the case study, Duck, Duck, Who? (resource #215700), students assume the role of a the team of lawyers, researching the difference between copyright infringement and fair use to map out their case, including the evidence they will present. |
| Social Media Privacy Settings | Using the case study, “Helping to Keep Friends Safe,” students will determine how important it is to understand the privacy settings of social media sites. They will see the danger of how strangers can see their location if they do not adjust their privacy settings correctly on their social media sites. |
| Medical Prototype Design Challenge | Using the case study, "Sticking with Family: Using the Engineering Design Process," students will create innovative bandages to address medical needs. They will be divided into groups of three, with responsibilities including bandage design, physical structure creation, and nursing consultation. The bandages will be tested based on absorbency, durability, and flexibility. |
| Food Safety Scenarios | Students will review the case study, “A Catering Dilemma” to gain an understanding of safe food practices when it comes to food service, storage, and sanitation. Through a role play, students will demonstrate proper food safety and sanitation procedures. |
| The Interview | Students will participate in a role-play scenario of a face-to-face job interview. Students will be assessed based on their interview skills, including effective oral communication, in this integrated lesson plan. |
| The Democratic Process: Bill of Rights - Rights and Responsibilities | This is lesson #3 in the text unit series for The Democratic Process by Mark Friedman. The lesson will explore citizen’s individual rights, which rights were influenced by the ancient Greek and Roman democratic process, and current challenges to democracy. Students will read the text for background information, make personal and real-world connections, and research current challenges to democracy and how it impacts their lives.
The unit will prepare students to understand Greek and Roman influences on democracy in the United States, identify individual rights and freedoms, determine the difference between protected and unprotected rights, examine the rule of law, and evaluate the relevance of modern-day government. The activities in the unit will allow students the opportunity to participate in close reading, annotate text, and collaborate on research projects to gain a deeper understanding of democracy, government, and the rule of law.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Exploring Technology Part 5: Promoting Our Technology Prototype | In groups, students will decide how to promote their technology. Students will develop an impromptu 2-minute presentation in a format of their choice to share information about their technology with the school and community in this lesson. |
| Researching Athenian Democracy: Part 3 | In the third part of this four-part lesson, student groups will collaborate to present a multimedia presentation based on their previous research on the influence of Athenian democracy and its government principles. Students will then reflect on their learning and their collaboration. In the final part of this lesson, students will deliver their presentation to the class and demonstrate their learning individually by responding to a writing prompt. |
| Researching Rome’s Republic: Part 3 | In the third part of this four-part lesson, student groups will collaborate to present a multimedia presentation based on their previous research on the influence of the Roman Republic and its government principles. Students will take notes on others’ topics when they are not presenting. Students will then reflect on their learning and their collaboration. In the final part of this lesson, students will demonstrate their learning individually by responding to a writing prompt. |
| Ancient Greek Government Part 1 | Students will research ancient Greece to learn about democratic principles of government in ancient Greece using informational texts, websites, and other resources. Students will each complete their own KWHL graphic organizer, then work with a group to paraphrase information gathered from the texts, and create a group poster containing important facts/information learned about the ancient Greek democratic principles of government. |
| Book Presentations | In this lesson, students will create a presentation with information about a personal book selection using available presentation software. A student checklist and template are provided. |
| Delivering a Presentation | In this lesson, students will learn about the messages that a speaker can knowingly (or unknowingly!) convey to the audience through body language, eye contact, posture, voice inflection, and gestures. Students will participate in a short activity to practice voice inflection, volume, and tone. Students will also deliver a presentation about how the speech they selected is an effective example of how to deliver a speech. |
| Scuba Diving Mask Search | This MEA asks the students to decide which company would be the “best and the worst” to use to purchase scuba diving masks for Tino’s Scuba Diving School to provide to their diving certification students. Furthermore, the students are asked to suggest which type of scuba diving masks should be purchased in term of multiple panes – single pane mask, double pane mask, full face mask, skirt color, fit, durability, and price. Students must provide a "top choice" scuba diving mask to the company owner and explain how they arrived at their solution. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| A Poignant Passage about the Middle Passage | In this lesson, students will explore what makes a passage poignant by analyzing an important chapter from the historical fiction novel, The Slave Dancer, by Paula Fox. In cooperative groups, they will use their prior knowledge of figurative language, conflict, theme, and characterization to identify a passage that has high emotional impact, relating to the journey along the Middle Passage during the slave trade. As culminating assessments, students will present their group's textual analysis to the class. |
