Explain how an author establishes and achieves purpose(s) through diction and syntax.
: This benchmark focuses on the way in which diction (the author’s word choice) and syntax (the way in which an author arranges those words) work together to achieve a purpose.
| Course Number1111 |
Course Title222 |
| 1001040: | M/J Language Arts 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001050: | M/J Language Arts 2 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1002010: | M/J Language Arts 2 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1006010: | M/J Journalism 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1007010: | M/J Speech and Debate 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1009040: | M/J Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1700060: | M/J Career Research and Decision Making (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 7810012: | Access M/J Language Arts 2 (Specifically in versions: 2014 - 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)) |
| 1000012: | M/J Intensive Reading 2 (Specifically in versions: 2021 - 2024, 2024 and beyond (current)) |
| Name |
Description |
| The Narrative of the Life of Frederick Douglass:The Early Life of Frederick Douglass | After rereading chapters 1-3 from the text, The Narrative of the Life of Frederick Douglass and the 13th-15th Amendments, students will better understand Civil Rights and the author’s choice of words to use throughout the text to make a point. Students can identify and explain examples within the text where Douglass uses diction and syntax to establish and achieve his purpose.
There are three lessons that can be used to complement a study of The Narrative of the Life of Frederick Douglass and take a new perspective by merging ELA skills with civics knowledge.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| The Narrative of the Life of Frederick Douglass: Frederick Douglass and the 14th Amendment | After rereading chapters 4-6 of The Narrative of the Life of Frederick Douglass, students will determine the meaning of the term citizen based on their background knowledge and the 14th Amendment. Students will read and annotate the 14th Amendment text. Students will then compare how the U.S. Constitution defined citizenship to the way enslaved people were treated by analyzing Frederick Douglass’ words and phrases in chapters 4-6 of his narrative.
There are lessons that can be used to complement a study of The Narrative of the Life of Frederick Douglass and help students take a new perspective by merging ELA skills with civics knowledge.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Women's Suffrage Texts: Close Reading of "The Destructive Male" Speech | Students will be doing a close read of Elizabeth Cady Stanton’s speech, "The Destructive Male." Students will be annotating the text along with answering questions that will lead them to a deeper understanding of women’s suffrage and the importance of the 19th Amendment.
There are three lessons that can be used to complement a study of Women's Suffrage texts and help students take a new perspective by merging ELA skills with civics knowledge.
This resource uses a text that is on the Florida Department of Education's reading list. |
| Paraphrasing LBJ: American Progress | In this lesson, students will sharpen their paraphrasing skills using a speech by President Lyndon B. Johnson. Students will paraphrase several key sections from LBJ's speech following the 1968 Civil Rights Act. In doing so, they will learn the four steps to paraphrasing effectively. |
| President Ronald Reagan's Inaugural Address | President Ronald Reagan's Inaugural Address
In this lesson, students will read former President Ronald Reagan’s Inaugural Address to identify two rhetorical devices, imagery and rhetorical question. Students will explain how these rhetorical devices are used strategically to support and achieve the purpose of his speech. |
| Child Soldiers Lesson 2: The Music of a War Child | This is the second lesson of a three-part unit that will build towards having the students research child soldiers. In this lesson, students will listen to a song, watch a video, and read a biography from a former child soldier from the Sudan and current international hip-hop star Emmanuel Jal. Students will examine and analyze the information presented in each of the formats by completing two column notes and participating in a whole group discussion. |
| O' Oysters! The Opposite of Hero is not a Villain; It's a Bystander! | This is lesson three in a three-part series on "The Walrus and the Carpenter" by Lewis Carroll. In this final lesson, the poem's lessons are used to introduce an informational text on bullying and the bystander effect. Students will determine the purpose of the informational text, and will demonstrate through a short response how the article’s purpose is illustrated through the plot and characterization in the poem. |
