Integrate diverse digital media to emphasize the relevance of a topic or idea in oral or written tasks.
| Course Number1111 |
Course Title222 |
| 0500020: | M/J Personal, Career, and School Development Skills 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 0500022: | M/J Personal, Career, School Development Skills 3 & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001070: | M/J Language Arts 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001080: | M/J Language Arts 3 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1002020: | M/J Language Arts 3 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1007020: | M/J Speech and Debate 3 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1009020: | M/J Creative Writing 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1100000: | M/J Library Skills/Information Literacy (MC) (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)) |
| 7810013: | Access M/J Language Arts 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1009050: | M/J Writing 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1006020: | M/J Journalism 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| Name |
Description |
| Life's Double Duty | Using the case study “Life’s Double Duty,” students will engage in group discussions about facing adversity and how students can overcome and cope with challenges in their lives. |
| Growing Safely Lesson Plan | Using the case study “Growing Safely,” students will examine a real-world scenario and engage in small group discussions about why specific safety precautions are essential in the workplace. |
| Design Learning Centers | Using the case study, “First-Year Teacher,” students will discuss the development of children and the best practices for learning environments. They will apply these practices of allowing children to explore, discover, and develop by creating learning centers in the classroom. |
| Advocating for Patient Safety: A Nurse's Dilemma | Using the case study, “Compassion or Duty?” students will be able to analyze and evaluate the tension between following doctor’s orders and advocating for patient safety in a healthcare setting. This lesson is designed to be used with the case study, “Duty or Compassion?” Resource ID: 215386 |
| Eating for Success | Students research the nutritional needs of children and adolescents and then create a week's worth of healthy meals for either breakfast, lunch, dinner, or snack time. The meal plans are digitally presented to classmates and then students vote on their favorite meal. |
| Alexander Hamilton: The Outsider: Alexander Hamilton's Civic Virtue Presentation | In this lesson, students read portions of Alexander Hamilton: The Outsider by Jean Fritz and will delve into the life and values of Alexander Hamilton, focusing specifically on his embodiment of civic virtue.
Through engaging activities and discussions within the unit, students will gain a deeper understanding of how Hamilton's actions and principles align with the concept of civic virtue and its relationship with contemporary society.
There are three CPALMS lessons that can be used to complement a study of Alexander Hamilton: The Outsider 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. |
| To Kill a Mockingbird: Building Schema Through Historical Context | This is lesson #1 in the text unit series for Harper Lee’s, To Kill a Mockingbird, in which students will be able to understand the historical context of the setting and time period in the text and make connections between the novel and real-world events during that era. By the end of this pre-reading lesson, students will be able to understand the historical context of the setting and time period in the text and make connections between the novel and real-world events during that era.
This lesson is part of a larger unit integrating ELA and Civics standards in order to support the understanding through the reading and study of Harper Lee’s novel, To Kill a Mockingbird. This unit’s activities will allow students to connect to the text and explore the blend of historical and literary context as they relate to real-world civic issues, address the application of the Bill of Rights, as well as recognizing the responsibilities of citizens at the local and state level. In this unit, students will develop critical thinking and communication skills by engaging in class discussions, written reflections, and collaborative activities.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Cyberbullying Awareness | Using the case study, “Suffering in Silence: The Effects of Cyberbullying”, students will identify elements of cyberbullying and the effects on both the victim and the bully. Students will research ways to respond to cyberbullying, ways to report it, and organizations that prevent/monitor cyberbullying. This research will be used to create a public service announcement (PSA) to inform the public about cyberbullying. |
| Florida: Feast of Figurative Language | In this lesson (lesson two of a two-lesson unit), students will use Bishop's poem as a model to write their own Florida poem brimming with figurative language and vivid vocabulary. They will also select digital media to reflect the content of their original poems. |
