CPALMS Logo Generated on 8/21/2025 at 2:11 AM
The webpage this document was printed/exported from can be found at the following URL:
https://staging.cpalms.org//PreviewStandard/Preview/6114
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
  3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
  4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Standard #: LAFS.1112.SL.1.1Archived Standard
Standard Information
General Information
Subject Area: English Language Arts
Grade: 1112
Strand: Standards for Speaking and Listening
Idea: Level 3: Strategic Thinking & Complex Reasoning
Cluster: Comprehension and Collaboration
Date Adopted or Revised: 12/10
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Related Courses
Related Resources
Lesson Plans
  • The Declaration of Independence: Analyzing Changes Made by Congress # 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.
  • Gr 9-12. Everglades Restoration, Lesson 2: Our Changing Watershed # Students will read a passage from Marjory Stoneman Douglas’s The Everglades: The River of Grass and compare the description with the present day Everglades. They will then look at the impacts from the US Army Corps of Engineers project and evaluate whether the Comprehensive Everglades Restoration Plan (CERP) addresses these issues. 
  • Gr 9-12. Water Use and Society, Lesson 2: A Question of Quantity # Students will look at a typical water conservation plan and analyze it from the viewpoint of various stakeholders. 
  • Gr 9-12. Water Use and Society, Lesson 1: Tragedy of the Common # This is a simulation that allows students to explore how the common usage of a potentially renewable resource can lead to its exploitation. Students will complete an activity, a data sheet, an analysis of the data, and discuss how the concept of the ‘commons' relates to southern Florida's water resources. 
  • The Declaration of Independence: Analyzing Changes Made by Congress # 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 a close-reading analysis of the two passages to understand the professor's argument, explaining it in an essay. The hypocrisy of slavery is the primary theme: Can a people who enslave others validly plead for their own freedom?
  • A Need for Sleep: A Close Reading of a Soliloquy from King Henry IV, Part II # In this lesson, students will consider the literary elements Shakespeare uses to communicate King Henry's inability to sleep. Students will analyze how diction, tone, syntax, and imagery help to convey King Henry's state of mind, and will write a short response to outline their analysis, using text to support their answers.
  • Universal Theme: The Cycle of Life # Through an analysis of E. E. Cummings' poem "anyone lived in a pretty how town,” an using the myth of Daedalus and Icarus, and Pieter Bruegel the Elder's painting "Landscape with the Fall of Icarus," as supplemental resources, students will analyze the theme of the importance of the cycle of life and nature as it pertains to human existence. The three texts come from dramatically different genres, time periods, and settings capturing the essence of a universal theme.
  • Comparing Portrayals of Slavery in Nineteenth-Century Photography and Literature # Huck Finn's moral journey parallels Mark Twain's own questions about slavery. Like the photographers of the nineteenth-century, Twain, a Realist, struggled with how best to portray fictionalized characters, while still expressing truth and creating social commentary. In this lesson, students use a Venn Diagram to compare and contrast Mark Twain's novel and/or excerpts from Frederick Doulgass' narrative to original photographs of slaves from the late-nineteenth century. Then they write an essay to compare the different portrayals, arguing to what extent art can reliably reflect truth. In addition, they will discuss art as social commentary.
  • Propaganda Techniques in Literature and Online Political Ads # After reading or viewing a text, students are introduced to propaganda techniques and then identify examples in the text. Students discuss these examples, and then explore the use of propaganda in popular culture by looking at examples in the media. Students identify examples of propaganda techniques used in clips of online political advertisements and explain how the techniques are used to persuade voters. Next, students explore the similarities of the propaganda techniques used in the literary text and in the online political ads to explain the commentary the text is making about contemporary society. Finally, students write a persuasive essay in support of a given statement.

    In this lesson, some specific references are made to Brave New World as examples. A text list suggests additional novels, short stories, plays, and movies that will also work for this activity.
  • An Exploration of The Crucible through Seventeenth-Century Portraits # After reading Act 1 of The Crucible in which 13 of the 21 characters are introduced, students create Trading Cards to describe and analyze an assigned character. Then they explore portraits of Puritans online to assist them in creating a portrait of the character and present a rationale to explain their work of art. A "Portrait Gallery" is set up around the classroom, so the students are able to refer to portraits during later acts and better understand the characters' motives and relationships.
  • Analyzing and Responding to Gwendolyn Brooks' "We Real Cool" # In this lesson sequence, students will read and analyze the poem "We Real Cool" by Gwendolyn Brooks. For the summative assessment, students will compose a fictional narrative from the perspective of a chosen character from the poem. The character will reveal how his/her days spent at the pool hall influenced who he/she is today.
  • Analyzing and Comparing Medieval and Modern Ballads # Students read, analyze, and discuss medieval English ballads and then list characteristics of the genre. They then emphasize the narrative characteristics of ballads by choosing a ballad to act out. Using the Venn diagram tool, students next compare medieval ballads with modern ones. After familiarizing themselves with ballad themes and forms, students write their own original ballads, which they perform in small groups. Finally, students engage in self-reflection on their group performances and on the literary characteristics of their ballads.
  • Playlist for Holden: Character Analysis With Music and Lyrics # This mini-lesson invites students to think of a literary character as a peer, creating an authentic connection between literature and life. While the lesson uses The Catcher in the Rye as an example, the activities could be centered on the primary character of any novel. Students choose a perspective on the character (from options suggested by the teacher) and work in small groups to identify scenes in the novel that reflect their view. They then select songs appropriate for the character and write a rationale for each song chosen, including supporting evidence from the text. When students present their completed playlists in class, their classmates inevitably make observations that increase everyone's insights into the character and the novel.
  • Cleaning Up Your Act # In this Model Eliciting Activity (MEA), students will address a real world engineering problem in which they must work as a team to design a procedure to select the best material for cleaning up an oil spill. The main focus of this MEA is to recognize the consequences of a catastrophic event, and understand the environmental and economical impact based on data analysis. Students will conduct individual and team investigations in order to arrive at a scientifically sound solution to the problem. 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. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
  • Show Me a Hero, and I Will Write You a Tragedy – F. Scott Fitzgerald - Part 2 # This is Part two of this three-part series on the writings of F. Scott Fitzgerald. Through reading and analyzing excerpts from F. Scott Fitzgerald's short story "The Offshore Pirate" (1920) in Flappers and Philosophers, students will examine the characterization of Artida and Carlyle and compare the two characters.
  • Gatsby Universal Themes Analysis – F. Scott Fitzgerald - Part 1 # This is Part one of a three-part series that focuses on passages from The Great Gatsby by F. Scott Fitzgerald. Through reading, text marking, and participating in collaborative discussions, students will analyze the universal themes: “Success can be corrupted by greed,” and “Irresponsibility can lead to destruction.”
  • User Beware: Exploring the Impacts of Technology through Science Fiction and Dystopian Texts # In this lesson, students first complete a survey to establish their beliefs about technology before using a literary elements map to explore the role of fictional technology in a novel such as 1984, Brave New World, Fahrenheit 451, REM World, or Feed (additional titles that could be used, including short stories, are included within the lesson plan). Next, using evidence from the text, students discuss and debate what they believe the story's author is saying about technology. As an assessment, students will utilize one of the items from the survey that caused the most disagreement in group discussions to form an argument as to why they think the author would agree or disagree with that particular statement on the survey. Students will write a letter to persuade another student in the class who disagrees with their viewpoint. Another group discussion can follow the exchange of these letters.
  • Lesson IV: The Trials of Phillis Wheatley-- A Debate # This is the fourth and final lesson in a small unit on the life and works of Phillis Wheatley. Although details are given only for this final lesson, some information is given on the preceding three lessons.
Teaching Ideas
  • Facilitating a Socratic Seminar with the play "The Piano Lesson" by August Wilson # This teaching idea guides students in generating questions for a student led seminar based on their reading of August Wilson's play, "The Piano Lesson". Students will then use their questions to conduct a Socratic Seminar about the play.
  • Analyzing Grammar Pet Peeves # This teaching idea is designed to help students analyze grammar pet peeves. Students begin by thinking about their own grammar pet peeves and then read a "Dear Abby" column in which she lists several grammar pet peeves of her own. Students become aware that attitudes about race, social class, moral and ethical character and 'proper' language use are intertwined and that rants such as this one reveal those attitudes. Finally, students discuss the pet peeves as a class while gaining an understanding that issues of race, class, combined with audience expectations, help to determine what is considered 'proper' language use.
  • Decoding the Matrix: Exploring Dystopian Characteristics through Film # In this lesson, students are introduced to the definition and characteristics of a dystopian work by watching video clips from The Matrix and other dystopian films. They first explore the definition and characteristics of utopian and dystopian societies, and then compare and contrast the two using a Venn diagram online tool. Next, they identify the protagonist in clips from The Matrix and then discuss how the clips extend and confirm their understanding of a dystopia. Students then view additional film clips and identify which characteristics of a dystopian society the clip is intended to portray. Finally, they explore how they can apply their knowledge about dystopias to future readings.
Tutorial
  • Using Literature Circles # This web resource is a step-by-step guide to using Literature Circles in the classroom. While a specific lesson plan is not included, it is a clear guide for anyone wishing to incorporate this discussion strategy in the classroom.
Unit/Lesson Sequence
  • Analyzing Famous Speeches as Arguments # After gaining skills through analyzing a historic and contemporary speech as a class, students will select a famous speech from a list compiled from several resources and write an essay that identifies and explains the rhetorical strategies that the author deliberately chose while crafting the text to make an effective argument. Their analysis will consider questions such as: "What makes the speech an argument?", "How did the author's rhetoric evoke a response from the audience?", and "Why are the words still venerated today?".
STEM Lessons - Model Eliciting Activity
  • Cleaning Up Your Act # In this Model Eliciting Activity (MEA), students will address a real world engineering problem in which they must work as a team to design a procedure to select the best material for cleaning up an oil spill. The main focus of this MEA is to recognize the consequences of a catastrophic event, and understand the environmental and economical impact based on data analysis. Students will conduct individual and team investigations in order to arrive at a scientifically sound solution to the problem. 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. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
Print Page | Close this window