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CORRELATION

FLORIDA DEPARTMENT OF EDUCATION

INSTRUCTIONAL MATERIALS CORRELATION

COURSE STANDARDS/BENCHMARKS

SUBJECT:

GRADE LEVEL:

COURSE TITLE:

COURSE CODE:

SUBMISSION TITLE:

BID ID:

PUBLISHER:

PUBLISHER ID:

BENCHMARK CODE BENCHMARK

LACC.910.RL.1.1 Cite strong and thorough textual

evidence to support analysis of

what the text says explicitly as

well as inferences drawn from the

text.

LESSONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN-DEPTH IN MAJOR TOOL

(Include page numbers of lesson, a link to lesson, or other identifier for easy lookup by reviewers.)

Grade 9

Unit 1: Activity 1.3, 1.5, 1.5 (p24); Unit 2: Activity 2.4, 2.5, 2.6, 2.7, 2.8, 2.14; Unit 3: Activity 3.10, 3.11, 3.12, 3.13, 3.15, 3.16, 3.17, 3.18,

3.23, EA 2 (p249-250); Unit 4: Activity 4.2, 4.7, 4.15, 4.16, 4.18, EA 2 (p315-316); Unit 5: Activity 5.2, 5.3, 5.4, 5.5, 5.6, 5.8, 5.14, EA 1 (p366-

367); Unit 1: Activity 1.3 (p8), 1.3 (p. 11), 1.5 (p14), 1.5 (p21), 1.8 (p33); Unit 2: Activity 2.4 (p94), 2.5 (p96-97), 2.6 (p101-102), 2.14 (p136-

138); Unit 3: Activity 3.10 (p207), 3.10 (p 210), 3.11(p211-212), 3.12 (p213-214), 3.12 (p217-218), 3.13 (p219-221), 3.14 (p222), 3.15 (p224-

226), 3.16 (p229), 3.17 (p230), 3.18 (p233), 3.19 (p235-237), 3.20 (p238-240), 3.22 (p243), 3.23(p247-248); Unit 4: Activity 4.2 (p257-258), 4.5

(p272-273), 4.6 (p274), 4.7 (p276-277), 4.8 (p279-280), 4.10 (p285), 4.10 (p287), 4.11 (p290), 4.12 (p 290), 4.13 (p297), 4.14 (p298), 4.15 (p300-

301), 4.16 (p301), 4.16 (p304), 4.17 (p308), 4.17 (p310-311), 4.18 (p312), 4.19 (p313); Unit 5: Activity 5.2 (p321-323), 5.3 (p324), 5.4 (p327),

5.4 (p330), 5.5 (p331), 5.7 (p337), 5.7 (p340), 5.8 (p343), 5.9 (p349), 5.10 (p352), 5.12 (p357-358), 5.13 (p361-362), 5.14 (p363-364)

SpringBoard® English Language Arts, Grade 9-12

100930E

Language Arts 9-12 Series

9-12

English Language Arts

2614

The College Board

13162396501

Course Description: English 1 / SpringBoard English Language Arts, Grade 9

Written Correlations

FORM IM2

Rule 6A-7.0710

Effective December 29, 2011Available at http://app2.fldoe.org/bii/InstructMat/documents/WrittenCorrelationsIM22012.pdf 95

CORRELATION




LACC.910.RL.1.2 Determine a theme or central idea

of a text and analyze in detail its

development over the course of

the text, including how it emerges

and is shaped and refined by

specific details; provide an

objective summary of the text.

LACC.910.RL.1.3 Analyze how complex characters

(e.g., those with multiple or

conflicting motivations) develop

over the course of a text, interact

with other characters, and

advance the plot or develop the

theme.

Grade 9

Unit 2: Activity 2.5, 2.6, 2.10; Unit 3: Activity 3.13, 3.14, 3.16, 3.17, 3.20, 3.21, 3.23, EA 2 (p249-250); Unit 4: EA 1 (p253-254), Activity 4.6,

4.8, 4.10, 4.15 4.18, EA 2 (p315-316); Unit 5: Activity 5.2, 5.5, 5.11, 5.12, EA 1 (p366-367); Unit 1: Activity 1.8 (p37); Unit 2: Activity 2.5 (p97),

2.6 (p99), 2.10 (p125); Unit 3: Activity 3.13 (p219-221), 3.14 (p223), 3.15 (p226), 3.16 (p228), 3.17 (p231), 3.20 (p238-239), 3.21 (p241), 3.23

(p247); Unit 4: Activity 4.6 (p275), 4.8 (p281), 4.10 (p285), 4.10 (p287), 4.12 (p293), 4.15 (p301), 4.17 (p311), 4.18 (p312); Unit 5: Activity 5.2

(p322), 5.4 (p327), 5.7 (p340), 5.8 (p342), 5.9 (p348), 5.11 (p355-356), 5.12 (p359), 5.13 (p360), 5.14 (p363), 5.16 (p375)

Grade 9

Unit 1: Activity 1.3, 1.5, 1.7; Unit 2: Activity 2.2, 2.6, 2.7; Unit 3: Activity 3.10, 3.11, 3.12, 3.15, 3.18, 3.21, 3.23; Unit 4: Activity 4.5, 4.18;

Unit 5: Activity 5.3, 5.5, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, EA 1 (p366-367); Unit 1: Activity 1.3 (p10-11), 1.5 (p14), 1.5 (p18-23), 1.7

(p29-30), 1.8 (p33-34), 1.8 (p38-49); Unit 2: Activity 2.2 (p90), 2.6 (p99), 2.14 (p139-140); Unit 3: Activity 3.10 (p207-212), 3.12 (p213-218),

3.13 (p220-222), 3.15 (p225-226), 3.17 (p230), 3.18 (p232-233), 3.19 (p234), 3.19 (p237), 3.20 (p238-239), 3.21 (p241-242), 3.23 (p247); Unit

5: Activity 5.3 (p326), 5.4 (p327), 5.4 (p329), 5.5 (p331), 5.5 (p332), 5.7 (p340) 5.8 (p343), 5.8 (p347), 5.9 (p348-349), 5.10 (p350-352), 5.11

(p355-356), 5.12 (p358), 5.13 (p360-362), 5.14 (p363-364)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.RL.2.4 Determine the meaning of words

and phrases as they are used in

the text, including figurative and

connotative meanings; analyze the

cumulative impact of specific word

choices on meaning and tone (e.g.,

how the language evokes a sense

of time and place; how it sets a

formal or informal tone).

LACC.910.RL.2.5 Analyze how an author’s choices

concerning how to structure a

text, order events within it (e.g.,

parallel plots), and manipulate

time (e.g., pacing, flashbacks)

create such effects as mystery,

tension, or surprise.

LACC.910.RL.2.6 Analyze a particular point of view

or cultural experience reflected in

a work of literature from outside

the United States, drawing on a

wide reading of world literature.

Grade 9

Unit 1: Activity 1.5, 1.5 (p24), 1.7, 1.8; Unit 2: Activity 2.5, 2.6, 2.8, 2.9, 2.10; Unit 3: Activity 3.18; Unit 4: Activity 4.2, 4.3, 4.10, 4.11, 4.14,

4.15, 4.17, EA 2 (p315-316); Unit 5: Activity 5.3, 5.4, EA 1 (p366-367); Unit 1: Activity 1.2 (p5), 1.5 (p14-15), 1.8 (p35); Unit 2: Activity 2.4

(p94), 2.5 (p97), 2.9(p 117-120), 2.9 (p123), 2.10 (p 124), 2.14 (p137-139); Unit 3: Activity 3.10 (p207-208), 3.18 (p233), 3.22 (p243); Unit 4:

Activity 4.2 (p257-258), 4.5 (p272), 4.7 (p276), (p277-278), 4.8 (p281), 4.10 (p285-286), 4.11 (p288), 4.11 (p290), 4.13 (p297), 4.14 (p298-299),

4.15 (p301), 4.17 (p310-311), 4.18 (p312); Unit 5: Activity 5.2 (p321), 5.3 (p324-325), 5.12 (p358)

Grade 9

Unit 1: Activity 1.5, 1.8, 1.9; Unit 2: Activity 2.7; Unit 3: Activity 3.21; Unit 4: Activity 4.6, 4.17, EA 2 (p315-316); Unit 5: Activity 5.10, 5.11,

5.14; Unit 1: Activity 1.5 (p15-16), 1.8 (p34), 1.8 (p 42), 1.8 (p 44); Unit 2: Activity 2.6 (p100), 2.7 (p111), 2.14 (p137); Unit 3: Activity 3.10

(p207), 3.17 (p230), 3.21 (p241), 3.22 (p243), 3.23 (p 247); Unit 4: Activity 4.6 (p275), 4.7 (p277), 4.17 (p308), 4.17 (p310); Unit 5: Activity 5.10

(p350), 5.11 (p355) 5.14 (p363-364)

Grade 9

Unit 5: EA 1 (p366-367); Unit 2: Activity 2.7 (p107), 2.7 (p112); Unit 5: Activity 5.3 (p325), 5.4 (p329)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.RL.3.7 Analyze the representation of a

subject or a key scene in two

different artistic mediums,

including what is emphasized or

absent in each treatment (e.g.,

Auden’s “Musée des Beaux Arts”

and Breughel’s Landscape with the

Fall of Icarus)

LACC.910.RL.3.9 Analyze how an author draws on

and transforms source material in

a specific work (e.g., how

Shakespeare treats a theme or

topic from Ovid or the Bible or

how a later author draws on a play

by Shakespeare).

Grade 9

Unit 2: Activity 2.14, 2.17, 2.22, 2.23; Unit 3: Activity 3.14, 3.17, 3.19; Unit 4: Activity 4.13; Unit 5: Activity 5.6, 5.7, 5.8, 5.10 5.14, EA 1

(p366-367); Unit 2: Activity 2.6 (p103), 2.14 (p142-143); Unit 3: Activity 3.8 (p199), 3.10 (p208), 3.14 (p223), 3.17 (p231), 3.19 (p 237); Unit 4:

Activity 4.6 (p275), 4.13 (p297); Unit 5: Activity 5.6 (p334-335), 5.7 (p337), 5.7 (p340), 5.8 (p342-343), 5.8 (p341), 5.8 (p345), 5.10 (p353-354),

5.14 (p365)

Grade 9

Unit 2: Activity 2.6 (p99); Unit 5: Activity 5.8 (p343), 5.8 (p347)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.RL.4.10 By the end of grade 9, read and

comprehend literature, including

stories, dramas, and poems, in the

grades 9–10 text complexity band

proficiently, with scaffolding as

needed at the high end of the

range. By the end of grade 10,

read and comprehend literature,

including stories, dramas, and

poems, at the high end of the


independently and proficiently.

LACC.910.RI.1.1 Cite strong and thorough textual




text.

Grade 9

Unit 1: Activity 1.5; Unit 2: Activity 2.1; Unit 4: Activity EA 1 (p253-254), EA 2 (p315-316); Unit 5: EA 1 (p366-367); Unit 1: Activity 1.1 (p4),

1.5 (p15), 1.7 (p29); Unit 2: Activity 2.1 (p88), 2.5 (p96), 2.6 (p99-103), 2.9 (p122), 2.10 (p124), 2.11(p128); Unit 3: Activity 3.1 (p172), 3.6

(p193), 3.10 (p207), 3.12 (p213), 3.15 (p224), 3.16 (p228), 3.19 (p233), 3.21 (p241); Unit 4: Activity 4.2 (p257), 4.5 (p272), 4.6 (p274), 4.7

(p276), 4.8 (p280), 4.9 (p282), 4.10 (p286), 4.14 (p298), 4.15 (p300), 4.16 (p302), 4.17 (p308-310); Unit 5: Activity 5.1 (p320), 5.3 (p324), 5.4

(p329), 5.7 (p337-339), 5.10 (p352) 5.13 (p361) 5.15 (p366)

Grade 9

Unit 1: Activity 1.2, 1.9, 1.10, 1.13, 1.16, 1.17; Unit 2: Activity 2.8, 2.13; Unit 3: Activity 3.3, 3.5, 3.6, 3.9, 3.22; Unit 4: Activity 4.3; Unit 5:

Activity 5.16, 5.19, 5.21, EA 2 (p405-406); Unit 1: Activity 1.2 (p5), 1.2 (p7), 1.9 (p40), 1.9 (p43-44), 1.10 (p45), 1.11 (p51), 1.13 (p58), 1.14

(p60), 1.16 (p69), 1.16 (p71-72), 1.17 (p73-74), 1.18 (p77); Unit 2: Activity 2.8 (p114-115), 2.13 (p133); Unit 3: Activity 3.3 (p176-178), 3.5

(p186-191), 3.6 (p192), 3.9 (p204), 3.9 (p206), 3.22 (p243), 3.22 (p245); Unit 4: Activity 4.3 (p260); Unit 5: Activity 5.16 (p372-373), 5.16

(p376), 5.17 (p378-379), 5.17 (p381), 5.17 (p383), 5.18 (p384), 5.18 (p388), 5.19 ( p390-392), 5.20 (p396-401), 5.21 (p402-403);


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.RI.1.2 Determine a central idea of a text

and analyze its development over

the course of the text, including

how it emerges and is shaped and

refined by specific details; provide

an objective summary of the text.

LACC.910.RI.1.3 Analyze how the author unfolds an

analysis or series of ideas or

events, including the order in

which the points are made, how

they are introduced and

developed, and the connections

that are drawn between them.

LACC.910.RI.2.4 Determine the meaning of words

and phrases as they are used in a

text, including figurative,

connotative, and technical

meanings; analyze the cumulative

impact of specific word choices on

meaning and tone (e.g., how the

language of a court opinion differs

from that of a newspaper).

Grade 9

Unit 1: Activity 1.11, 1.15, 1.17, 1.18; Unit 2: Activity 2.13; Unit 3: Activity 3.3; Unit 4: Activity 4.3; Unit 5: Activity 5.16, 5.18; Unit 1: Activity

1.11 (p50), 1.13 (p56), 1.15 (p 62), 1.15 (p 64), 1.16 (p 68), 1.17 (p75), 1.18 (p 77-80); Unit 2: Activity 2.13 (p133); Unit 3: Activity 3.3 (p176-

178), 3.3 (p181), 3.9 (p206), 3.22 (p244); Unit 4.3 (p261) , 4.3 (p264); Unit 5: Activity 5.2 (p323), 5.16 (p372-373), 5.16 (p376), 5.17 (p379-380),

5.17 (p383), 5.20 (p398-401)

Grade 9

Unit 1: Activity 1.9, 1.11; Unit 3: Activity 3.3; Unit 1: Activity 1.9 (p41-42), 1.9 (p44), 1.16 (p67-68), 1.17 (p 76), 1.18 (p77), 1.18 (p82); Unit 3:

Activity 3.3 (p176), 3.3 (p179), 3.5 (p186); Unit 5: Activity 5.17 (p383), 5.20 (p397-401)

Grade 9

Unit 3: Activity 3.5; Unit 4: Activity 4.4; Unit 5: Activity 5.20; Unit 1: Activity 1.2 (p5), 1.2 (p7), 1.4(p61), 1.15 (p61), 1.16 (p69), 1.17 (p73-74);

Unit 2: Activity 2.8; Unit 3: Activity 3.3 (p176), 3.3 (p178), 3.5 (p187), 3.5 (p189), 3.9 (p204), 3.22; Unit 4: Activity 4.3 (p265), 4.3 (p267), 4.4

(p269); Unit 5: Activity 5.16 (p372), 5.16 (p374), 5.16 (p376), 5.17 (p378), 5.18 (p388), 5.20 (p396), 5.20 (p398-401)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.RI.2.5 Analyze in detail how an author’s

ideas or claims are developed and

refined by particular sentences,

paragraphs, or larger portions of a

text (e.g., a section or chapter).

LACC.910.RI.2.6 Determine an author’s point of

view or purpose in a text and

analyze how an author uses

rhetoric to advance that point of

view or purpose.

LACC.910.RI.3.7 Analyze various accounts of a

subject told in different mediums

(e.g., a person’s life story in both

print and multimedia),

determining which details are

emphasized in each account.

LACC.910.RI.3.8 Delineate and evaluate the

argument and specific claims in a

text, assessing whether the

reasoning is valid and the evidence

is relevant and sufficient; identify

false statements and fallacious

reasoning.

Grade 9

Unit 1: Activity 1.9, 1.10, 1.16, 1.17, 1.18; Unit 5: Activity 5.16, 5.20, 5.21; Unit 1: Activity 1.9 (p42), 1.9 (p44), 1.10 (p49), 1.16 (p67-72),

1.17(p75-76), 1.18 (p77-82); Unit 3: Activity 3.5 (p187), 3.9 (p204), 3.22 (p243), 3.22 (p245); Unit 5: Activity 5.16 (p372-375), 5.17 (p380), 5.18

(p384-385), 5.18 (p388), 5.20 (p398-401), 5.21 (p402)

Grade 9

Unit 1: Activity 1.9, 1.16, 1.17, 1.18; Unit 3: Activity 3.5; Unit 5: Activity 5.16, 5.20, 5.21; Unit 1: Activity 1.9 (p42), 1.9 (p44), 1.15 (p64), 1.16

(p66), 1.16 (p68-72), 1.17(p75-76), 1.18 (p79-80), 1.18 (p82); Unit 3: Activity 3.3 (p178-182), 3.5 (p187), 3.9 (p204), 3.22 (p243); Unit 5:

Activity 5.16 (p372-373), 5.16 (p376), 5.18 (p384-386), 5.18 (p388), 5.20 (p396-401), 5.21 (p402)

Grade 9

Unit 3: Activity 3.4, 3.8; Unit 5: Activity 5.17,EA 2 (p405-406); Unit 3: Activity 3.4 (p183-184), 3.5 (p190), 3.8 (p199); Unit 5: Activity 5.2

(p323), 5.17 (p378), 5.17 (p381), 5.17 (p383)

Grade 9

Unit 1: Activity 1.15, 1.16, 1.17, 1.18; Unit 3: Activity 3.22; Unit 5: Activity 5.21, EA 2 (p405-406); Unit 1: Activity 1.15 (p64), 1.16 (p68-70),

1.16 (p72), 1.17 (p75-76), 1.18 (p82); Unit 3: Activity 3.5 (p188-189), 3.22 (p244-245); Unit 5: Activity 5.16 (p372), 5.17 (p378), 5.17 (p381),

5.20 (p398), 5.20 (p401)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.RI.3.9 Analyze seminal U.S. documents

of historical and literary

significance (e.g., Washington’s

Farewell Address, the Gettysburg

Address, Roosevelt’s Four

Freedoms speech, King’s "Letter

From Birmingham Jail"), including

how they address related themes

and concepts.

LACC.910.RI.4.10 By the end of grade 9, read and

comprehend literary nonfiction in

the grades 9–10 text complexity

band proficiently, with scaffolding

as needed at the high end of the


read and comprehend literary

nonfiction at the high end of the



Grade 9

Unit 1: Activity 1.16; Unit 3: Activity 3.5; Unit 1: Activity 1.16 (p67); Unit 3: Activity 3.5 (p186-190)

Grade 9

Unit 1: Activity 1.16; Unit 1: Activity 1.9 (p41-42), 1.15, 1.16 (p67-72), 1.17(p75-76), 1.18 (p78-79); Unit 2: Activity 2.11 (p128), 2.13 (p133-

134); Unit 3: Activity 3.1 (p172), 3.3 (p177-182), 3.5 (p186-190, 3.6 (p193), 3.22 (p244); Unit 5: Activity 5.16 (p373), 5.17(p381), 5.18 (p385),

5.20 (p397), 5.21 (p403)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.W.1.1a Introduce precise claim(s),

distinguish the claim(s) from

alternate or opposing claims, and

create an organization that

establishes clear relationships

among claim(s), counterclaims,

reasons, and evidence.

LACC.910.W.1.1b Develop claim(s) and

counterclaims fairly, supplying

evidence for each while pointing

out the strengths and limitations

of both in a manner that

anticipates the audience’s

knowledge level and concerns.

LACC.910.W.1.1c Use words, phrases, and clauses to

link the major sections of the text,

create cohesion, and clarify the

relationships between claim(s) and

reasons, between reasons and

evidence, and between claim(s)

and counterclaims.

Grade 9

Unit 1: EA 2 (p83-84); Unit 3: Activity 3.22; Unit 5: Activity 5.15, 5.16, 5.17, 5.18, 5.19, EA 2 (p405-406); Unit 1: Activity 1.16 (p72), 1.17

(p73); Unit 3: Activity 3.22 (p246); Unit 5: Activity 5.10 (p354), 5.11 (p356), 5.15 (p371), 5.16 (p377), 5.17 (p381), 5.18 (p384), 5.18 (p388-389),

5.19 (p394-395), 5.20 (p401)

Grade 9

Unit 1: EA 2 (p83-84); Unit 5: Activity 5.18, 5.19, EA 2 (p405-406); Unit 1: Activity 1.16 (p72), 1.17 (p76); Unit 3: Activity 3.22 (p246); Unit 5:

Activity 5.8 (p343), 5.10 (p354), 5.15 (p369), 5.15 (p371), 5.16 (p377), 5.17 (p381), 5.17 (p383), 5.18 (p384), 5.18 (p388-389), 5.19 (p394-395),

5.20 (p398), 5.20 (p401)

Grade 9

Unit 1: EA 2 (p83-84); Unit 5: Activity 5.17, 5.19, EA 2 (p405-406); Unit 1: Activity 1.16 (p72); Unit 5: Activity 5.8 (p343), 5.10 (p354), 5.15

(p369), 5.16 (p377), 5.17 (p381), 5.17 (p383), 5.18 (p389), 5.19 (p394-395)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.W.1.1d Establish and maintain a formal

style and objective tone while

attending to the norms and

conventions of the discipline in

which they are writing.

LACC.910.W.1.1e Provide a concluding statement or

section that follows from and

supports the argument presented.

LACC.910.W.1.2a Introduce a topic; organize

complex ideas, concepts, and

information to make important

connections and distinctions;

include formatting (e.g., headings),

graphics (e.g., figures, tables), and

multimedia when useful to aiding

comprehension.

LACC.910.W.1.2b Develop the topic with well-

chosen, relevant, and sufficient

facts, extended definitions,

concrete details, quotations, or

other information and examples

appropriate to the audience’s

knowledge of the topic.

Grade 9

Unit 1: EA 2 (p83-84); Unit 5: EA 2 (p405-406); Unit 1: Activity 1.18 (p 82); Unit 5: Activity 5.19 (p394)

Grade 9

Unit 1: EA 1 (p54-55); Unit 2: Activity 2.12, 2.13, 2.18, 2.19, 2.20, 2.21, 2.22, EA 2 (p167-168); Unit 3: Activity 3.2, 3.4, 3.6, EA 1 (p201-202),

3.11, 3.15, 3.20, 3.23, EA 2 (p249-250); Unit 4: Activity EA 1 (p253-254), Activity 4.10, 4.17, 4.19, EA 2 (p315-316); Unit 1: Activity 1.5 (p 24),

1.6 (p27-28); Unit 2: Activity 2.12 (p132), 2.13 (p135), 2.14 (p143), 2.18 (p152-153), 2.19(p155), 2.20(p159), 2.20 (p161), 2.21 (p161), 2.22

(p163), 2.23 (p164-166); Unit 3: Activity 3.2 (p175), 3.4 (p185), 3.6 (p193), 3.7 (p196-197), 3.11(p212), 3.13 (p221), 3.14 (p223), 3.15 (p226),

3.16 (p229), 3.19 (p237), 3.20 (p240), 3.23 (p248); Unit 4: Activity 4.6 (p275), 4.9 (p284), 4.13 (p297), 4.14 (p299), 4.17 (p308), 4.17 (p311),

4.19 (p313-314); Unit 5: Activity 5.5 (p332), 5.7 (p340), 5.8 (p343)

Grade 9

Unit 1: Activity 1.7, EA 1 (p54-55); Unit 2: Activity 2.9, 2.12, 2.13, 2.17, 2.18, 2.21, EA 2 (p167-168); Unit 3: EA 1 (p201-202), Activity 3.19, EA

2 (p249-250); Unit 4: EA 1 (p253-254), Activity 4.14, EA 2 (p315-316); Unit 1: Activity 1.5 (p24), 1.7 (p30-31); Unit 2: Activity 2.12 (p132), 2.13

(p135), 2.14 (p143), 2.17 (p149), 2.18 (p152-153), 2.19 (p155), 2.21 (p161), 2.23 (p164), 2.23 (p166); Unit 3: Activity 3.2 (p175), 3.4 (p185), 3.6

(p193), 3.11 (p211-212), 3.13 (p221), 3.15 (p226), 3.16 (p229), 3.19 (p237), 3.20 (p240), 3.23 (p248); Unit 4: Activity 4.13 (p297), 4.14 (p299),

4.19(p313-314); Unit 5: Activity 5.5 (p332)

Grade 9

Unit 1: EA 2 (p83-84); Unit 5: EA 2 (p405-406); Unit 1: Activity 1.18 (p 82); Unit 5: Activity 5.19 (p394)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.W.1.2c Use appropriate and varied

transitions to link the major

sections of the text, create

cohesion, and clarify the

relationships among complex

ideas and concepts.

LACC.910.W.1.2d Use precise language and domain-

specific vocabulary to manage the

complexity of the topic.

LACC.910.W.1.2e Establish and maintain a formal





LACC.910.W.1.2f Provide a concluding statement or


supports the information or

explanation presented (e.g.,

articulating implications or the

significance of the topic).

Grade 9

Unit 1: EA 1 (p54-55); Unit 2: EA 2 (p167-168); Unit 3: EA 1 (p201-202), EA 2 (p249-250); Unit 4: EA 1 (p253-254), EA 2 (p315-316); Unit 1:

Activity 1.5 (p24); Unit 2: Activity 2.20 (p159), 2.21 (p161), 2.23 (p165); Unit 3: Activity 3.4 (p185), 3.15 (p227), 3.19 (p237), 3.20 (p240), 3.23

(p248); Unit 4: Activity 4.6 (p275), 4.19 (p313)

Grade 9

Unit 2: Activity 2.19, EA 2 (p167-168); Unit 3: EA 1 (p201-202), EA 2 (p249-250); Unit 4: EA 1 (p253-254), EA 2 (p315-316); Unit 1: Activity 1.5

(p24); Unit 2: Activity 2.12 (p132), 2.13 (p135), 2.14 (p143), 2.19 (p159); Unit 3: Activity 3.4 (p185), 3.6 (p193), 3.11 (p212), 3.13 (p221); Unit 4:

Activity 4.19 (p313); Unit 5: Activity 5.5 (p332)

Grade 9

Unit 1: EA 2 (p83-84); Unit 2: Activity 2.18, 2.19, EA 2 (p167-168); Unit 3: EA 2 (p249-250); Unit 4: EA 1 (p253-254), EA 2 (p315-316); Unit 2:

Activity 2.13 (p135), 2.18 (p152-153), 2.19 (p155), 2.21 (p161); Unit 3: Activity 3.13 (p221)

Grade 9

Unit 1: EA 1 (p54-55), EA 2 (p83-84); Unit 2: EA 2 (p167-168); Unit 3: EA 1 (p201-202), Activity 3.13, EA 2 (p249-250); Unit 4: EA 1 (p253-254),

EA 2 (p315-316); Unit 5: EA 1 (p366-367); Unit 1: Activity 1.5 (p24), 1.6 (p27); Unit 2: Activity 2.19 (p155), 2.20 (p158), 2.21 (p161), 2.23

(p164), 2.23 (p166); Unit 3: Activity 3.11 (p212), 3.13 (p221), 3.16 (p229), 3.23 (p248); Unit 4: Activity 4.19 (p313-314)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.W.1.3a Engage and orient the reader by

setting out a problem, situation,

or observation, establishing one or

multiple point(s) of view, and

introducing a narrator and/or

characters; create a smooth

progression of experiences or

events.

LACC.910.W.1.3b Use narrative techniques, such as

dialogue, pacing, description,

reflection, and multiple plot lines,

to develop experiences, events,

and/or characters.

LACC.910.W.1.3c Use a variety of techniques to

sequence events so that they build

on one another to create a

coherent whole.

LACC.910.W.1.3d Use precise words and phrases,

telling details, and sensory

language to convey a vivid picture

of the experiences, events,

setting, and/or characters.

Grade 9

Unit 1: Activity 1.8, 1.11, EA 1 (p54-55); Unit 2: EA 1 (p126-127); Unit 1: Activity 1.11 (p51); Unit 2: Activity 2.5 (p96), 2.6 (p105), 2.8 (p115)

Grade 9

Unit 1: EA 1 (p54-55); Unit 2: Activity 2.2, 2.3, 2.4, EA 1 (p126-127); Unit 1: Activity 1.8 (p39), 1.11 (p51); Unit 2: Activity 2.2 (p90-91), 2.3

(p93), 2.4 (p95), 2.6 (p105)

Grade 9

Unit 1: Activity 1.8, EA 1 (p54-55); Unit 2: Activity 2.3, 2.7, EA 1 (p126-127); Unit 1: Activity 1.8 (p39), 1.11 (p51); Unit 2: Activity 2.3 (p93), 2.6

(p105), 2.7 (p113)

Grade 9

Unit 1: Activity 1.11, EA 1 (p54-55); Unit 2: Activity 2.3, EA 1 (p126-127); Unit 1: Activity 1.11 (p51); Unit 2: Activity 2.3 (p93)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.W.1.3e Provide a conclusion that follows

from and reflects on what is

experienced, observed, or

resolved over the course of the

narrative.

LACC.910.W.2.4 Produce clear and coherent

writing in which the development,

organization, and style are

appropriate to task, purpose, and

audience. (Grade-specific

expectations for writing types are

defined in standards 1–3 above.)

LACC.910.W.2.5 Develop and strengthen writing as

needed by planning, revising,

editing, rewriting, or trying a new

approach, focusing on addressing

what is most significant for a

specific purpose and audience.

Grade 9

Unit 1: EA 1 (p54-55); Unit 2: EA 1 (p126-127)

Grade 9

Unit 1: Activity 1.6, 1.12, EA 1 (p 54-55), 1.17, 1.18, EA 2 (p83-84); Unit 2: EA 1 (p126-127), Activity 2.21, EA 2 (p167-168); Unit 3: Activity

3.4, 3.7, 3.16, EA 2 (p249-250); Unit 4: Activity 4.2, EA 1 (p253-254), 4.5, EA 2 (p315-316); Unit 5: Activity 5.15, EA 2 (p405-406); Unit 1:

Activity 1.5 (p14), 1.6 (p25), 1.6 (p28), 1.10 (p48-49) , 1.12(p53), 1.17 (p76), 1.18; Unit 2: Activity 2.4 (p95), 2.13(p135), 2.21 (p161), 2.23

(p166); Unit 3: Activity 3.2 (p175), 3.4 (p184), 3.7 (p194), 3.16 (p229); Unit 4: Activity 4.2 (p259), 4.5 (p273), 4.7 (p278), 4.8 (p281), 4.11

(p291), 4.19 (p313-314); Unit 5: Activity 5.15 (p369), 5.15 (p371), 5.18 (p389), 5.19 (p394-395), 5.21 (p404)

Grade 9

Unit 1: Activity 1.6, 1.10, 1.12, EA 1 (p 54-55), EA 2 (p83-84); Unit 2: Activity 2.2, 2.3, EA 1 (p126-127), 2.23, EA 2 (p167-168); Unit 3: Activity

3.16, EA 2 (p249-250); Unit 4: EA 1 (p253-254), Activity 4.19, EA 2 (p315-316); Unit 5: Activity 5.21, EA 2 (p405-406); Unit 1: Activity 1.5

(p14), 1.6 (p25), 1.8 (p38), 1.10 (p48), 1.17 (p76); Unit 2: Activity 2.2 (p90), 2.3 (p93), 2.4 (p95), 2.9 (p122), 2.23 (p166); Unit 3: Activity 3.15

(p227), 3.16 (p229), 3.20 (p240); Unit 4: Activity 4.6 (p274), 4.19 (p313); Unit 5: Activity 5.15 (p369-370), 5.16 (p376), 5.17 (p383), 5.18 (p389),

5.19(p394-395), 5.21 (p404)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.W.2.6 Use technology, including the

Internet, to produce, publish, and

update individual or shared

writing products, taking advantage

of technology’s capacity to link to

other information and to display

information flexibly and

dynamically.

LACC.910.W.3.7 Conduct short as well as more

sustained research projects to

answer a question (including a self-

generated question) or solve a

problem; narrow or broaden the

inquiry when appropriate;

synthesize multiple sources on the

subject, demonstrating

understanding of the subject

under investigation.

Grade 9

Unit 1: EA 2 (p83-84); Unit 2: EA 1 (p126-127); Unit 3: EA 1 (p201-202); Unit 4: EA 1 (p253-254); Unit 5: Activity 5.2 (p323)

Grade 9

Unit 1: EA 1 (p 54-55); Unit 3: Activity 3.3, 3.4, 3.7, EA 1 (p201-202); Unit 4: EA 1 (p253-254), Activity 4.18; Unit 5: Activity 5.2; Unit 1:

Activity 1.6 (p26); Unit 3: Activity 3.3 (p182), 3.4 (p183-184), 3.7 (p196-197); Unit 4: Activity 4.18 (p312); Unit 5: Activity 5.2 (p323), 5.7 (p340),

5.15 (p370)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.W.3.8 Gather relevant information from

multiple authoritative print and

digital sources, using advanced

searches effectively; assess the

usefulness of each source in

answering the research question;

integrate information into the text

selectively to maintain the flow of

ideas, avoiding plagiarism and

following a standard format for

citation.

LACC.910.W.3.9a Apply grades 9–10 Reading

standards to literature(e.g.,

“Analyze how an author draws on


a specific work [e.g., how




by Shakespeare]”).

Grade 9

Unit 1: EA 2 (p83-84); Unit 3: EA 1 (p201-202); Unit 5: EA 2 (p405-406); Unit 3: Activity 3.4 (p184), 3.7 (p194-195), 3.7 (p197); Unit 5: Activity

5.2 (p323), 5.7 (p340), 5.10 (p350), 5.10 (p 354), 5.12 (p358), 5.13 (p360), 5.13 (p362), 5.15 (p370)

Grade 9

Unit 2: Activity 2.14; Unit 3: Activity 3.15, 3.16, 3.23, EA 2 (p249-250); Unit 4: Activity 4.14, 4.17, EA 2 (p315-316); Unit 1: Activity 1.8 (p39);

Unit 2: Activity 2.6 (p105), 2.7 (p113), 2.9 (p122), 2.14 (p143); Unit 3: Activity 3.11 (p211-212), 3.13 (p221), 3.15 (p226), 3.16 (p229), 3.19

(p237), 3.20 (p240), 3.23 (p248); Unit 4: Activity 4.6 (p275), 4.8 (p281), 4.13 (p297), 4.14 (p298-299), 4.15 (p301), 4.17 (p311), 4.18 (p312),

4.19 (p313); Unit 5: Activity 5.16 (p375)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.W.3.9b Apply grades 9–10 Reading

standards to literary nonfiction

(e.g., “Delineate and evaluate the






reasoning”).

LACC.910.W.4.10 Write routinely over extended

time frames (time for research,

reflection, and revision) and

shorter time frames (a single

sitting or a day or two) for a range

of tasks, purposes, and audiences.

Grade 9

Unit 1: EA 2 (p83-84); Unit 2: Activity 2.13 (p135); Unit 3: Activity 3.3 (p176-180), 3.4 (p183), 3.5 (p187-191), 3.6 (p193), 3.22 (p246); Unit 5:

Activity 5.16 (p377), 5.17 (p381), 5.18 (p384)#3, (p388)

Grade 9

Unit 1: Activity 1.7, 1.10, 1.12, EA 1 (p 54-55), EA 2 (p83-84); Unit 2: EA 1 (p126-127), Activity 2.15, 2.17, 2.19, 2.20, 2.22, 2.23, EA 2 (p167-

168); Unit 3: Activity 3.1, 3.9; Unit 4: Activity 4.2, EA 1 (p253-254), EA 2 (p315-316); Unit 5: Activity 5.1, 5.15, 5.17; Unit 1: Activity 1.2 (p5),

1.2 (p5), 1.3 (p8), 1.3 (p11), 1.6 (p25-27), 1.7 (p29-31), 1.8 (p37), 1.8 (p39), 1.9 (p40), 1.10 (p49), 1.12 (p52-53), 1.14 (p57), 1.14 (p60), 1.16

(p66), 1.17 (p74), 1.18 (p77); Unit 2: Activity 2.4, 2.12 (p132), 2.13(p135), 2.13 (p144), 2.15 (p144), 2.17 (p148-149), 2.19 (p156), 2.20 (p159),

2.21 (p161), 2.22 (p163), 2.23 (p165); Unit 3: Activity 3.1 (p172), 3.2 (p175), 3.4 (p185), 3.6 (p193), 3.7 (p194-195), 3.9 (p203), 3.11 (p212),

3.13 (p221), 3.14 (p222), 3.15 (p226), 3.17 (p230), 3.22 (p243), 3.23 (p248); Unit 4: Activity 4.3 (p260), 4.3 (p265), 4.3 (p267), 4.5 (p271-272),

4.7 (p276), 4.8 (p281), 4.11 (p 291), 4.12 (p293), 4.14 (p 298-299); Unit 5: Activity 5.7 (p340), 5.10 (p348), 5.10 (p352), 5.11 (p355), 5.12

(p359), 5.14 (p365), 5.15 (p368), 5.16 (p376-377), 5.18 (p384), 5.18 (p389), 5.21 (p404)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.SL.1.1a 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.

LACC.910.SL.1.1b Work with peers to set rules for

collegial discussions and decision-

making (e.g., informal consensus,

taking votes on key issues,

presentation of alternate views),

clear goals and deadlines, and

individual roles as needed.

LACC.910.SL.1.1c Propel conversations by posing

and responding to questions that

relate the current discussion to

broader themes or larger ideas;

actively incorporate others into

the discussion; and clarify, verify,

or challenge ideas and

conclusions.

Grade 9

Unit 1: EA 1 (p 54-55); Unit 2: Activity 2.18; Unit 3: EA 1 (p201-202); Unit 5: Activity 5.1, 5.15, 5.17; Unit 1: Activity 1.2 (p6), 1.2 (p7), 1.3 (p8),

1.6 (p26); Unit 2: Activity 2.16 (p147), 2.18 (p150), 2.20(p158), 2.21 (p160-161); Unit 3: Activity 3.2 (p175), 3.4 (p184), 3.5 (p190), 3.8 (p200),

3.12 (p217), 3.14 (p222), 3.16 (p228); Unit 4: Activity 4.3 (p260), 4.4 (p268), 4.5 (p273); Unit 5: Activity 5.2 (p321), 5.4 (p330) 5.5 (p332), 5.9

(p348), 5.12 (p359), 5.15 (p370)

Grade 9

Unit 5: Activity 5.7, 5.9, 5.13; Unit 1: Activity 1.2 (p.7); Unit 5: Activity 5.5 (p332)

Grade 9

Unit 1: Activity 1.6, 1.10; Unit 2: Activity 2.16; Unit 1: Activity 1.2 (p.7); Unit 2: Activity 2.16 (p147), 2.20 (p158); Unit 3: Activity 3.2 (p175) ,

3.4 (p184), 3.5 (p190), 3.8 (p200), 3.10 (p207), 3.13 (p221), 3.16 (p228); Unit 4: Activity 4.2 (p256), 4.5 (p273); Unit 5: Activity 5.13 (p362), 5.14

(p365), 5.15 (p368-369);


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.SL.1.1d Respond thoughtfully to diverse

perspectives, summarize points of

agreement and disagreement,

and, when warranted, qualify or

justify their own views and

understanding and make new

connections in light of the

evidence and reasoning

presented.

LACC.910.SL.1.2 Integrate multiple sources of

information presented in diverse

media or formats (e.g., visually,

quantitatively, orally) evaluating

the credibility and accuracy of

each source.

LACC.910.SL.1.3 Evaluate a speaker’s point of view,

reasoning, and use of evidence

and rhetoric, identifying any

fallacious reasoning or

exaggerated or distorted

evidence.

Grade 9

Unit 2: Activity 2.16; Unit 2: Activity 2.16 (p147), 2.18 (p153), 2.20 (p158), 2.21 (p161); Unit 3: Activity 3.16 (p228); Unit 4: Activity 4.2 (p256);

Unit 5: Activity 5.5 (p332), 5.15 (p368)

Grade 9

Unit 1: Activity 1.15; Unit 3: Activity 3.2, 3.8; Unit 1: Activity 1.15 (p62), 1.15 (p64); Unit 2: Activity 2.14 (p142); Unit 3: Activity 3.2 (p173), 3.4

(p184), 3.7 (p196); Unit 5: Activity 5.7 (p340)

Grade 9

Unit 5: Activity 5.15; Unit 3: Activity 3.4 (p185), 3.5 (p190), 3.12 (p217); Unit 5: Activity 5.15 (p370-371)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.SL.2.4 Present information, findings, and

supporting evidence clearly,

concisely, and logically such that

listeners can follow the line of

reasoning and the organization,

development, substance, and style

are appropriate to purpose,

audience, and task.

LACC.910.SL.2.5 Make strategic use of digital

media (e.g., textual, graphical,

audio, visual, and interactive

elements) in presentations to

enhance understanding of

findings, reasoning, and evidence

and to add interest.

LACC.910.SL.2.6 Adapt speech to a variety of

contexts and tasks, demonstrating

command of formal English when

indicated or appropriate. (See

grades 9-10 Language standards 1

and 3 on pages 54 for specific

expectations.)

Grade 9

Unit 1: Activity 1.6; Unit 3: EA 1 (p201-202); Unit 4: Activity 4.4, 4.16; Unit 1: Activity 1.6 (p27), 1.6 (p28); Unit 2: Activity 2.12 (p132), 2.15

(p144); Unit 3: Activity 3.4 (p184), 3.5 (p190), 3.12 (p217); Unit 4: Activit 4.3 (p260), 4.4 (p268), 4.16 (p304); Unit 5: Activity 5.2 (p323), 5.4

(p330)

Grade 9

Unit 3: Activity 3.8, EA 1 (p201-202); Unit 3: Activity 3.4 (p184), 3.8 (p200); Unit 5: Activity 5.2 (p321);

Grade 9

Unit 1: Activity 1.6; Unit 3: Activity 3.4, EA 1 (p201-202); Unit 5: EA 1 (p366-367); Unit 2: Activity 2.18 (p153), 2.19 (p155), 2.20 (p158); Unit 3:

Activity 3.4 (p184), 3.5 (p190), 3.12 (p217); Unit 5: Activity 5.2 (p321), 5.4 (p330)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.L.1.1a Use parallel structure.

LACC.910.L.1.1b Use various types of phrases

(noun, verb, adjectival, adverbial,

participial, prepositional, absolute)

and clauses (independent,

dependent; noun, relative,

adverbial) to convey specific

meanings and add variety and

interest to writing or

presentations.

LACC.910.L.1.2a Use a semicolon (and perhaps a

conjunctive adverb) to link two or

more closely related independent

clauses.

LACC.910.L.1.2b Use a colon to introduce a list or

quotation.

LACC.910.L.1.2c Spell correctly.

Grade 9

Unit 1: Activity 1.14, EA 2 (p83-84); Unit 2: EA 2 (p167-168); Unit 1: Activity 1.4 (p12-13), 1.14 (p60); Unit 2: Activity 2.13 (p135) 2.14 (p143);

Unit 3: Activity 3.5 (p177), 3.15 (p224)

Grade 9

Unit 2: EA 2 (p167-168); Unit 2: Activity 2.4 (p94), 2.14 (p143)

Grade 9

Unit 5: Activity 5.7 (p338)

Grade 9

Unit 1: EA 1 (p 54-55), EA 2 (p83-84); Unit 2: EA 1 (p126-127), EA 2 (p167-168); Unit 3: EA 2 (p249-250); Unit 4: EA 2 (p315-316); Unit 1:

Activity 1.14 (p60); Unit 4: Activity 4.2 (p259)

Grade 9

Unit 1: Activity 1.4, 1.11; Unit 2: Activity 2.9, EA 2 (p167-168); Unit 1: Activity 1.4 (p12-13), 1.6 (p28), 1.8 (p37), 1.11 (p51), 1.6 (p72); Unit 2:

Activity 2.9 (p121-122), 2.20 (p158); Unit 3: Activity 3.19 (p234)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.L.2.3a Write and edit work so that it

conforms to the guidelines in a

style manual (e.g., MLA Handbook,

Turabian’s Manual for Writers)

appropriate for the discipline and

writing type.

LACC.910.L.3.4a Use context (e.g., the overall

meaning of a sentence, paragraph,

or text; a word’s position or

function in a sentence) as a clue to

the meaning of a word or phrase.

LACC.910.L.3.4b Identify and correctly use patterns

of word changes that indicate

different meanings or parts of

speech (e.g., analyze, analysis,

analytical; advocate, advocacy).

Grade 9

Unit 3: Activity 3.7; Unit 3: Activity 3.7 (p197)

Grade 9

Unit 1: Activity 1.2 (p5), 1.2 (p7), 1.4 (p 61), 1.5 (p14), 1.5 (p15), 1.8 (p35), 1.15 (p61), 1.16 (p69), 1.17 (p73-74); Unit 2: Activity 2.4 (p94), 2.5

(p97), 2.6 (p98), 2.8 (p115), 2.9 (p117-120), 2.9 (p123), 2.14 (p137-139); Unit 3: Activity 3.3 (p180-181), 3.5 (p187-189), 3.9 (p204), 3.10 (p207-

208), 3.13 (p224), 3.18 (p233), 3.22 (p243); Unit 4: Activity 4.2 (p257-258), 4.5 (p272), 4.7 (p276), 4.8 (p281), 4.10 (p285-286), 4.11 (p288),

4.11 (p290), 4.13 (p297), 4.14 (p298-299), 4.15 (p301), 4.17 (p310-311), 4.18 (p312); Unit 5: Activity 5.2 (p321), 5.3 (p324-325), 5.12 (p358)

Grade 9

Unit 1: Activity 1.15 (p61); Unit 3: Activity 3.22 (p244)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.L.3.4c Consult general and specialized

reference materials (e.g.,

dictionaries, glossaries,

thesauruses), both print and

digital, to find the pronunciation

of a word or determine or clarify

its precise meaning, its part of

speech, or its etymology.

LACC.910.L.3.4d Verify the preliminary

determination of the meaning of a

word or phrase (e.g., by checking

the inferred meaning in context or

in a dictionary).

LACC.910.L.3.5a Interpret figures of speech (e.g.,

satire, sarcasm) in context and

analyze their role in the text.

LACC.910.L.3.5b Analyze nuances in the meaning of

words with similar denotations.

Grade 9

Unit 1: Activity 1.2; Unit 2: Activity 2.8, 2.9; Unit 1: Acticvity 1.5 (p14); Unit 2: Activity 2.8 (p114), 2.9 (p 117-120), 2.9 (p123); Unit 4: Activity

4.3 (p265); Unit 5: Activity 5.13 (p361)

Grade 9

Unit 3: Activity 3.15 (p224); Unit 5: Activity 5.2 (p321), 5.3 (p324), 5.16 (p374)

Grade 9

Unit 2: Activity 2.2 (p90), 2.6 (p 98), 2.8 (p 115)

Grade 9

Unit 4: EA 1 (p253-254); Unit 5: Activity 5.5; Unit 1: Activity 1.15 (p61); Unit 2: Activity 2.6 (p104); Unit 4: Activity 4.2 (p258), 4.5 (p272), 4.6

(p275), 4.9 (p330), 4.11 (p291), 4.17 (p311); Unit 5: Activity 5.2 (p323), 5.5 (p332), 5.10 (p350), 5.21 (p403)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.L.3.6 Acquire and use accurately

general academic and domain-

specific words and phrases,

sufficient for reading, writing,

speaking, and listening at the

college and career readiness level;

demonstrate independence in

gathering vocabulary knowledge

when considering a word or

phrase important to

comprehension or expression.

HE.912.C.1.2 Interpret the significance of

interrelationships in

mental/emotional, physical, and

social health.

HE.912.C.2.5 Evaluate the effect of media on

personal and family health.

SS.912.C.2.10 Monitor current public issues in

Florida.SS.912.C.2.11 Analyze public policy solutions or

courses of action to resolve a

local, state, or federal issue.

Grade 9

Unit 1: Activity 1.1, 1.2, 1.4, 1.13, 1.14; Unit 2: Activity 2.2, 2.11, 2.12, 2.16, EA 2 (p167-168); Unit 3: Activity 3.9; Unit 4: Activity 4.1, 4.4,

4.8; Unit 5: Activity 5.1, 5.6, 5.15; Unit 1: Activity 1.1 (p4), 1.2 (p5), 1.3 (p8), 1.3 (p10), 1.4 (p12), 1.5 (p14), 1.5 (p16), 1.5 (p21), 1.6 (p25-26),

1.8 (p32), 1.8 (p35), 1.9 (p40), 1.9 (p42), 1.10 (p45), 1.13 (p57) , 1.14 (p59), 1.15, 1.16 (p65), 1.16 (p67), 1.16 (p71), 1.18 (p77); Unit 2: Activity

2.2 (p90), 2.3 (p91), 2.4 (p94), 2.5 (p96), 2.6 (p98), 2.11 (p128), 2.12 (p131), 2.13 (p133-134), 2.14 (p136), 2.16 (p146-147); Unit 3: Activity 3.2

(p173), 3.3 (p177), 3.3 (p179-180), 3.3 (p182), 3.5 (p184-185), 3.5 (p189-190), 3.6 (p193), 3.7 (p194), 3.8 (p200), 3.9 (p203), 3.10 (p207), 3.11

(p211), 3.12 (p217), 3.13 (p221), 3.14 (p222), 3.15 (p224), 3.19 (p234), 3.21 (p241), 3.22 (p244-246); Unit 4: Activity 4.1 (p255), 4.2 (p257-

259), 4.3 (p261), 4.3 (p263), 4.3 (p265), 4.4 (p268-270), 4.5 (p271), 4.6 (p274), 4.8 (p281), 4.9 (p282), 4.11 (p288), 4.12 (p292); Unit 5: Activity

5.2 (p321), 5.3 (p324), 5.4 (p327), 5.5 (p331), 5.6 (p333-334), 5.7 (p341), 5.8 (p343), 5.9 (p348), 5.10 (p350), 5.12 (p357), 5.12 (p359), 5.13

(p360), 5.15 (p368), 5.16 (p376), 5.17 (p378), 5.18 (p384), 5.19 (p395), 5.21 (p402)

Grade 9

Health Workshop 4: Developing Health Habits

Grade 9

Health Workshop 4: Developing Health Habits

Grade 9

Civics Workshop 1 (English I): The Importance of Being an Informed Citizen

Grade 9

Civics Workshop 1 (English I): The Importance of Being an Informed Citizen


FORM IM2

Rule 6A-7.0710


CORRELATION








text.

LACC.910.RL.1.2 Determine a theme or central idea

of a text and analyze in detail its


the text, including how it emerges

and is shaped and refined by

specific details; provide an

objective summary of the text.

Grade 10

Unit 1: Activity 1.12; Unit 2: Activity 2.8, 2.9; Unit 3: Activity 3.5, 3.6, 3.8, 3.11, 3.12 3.14, 3.16, 3.17, 3.18, 3.19, EA 2 (p 221-222); Unit 4:

Activity 4.6, 4.9, 4.10, 4.11, 4.12 ,4.13, 4.14, 4.15, EA 2 (p 305-306); Unit 1: Activity 1.5 (p 18-22), 1.5 (p 28), 1.6 (p 31), 1.7 (p 35-40), 1.12 (p

58-59), 1.12 (p 61), 1.12 (p 66-67), 1.16 (p 83); Unit 2: Activity 2.2 (p 91), 2.8 (p 111), 2.9 (p 120-123); Unit 3: Activity 3.2 (p 176), 3.5 (p 182-

183), 3.6 (p 184), 3.7 (p 185), 3.8 (p 187-188), 3.9 (p 190), 3.11 (p 196-197), 3.12 (p 198-199), 3.13 (p 200), 3.14 (p 201-202), 3.15 (p 203), 3.16

(p 205-206), 3.17 (p 207-208), 3.19 (p 212-213); Unit 4: Activity 4.3 (p 230-231), 4.6 (p 238), 4.9 (p 253-257), 4.10 (p 258-260), 4.11 (p 261-

266), 4.12 (p 268-269), 4.13 (p 278, 283), 4.14 (p 290-291), 4.15 (p 293-294), 4.15 (p 296-304); Unit 5: Activity 5.2 (p 313)

Grade 10

Unit 1: Activity 1.5, 1.12; Unit 3: Activity 3.2, 3.13, 3.16 3.18, EA 2 (p 221-222); Unit 4: Activity 4.11, 4.14; Unit 1: Activity 1.5 (p 17), 1.5 (p 23-

24), 1.5 (p 26), 1.6 (p 31), 1.7 (p 40), 1.12 (p 64), 1.12 (p 66); Unit 2: Activity 2.8 (p 111), 2.9 (p 123); Unit 3: Activity 3.2 (p 176), 3.11 (p 196),

3.13 (p 200) , 3.16 (p 205-206), 3.18 (p 209-211); Unit 4: Activity 4.11 (p 267), 4.14 (p 291), 4.15 (p 297), 4.15 (p 303)



FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.RL.1.3 Analyze how complex characters

(e.g., those with multiple or

conflicting motivations) develop

over the course of a text, interact

with other characters, and

advance the plot or develop the

theme.





cumulative impact of specific word

choices on meaning and tone (e.g.,

how the language evokes a sense

of time and place; how it sets a

formal or informal tone).


concerning how to structure a

text, order events within it (e.g.,

parallel plots), and manipulate

time (e.g., pacing, flashbacks)

create such effects as mystery,

tension, or surprise.

Grade 10

Unit 1: Activity 1.7, 1.11, 1 13; Unit 2: Activity 2.2; Unit 3: Activity3.4; ACT 3.18; ACT 3.19; Unit 1: Activity 1.5 (p 20-23), 1.7 (p 35-36), 1.7 (p

38), 1.11 (p 56), 1.12(p 58-59), 1.12 (p 61-63), 1.12 (p 66), 1.12 (p 71), 1.12 (p 73); Unit 2: Activity 2.2 (p 91), 2.9 (p 123); Unit 3: Activity 3.4 (p

180), 3.18 (p 209), 3.19 (p 212); Unit 4: Activity 4.12 (p 275), 4.14 (p 285), 4.15 (p 294), 4.15 (p 296); Unit 5: Activity 5.2 (p 313)

Grade 10

Unit 1: Activity 1.7; Unit 1: Activity 1.5 (p 21), 1.6 (p 32), 1.7 (p 34); Unit 2: Activity 2.8 (p 111); Unit 3: Activity3.12 (p 198); Unit 4: Activity 4.9

(p 257), 4.10 (p 260), 4.12 (p 268), 4.14 (p 290-291)

Grade 10

Unit 1: Activity 1.5, 1.7; Unit 3: Activity 3.5, 3.7, 3.9, 3.10, 3.12, 3.13, 3.14, 3.15, 3.17, EA 2 (p 221-222); Unit 4: EA 1 (p 244-245), Activity

4.9, 4.11, 4.12, 4.13, 4.15, EA 2 (p 305-306); Unit 1: Activity 1.5 (p 17-21), 1.5 (p 23-24), 1.5 (p 26), 1.7 (p 35), 1.7 (p 37-39), 1.12 (p 58), 1.12 (p

61-62), 1.12 (p 64); Unit 2: Activity 2.8 (p 111); Unit 3: Activity 3.5 (p 182-183), 3.6 (p 184), 3.7 (p 185-186), 3.9 (p 190), 3.10 (p 195), 3.12 (p

198-199), 3.13 (p 200), 3.14 (p 201-202), 3.15 (p 203-204), 3.17 (p 207), 3.19 (p 212-213); Unit 4: Activity 4.3 (p 230-231) 4.9 (p 253-257), 4.11

(p 261, 267), 4.12 (p 268-277), 4.13 (p 278), 4.13 (p 282-284), 4.14 (p 286), 4.14 (p 288-289), 4.15 (p 292-303)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.RL.2.6 Analyze a particular point of view

or cultural experience reflected in

a work of literature from outside

the United States, drawing on a

wide reading of world literature.

LACC.910.RL.3.7 Analyze the representation of a

subject or a key scene in two

different artistic mediums,

including what is emphasized or

absent in each treatment (e.g.,

Auden’s “Musée des Beaux Arts”

and Breughel’s Landscape with the

Fall of Icarus).

LACC.910.RL.3.9 Analyze how an author draws on


a specific work (e.g., how




by Shakespeare).

Grade 10

Unit 1: Activity 1.5, 1.6, 1.7, 1.13; Unit 3: Activity 3.2, 3.4, 3.14, 3.16 3.17, 3.19, EA 2 (p 221-222); Unit 4: EA 1 (p 244-245), EA 2 (p 305-306);

Unit 1: Activity 1.1 (p 4) , 1.6 (p 31-33), 1.7 (p 34), 1.7 (p 36), 1.7 (p 38-40); Unit 2: Activity 2.8 (p 111); Unit 3: Activity 3.2 (p 175-176), 3.4 (p

179-181), 3.5 (p 182), 3.9 (p 190) 3.12 (p 198-199), 3.13 (p 200), 3.14 (p 201-202) 3.16 (p 205-206), 3.17 (p 207-208), 3.19 (p 212-213); Unit 4:

Activity 4.4 (p 234-235), 4.9 (p 254-257), 4.11 (p 262-267), 4.12 (p 270-276), 4.13 (p 278-283), 4.14 (p 285-290), 4.15 (p 294-303)

Grade 10

Unit 1: Activity 1.6; Unit 2: Activity 2.2; Unit 5: Activity 5.2; Unit 1: Activity 1.6 (p 31), 1.6 (p 33); Unit 2: Activity 2.2; Unit 5: Activity 5.2 (p

313)

Grade 10

Unit 2: Activity 2.6 (p 99); Unit 5: Activity 5.8 (p343), 5.8 (p347)


FORM IM2

Rule 6A-7.0710


CORRELATION








proficiently, with scaffolding as

needed at the high end of the











text.

Grade 10

Unit 3: EA 2 (p 221-222); Unit 4: EA 1 (p 244-245), EA 2 (p 305-306); Unit 1: Activity 1.1 (p 4), 1.5 (p 17) 1.6 (p 32), 1.7 (p 34), 1.9 (p 47), 1.11 (p

53), 1.12 (p 58); Unit 2: Activity 2.1 (p 90), 2.2 (p 91); Unit 3: Activity3.2 (p 175-176), 3.4 (p 179-181), 3.5 (p 182), 3.9 (p 190), 3.12 (p 198-199)

3.13 (p 200), 3.14 (p 201-202), 3.16 (p 205-206), 3.17 (p 207-208), 3.18 (p 209-211), 3.19 (p 212-213); Unit 4: Activity 4.1, 4.9 (p 254-257),

4.12 (p 270-276), 4.14 (p 285-290), 4.15 (p 294-303)

Grade 10

Unit 1: Activity 1.7, 1.13; Unit 2: Activity 2.3, 2.4, 2.5, 2.13, 2.14; Unit 3: Activity 3.20; Unit 5: Activity 5.10, 5.11; Unit 1: Activity 1.3 (p 8), 1.3

(p 13), 1.6 (p 27), 1.7 (p 34), 1.8 (p41), 1.8 (p 43), 1.10 (p 52), 1.13 (p 69), 1.13 (p 72), 1.14 (p 80), 1.16 (p 83); Unit 2: Activity 2.3 (p 97), 2.4 (p

98), 2.4 (p 101-102), 2.5 (p 103-105), 2.10 (p 124-127), 2.11 (p 129-135), 2.13 (p 140), 2.13 (p 142-146), 2.14 (p 147-149), 2.15 (p 150-152),

2.16 (p 153-159), 2.17 (p 160-165), 2.18 (p 166); Unit 3: Activity 3.20 (p 214-220); Unit 4: Activity 4.7 (p 247), 4.8 (p 250-251); Unit 5: Activity

5.9 (p 331), 5.10 (p 347-348), 5.11 (p 349-352), 5.16 (p 374)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.RI.1.2 Determine a central idea of a text

and analyze its development over

the course of the text, including

how it emerges and is shaped and

refined by specific details; provide

an objective summary of the text.

LACC.910.RI.1.3 Analyze how the author unfolds an

analysis or series of ideas or

events, including the order in

which the points are made, how

they are introduced and

developed, and the connections

that are drawn between them.





meanings; analyze the cumulative


meaning and tone (e.g., how the

language of a court opinion differs

from that of a newspaper).

Grade 10

Unit 1: Activity 1.3, 1.8; Unit 2: Activity 2.3, 2.14; Unit 5: Activity 5.9, 5.11; Unit 1: Activity 1.3 (p 8-11), 1.8 (p 41), 1.8 (p 43), 1.14 (p 75-76),

1.14 (p 79-80); Unit 2: Activity 2.3 (p 97), 2.4 (p 101), 2.10 (p 126), 2.11 (p 129), 2.11 (p 135), 2.13 (p 140), 2.14 (p 147-149), 2.17 (p 160-165),

2.18 (p 166); Unit 3: Activity 3.20 (p 214-220); Unit 5: Activity 5.9 (p 331), 5.11 (p 349-352), 5.13 (p 357-360) 5.15 (p 367)

Grade 10

Unit 1: Activity 1.7, 1.10, 1.14; Unit 2: Activity 2.11; Unit 1: Activity 1.3 (p 3), 1.3 (p 12-13), 1.7 (p 40), 1.8 (p 41), 1.10 (p 50-51), 1.14 (p 75),

1.14 (p80); Unit 2: Activity 2.3 (p 96), 2.10 (p 126), 2.11 (p 128-135), 2.13 (p 142-145), 2.14 (p 149), 2.15 (p 152), 2.16 (p 153), 2.16 (p 157),

2.17 (p 160-164), 2.18 (p 166-168); Unit 5: Activity 5.13 (p 357-360)

Grade 10

Unit 1: Activity 1.3, 1.10, 1.14; Unit 2: Activity 2.6, 2.11; Unit 1: Activity 1.3 (p 9-13), 1.10 (p 50-52), 1.14 (p 76), 1.14 (p 78-79); Unit 2: Activity

2.6 (p 106), 2.10 (p 126), 2.11 (p 129), 2.13 (p 140); Unit 3: Activity 3.20 (p 214-220); Unit 5: Activity 5.9 (p 331), 5.10 (p 341)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.RI.2.5 Analyze in detail how an author’s

ideas or claims are developed and

refined by particular sentencs,

paragraphs, or larger portions of a

text (e.g., a section or chapter).

LACC.910.RI.2.6 Determine an author’s point of

view or purpose in a text and

analyze how an author uses

rhetoric to advance that point of

view or purpose.

LACC.910.RI.3.7 Analyze various accounts of a

subject told in different mediums

(e.g., a person’s life story in both

print and multimedia),

determining which details are

emphasized in each account.







reasoning.

Grade 10

Unit 1: Activity 1.8, 1.10; Unit 2: Activity 2.15, 2.18; Unit 1: Activity 1.3 (p 9-10), 1.8 (p44), 1.10 (p 50-51), 1.14 (p 77-78), 1.14 (p80); Unit 2:

Activity 2.3 (p 95-97), 2.6 (p 107), 2.11 (p 135) , 2.13 (p 140-145), 2.14, (p 147-149), 2.15 (p 151-152) , 2.16 (p 153), 2.16 (p 157), 2.16 (p 159),

2.17 (p 163), 2.18 (p 166-168); Unit 5: Activity 5.10 (p 338-347), 5.13 (p 357-360)

Grade 10

Unit 1: Activity 1.8, 1.14; Unit 2: Activity 2.14, 2.15, 2.16; Unit 5: Activity 5.13; Unit 1: Activity 1.3 (p 10-11), 1.6 (p 27), 1.6 (p 43), 1.8 (p 44),

1.14 (p 75-80); Unit 2: Activity 2.3 (p 96-97), 2.4 (p 99), 2.4 (p 101), 2.10 (p 126), 2.13 (p 142), 2.13 (p 145), 2.14 (p 147-149), 2.15 (p 150-152),

2.16 (p 153), 2.16 (p 157), 2.16 (p 159), 2.17 (p 160-165) 2.18 (p 166-168); Unit 5: Activity 5.13 (p 357-360)

Grade 10

Unit 1: Activity 1.6; Unit 5: Activity 5.10; Unit 1: Activity 1.6 (p 27-28); Unit 5: Activity 5.10 (p 347)

Grade 10

Unit 2: Activity 2.13, 2.16; Unit 5: Activity 5.10, 5.13; Unit 1: Activity 1.14 (p 75-77), 1.14 (p 79); Unit 2: Activity 2.13 (p 140-146), 2.14 (p 149),

2.16 (p 153), 2.16 (p 157), 2.16 (p 159); Unit 5: Activity 5.10 (p 338-347), 5.13 (p 357), 5.15 (p 367)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.RI.3.9 Analyze seminal U.S. documents

of historical and literary

significance (e.g., Washington’s

Farewell Address, the Gettysburg

Address, Roosevelt’s Four

Freedoms speech, King’s "Letter

From Birmingham Jail"), including

how they address related themes

and concepts.



the grades 9–10 text complexity








Grade 10

Unit 2: Activity 2.10, 2.17; Unit 1: Activity 1.3 (p 9-13), 1.8 (p 50-1), 1.9 (p 50-51), 1.13 (p 69-72), 1.13(p 75-79), 1.14; Unit 2: Activity 2.1 (p 90),

2.3 (p 95-97), 2.10 (p 124-126), 2.13 (p 142-145), 2.14 (p 147-149), 2.16 (p 153-155), 2.16 (p 157-159), 2.17 (p 161-164); Unit 3: Activity 3.20 (p

214-220); Unit 5: Activity 5.10 (p 339-346), 5.11 (p 350-351), 5.13 (p 357-360)

Grade 10

Unit 2: Activity 2.15; Unit 2: Activity 2.15 (p 150-152)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.W.1.1a Introduce precise claim(s),

distinguish the claim(s) from

alternate or opposing claims, and

create an organization that

establishes clear relationships

among claim(s), counterclaims,



counterclaims fairly, supplying

evidence for each while pointing

out the strengths and limitations

of both in a manner that

anticipates the audience’s

knowledge level and concerns.

LACC.910.W.1.1c Use words, phrases, and clauses to

link the major sections of the text,

create cohesion, and clarify the




and counterclaims.

Grade 10

Unit 1: Activity 1.16, 1.14, EA 2 (p 85- 86); Unit 2: Activity 2.14, 2.17, EA 2 (p 169-170); Unit 5: Activity 5.8, EA 1 (p 375-376), 5.15, EA 2 (p

391-392); Unit 1: Activity 1.10 (p 52), 1.12 (p 68), 1.14 (p 80), 1.14 (p 82), 1.16 (p 83-84); Unit 2: Activity 2.14 (p 149), 2.16 (p 159), 2.17 (p

165); Unit 5: Activity 5.8 (p 330), 5.9 (p 337), 5.10 (p 348), 5.11 (p 353), 5.15 (p 369)

Grade 10

Unit 1: Activity 1.14, 1.16, EA 2 (p 85- 86); Unit 2: EA 2 (p 169-170); Unit 5: Activity 5.8, EA 1 (p 375-376), 5.15, EA 2 (p 391-392); Unit 1:

Activity 1.10 (p 52), 1.12 (p 68), 1.14 (p 80), 1.16 (p 83-84); Unit 2: Activity 2.14 (p 149), 2.16 (p 159), 2.17 (p 165); Unit 5: Activity 5.8 (p 330),

5.10 (p 348) 5.15 (p 369)

Grade 10

Unit 1: EA 2 (p 85- 86); Unit 2: EA 2 (p 169-170); Unit 5: EA 1 (p 375-376), EA 2 (p 391-392); Unit 1: Activity 1.16 (p 84); Unit 2: Activity 2.14 (p

149); Unit 5: Activity 5.8 (p 330), 5.10 (p 348) 5.15 (p 369)


FORM IM2

Rule 6A-7.0710


CORRELATION














information to make important

connections and distinctions;

include formatting (e.g., headings),

graphics (e.g., figures, tables), and

multimedia when useful to aiding

comprehension.

LACC.910.W.1.2b Develop the topic with well-

chosen, relevant, and sufficient

facts, extended definitions,

concrete details, quotations, or

other information and examples

appropriate to the audience’s

knowledge of the topic.

Grade 10

Unit 1: Activity 1.14, EA 2 (p 85- 86); Unit 2: EA 2 (p 169-170); Unit 5: EA 1 (p 375-376), EA 2 (p 391-392); Unit 1: Activity 1.12 (p 68) 1.14 (p

80); Unit 2: Activity 2.16 (p 159); Unit 5: Activity 5.8 (p 330), 5.11 (p 353), 5.15 (p 369)

Grade 10

Unit 1: EA 1 (p 45-46); Unit 3: Activity 3.7, 3.13, 3.15 3.19, EA 2 (p 221-222); Unit 4: Activity 4.3, EA 1 (p 244-245), 4.15, EA 2 (p 305-306);

Unit 5: Activity 5.7, 5.16, 5.18; Unit 1: Activity 1.3 (p 13), 1.5 (p 26), 1.6 (p 31), 1.13(p 73); Unit 2: Activity 2.3 (p 97), 2.6 (p 107); Unit 3:

Activity 3.5 (p 183), 3.7 (p 186), 3.8 (p 189), 3.11 (p 197), 3.13 (p 200), 3.15 (p 204), 3.16 (p 206); Unit 4: Activity 4.3 (p 233) , 4.8 (p 250), 4.12

(p 277), 4.15 (p 304); Unit 5: Activity, 5.3 (p 316), 5.4 (p 319), 5.7 (p 328), 5.16 (p 374), 5.18 (p 382)

Grade 10

Unit 1: EA 1 (p 45-46); Unit 2: Activity 2.6; Unit 3: Activity 3.8, 3.19, EA 2 (p 221-222); Unit 4: EA 2 (p 305-306); Unit 5: Activity 5.6, 5.7 5.18;

Unit 1: Activity 1.3 (p 13), 1.5 (p 26), 1.13 (p 73); Unit 2: Activity 2.3 (p 97), 2.6 (p 107); Unit 3: Activity 3.5 (p 183), 3.7 (p 186), 3.8 (p 189), 3.11

(p 197, 3.13 (p 200), 3.15 (p 204), 3.16 (p 206); Unit 4: Activity 4.12 (p 277), 4.15 (p 304); Unit 5: Activity 5.3 (p 316) 5.4 (p 319), 5.6 (p 325),

5.7 (p 327), 5.18 (p 382)

Grade 10

Unit 1: EA 2 (p 85- 86); Unit 2: EA 2 (p 169-170); Unit 5: EA 1 (p 375-376), EA 2 (p 391-392); Unit 2: Activity 2.14 (p 149), 2.17 (p 165); Unit 5:

Activity 5.8 (p 330), 5.11 (p 353), 5.15 (p 369)


FORM IM2

Rule 6A-7.0710


CORRELATION





transitions to link the major

sections of the text, create



ideas and concepts.

LACC.910.W.1.2d Use precise language and domain-

specific vocabulary to manage the

complexity of the topic.

LACC.910.W.1.2e Establish and maintain a formal











Grade 10

Unit 1: EA 1 (p 45-46); Unit 3: Activity 3.8, EA 2 (p 221-222); Unit 4: EA 2 (p 305-306); Unit 1: Activity 1.5 (p 26); Unit 3: Activity 3.8 (p 189);

Unit 5: Activity 5.6 (p 325)

Grade 10

Unit 1: EA 1 (p 45-46); Unit 3: EA 2 (p 221-222); Unit 4: EA 2 (p 305-306); Unit 1: Activity 1.13 (p 73); Unit 3: Activity 3.13 (p 200), 3.15 (p 204)

Grade 10

Unit 1: EA 1 (p 45-46); Unit 3: EA 2 (p 221-222); Unit 4: EA 2 (p 305-306); Unit 3: Activity 3.7 (p 186); Unit 4: Activity 4.12 (p 277), 4.15 (p 304)

Grade 10

Unit 1: EA 1 (p 45-46); Unit 3: Activity 3.11, EA 2 (p 221-222); Unit 4: EA 2 (p 305-306); Unit 1: Activity 1.5 (p 26); Unit 2: Activity 2.6 (p 107);

Unit 3: Activity 3.11 (p 197), 3.16 (p 206); Unit 5: Activity 5.3 (p 316), 5.6 (p 325)


FORM IM2

Rule 6A-7.0710


CORRELATION






or observation, establishing one or

multiple point(s) of view, and

introducing a narrator and/or

characters; create a smooth

progression of experiences or

events.





and/or characters.




coherent whole.






Grade 10

Unit 2: Activity 2.4; Unit 3: Activity 3.12; Unit 2: Activity 2.4 (p 101), 2.5 (p 105), 2.8 (p 119), 2.9 (p 123); Unit 3: Activity 3.9 (p 391), 3.12 (p

199); Unit 5: Activity 5.3 (p 315)

Grade 10

Unit 2: Activity 2.5, 2.8; Unit 2: Activity 2.4 (p 101), 2.5 (p 105), 2.8 (p 119), 2.9 (p 123); Unit 3: Activity 3.9 (p 391), 3.12 (p 199); Unit 5:

Activity 5.3 (p 315)

Grade 10

Unit 2: EA 1 (p 136-137); Unit 2: Activity 2.4 (p 101), 2.8 (p 119)

Grade 10

Unit 2: EA 1 (p 136-137); Unit 2: Activity 2.9 (p 123); Unit 3: Activity 3.9 (p 391), 3.12 (p 199); Unit 5: Activity 5.3 (p 315)


FORM IM2

Rule 6A-7.0710


CORRELATION








narrative.














(Editing for conventions should

demonstrate command of

Language standards 1–3 on p. 54

up to and including grades 9-10.)

Grade 10

Unit 2: EA 1 (p 136-137); Unit 3: Activity3.9 (p 391); Unit 5: Activity 5.3 (p 315)

Grade 10

Unit 1: Activity 1.13, EA 1 (p 45-46), EA 2 (p 85-86); Unit 2: Activity 2.4, 2.9, EA 1 (p 136-137), 2.18, EA 2 (p 169)-170); Unit 3: EA 2 (p 221-

222); Unit 4: Activity 4.4, 4.5, 4.8, EA 1 (p 244-245), 4.11, EA 2 (p 305-306); Unit 5: Activity 5.3, 5.7, 5.8, EA 1 (p 375-376), 5.20, EA 2 (p 391-

392); Unit 1: Activity 1.6 (p 33), 1.10 (p 52), 1.13 (p 73); Unit 2: Activity 2.2 (p 93), 2.3 (p 97), 2.4 (p 101), 2.8 (p 119), 2.9 (p 123), 2.16 (p 159),

2.17 (p 165), 2.18 (p 168); Unit 3: Activity3.5 (p 183), 3.7 (p 186), 3.8 (p 189), 3.9 (p 391), 3.11 (p 197), 3.12 (p 199), 3.13 (p 200) , 3.16 (p 206)

3.19 (p 213); Unit 4: Activity 4.4 (p 235), 4.5 (p 237), 4.11 (p 267), 4.12 (p 277) 4.13 (p 283-284), 4.15 (p 304); Unit 5: Activity 5.3 (p 315-316),

5.7 (p 327), 5.8 (p 330), 5.10 (p 348), 5.16 (p 374), 5.18 (p 380), 5.20 (p 390)

Grade 10

Unit 1: Activity 1.4, 1.6, EA 1 (p 45-46), 1.11, 1.15, 1.16, EA 2 (p 85-86); Unit 2: Activity 2.7, EA 1 (p 136-137), 2.18, EA 2 (p 169)-170); Unit 3:

EA 2 (p 221-222); Unit 4: Activity 4.13; Unit 5: Activity 5.3, 5.7, 5.16, EA 1 (p 375-376), 5.19, EA 2 (p 391-392); Unit 1: Activity 1.4 (p 14), 1.6

(p 33), 1.11 (p 57), 1.15 (p 83-84), 1.16 (p 83); Unit 2: Activity 2.6 (p 107), 2.7 (p 110), 2.9 (p 123), 2.14 (p 149) , 2.18 (p 168); Unit 3: Activity

3.13 (p 200); Unit 4: Activity 4.4 (p 235), 4.13 (p 284), 4.15 (p 304); Unit 5: Activity 5.3 (p 316-317), 5.7 (p 327), 5.16 (p 374), 5.19 (p 387)


FORM IM2

Rule 6A-7.0710


CORRELATION







writing products, taking advantage

of technology’s capacity to link to

other information and to display

information flexibly and

dynamically.











Grade 10

Unit 3: EA 2 (p 221-222); Unit 5: EA 1 (p 375-376), EA 2 (p 391-392); Unit 3: Activity 3.9 (p 191); Unit 5: Activity 5.19 (p 387)

Grade 10

Unit 2: Activity 2.16, EA 2 (p 169)-170); Unit 3: Activity 3.9, EA 1 (p 192-193); Unit 4: EA 1 (p 244-245); Unit 5: EA 1 (p 375-376), EA 2 (p 391-

392); Unit 2: Activity 2.16 (p 159); Unit 3: Activity3.3 (p 177-178), 3.9 (p 190-191)


FORM IM2

Rule 6A-7.0710


CORRELATION








usefulness of each source in

answering the research question;

integrate information into the text



following a standard format for

citation.


standards to literature(e.g.,

“Analyze how an author draws on


a specific work [e.g., how




by Shakespeare]”).

Grade 10

Unit 3: Activity 3.3, EA 1 (p 192-193); Unit 5: Activity 5.13, 5.14, 5.15 5.16, EA 1 (p 375-376), EA 2 (p 391-392); Unit 3: Activity 3.3 (p 177-

178), 3.9 (p 190-191); Unit 5: Activity 5.12 (p 356), 5.13 (p 361), 5.14 (p 362-366), 5.15 (p 369), 5.16 (p 370-374)

Grade 10

Unit 1: EA 2 (p 85- 86); Unit 3: Activity 3.7, 3.9, 3.11, 3.12, 3.13, EA 2 (p 221-222); Unit 4: EA 1 (p 244-245), Activity 4.13, 4.15, EA 2 (p 305-

306); Unit 1: Activity 1.8 (p 44) 1.10 (p 52), 1.11 (p 56-57), 1.12 (p 67), 1.13 (p 73); Unit 4: Activity 4.12 (p 277), 4.13 (p 283-284), 4.15 (p 304)


FORM IM2

Rule 6A-7.0710


CORRELATION












reasoning”)







Grade 10

Unit 1: EA 2 (p 85- 86); Unit 1: Activity 1.10 (p 52), 1.12 (p 68), 1.13 (p 72-73), 1.16(p 84); Unit 2: Activity 2.3 (p 97) 2.11 (p 135), 2.14 (p 149)

2.16 (p 159); Unit 5: Activity 5.10 (p 348)

Grade 10

Unit 1: Activity 1.6, EA 1 (p 45-46), 1.9, 1.13, EA 2 (p 85-86); Unit 2: Activity 2.2, 2.6, 2.12, EA 1 (p 136-137), EA 2 (p 169-170); Unit 3: Activity

3.1, EA 2 (p 221-222); Unit 4: Activity 4.1, 4.4, EA 1 (p 244-245), 4.7, EA 2 (p 305-306); Unit 5: Activity 5.4, 5.5, 5.16, EA 1 (p 375-376), 5.20,

EA 2 (p 391-392); Unit 1: Activity 1.3(p 13), 1.6 (p 33), 1.9 (p 47), 1.10 (p 50), 1.12 (p 58), 1.13 (p 73), 1.16(p 84); Unit 2: Activity 2.2 (p 93), 2.3

(p 97), 2.4 (p 101), 2.5 (p 105), 2.6 (p 107), 2.7 (p 110) 2.9 (p 123), 2.11 (p 128), 2.11 (p 135), 2.12 (p 139); Unit 3: Activity 3.1 (p 174), 3.5 (p

183), 3.7 (p 186), 3.8 (p 189), 2.11, 3.12 (p 199), 3.13 (p 200), 3.15 (p 204), 3.16 (p 206), 3.19 (p 213); Unit 4: Activity 4.1 (p 226), 4.4 (p 235),

4.5 (p 237) 4.7 (p 246), 4.8 (p 250), 4.11 (p 267), 4.15 (p 305); Unit 5: Activity 5.2 (p 314), 5.3 (p 315-316), 5.4 (p 319), 5.5 (p 322), 5.7 (p 327),

5.9 (p 337), 5.10 (p 348), 5.11 (p 353), 5.16 (p 374), 5.18 (p 382), 5.20 (p 390)


FORM IM2

Rule 6A-7.0710


CORRELATION












LACC.910.SL.1.1b Work with peers to set rules for

collegial discussions and decision-

making (e.g., informal consensus,

taking votes on key issues,

presentation of alternate views),

clear goals and deadlines, and




relate the current discussion to

broader themes or larger ideas;

actively incorporate others into

the discussion; and clarify, verify,

or challenge ideas and

conclusions.

Grade 10

Unit 1: EA 2 (p 85- 86); Unit 2: Activity 2.10, EA 1 (p 136-137), 2.17; Unit 3: EA 1 (p 192-193), Activity 3.10, 3.20; Unit 5: Activity 5.5, 5.7, EA 1

(p 375-376), 5.19, EA 2 (p 391-392); Unit 1: Activity 1.1 (p 5), 1.3 (p 13), 1.5 (p 26), 1.6 (p 28), 1.13 (p 69), 1.15 (p 81); Unit 2: Activity 2.2 (p

91), 2.5 (p 103), 2.5 (p 105), 2.9 (p 123), 2.10 (p 127), 2.11 (p 135), 2.13 (p 140), 2.13 (p 146), 2.17 (p 164-165); Unit 3: Activity 3.8 (p 187), 3.9

(p 191), 3.10 (p 194), 3.12 (p 199), 3.16 (p 206), 3.18 (p 209), 3.20 (p 214); Unit 4: Activity 4.4 (p 235), 4.8 (p 248), 4.14 (p 290); Unit 5: Activity

5.3 (p 315-316), 5.5 (p 322), 5.7 (p 328), 5.9 (p 337), 5.10 (p 348), 5.12 (p 356), 5.19 (p 387)

Grade 10

Unit 1: Activity 1.2, 1.15, EA 2 (p 85- 86); Unit 5: Activity 5.12, 5.13, EA 1 (p 375-376), 5.20, EA 2 (p 391-392); Unit 1: Activity 1.2 (p 5), 1.6 (p

28), 1.15 (p 84); Unit 2: Activity 2.17 (p 164-165); Unit 3: Activity 3.6 (p 184), 3.9 (p 190-191), 3.10 (p 194), 3.16 (p 206), 3.18 (p 209); Unit 4:

Activity 4.8 (p 248); Unit 5: Activity 5.9 (p 337), 5.10 (p 348), 5.12 (p 356), 5.19 (p 387), 5.20 (p 390)

Grade 10

Unit 1: Activity 1.15, EA 2 (p 85- 86); Unit 2: Activity 2.10; Unit 5: Activity 5.8, 5.12, EA 1 (p 375-376), EA 2 (p 391-392); Unit 1: Activity 1.3 (p

13), 1.7 (p 34), 1.13 (p 69), 1.13 (p72), 1.14 (p 74), 1.15 (p 81-82); Unit 2: Activity 2.5 (p 103), 2.5 (p 105), 2.10 (p 127) 2.17 (p 165); Unit 3:

Activity 3.6 (p 184), 3.8 (p 187), 3.11 (p 196), 3.12 (p 199), 3.14 (p 202), 3.16 (p 206), 3.18 (p 209) 3.20 (p 214), 3.20 (p 220); Unit 4: Activity

4.14 (p 290); Unit 5: Activity 5.7 (p 328), 5.8 (p 330), 5.9 (p 337), 5.10 (p 348), 5.11 (p 353) 5.12 (p 356), 5.19 (p 387)


FORM IM2

Rule 6A-7.0710


CORRELATION





perspectives, summarize points of

agreement and disagreement,

and, when warranted, qualify or

justify their own views and

understanding and make new

connections in light of the

evidence and reasoning

presented.



media or formats (e.g., visually,

quantitatively, orally) evaluating

the credibility and accuracy of

each source.



and rhetoric, identifying any

fallacious reasoning or

exaggerated or distorted

evidence.

Grade 10

Unit 1: EA 2 (p 85- 86); Unit 2: Activity 2.17; Unit 5: Activity 5.10, EA 1 (p 375-376), EA 2 (p 391-392); Unit 1: Activity 1.13 (p 69); Unit 2:

Activity 2.2 (p 91), 2.10 (p 127), 2.17 (p 164-165); Unit 3: Activity 3.16 (p 206); Unit 5: Activity 5.10 (p 348), 5.19 (p 387)

Grade 10

Unit 1: Activity 1.15; Unit 3: EA 1 (p 192-193); Unit 5: Activity 5.4, 5.5, 5.6, 5.7, EA 1 (p 375-376), 5.18, 5.19, 5.20, EA 2 (p 391-392); Unit 1:

Activity 1.6 (p 27-28), 1.6 (p 30), 1.15 (p 82-83); Unit 2: Activity 2.16 (p 159); Unit 3: Activity 3.3 (p 177); Unit 5: Activity 5.3 (p 315), 5.4 (p 317-

319), 5.5 (p 320-322), 5.6 (p 323-325), 5.7 (p 327-328), 5.8 (p 329), 5.15 (p 369), 5.18 (p 381), 5.19 (p 385-386), 5.20 (p 388-389)

Grade 10

Unit 5: EA 1 (p 375-376); Unit 5: Activity 5.7 (p 328)


FORM IM2

Rule 6A-7.0710


CORRELATION





supporting evidence clearly,

concisely, and logically such that

listeners can follow the line of

reasoning and the organization,



audience, and task.










command of formal English when

indicated or appropriate. (See

grades 9-10 Language standards 1

and 3 on p. 54 for specific

expectations.)

Grade 10

Unit 1: Activity 1.15; Unit 3: Activity 3.3, 3.6, EA 1 (p 192-193); Unit 4: EA 1 (p 244-245); Unit 5: EA 1 (p 375-376), Activity 5.17, 5.20; Unit 1:

Activity 1.6 (p 28), 1.15 (p 82), 1.16 (p 84); Unit 2: Activity 2.16 (p 159); Unit 3: Activity3.3 (p. 178), 3.6 (p 184), 3.8 (p 187), 3.18 (p 209), 3.20

(p 220); Unit 4: Activity 4.6 (p 243); Unit 5: Activity 5.7 (p 328), 5.17 (p 378), 5.20 (p 390)

Grade 10

Unit 3: Activity 3.6, EA 1 (p 192-193); Unit 5: EA 1 (p 375-376), EA 2 (p 391-392); Unit 3: Activity 3.6 (p 184), 3.8 (p 187)

Grade 10

Unit 3: EA 1 (p 192-193), Activity 3.18; Unit 4: Activity 4.3, 4.5, 4.6, EA 1 (p 244-245); Unit 5: EA 1 (p 375-376), EA 2 (p 391-392); Unit 2:

Activity 2.2 (p 91), 2.5 (p 103), 2.5 (p 105), 2.9 (p 123), 2.10 (p 127), 2.11 (p 135), 2.13 (p 140), 2.13 (p 146), 2.16 (p 159) 2.17 (p 164-165); Unit

3: Activity3.3 (p. 178), 3.6 (p 184), 3.18 (p 209); Unit 4: Activity 4.3 (p 229), 4.3 (p 233), 4.4 (p 235), 4.5 (p 237), 4.6 (P 243), 4.9 (p 257); Unit 5:

Activity 5.7 (p 328), 5.20 (p 390)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.L.1.1a Use parallel structure.

LACC.910.L.1.1b Use various types of phrases

(noun, verb, adjectival, adverbial,

participial, prepositional, absolute)

and clauses (independent,

dependent; noun, relative,

adverbial) to convey specific

meanings and add variety and

interest to writing or

presentations.

LACC.910.L.1.2a Use a semicolon (and perhaps a

conjunctive adverb) to link two or

more closely related independent

clauses.

LACC.910.L.1.2b Use a colon to introduce a list or

quotation.LACC.910.L.1.2c Spell correctly.

Grade 10

Unit 1: EA 1 (p 45-46); Unit 1: Activity 1.7 (p 36); Unit 2: Activity 2.2 (p 93); Unit 4: Activity 4.9 (p 254)

Grade 10

Unit 1: Activity 1.4, EA 1 (p 45-46); Unit 2: Activity 2.7; Unit 1: Activity 1.4 (p 15-16), 1.12 (p 68); Unit 2: Activity 2.6 (p 108), 2.7 (p 109-110);

Unit 3: Activity 3.17 (p 207); Unit 5: Activity 5.11 (p 353)

Grade 10


Grade 10


Grade 10

Unit 1: EA 1 (p 45-46), EA2 (p 85-86); Unit 2: EA 1 (p 136-137), EA 2 (p 169-170); Unit 3: EA 2 (p 221-222); Unit 4: EA 2 (p 305-306)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.910.L.2.3a Write and edit work so that it

conforms to the guidelines in a

style manual (e.g., MLA Handbook,

Turabian’s Manual for Writers)

appropriate for the discipline and

writing type.









speech (e.g., analyze, analysis,

analytical; advocate, advocacy).

Grade 10

Unit 1: EA 1 (p 45-46), EA2 (p 85-86); Unit 2: EA 2 (p 169-170); Unit 5: EA 1 (p 375-376), Activity 5.16; Unit 4: Activity 4.12 (p 277); Unit 5:

Activity 5.15(p 369) 5.16 (p 370-374)

Grade 10

Unit 1: Activity 1.3 (p 9-13, 1.5 (p 20-23), 1.7 (p 35-36), 1.7 (p 38), 1.12 (p 58-63), 1.12 (p 66), 1.12 (p 71), 1.12 (p 73), 1.10 (p 50-52), 1.14 (p

76), 1.14 (p 78-79); Unit 4: Activity 4.19 (p 285)

Grade 10

Unit 3: Activity 3.15; Unit 3: Activity3.4 (p 179), 3.14 (p 201), 3.15 (p 204); Unit 4: Activity 4.6 (p 239)


FORM IM2

Rule 6A-7.0710


CORRELATION











speech, or its etymology.





in a dictionary).


satire, sarcasm) in context and

analyze their role in the text.



Grade 10

Unit 4: Activity 4.8, EA 2 (p 305-306); Unit 3: Activity 3.4 (p 180); Unit 4: Activity 4.8 (p 251)

Grade 10


Grade 10

Unit 1: Activity 1.13 (p 69); Unit 3: Activity 3.20 (p 215); Unit 4: Activity 4.12 (p 275), 4.14 (p 285), 4.15 (p 294), 4.15 (p 296)

Grade 10

Unit 4: Activity 4.9 (p 255), 4.12 (p 272), 4.15 (p 301)


FORM IM2

Rule 6A-7.0710


CORRELATION













phrase important to

comprehension or expression

HE.912.B.3.3 Justify the validity of a variety of

technologies to gather health

information.

HE.912.B.5.1 Determine the value of applying a

thoughtful decision-making

process in health-related

decisions.

SS.912.C.2.10 Monitor current public issues in

Florida.

SS.912.C.2.11 Analyze public policy solutions or

courses of action to resolve a

local, state, or federal issue.

Grade 10

Unit 1: Activity 1.1, 1.4, EA 1 (p 45-46), 1.9, EA 2 (p 85-86); Unit 2: Activity 2.1, 2.12; Unit 3: Activity 3.1 3.2, 3.10; Unit 4: Activity 4.1, 4.2,

4.7, 4.10; Unit 5: Activity 5.1, 5.2, 5.3, 5.6, 5.17, 5.18; Unit 1: Activity 1.3 (p 8), 1.4 (p 14-16), 1.5 (p 17), 1.5 (p 26), 1.6 (p 27), 1.6 (p 31), 1.6 (p

33), 1.7 (p 36), 1.9 (p 48), 1.10 (p 50), 1.10 (p 52), 1.12 (p 67), 1.14 (p 74); Unit 2: Activity 2.1 (p. 90), 2.2 (p 92), 2.3 (p 94), 2.4 (p 98), 2.5 (p 103-

104), 2.7 (p 109), 2.8 (p 113), 2.10 (p 124), 2.12 (p 138-139), 2.13 (p 141), 2.13 (p 146), 2.16 (p 157); Unit 3: Activity 3.1 (p 174), 3.2 (p 175-

176), 3.3 (p 177), 3.4 (p 179), 3.5 (p 183), 3.7 (p 185), 3.8 (p 187) 3.10 (p 194), 3.14 (p 201), 3.15 (p 203-204), 3.17(p 207), 3.18 (p 211), 3.19

3.20 (p 215-216); Unit 4: Activity 4.1 (p 226), 4.2 (p 227), 4.5 (p 236), 4.7 (p 246), 4.10 (p 258), 4.11 (p 261), 4.13 (p 278)

Grade 10

Health Workshop 5: Researching and Applying Health Information

Grade 10

Health Workshop 5: Researching and Applying Health Information

Grade 10

Civics Workshop 1 (English II): Rights of Citizens

Grade 10

Civics Workshop 1 (English II): Rights of Citizens


FORM IM2

Rule 6A-7.0710


CORRELATION








text, including determining where

the text leaves matters uncertain.

LACC.1112.RL.1.2 Determine two or more themes or

central ideas of a text and analyze

their development over the course

of the text, including how they

interact and build on one another

to produce a complex account;

provide an objective summary of

the text.


Grade 11

Unit 1: Activity 1.4, 1.6, 1.7, 1.8, 1.15; Unit 2: Activity 2.3 2.4 2.7, 2.8, 2.10, 2.11, 2.12 2.13 2.16; Unit 3: Activity 3.16, 3.17, 3.18, 3.19, 3.20,

3.22; Unit 5: Activity 5.9, 5.10, 5.12, 5.14, 5.16; Unit 1: Activity 1.3 (p 9), 1.4 (p.12-14), 1.5 (p 16-23), 1.6 (p 27-31), 1.8 (p 37-39), 1.14 (p 64-

67), 1.15 (P 70, 72), 1.16 (p 73-77); Unit 2: Activity 2.2 (p 93-94), 2.3 (p. 101, 103), 2.4 (p. 105), 2.5 (p 106-108), 2.7 (p 110), 2.8 (p 113-114),

2.9 (p 115-116), 2.10 (p 117-118), 2.11 (p 119-121), 2.12 (p 122), 2.13 (p 123-124), 2.16 (p 139-140); Unit 3: Activity 3.16 (p 227-229), 3.17 (p

231), 3.18 (p 233-234), 3.19 (p 235, 237), 3.20 (p 239-242), 3.21 (p 243-245), 3.22 (p 246, 248); Unit 5: Activity 5.3 (p 353-354), 5.9 (p 375-

384), 5.10 (p 385-386), 5.11 (p 388-390), 5.12 (p 392-393), 5.13 (p 394-397), 5.14 (p 398-401), 5.15 (p 402-403), 5.16 (p 404);

Grade 11

Unit 2: Activity 2.12, 2.13; Unit 5: Activity 5.13, 5.16; Unit 1: Activity 1.6 (p 31), 1.14 (p 67), 1.15 (p 72), 1.16 (p 74); Unit 2: Activity 2.2 (p 94),

2.7 (p 110-111), 2.8 (p 114), 2.9 (p 115-116), 2.12 (p 122), 2.13 (p 124-125), 2.15 (p 136), 2.16 (p 139-140); Unit 4: Activity 4.4 (p 268); Unit 5:

Activity 5.3 (p 353-354), 5.9 (p 375-384), 5.10 (p 385-386), 5.11 (p 388-390), 5.12 (p 392-393), 5.13 (p 394-397), 5.14 (p 398-401), 5.16 (p 404);


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.RL.1.3 Analyze the impact of the author’s

choices regarding how to develop

and relate elements of a story or

drama (e.g., where a story is set,

how the action is ordered, how

the characters are introduced and

developed).






meaning and tone, including

words with multiple meanings or

language that is particularly fresh,

engaging, or beautiful. (Include

Shakespeare as well as other

authors.)

Grade 11

Unit 2: Activity 2.4; Unit 5: Activity 5.10, 5.11, 5.12, 5.14; Unit 2: Activity 2.4 (p 105), 2.6 (p. 23), 2.8 (p 114), 2.9 (p 115-116), 2.10 (p 117-118),

2.11 (p 119-121), 2.13 (p 124-125), 2.15 (p 136-138), 2.16 (p 139); Unit 3: Activity 3.19 (p 236), 3.20 (p 239), 3.21 (p 245), 3.22 (p 246), 3.22 (p

247-248); Unit 5: Activity 5.9 (p 375-384), 5.10 (p 385-386), 5.11 (p 388-390), 5.12 (p 392-393), 5.13 (p 394-397), 5.14 (p 398-401), 5.16 (p

404);

Grade 11

Unit 1: Activity 1.5; ACT 1.8; ACT 1.14; Unit 2: Activity 2.9; Unit 3: Activity 3.17; Unit 1: Activity 1.3 (p 9), 1.4 (p.12-14) , 1.5 (p. 17, 20-21, 23-

24), 1.6 (p 27-28), 1.8 (p 37, 40), 1.14 (p 64-67), 1.15 (p 69), 1.18 (p. 71); Unit 2: Activity 2.4 (p 93-94), 2.9 (p 115-116), 2.15 (P 138); Unit 3:

Activity 3.16 (p 229), 3.17 (p 231), 3.18 (p 233), 3.19 (p 235), 3.20 (p 239-240), 3.21 (p 243, p 245), 3.22 (p 247-248); Unit 5: Activity 5.9 (p 374,

377, 379), 5.10 (p 385-386), 5.11 (p 388-390), 5.14 (p 398-401);


FORM IM2

Rule 6A-7.0710


CORRELATION





concerning how to structure

specific parts of a text (e.g., the

choice of where to begin or end a

story, the choice to provide a

comedic or tragic resolution)

contribute to its overall structure

and meaning as well as its

aesthetic impact.

LACC.1112.RL.2.6 Analyze a case in which grasping

point of view requires

distinguishing what is directly

stated in a text from what is really

meant (e.g., satire, sarcasm, irony,

or understatement).

LACC.1112.RL.3.7 Analyze multiple interpretations of

a story, drama, or poem (e.g.,

recorded or live production of a

play or recorded novel or poetry),

evaluating how each version

interprets the source text. (Include

at least one play by Shakespeare

and one play by an American

dramatist.)

Grade 11

Unit 3: Activity 3.21; Unit 1: Activity 1.5 (p.23); Unit 2: Activity 2.6 (p 109), 2.10 (p 117-118); Unit 3: Activity 3.20 (p 239), 3.21 (p 245); Unit 4:

Activity 4.4 (p 267); Unit 5: Activity 5.10 (p 385-386), 5.13 (p 394-397), 5.14 (p 398-401);

Grade 11

Unit 2: Activity 2.7, 2.13; Unit 3: Activity 3.16, 3.17, 3.18 3.19, 3.20, 3.21, 3.22; Unit 1: Activity 1.5 (p. 20), 1.5 (p. 18); Unit 2: Activity 2.7 (p

111), 2.13 (p 124-125); Unit 3: Activity 3.16 (p 227-229), 3.17 (p 231), 3.18 (p 233-234), 3.19 (p 235-237), 3.20 (p 239-241), 3.21 (p 243, p 245),

3.22 (p 246), 3.22 (p 247-248);

Grade 11

Unit 2: Activity 2.5, 2.11, 2.16; Unit 5: Activity 5.10, 5.18; Unit 2: Activity 2.5 (p.108), 2.11 (p 119-121), 2.16 (p 139-140); Unit 5: Activity 5.10

(p 387), 5.18 (p 408-410);


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.RL.3.9 Demonstrate knowledge of

eighteenth-, nineteenth- and early-

twentieth-century foundational

works of American literature,

including how two or more texts

from the same period treat similar

themes or topics.




grades 11–CCR text complexity








band independently and

proficiently.

Grade 11

Unit 1: Activity 1.4, 1.14; Unit 2: Activity 2.2; Unit 5: Activity 5.3; Unit 1: Activity 1.4 (p.12), 1.14 (p 65); Unit 2: Activity 2.2 (p 94); Unit 4:

Activity 4.2 (p 258-262); Unit 5: Activity 5.3 (p 353-354);

Grade 11

Unit 2: Activity 2.6; Unit 3: Activity 3.20; Unit 5: Activity 5.9, EA 2 (p 411-412); Unit 1: Activity 1.3 (p 9), 1.4 (p.12), 1.8 (p 37-39), 1.14 (p 64-

67), 1.15 (p 70-72), 1.16 (p 73); Unit 2: Activity 2.2 (p 94), 2.4 (p 105), 2.5 (p 106-108), 2.6 (p 109), 2.8 (p 113), 2.9 (p 115-116), 2.10 (p 117-

118), 2.11 (p 119-121), 2.12 (p 122), 2.13 (p 124-125), 2.15 (p 136-138), 2.16 (p 139); Unit 3: Activity 3.1 (p 172), 3.19 (p 236), 3.20 (p 239, p

242), 3.21 (p 243), 3.21 (p 245), 3.22 (p 246); Unit 4: Activity 4.4 (p 265); Unit 5: Activity 5.3 (p 353-354), 5.9 (p 375-384), 5.10 (p 385-386),

5.11 (p 388-390), 5.12 (p 392-393), 5.13 (p 394-397), 5.14 (p 398-401), 5.16 (p 404);


FORM IM2

Rule 6A-7.0710


CORRELATION










LACC.1112.RI.1.2 Determine two or more central

ideas of a text and analyze their


the text, including how they


to provide a complex analysis;


the text.

LACC.1112.RI.1.3 Analyze a complex set of ideas or

sequence of events and explain

how specific individuals, ideas, or

events interact and develop over

the course of the text.

Grade 11

Unit 1: Activity 1.12, 1.17; Unit 2: Activity 2.22; Unit 3: Activity 3.2, 3.5 3.6, 3.8, 3.9, 3.10, 3.12, 3.14, 3.15; Unit 4: Activity 4.8, 4.9, 4.10,

4.11, 4.12, 4.13, 4.15 4.18, 4.19, 4.20, 4.22; Unit 5: Activity 5.2, 5.3, 5.8; Unit 1: Activity 1.2 (p 6), 1.7 (p 32-33, 35-36), 1.9 (p 43-47), 1.12 (p

55-58), 1.13 (p.59-63), 1.16 (p 75-77), 1.17 (p 78-83); Unit 2: Activity 2.2 (p 93, 95-100), 2.7 (p. 111), 2.14 (p 126-135), 2.18 (p 142), 2.20 (148-

149), 2.21 (p 151-154), 2.22 (p 156), 2.24 (p 161-162); Unit 3: Activity 3.2 (p 174-178), 3.5 (p 186-188), 3.6 (p 191-194) 3.8 (p 197-199) 3.9 (p

200-203), 3.10 (p 206-209), 3.11 (p 210), 3.12 (p 212-214), 3.14 (p 219, p 221), 3.15 (p 225); Unit 4: Activity 4.2 (p 257-259, 261), 4.8 (p 276-

277), 4.9 (p 279-280), 4.10 (p 281-282), 4.11 (p 283-284), 4.12 (p 286), 4.13 (p 287-290), 4.15 (p 293-295), 4.16 (p 297-298), 4.18 (p 303), 4.19

(p 305-306), 4.20 (p 307-324), 4.22 (p 328-332); Unit 5: Activity 5.2 (p 345-347), 5.3 (p 350-357), 5.8 (p 369-373), 5.17 (p 406-407)

Grade 11

Unit 1: Activity 1.17; Unit 2: Activity 2.14, 2.21; Unit 5: Activity 5.2, 5.3; Unit 1: Activity 1.16 (p 75-77), 1.17 (p 78-83); Unit 2: Activity 2.2 (p

93, 95-100), 2.14 (p 128-135), 2.21 (p 151); Unit 3: Activity 3.9 (p 200, 202); Unit 4: Activity 4.2 (p 261, 263), 4.10 (p 281-282); Unit 5: Activity

5.2 (p 345-347), 5.3 (p 350-357), 5.8 (p 369-373), 5.17 (p 406-407);

Grade 11

Unit 4: Activity 4.2, 4.8, 4.11; Unit 5: Activity 5.8; Unit 1: Activity 1.13 (p.62), 1.16 (p 75-77), 1.17 (p 78-83); Unit 2: Activity 2.20 (p 149), 2.21

(p 151-153), 2.22 (p 156); Unit 3: Activity 3.2 (p 174), 3.5 (p 186), 3.8 (p 198), 3.9 (p 200); Unit 4: Activity 4.2 (p 258), 4.8 (p 276-277), 4.9 (p

279-280), 4.11 (p 283-284), 4.13 (p 287-290), 4.15 (p 293-295); Unit 5: Activity 5.8 (p 369-373);


FORM IM2

Rule 6A-7.0710


CORRELATION








meanings; analyze how an author

uses and refines the meaning of a

key term or terms over the course

of a text (e.g., how Madison

defines faction in Federalist No.

10).

LACC.1112.RI.2.5 Analyze and evaluate the

effectiveness of the structure an

author uses in his or her

exposition or argument, including

whether the structure makes

points clear, convincing, and

engaging.LACC.1112.RI.2.6 Determine an author’s point of

view or purpose in a text in which

the rhetoric is particularly

effective, analyzing how style and

content contribute to the power,

persuasiveness, or beauty of the

text.

Grade 11

Unit 3: Activity 3.8, 3.10, 3.12; Unit 4: Activity 4.2, 4.18; Unit 1: Activity 1.2 (p.5-7) , 1.7 (p.33) , 1.8 (p.37, 40), 1.13 (p 60), 1.16 (p 77); Unit 2:

Activity 2.2 (p 93, 95-100), 2.14 (p 131), 2.21 (p 153); Unit 3: Activity 3.2 (p 174), 3.5 (p 183), 3.8 (p 198), 3.9 (p 202-203), 3.10 (p 207-208),

3.12 (p 214-215); Unit 4: Activity 4.2 (p 258-260, 262), 4.6 (p 272), 4.18 (p 303); Unit 5: Activity 5.8 (p 371-372);

Grade 11

Unit 1: Activity 1.7, 1.12; Unit 3: Activity 3.2, 3.5, 3.6, 3.8, 3.9, 3.10, 3.11; Unit 4: Activity 4.8, 4.11, 4.12, 4.13, 4.16, 4.18, 4.20; Unit 1: Activity

1.7 (p 35-36), 1.12 (p 56-58), 1.13 (p 59, 62); Unit 2: Activity 2.13 (p. 40), 2.20 (p.59), 2.20 (p.61), 2.23 (p. 69), 2.23 (p. 70), 2.21 (p 151-154),

2.22 (p 156), 2.24 (p 161-163); Unit 3: Activity 3.2 (p 174-5), 3.5 (p 183-188), 3.6 (p 192-194), 3.8 (p 197-199), 3.9 (p 200, 203), 3.10 (p 206, p

209), 3.11 (p 210), 3.12 (p 212); Unit 4: Activity 4.8 (p 276-277), 4.11 (p 284), 4.12 (p 285), 4.13 (p 287-290), 4.15 (p 293), 4.16 (p 297-298),

4.18 (p 303), 4.20 (p 307-324), 4.22 (p 328-332);

Grade 11

Unit 1: Activity 1.13; Unit 2: Activity 2.14, 2.20, 2.21, 2.22, 2.24; Unit 1: Activity 1.2 (p.6), 1.9 (p 47), 1.13 (p.59-63), 1.17 (p 78-80); Unit 2:

Activity 2.14 (p 126-127), 2.20 (p 148-149), 2.21 (p 151-153), 2.22 (p 156), 2.23 (p 157-159), 2.24 (p 161-163);


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.RI.3.7 Integrate and evaluate multiple

sources of information presented

in different media or formats (e.g.,

visually, quantitatively) as well as

in words in order to address a

question or solve a problem.


reasoning in seminal U.S. texts,

including the application of

constitutional principles and use

of legal reasoning (e.g., in U.S.

Supreme Court majority opinions

and dissents) and the premises,

purposes, and arguments in works

of public advocacy (e.g., The

Federalist, presidential addresses).

Grade 11

Unit 5: Activity 5.3; Unit 1: Activity 1.3 (p.8, 10);

Grade 11

Unit 2: Activity 2.14 (p 126-127), 2.23 (p 157-159), 2.24 (p 161-163);


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.RI.3.9 Analyze seventeenth-, eighteenth-

, and nineteenth-century

foundational U.S. documents of

historical and literary significance

(including The Declaration of

Independence, the Preamble to

the Constitution, the Bill of Rights,

and Lincoln’s Second Inaugural

Address) for their themes,

purposes, and rhetorical features.



the grades 11–CCR text complexity








proficiently.

Grade 11

Unit 1: Activity 1.9, 1.13; Unit 2: Activity 2.20, 2.21, 2.22; Unit 1: Activity 1.9 (p 46-47), 1.13 (p 59-63); Unit 2: Activity 2.2 (p 95), 2.20 (p 148),

2.21 (p 151-154), 2.22 (p 156); Unit 4: Activity 4.2 (p 258, 262);

Grade 11

Unit 1: Activity 1.13; Unit 2: Activity 2.14; Unit 3: Activity 3.5, 3.7; Unit 1: Activity 1.2 (p 5-6), 1.9 (p 43-47), 1.13 (p 59-63), 1.17 (p 78-83);

Unit 2: Activity 2.2 (p 93, 95-100), 2.14 (p 126-134), 2.20 (p 148-149), 2.21 (p 152-153), 2.22 (p 156), 2.23 (p 157-159), 2.24 (p 161-163); Unit

3: Activity 3.1 (p 172), 3.5 (p 183,187), 3.6 (p 190), 3.7 (p 196), 3.9 (p 203); Unit 4: Activity 4.1 (p 256), 4.8 (p 276-277), 4.9 (p 279-280), 4.10 (p

281-282), 4.11 (p 283-284), 4.12 (p 286), 4.13 (p 287-290), 4.15 (p 293-295); Unit 5: Activity 5.2 (p 345-347), 5.3 (p 350-357), 5.8 (p 369-373),

5.17 (p 406-407);


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.W.1.1a Introduce precise, knowledgeable

claim(s), establish the significance

of the claim(s), distinguish the

claim(s) from alternate or

opposing claims, and create an

organization that logically

sequences claim(s), counterclaims,



counterclaims fairly and

thoroughly, supplying the most

relevant evidence for each while

pointing out the strengths and

limitations of both in a manner

that anticipates the audience’s

knowledge level, concerns, values,

and possible biases.

Grade 11

Unit 1: EA 2 (p 87-88); Unit 2: EA 2 (p 167-168); Unit 3: Activity 3.10, 3.12, EA 1 (p 223-224); Unit 4: Activity 4.5, 4.13; Unit 1: Activity 1.13 (p

63), 1.15 (p 72), 1.16 (p 77), 1.18 (p 84-86); Unit 2: Activity 2.20 (p. 62); Unit 3: Activity 3.5 (p 188), 3.10 (p 205, 209), 3.12 (p 215); Unit 4:

Activity 4.5 (p 270), 4.12 (p 286), 4.13 (p 290), 4.18 (p 304); Unit 5: Activity 5.13 (p 397), 5.17 (p 407);

Grade 11

Unit 1: EA 2 (p 87-88); Unit 2: EA 2 (p 167-168); Unit 3: Activity 3.10 (p 209); Unit 4: Activity 4.13 (p 290);


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.W.1.1c Use words, phrases, and clauses as

well as varied syntax to link the

major sections of the text, create





and counterclaims.









Grade 11

Unit 1: EA 2 (p 87-88); Unit 2: EA 2 (p 167-168); Unit 1: Activity 1.15 (p 72);

Grade 11

Unit 1: EA 2 (p 87-88); Unit 2: EA 2 (p 167-168); Unit 3: Activity 3.10 (p 205), 3.12 (p 215);

Grade 11

Unit 1: EA 2 (p 87-88); Unit 2: EA 2 (p 167-168); Unit 1: Activity 1.15 (p 77); Unit 3: Activity 3.12 (p 215);


FORM IM2

Rule 6A-7.0710


CORRELATION






information so that each new

element builds on that which

precedes it to create a unified

whole; include formatting (e.g.,

headings), graphics (e.g., figures,

tables), and multimedia when

useful to aiding comprehension.

LACC.1112.W.1.2b Develop the topic thoroughly by

selecting the most significant and

relevant facts, extended

definitions, concrete details,

quotations, or other information

and examples appropriate to the

audience’s knowledge of the topic.


transitions and syntax to link the




ideas and concepts.

Grade 11

Unit 1: EA 1 (p 51-52); Unit 2: Activity 2.16; Unit 3: Activity 3.2, 3.3, 3.6, 3.9, 3.18, EA 1 (p 223-224); Unit 4: Activity 4.25, EA 2 (p 339-340);

Unit 5: Activity 5.6, 5.9, EA 1 (p 366-367), EA 2 (p 411-412); Unit 1: Activity 1.2 (p.7), 1.3 (p.11), 1.4 (p 15), 1.5 (p.24), 1.6 (p 31), 1.7 (p 36), 1.8

(p 42), 1.10 (p 50), 1.14 (p 67); Unit 2: Activity 2.4 (p 105), 2.8 (p 114), 2.10 (p 116), 2.13 (p 125), 2.14 (p 135), 2.17 (p 141); Unit 3: Activity 3.2

(p 178), 3.3 (p 180), 3.6 (p 194), 3.9 (p 203), 3.16 (p 229), 3.18 (p 234); Unit 4: Activity 4.8 (p 276), 4.9 (p 280), 4.11 (p 284), 4.25 (p 337-338);

Unit 5: Activity 5.3 (p 358), 5.6 (p 365), 5.8 (p 373), 5.9 (p 384), 5.11 (p 390), 5.12 (p 393), 5.14 (p 401);

Grade 11

Unit 1: Activity 1.6 (p 27), 1.10, EA 1 (p 51-52); Unit 2: Activity 2.16; Unit 4: Activity 4.25, EA 2 (p 339-340); Unit 5: EA 1 (p 366-367), EA 2 (p

411-412); Unit 1: Activity 1.2 (p 7), 1.3 (p.11), 1.5 (p.24), 1.6 (p 31), 1.7 (p 36), 1.8 (p 42), 1.10 (p 50) 1.14 (p 67); Unit 2: Activity 2.4 (p 105), 2.8

(p 114), 2.13 (p 125), 2.14 (p 135); Unit 3: Activity 3.2 (p 178), 3.6 (p 194), 3.16 (p 229), 3.18 (p 234); Unit 4: Activity 4.8 (p 276), 4.9 (p 280),

4.25 (p 337-338); Unit 5: Activity 5.3 (p 358);

Grade 11

Unit 1: Activity 1.10, EA 1 (p 51-52); Unit 2: Activity 2.16; Unit 4: Activity 4.25, EA 2 (p 339-340); Unit 5: EA 1 (p 366-367), EA 2 (p 411-412);

Unit 1: Activity 1.2 (p 7), 1.10 (p 50); Unit 4: Activity 4.25 (p 337-338); Unit 5: Activity 5.3 (p 358), 5.6 (p 365), 5.9 (p 384);


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.W.1.2d Use precise language, domain-

specific vocabulary, and

techniques such as metaphor,

simile, and analogy to manage the

complexity of the topic.LACC.1112.W.1.2e Establish and maintain a formal













or observation and its significance,

establishing one or multiple

point(s) of view, and introducing a

narrator and/or characters; create

a smooth progression of

experiences or events.

Grade 11

Unit 1: EA 1 (p 51-52); Unit 2: Activity 2.16; Unit 4: Activity 4.25, EA 2 (p 339-340); Unit 5: EA 1 (p 366-367), EA 2 (p 411-412); Unit 1: Activity

1.5 (p.24); Unit 2: Activity 2.13 (p 125), 2.14 (p 135), 2.24 (p 164); Unit 4: Activity 4.25 (p 337-338); Unit 5: Activity 5.3 (p 358);

Grade 11

Unit 1: EA 1 (p 51-52); Unit 2: Activity 2.16; Unit 3: Activity 3.3; Unit 4: EA 2 (p 339-340); Unit 5: EA 1 (p 366-367); Unit 4: Activity 4.25 (p 337-

338);

Grade 11

Unit 1: EA 1 (p 51-52); Unit 2: Activity 2.16; Unit 4: EA 2 (p 339-340); Unit 5: EA 1 (p 366-367), EA 2 (p 411-412); Unit 2: Activity 2.16 (p. 49);

Unit 3: Activity 3.2 (p 178), 3.3 (p 180), 3.6 (p 194); Unit 4: Activity 4.25 (p 337-338); Unit 5: Activity 5.3 (p 358), 5.6 (p 365), 5.9 (p 384), 5.12 (p

393), 5.14 (p 401)

Grade 11

Unit 2: Activity 2.7, 2.12, 2.18, EA 1 (p 144-145); Unit 2: EA 1 (p 144-145); Unit 3: Activity 3.19; Unit 4: EA 1 (p 299-300); Unit 2: Activity 2.7 (p

112), 2.9 (p 116), 2.12 (p 123), 2.15 (p 138), 2.18 (p 143); Unit 3: Activity 3.19 (p 238); Unit 4: Activity 4.15 (p 293);


FORM IM2

Rule 6A-7.0710


CORRELATION








and/or characters.




coherent whole and build toward

a particular tone and outcome

(e.g., a sense of mystery,

suspense, growth, or resolution).










narrative.

Grade 11

Unit 2: EA 1 (p 144-145); Unit 4: EA 1 (p 299-300); Unit 2: Activity 2.7 (p 112), 2.9 (p 116), 2.15 (p 138);

Grade 11

Unit 2: EA 1 (p 144-145); Unit 4: EA 1 (p 299-300); Unit 2: Activity 2.9 (p 116), 2.15 (p 138);

Grade 11

Unit 2: EA 1 (p 144-145); Unit 4: EA 1 (p 299-300); Unit 2: Activity 2.7 (p 112), 2.9 (p 116), 2.15 (p 138);

Grade 11

Unit 2: EA 1 (p 144-145); Unit 4: EA 1 (p 299-300);


FORM IM2

Rule 6A-7.0710


CORRELATION



















Language standards 1–3 up to and

including grades 11-12 on p. 54.)

Grade 11

Unit 1: EA 1 (p 51-52), EA 2 (p 87-88); Unit 2: Activity 2.25, EA 1 (p 144-145), EA 2 (p 167-168); Unit 3: EA 1 (p 223-224), EA 2 (p 251-252);

Unit 4: Activity 4.4, 4.6, 4.13, 4.19, 4.25, EA 1 (p 299-300), EA 2 (p 339-340); Unit 5: EA 1 (p 366-367), EA 2 (p 411-412); Unit 2: Activity 2.4 (p

105), 2.7 (p 112), 2.8 (p 114), 2.9 (p 116), 2.12 (p 123), 2.13 (p 125), 2.14 (p 135), 2.15 (p 138), 2.17 (p 141), 2.25 (p 166); Unit 3: Activity 3.3 (p

180), 3.5 (p 188), 3.9 (p 203), 3.10 (p 209), 3.11 (p 210-211), 3.12 (p 215), 3.16 (p 229), 3.19 (p 238), 3.20 (p 242), 3.22 (p 250); Unit 4: Activity

4.2 (p 263), 4.4 (p 268), 4.6 (p 273), 4.8 (p 276), 4.9 (p 280), 4.12 (p 286), 4.13 (p 290), 4.15 (p 296), 4.18 (p 304), 4.19 (p 305-306), 4.25 (p 337-

338); Unit 5: Activity 5.3 (p 358), 5.6 (p 365), 5.9 (p 384), 5.11 (p 390), 5.12 (p 393), 5.13 (p 397), 5.14 (p 401), 5.17 (p 407);

Grade 11

Unit 1: Activity 1.5, EA 1 (p 51-52), EA 2 (p 87-88); Unit 2: Activity 2.6, 2.18, EA 1 (p 144-145), EA 2 (p 167-168); Unit 3: Activity 3.11, 3.22, EA

1 (p 223-224), EA 2 (p 251-252); Unit 4: Activity 4.6, 4.15, 4.16, 4.20, 4.21, 4.23, 4.24, 4.25, EA 1 (p 299-300), EA 2 (p 339-340); Unit 5:

Activity 5.9, EA 1 (p 366-367), EA 2 (p 411-412); Unit 1: Activity 1.5 (p.24), 1.5 (p.22), 1.8 (p 42), 1.10 (p 50), 1.15 (p 72), 1.16 (p 77); Unit 2:

Activity 2.6 (p 109), 2.7 (p 112), 2.8 (p 114), 2.9 (p 116), 2.12 (p 123), 2.13 (p 125), 2.14 (p 135), 2.15 (p 138), 2.17 (p 141), 2.18 (p 143), 2.20 (p

150), 2.21 (p 154), 2.22 (p 156), 2.23 (p 159), 2.24 (p 164), 2.25 (p 166); Unit 3: Activity 3.3 (p 180), 3.5 (p 188), 3.9 (p 203), 3.10 (p 209), 3.11

(p 210-211), 3.12 (p 215), 3.14 (p 218), 3.16 (p 229), 3.19 (p 238), 3.20 (p 242), 3.22 (p 250); Unit 4: Activity 4.2 (p 259-263), 4.4 (p 268), 4.6 (p

273), 4.8 (p 276), 4.9 (p 280), 4.12 (p 286), 4.13 (p 290), 4.15 (p 296), 4.16 (p 297-298), 4.17 (p 302), 4.18 (p 304), 4.19 (p 305-306), 4.20 (p

307), 4.21 (p 326), 4.22 (p 331), 4.23 (p 333-334) 4.24 (p 335), 4.25 (p 337-338); Unit 5: Activity 5.3 (p 358), 5.4 (p 359-361), 5.6 (p 365), 5.9 (p

384), 5.11 (p 390), 5.12 (p 393), 5.13 (p 397), 5.14 (p 401), 5.17 (p 407);


FORM IM2

Rule 6A-7.0710


CORRELATION







writing products in response to

ongoing feedback, including new

arguments or information.











Grade 11

Unit 2: EA 1 (p 144-145); Unit 3: EA 1 (p 223-224); Unit 5: EA 2 (p 411-412);

Grade 11

Unit 1: Activity 1.8, 1.18, EA 1 (p 51-52), EA 2 (p 87-88); Unit 2: Activity 2.14; Unit 3: Activity 3.6, EA 1 (p 223-224); Unit 4: Activity 4.3, 4.21,

EA 2 (p 339-340); Unit 5: Activity 5.3, 5.5, 5.6, EA 1 (p 366-367), EA 2 (p 411-412); Unit 1: Activity 1.8 (p 41-42), 1.18 (p 84); Unit 2: Activity

2.14 (p 126); Unit 3: Activity 3.6 (p 189), 3.6 (p 191); Unit 4: Activity 4.2 (p 264), 4.3 (p 265), 4.21 (p 326-327); Unit 5: Activity 5.2 (p 347), 5.3 (p

350-357), 5.4 (p 359-361), 5.5 (p 362-363), 5.6 (p 364-365), 5.8 (p 369-373), 5.14 (p 401), 5.16 (p 404);


FORM IM2

Rule 6A-7.0710


CORRELATION








strengths and limitations of each

source in terms of the task,

purpose, and audience; integrate

information into the text



overreliance on any one source

and following a standard format

for citation.


standards to literature (e.g.,

“Demonstrate knowledge of






themes or topics”).

Grade 11

Unit 4: Activity 4.21, 4.22, EA 2 (p 339-340); Unit 5: Activity 5.4, 5.5, EA 1 (p 366-367); Unit 1: Activity EA 2 (p. 89); Unit 4: Activity 4.21 (p 326-

327), 4.22 9p 328-332), 4.23 (p 333-334), 4.25 (p 337-338); Unit 5: Activity 5.4 (p 359-361), 5.5 (p 362-363), 5.6 (p 364-365);

Grade 11

Unit 1: Activity 1.4, 1.6, 1.14, 1.15, EA 1 (p 51-52), EA 2 (p 87-88); Unit 2: Activity 2.13; Unit 5: Activity 5.9, 5.11, 5.12, 5.13, 5.14, 5.17, EA 2

(p 411-412); Unit 1: Activity 1.3 (p.11), 1.3 (p.9), 1.4 (p 15), 1.5 (p.24), 1.14 (p 67), 1.15 (p 72), 1.18 (p 84); Unit 2: Activity 2.4 (p 105), 2.9 (p

116), 2.10 (p 118), 2.13 (p 125), 2.15 (p 136), 2.17 (p 141); Unit 3: Activity 3.16 (p 229), 3.18 (p 234); Unit 5: Activity 5.9 (p 384), 5.10 (p 387),

5.11 (p 390), 5.12 (p 393), 5.13 (p 397), 5.14 (p 401), 5.17 (p 407);


FORM IM2

Rule 6A-7.0710


CORRELATION










of legal reasoning [e.g., in U.S.

Supreme Court Case majority

opinions and dissents) and the

premises, purposes, and

arguments in works of public

advocacy (e.g., The Federalist,

presidential addresses]”).







Grade 11

Unit 1: EA 1 (p 51-52), EA 2 (p 87-88); Unit 4: Activity 4.2, 4.12, 4.13, 4.19; Unit 5: Activity 5.17, EA 2 (p 411-412); Unit 1: Activity 1.3 (p.11),

1.6 (p 31), 1.7 (p 36), 1.13 (p 63), 1.18 (p 84); Unit 2: Activity 2.14 (p 135); Unit 3: Activity 3.2 (p 178), 3.5 (p 188), 3.9 (p 203); 3.18 (p 234); Unit

4: Activity 4.2 (p 259, 263), 4.8 (p 276), 4.11 (p 284), 4.12 (p 286), 4.13 (p 290), 4.18 (p 304), 4.19 (p 305-306); Unit 5: Activity 5.8 (p 373), 5.17

(p 407);

Grade 11

Unit 1: Activity 1.11, EA 1 (p 51-52), EA 2 (p 87-88); Unit 2: Activity 2.14, 2.18, 2.19, EA 1 (p 144-145), EA 2 (p 167-168); Unit 3: Activity 3.11,

3.15, EA 1 (p 223-224), EA 2 (p 251-252); Unit 4: Activity 4.22, EA 1 (p 299-300), EA 2 (p 339-340); Unit 5: EA 1 (p 366-367), EA 2 (p 411-412);

Unit 1: Activity 1.1 (p.4), 1.3 (p.11), 1.4 (p.15), 1.5 (p.24), 1.6 (p.31), 1.8 (p. 35), 1.8 (p 42), 1.10 (p.50), 1.11 (p 53), 1.13(p.63), 1.14 (p 67), 1.15

(p 72), 1.16 (p 77); Unit 2: Activity 2.1 (p 92), 2.2 (p.13), 2.4 (p. 105), 2.7 (p.112) 2.8 (p 114), 2.9 (p 116), 2.10 (p 116), 2.12 (p 123), 2.13 (p

125), 2.14 (p 135), 2.15 (p 136, 138), 2.17 (p 141), 2.18 (p 143), 2.19 (p 146), 2.20 (p 154), 2.25 (p 166); Unit 3: Activity 3.3 (p 180), 3.5 (p 188),

3.8 (p 197), 3.9 (p 203), 3.10 (p 205, 209), 3.11 (p 210-211), 3.12 (p 212-213, 215), 3.15 (p 225), 3.16 (p 229), 3.18 (p 234), 3.19 (p 238), 3.20 (p

242), 3.22 (p 250); Unit 4: Activity 4.2 (p 259), 4.5 (p 269), 4.6 (p 271), 4.8 (p 276), 4.9 (p 280), 4.11 (p 284), 4.12 (p 286), 4.14 (p 291-292), 4.15

(p 293-294, 296), 4.17 (p 302), 4.18 (p 304), 4.19 (p 305), 4.22 (p 331), 4.23 (p 333-334), 4.24 (p 335) 4.25 (p 337-338); Unit 5: Activity 5.3 (p

358), 5.4 (p 359-361), 5.6 (p 365), 5.8 (p 373), 5.9 (p 384), 5.10 (p 387), 5.11 (p 390), 5.12 (p 393), 5.13 (p 397), 5.14 (p 401), 5.17 (p 407)


FORM IM2

Rule 6A-7.0710


CORRELATION












LACC.1112.SL.1.1b Work with peers to promote civil,

democratic discussions and

decision-making, set clear goals

and deadlines, and establish




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.

Grade 11

Unit 1: Activity 1.9; Unit 2: Activity 2.15, EA 1 (p 144-145); Unit 3: Activity 3.3, 3.4, 3.7, 3.13, 3.14, EA 1 (p 223-224); Unit 5: Activity 5.2, 5.3,

5.13, 5.15, 5.16, 5.17, 5.18, EA 1 (p 366-367); Unit 1: Activity 1.3 (p.11), 1.5 (p.24), 1.8 (p.33), 1.8 (p. 41), 1.9 (p.47), 1.10 (p 50), 1.17 (p 83),

1.18 (p 84); Unit 2: Activity 2.2 (p 100), 2.3 (p.103), 2.5 (p.108), 2.11 (p 121), 2.14 (p 135), 2.16 (p 140), 2.20 (p 149), 2.21 (p 154), 2.23 (p 159),

2.24 (p 164), 2.25 (p 166); Unit 3: Activity 3.2 (p 178), 3.4 (p 181), 3.6 (p 189), 3.7 (p 196), 3.9 (p 203), 3.10 (p 204), 3.11 (p 210), 3.14 (p 218-

219), 3.18 (p 234), 3.22 (p 249); Unit 4: Activity 4.2 (p 264), 4.3 (p 265) 4.10 (p 281-282), 4.18 (p 303-304), 4.24 (p 335); Unit 5: Activity 5.2 (p

347), 5.3 (p 350-357), 5.4 (p 359-361), 5.5 (p 362-363), 5.6 (p 364-365), 5.12 (p 392-393), 5.13 (p 394), 5.15 (p 402-403), 5.16 (p 404), 5.17 (p

407), 5.18 (p 408-410)

Grade 11

Unit 1: Activity 1.18; Unit 2: EA 1 (p 144-145); Unit 3: EA 1 (p 223-224); Unit 4: Activity 4.24; Unit 5: Activity 5.4, 5.5, 5.13, EA 1 (p 366-367);

Unit 1: Activity 1.10 (p 50), 1.18 (p 85-86); Unit 2: Activity 2.7 (p 112), 2.12 (p 123), 2.18 (p 142), 2.24 (p 164); Unit 3: Activity 3.6 (p 189), 3.7 (p

196), 3.14 (p 218-219), 3.18 (p 234); Unit 4: Activity 4.3 (p 265), 4.18 (p 303-304), 4.24 (p 335); Unit 5: Activity 5.4 (p 359-361), 5.5 (p 362-363),

5.6 (p 364-365), 5.13 (p 394), 5.15 (p 402-403), 5.16 (p 404), 5.17 (p 407), 5.18 (p 408-410);

Grade 11

Unit 3: EA 1 (p 223-224); Unit 5: EA 1 (p 366-367); Unit 1: Activity 1.9 (p 47), 1.18 (p 85-86); Unit 2: Activity 2.10 (p. 32); Unit 3: Activity 3.14 (p

218); Unit 4: Activity 4.3 (p 265), 4.10 (p 281-282), 4.18 (p 303-304), 4.24 (p 335); Unit 5: Activity 5.4 (p 359-361), 5.5 (p 362-363), 5.6 (p 364-

365), 5.15 (p 402-403), 5.16 (p 404), 5.17 (p 407), 5.18 (p 408-410);


FORM IM2

Rule 6A-7.0710


CORRELATION





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.



formats and media (e.g., visually,

quantitatively, orally) in order to

make informed decisions and

solve problems, evaluating the

credibility and accuracy of each

source and noting any

discrepancies among the data.

Grade 11

Unit 1: Activity 1.18; Unit 3: EA 1 (p 223-224); Unit 4: Activity 4.3; Unit 5: EA 1 (p 366-367); Unit 1: Activity 1.9 (p 47), 1.18 (p 85-86); Unit 2:

Activity 2.16 (p 140); Unit 3: Activity 3.14 (p 218); Unit 4: Activity 4.3 (p 265), 4.10 (p 281-282), 4.18 (p 303-304), 4.24 (p 335); Unit 5: Activity

5.4 (p 359-361), 5.5 (p 362-363), 5.6 (p 364-365), 5.15 (p 402-403), 5.16 (p 404), 5.17 (p 407), 5.18 (p 408-410);

Grade 11

Unit 3: Activity 3.3, 3.7; Unit 5: EA 1 (p 366-367); Unit 1: Activity 1.8 (p 42); Unit 2: Activity 2.16 (p 140); Unit 3: Activity 3.3 (p 180), 3.7 (p

195); Unit 5: Activity 5.5 (p 362-363);


FORM IM2

Rule 6A-7.0710


CORRELATION






and rhetoric, assessing the stance,

premises, links among ideas, word

choice, points of emphasis, and

tone used.


supporting evidence, conveying a

clear and distinct perspective,

such that listeners can follow the

line of reasoning, alternative or

opposing perspectives are

addressed, and the organization,



audience, and a range or formal

and informal tasks.








Grade 11

Unit 2: Activity 2.23, 2.25; Unit 3: Activity 3.14; Unit 1: Activity 1.18 (p 85); Unit 2: Activity 2.23 (p 157), 2.25 (p 165-166); Unit 3: Activity 3.14

(p 218-219);

Grade 11

Unit 2: EA 2 (p 167-168); Unit 5: EA 1 (p 366-367); Unit 1: Activity 1.8 (p 42), 1.18 (p 85); Unit 3: Activity 3.21 (p 245)

Grade 11

Unit 2: EA 1 (p 144-145); Unit 4: Activity 4.3; Unit 5: EA 1 (p 366-367); Unit 1: Activity 1.8 (p 42); Unit 2: Activity 2.24 (p 164); Unit 3: Activity

3.21 (p 245); Unit 4: Activity 4.3 (p 265);


FORM IM2

Rule 6A-7.0710


CORRELATION






a command of formal English

when indicated or appropriate.

(See grades 1112 Language

standards 1 and 3 for specific

expectations.)LACC.1112.L.1.1a Apply the understanding that

usage is a matter of convention,

can change over time, and is

sometimes contested.

LACC.1112.L.1.1b Resolve issues of complex or

contested usage, consulting

references (e.g., Merriam-

Webster’s Dictionary of English

Usage, Garner’s Modern American

Usage) as needed.

LACC.1112.L.1.2a Observe hyphenation conventions.

LACC.1112.L.1.2b Spell correctly.

Grade 11

Unit 2: Activity 2.3, 2.23, 2.24, EA 1 (p 144-145), EA 2 (p 167-168); Unit 3: Activity 3.13, 3.21; Unit 5: EA 1 (p 366-367); Unit 1: Activity 1.8 (p

42), 1.18 (p 85); Unit 2: Activity 2.3 (p 101-103), 2.12 (p 123), 2.23 (p 159), 2.24 (p 164), 2.25 (p 166); Unit 3: Activity 3.14 (p 218), 3.21 (p 245);

Unit 4: Activity 4.11 (p 284);

Grade 11

Unit 1: Activity 1.13 (p 61-62); Unit 2: Activity 2.3 (p 104), 2.9 (p 115); Unit 4: Activity 4.8 (p 276);

Grade 11

Unit 2: Activity 2.9 (p 115); Unit 3: Activity 3.2 (p 178); Unit 4: Activity 4.8 (p 276);

Grade 11

Unit 1: Activity 1.3 (p 9), 1.7 (p 32);

Grade 11

Unit 1: EA 1 (p 51-52); Unit 3: EA 1 (p 223-224), EA 2 (p 251-252); Unit 4: EA 1 (p 299-300), EA 2 (p 339-340); Unit 5: EA 1 (p 366-367), EA 2 (p

411-412); Unit 3: Activity 3.14 (p 218); Unit 4: Activity 4.8 (p 276);


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.L.2.3a Vary syntax for effect, consulting

references (e.g., Tufte’s Artful

Sentences) for guidance as

needed; apply an understanding of

syntax to the study of complex

texts when reading.









speech (e.g., conceive, conception,

conceivable).

Grade 11

Unit 1: Activity 1.5, EA 1 (p 51-52), EA 2 (p 87-88); Unit 2: Activity 2.24, EA 2 (p 167-168); Unit 3: EA 2 (p 251-252); Unit 4: Activity 4.7, 4.14;

Unit 5: EA 2 (p 411-412); Unit 1: Activity 1.5 (p 25-26), 1.13 (p 63), 1.15 (p 72); Unit 2: Activity 2.4 (p 105), 2.14 (p 135), 2.24 (p 164), 2.25 (p

166); Unit 3: Activity 3.20 (p 239, 242), 3.21 (p 243); Unit 4: Activity 4.2 (p 260, 263), 4.7 (p 274-275), 4.14 (p 291-292), 4.15 (p 294); Unit 5:

Activity 5.8 (p 372), 5.9 (p 382);

Grade 11

Unit 2: Activity 2.9; Unit 3: Activity 3.16; Unit 5: Activity 5.9; Unit 1: Activity 1.6 (p 27), 1.15 (p 69); Unit 2: Activity 2.2 (p 100), 2.3 (p 101), 2.7

(p 111), 2.9 (p 115-116); Unit 3: Activity 3.16 (p 230); Unit 4: Activity 4.2 (p 260); Unit 5: Activity 5.9 (p 377);

Grade 11

Unit 3: Activity 3.2 (p 178), 3.16 (p 230);


FORM IM2

Rule 6A-7.0710


CORRELATION











speech, its etymology, or its

standard usage.





in a dictionary).


hyperbole, paradox) in context

and analyze their role in the text.



Grade 11

Unit 1: Activity 1.6 (p 27); Unit 2: Activity 2.3 (p 101), 2.9 (p 115); Unit 3: Activity 3.2 (p 173), 3.16 (p 230);

Grade 11

Unit 1: Activity 1.6 (p 27); Unit 2: Activity 2.3 (p 101), 2.9 (p 115); Unit 3: Activity 3.2 (p 173), 3.16 (p 230);

Grade 11

Unit 2: Activity 2.9; Unit 5: Activity 5.8; Unit 1: Activity 1.6 (p 28), 1.15 (p 69); Unit 2: Activity 2.9 (p 115-116), 2.21 (p 153); Unit 4: Activity 4.2

(p 262); Unit 5: Activity 5.8 (p 371-372), 5.9 (p 377), 5.11 (p 388);

Grade 11

Unit 1: Activity 1.2 (p 5), 1.14 (p 67); Unit 3: Activity 3.14 (p 218);


FORM IM2

Rule 6A-7.0710


CORRELATION













phrase important to


HE.912.B.4.1 Explain skills needed to

communicate effectively with

family, peers, and others to

enhance health.

HE.912.B.4.2 Assess refusal, negotiation, and

collaboration skills to enhance

health and avoid or reduce health

risks.SS.912.C.1.3 Evaluate the ideals and principles

of the founding documents

(Declaration of Independence,

Articles of Confederation,

Federalist Papers) that shaped

American Democracy.

Grade 11

Unit 1: Activity 1.1, 1.11; Unit 2: Activity 2.1, 2.2, 2.19; Unit 3: Activity 3.1, 3.2, 3.4, 3.6, 3.14, 3.15; Unit 4: Activity 4.1, 4.17; Unit 5: Activity

5.1, 5.7; Unit 1: Activity 1.1 (p 4), 1.2 (p 5), 1.3 (p 8), 1.8 (p 37, 40), 1.11 (p 53), 1.15 (p 69), 1.16 (p 76), 1.17 (p 83); Unit 2: Activity 2.1 (p 92),

2.2 (p 93, 97-100), 2.3 (p 104), 2.4 (p 105), 2.5 (p 106), 2.7 (p 111), 2.13 (p 124), 2.14 (p 131, 133), 2.19 (p 146), 2.20 (p 148-149), 2.21 (p 152),

2.22 (p 155), 2.24 (p 160); Unit 3: Activity 3.1 (p 172), 3.2 (p 173, 178), 3.3 (p 180), 3.4 (p 181-182), 3.5 (p 183, 186), 3.6 (p 189-190), 3.7 (p

195), 3.9 (p 200), 3.12 (p 214), 3.13 (p 216), 3.14 (p 221), 3.15 (p 225-226), 3.16 (p 227), 3.18 (p 234), 3.19 (p 235), 3.20 (p 242), 3.22 (p 246);

Unit 4: Activity 4.1 (p 256), 4.2 (p 258-260) 4.3 (p 265), 4.6 (p 271-272), 4.8 (p 276), 4.10 (p 281), 4.13 (p 288), 4.15 (p 293), 4.17 (p 301), 4.20

(p 307), 4.21 (p 326), 4.24 (p 335); Unit 5: Activity 5.1 (p 344), 5.2 (p 347), 5.3 (p 349-351), 5.6 (p 364), 5.7 (p 368), 5.8 (p 371-372), 5.9 (p 374),

5.10 (p 386), 5.11 (p 388), 5.13 (p 394) 5.17 (p 406);

Grade 11

Health Workshop 6: Communicating Health Issues

Grade 11

Health Workshop 6: Communicating Health Issues

Grade 11

Civics Workshop 1(English III): Principles and Structures of Our Government


FORM IM2

Rule 6A-7.0710


CORRELATION




SS.912.C.2.9 Identify the expansion of civil

rights and liberties by examining

the principles contained in primary

documents.







LACC.1112.RL.1.2 Determine two or more themes or

central ideas of a text and analyze

their development over the course

of the text, including how they


to produce a complex account;


the text.

Grade 11

Civics Workshop 1(English III): Principles and Structures of Our Government

Course Description: English 4 / SpringBoard English Language Arts, Senior English

Senior English

Unit 1: Activity 1.4, 1.5, 1.9, 1.10, 1.16, 1.17; Unit 2: Activity 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.18, 2.20, 2.27, EA 2 (p 160-161); Unit 3: Activity

3.3, 3.7, 3.8, 3.9, 3.11, 3.12, 3.20; Unit 5: Activity 5.5, 5.6, 5.7, 5.8, 5.10, EA (p 347-348); Unit 1: Activity 1.4 (p 12-13), 1.5 (p 14-18), 1.8 (p

24), 1.9 (p 27), 1.10 (p 32-33), 1.16 (p 51), 1.17 (p 54-57), 1.19 (p 69-70); Unit 2: Activity 2.5 (p 94-96), 2.6 (p 97-100), 2.7 (p 101), 2.8 (p 104),

2.9 (p 105-6), 2.10 (p 107-108), 2.13 (p 114), 2.14 (p 118), 2.15 (p 120), 2.18 (p 129-133), 2.19 (p 135), 2.20 (p 136-137), 2.27 (p 152-159); Unit

3: Activity 3.3 (p 175-176), 3.7 (p 183-187), 3.8 (p 188-190), 3.9 (p 191-192), 3.10 (p 196, 199), 3.11 (p 200-201), 3.12 (p 202), 3.13 (p 204),

3.14 (p 207), 3.15 (P 211), 3.16 (p 214), 3.17 (p 216), 3.20 (p 232-234); Unit 5: Activity 5.4 (p 320), 5.5 (p 322-324), 5.6 (p 326), 5.7 (p 327), 5.8

(p 328-329), 5.10 (p 331), 5.11 (p 332-333)

Senior English

Unit 2: Activity 2.15, EA 2 (p 160-161); Unit 3: Activity 3.12, 3.13, 3.20; Unit 5: Activity 5.6, 5.7, 5.8, 5.10, 5.11, EA (p 347-348); Unit 2:

Activity 2.5 (p 96), 2.15 (p 120), 2.27 (p 152-159); Unit 3: Activity 3.8 (p 189), 3.10 (p 196), 3.12 (p 202), 3.15 (P 211), 3.20 (p 232); Unit 5:

Activity 5.4 (p 319-320), 5.6 (p 326), 5.7 (p 327), 5.8 (p 328-329), 5.10 (p 331), 5.11 (p 332-333), 5.12 (p 334), 5.15 (p 344)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.RL.1.3 Analyze the impact of the author’s

choices regarding how to develop

and relate elements of a story or

drama (e.g., where a story is set,

how the action is ordered, how

the characters are introduced and

developed).






meaning and tone, including

words with multiple meanings or

language that is particularly fresh,

engaging, or beautiful. (Include

Shakespeare as well as other

authors.)

Senior English

Unit 3: Activity 3.7, 3.8, 3.11, 3.14; Unit 5: Activity 5.8, EA (p 347-348); Unit 1: Activity 1.19 (p 70); Unit 2: Activity 2.6 (p 97-100), 2.8 (p 104),

2.10 (p 107-108), 2.27 (p 152-159); Unit 3: Activity 3.7 (p 183-186), 3.8 (p 188-190), 3.9 (p 191-192), 3.10 (p 196), 3.11 (p 200), 3.12 (p 202),

3.13 (p 204-206), 3.14 (p 207); Unit 5: Activity 5.8 (p 329)

Senior English

Unit 1: Activity 1.16; Unit 2: Activity 2.14, 2.27; Unit 1: Activity 1.8 (p 24), 1.9 (p 27-28), 1.10 (p 32), 1.16 (p 51), 1.17 (p 54-57); Unit 2: Activity

2.5 (p 95), 2.14 (p 118), 2.18 (p 130), 2.20 (p 136-137), 2.27 (p 152, 155-157); Unit 3: Activity 3.09 (p 191-192), 3.10 (p 196); Unit 5: Activity

5.11 (p 332-333)


FORM IM2

Rule 6A-7.0710


CORRELATION





concerning how to structure

specific parts of a text (e.g., the

choice of where to begin or end a

story, the choice to provide a

comedic or tragic resolution)

contribute to its overall structure

and meaning as well as its

aesthetic impact.

LACC.1112.RL.2.6 Analyze a case in which grasping

point of view requires

distinguishing what is directly

stated in a text from what is really

meant (e.g., satire, sarcasm, irony,

or understatement).

LACC.1112.RL.3.7 Analyze multiple interpretations of

a story, drama, or poem (e.g.,

recorded or live production of a

play or recorded novel or poetry),

evaluating how each version

interprets the source text. (Include

at least one play by Shakespeare

and one play by an American

dramatist.)

Senior English

Unit 3: Activity 3.4, 3.20; Unit 5: Activity 5.5, 5.6, 5.7; Unit 1: Activity 1.5 (p 13-18); Unit 3: Activity 3.4 (p 178), 3.20 (p 232-234); Unit 5:

Activity 5.5 (p 322-324), 5.6 (p 326), 5.7 (p 327), 5.10 (p 331), 5.12 (p 334)

Senior English

Unit 2: Activity 2.7 (p 101), 2.20 (p 136-137); Unit 3: Activity 3.12 (p 202)

Senior English

Unit 2: Activity 2.11; Unit 3: Activity 3.9, 3.12, 3.15, 3.16, 3.17; Unit 2: Activity 2.7 (p 101), 2.11 (p 110-111); Unit 3: Activity 3.9 (p 193-194),

3.12 (p 201-203), 3.13 (p 205-206), 3.15 (p 212), 3.16 (p 214), 3.17 (p 216)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.RL.3.9 Demonstrate knowledge of






themes or topics.













proficiently.

Senior English


Senior English

Unit 2: Activity 2.5, 2.27; Unit 3: Activity 3.2, EA 2 (p 239-240); Unit 5: Activity 5.2, 5.11, EA (p 347-348); Unit 1: Activity 1.1 (p 4), 1.5 (p 15-

17), 1.9 (p 27), 1.19 (p 69-70); Unit 2: Activity 2.1 (p 86), 2.5 (p 94-96), 2.8 (p 104), 2.10 (p 107-108), 2.14 (p 119), 2.15 (p 120), 2.18 (p 129-

132), 2.19 (p 135), 2.24 (p 146), 2.27 (p 152-159); Unit 3: Activity 3.1 (p 170), 3.2 (p 171), 3.7 (p 183-187), 3.8 (p 188-190), 3.9 (p 191-192),

3.10 (p 196-199), 3.11 (p 200-201), 3.12 (p 202), 3.13 (p 204), 3.15 (p 211), 3.16 (p 214); Unit 5: Activity 5.2 (p 313), 5.11 (p 332-333)


FORM IM2

Rule 6A-7.0710


CORRELATION










LACC.1112.RI.1.2 Determine two or more central

ideas of a text and analyze their


the text, including how they


to provide a complex analysis;


the text.

LACC.1112.RI.1.3 Analyze a complex set of ideas or

sequence of events and explain

how specific individuals, ideas, or

events interact and develop over

the course of the text.

Senior English

Unit 1: Activity 1.12, 1.13, 1.18, 1.20; Unit 3: Activity 3.10, 3.19; Unit 4: Activity 4.3, 4.5; Unit 1: Activity 1.12 (p 37-38), 1.13 (p 40-42), 1.18 (p

61-66), 1.20 (p 71-79); Unit 2: Activity 2.17 (p 126-128), 2.19 (p 135); Unit 3: Activity 3.10 (p 195, 197-199), 3.19 (p 221-229); Unit 4: Activity

4.3 (p 249-254), 4.5 (p 258-262), 4.7 (p 267-282), 4.9 (p 288-289); Unit 5: Activity 5.13 (p 336-338)

Senior English

Unit 3: Activity 3.19; Unit 1: Activity 1.18 (p 61-66), 1.20 (p 71-79); Unit 3: Activity 3.19 (p 222, 226-227); Unit 4: Activity 4.7 (p 267-282), 4.9

(p 288-289)

Senior English

Unit 1: Activity 1.13, 1.18; Unit 3: Activity 3.19; Unit 1: Activity 1.12 (p 37-38), 1.13 (p 40-42), 1.18 (p 61-66), 1.20 (p 71-79); Unit 2: Activity

2.17 (p 126-128); Unit 3: Activity 3.19 (p 222-223, 226); Unit 4: Activity 4.7 (p 267-282), 4.9 (p 288-289)


FORM IM2

Rule 6A-7.0710


CORRELATION








meanings; analyze how an author

uses and refines the meaning of a

key term or terms over the course

of a text (e.g., how Madison

defines faction in Federalist No.

10).

LACC.1112.RI.2.5 Analyze and evaluate the

effectiveness of the structure an

author uses in his or her

exposition or argument, including

whether the structure makes

points clear, convincing, and

engaging.LACC.1112.RI.2.6 Determine an author’s point of

view or purpose in a text in which

the rhetoric is particularly

effective, analyzing how style and

content contribute to the power,

persuasiveness, or beauty of the

text.

Senior English

Unit 1: Activity 1.20; Unit 1: Activity 1.18 (p 61-66), 1.20 (p 71-79); Unit 2: Activity 2.17 (p 126-128); Unit 4: Activity 4.3 (p 249-254), 4.5 (p

261, 262)

Senior English

Unit 4: Activity 4.3, 4.5; Unit 1: Activity 1.12 (p 37-38), 1.18 (p 61-66) 1.20 (p 71-79); Unit 4: Activity 4.3 (p 249-254), 4.5 (p 261-262), 4.7 (p

267-282)

Senior English

Unit 4: Activity 4.3 (p 249-254), 4.7 (p 267-282)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.RI.3.7 Integrate and evaluate multiple

sources of information presented

in different media or formats (e.g.,

visually, quantitatively) as well as

in words in order to address a

question or solve a problem.





of legal reasoning (e.g., in U.S.

Supreme Court majority opinions

and dissents) and the premises,

purposes, and arguments in works

of public advocacy (e.g., The

Federalist, presidential addresses).

Senior English

Unit 1: Activity 1.12; Unit 4: Activity 4.9, EA 2 (p 305-306); Unit 1: Activity 1.4 (p 9), 1.12 (p 37-39); Unit 2: Activity 2.19 (p 135); Unit 4:

Activity 4.6 (p 265-266), 4.9 (p 288-289)

Senior English



FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.RI.3.9 Analyze seventeenth-, eighteenth-

, and nineteenth-century

foundational U.S. documents of

historical and literary significance

(including The Declaration of

Independence, the Preamble to

the Constitution, the Bill of Rights,

and Lincoln’s Second Inaugural

Address) for their themes,

purposes, and rhetorical features.



the grades 11–CCR text complexity








proficiently.

Senior English


Senior English

Unit 1: Activity 1.18; Unit 3: Activity 3.10; Unit 1: Activity 1.12 (p 37-39), 1.13 (p 40-42), 1.18 (p 61-66), 1.20 (p 71-79); Unit 2: Activity 2.17 (p

128); Unit 3: Activity 3.10 (p 195, 197-199), 3.19 (p 220-229); Unit 4: Activity 4.1 (p 244), 4.5 (p 259), 4.7 (p 267-282), 4.13 (p 301)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.W.1.1a Introduce precise, knowledgeable

claim(s), establish the significance

of the claim(s), distinguish the

claim(s) from alternate or

opposing claims, and create an

organization that logically

sequences claim(s), counterclaims,



counterclaims fairly and

thoroughly, supplying the most

relevant evidence for each while

pointing out the strengths and

limitations of both in a manner

that anticipates the audience’s

knowledge level, concerns, values,

and possible biases.

Senior English

Unit 1: Activity 1.14 , EA 1 (p 47-48); Unit 3: Activity 3.13, 3.14, 3.17, EA 1 (p 230-231); Unit 4: Activity 4.4, 4.7, 4.11, EA 1 (p 290-291), EA 2

(p 305-306); Unit 1: Activity 1.11 (p 36), 1.14 (p 45); Unit 2: Activity 2.9 (p 106), 2.13 (p 116), 2.17 (p 128), 2.25 (p 148); Unit 3: Activity 3.7 (p

187), 3.9 (p 194), 3.13 (p 206), 3.14 (p 209), 3.17 (p 216); Unit 4: Activity 4.4 (p 257), 4.7 (p 284), 4.11 (p 296), 4.12 (p 299); Unit 5: Activity 5.7

(p 328)

Senior English

Unit 3: Activity 3.13, 3.17, EA 1 (p 230-231); Unit 4: EA 1 (p 290-291); Unit 1: Activity 1.14 (p 45); Unit 2: Activity 2.13 (p 116), 2.25 (p 148);

Unit 3: Activity 3.13 (p 206), 3.14 (p 209), 3.17 (p 216); Unit 4: Activity 4.7 (p 284)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.W.1.1c Use words, phrases, and clauses as

well as varied syntax to link the






and counterclaims.









Senior English

Unit 3: EA 1 (p 230-231); Unit 4: EA 1 (p 290-291); Unit 2: Activity 2.13 (p 116); Unit 3: Activity 3.7 (p 187), 3.9 (p 194), 3.13 (p 206), 3.17 (p

216); Unit 4: Activity 4.7 (p 284)

Senior English

Unit 3: EA 1 (p 230-231); Unit 4: EA 1 (p 290-291); Unit 1: Activity 1.14 (p 45); Unit 3: Activity 3.9 (p 194), 3.13 (p 206)

Senior English

Unit 3: EA 1 (p 230-231); Unit 4: EA 1 (p 290-291); Unit 1: Activity 1.14 (p 45); Unit 2: Activity 2.13 (p 116); Unit 3: Activity 3.17 (p 216); Unit 4:



FORM IM2

Rule 6A-7.0710


CORRELATION






information so that each new

element builds on that which

precedes it to create a unified

whole; include formatting (e.g.,

headings), graphics (e.g., figures,

tables), and multimedia when

useful to aiding comprehension.

LACC.1112.W.1.2b Develop the topic thoroughly by

selecting the most significant and

relevant facts, extended

definitions, concrete details,

quotations, or other information

and examples appropriate to the

audience’s knowledge of the topic.


transitions and syntax to link the




ideas and concepts.

Senior English

Unit 1: Activity 1.6 1.7, 1.17; Unit 2: Activity 2.5, 2.6, 2.11, 2.18, 2.22, 2.24, 2.26, EA 1 (p 121-122), EA 2 (p 160-161); Unit 3: Activity 3.8;

Unit 4: Activity 4.2, 4.5, 4.6, EA 2 (p 305-306); Unit 5: Activity 5.4, 5.9, 5.10, 5.13; Unit 1: Activity 1.2 (p 6), 1.4 (p 11), 1.6 (p 20), 1.10 (p 33),

1.13 (p 42), 1.16 (p 50, 52), 1.17 (p 59), 1.18 (p 66); Unit 2: Activity 2.4 (p 93), 2.5 (p 96), 2.6 (p 99), 2.11 (p 111), 2.15 (p 120), 2.18 (p 133),

2.19 (p 135), 2.22 (p 143), 2.23 (p 144), 2.24 (p 146), 2.26 (p 150); Unit 3: Activity 3.3 (p 176), 3.8 (p 190); Unit 4: Activity 4.2 (p 248), 4.5 (p

264), 4.6 (p 266), 4.8 (p 287); Unit 5: Activity 5.4 (p 321), 5.9 (p 330), 5.10 (p 331), 5.12 (p 334), 5.13 (p 338), 5.14 (p 342), 5.16 (p 345)

Senior English

Unit 2: Activity 2.4, 2.15, 2.22, 2.24, 2.26, EA 2 (p 160-161); Unit 4: Activity 4.2, 4.6; Unit 1: Activity 1.6 (p 20), 1.7 (p 22), 1.13 (p 42); Unit 2:

Activity 2.4 (p 93), 2.5 (p 96), 2.6 (p 99), 2.11 (p 111), 2.15 (p 120), 2.22 (p 143), 2.23 (p 144), 2.24 (p 146), 2.26 (p 150); Unit 3: Activity 3.3 (p

176); Unit 4: Activity 4.2 (p 248), 4.5 (p 264), 4.6 (p 266), 4.8 (p 287); Unit 5: Activity 5.10 (p 331), 5.14 (p 342)

Senior English

Unit 2: EA 2 (p 160-161); Unit 1: Activity 1.2 (p 6), 1.13 (p 42); Unit 2: Activity 2.6 (p 99), 2.11 (p 111); Unit 4: Activity 4.2 (p 248), 4.5 (p 264)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.W.1.2d Use precise language, domain-

specific vocabulary, and

techniques such as metaphor,

simile, and analogy to manage the

complexity of the topic.LACC.1112.W.1.2e Establish and maintain a formal










significance of the topic)



or observation and its significance,

establishing one or multiple

point(s) of view, and introducing a

narrator and/or characters; create

a smooth progression of

experiences or events.

Senior English

Unit 2: EA 2 (p 160-161); Unit 5: Activity 5.13; Unit 1: Activity 1.6 (p 20), 1.17 (p 59); Unit 2: Activity 2.11 (p 111); Unit 5: Activity 5.10 (p 331),

5.13 (p 338)

Senior English


Senior English

Unit 2: EA 2 (p 160-161); Unit 2: Activity 2.4 (p 93), 2.26 (p 150)

Senior English

Unit 1: Activity 1.3, EA 2 (p 81-82); Unit 2: Activity 2.7, 2.10, 2.12, EA 1 (p 121-122); Unit 3: Activity 3.5; Unit 1: Activity 1.3 (p 8), 1.10 (p 33),

1.18 (p 66); Unit 2: Activity 2.7 (p 102), 2.10 (p 108), 2.12 (p 113); Unit 3: Activity 3.5 (p 179)


FORM IM2

Rule 6A-7.0710


CORRELATION








and/or characters.




coherent whole and build toward

a particular tone and outcome

(e.g., a sense of mystery,

suspense, growth, or resolution).










narrative.

Senior English

Unit 1: EA 2 (p 81-82); Unit 2: Activity 2.12, EA 1 (p 121-122); Unit 3: Activity 3.5; Unit 1: Activity 1.19 (p 70); Unit 2: Activity 2.7 (p 102), 2.9

(p 105), 2.10 (p 108), 2.12 (p 113); Unit 3: Activity 3.5 (p 179)

Senior English

Unit 1: EA 2 (p 81-82); Unit 2: EA 1 (p 121-122); Unit 1: Activity 1.18 (p 66); Unit 2: Activity 2.7 (p 102)

Senior English

Unit 1: Activity 1.8, 1.10, EA 2 (p 81-82); Unit 2: EA 1 (p 121-122); Unit 1: Activity 1.3 (p 8), 1.8 (p 23), 1.10 (p 33) 1.18 (p 66)

Senior English

Unit 1: EA 2 (p 81-82); Unit 2: EA 1 (p 121-122); Unit 3: Activity 3.5; Unit 1: Activity 1.18 (p 66); Unit 3: Activity 3.5 (p 179)


FORM IM2

Rule 6A-7.0710


CORRELATION



















Language standards 1–3 up to and

including grades 11-12 on p. 54.)

Senior English

Unit 1: Activity 1.13, 1.17, EA 2 (p 81-82); Unit 2: Activity 2.11, 2.12, 2.23, 2.25, EA 1 (p 121-122), EA 2 (p 160-161); Unit 3: Activity 3.7, 3.21,

EA 1 (p 230-231); Unit 4: Activity 4.2, 4.4, 4.8, 4.12, EA 1 (p 290-291), EA 2 (p 305-306); Unit 1: Activity 1.6 (p 19), 1.7 (p 22), 1.8 (p 24), 1.10

(p 33), 1.11 (p 36), 1.13 (p 42), 1.14 (p 45), 1.16 (p 52), 1.17 (p 59), 1.18 (p 66); Unit 2: Activity 2.5 (p 96), 2.6 (p 99), 2.7 (p 102), 2.9 (p 106),

2.10 (p 109), 2.11 (p 111), 2.12 (p 113) 2.13 (p 114, 116), 2.15 (p 120), 2.17 (p 128), 2.19 (p 135), 2.22 (p 143), 2.23 (p 144), 2.24 (p 146), 2.25

(p 148), 2.26 (p 150); Unit 3: Activity 3.3 (p 176), 3.5 (p 179), 3.7 (p 187), 3.8 (p 190), 3.9 (p 194), 3.13 (p 206), 3.21 (p 238); Unit 4: Activity 4.2

(p 248), 4.4 (p 257), 4.5 (p 264), 4.8 (p 287), 4.11 (p 296), 4.12 (p 299); Unit 5: Activity 5.13 (p 338), 5.14 (p 342)

Senior English

Unit 1: Activity 1.8, 1.11, 1.14, 1.19, EA 2 (p 81-82); Unit 2: Activity 2.12, 2.13, EA 1 (p 121-122), EA 2 (p 160-161); Unit 3: Activity 3.14, 3.18,

3.21, EA 1 (p 230-231); Unit 4: Activity 4.4, 4.12, 4.13, EA 1 (p 290-291), EA 2 (p 305-306); Unit 5: Activity 5.14; Unit 1: Activity 1.2 (p 6), 1.7

(p 22), 1.8 (p 24), 1.11 (p 36), 1.13 (p 42), 1.14 (p 45), 1.17 (p 59), 1.18 (p 66), 1.19 (p 70); Unit 2: Activity 2.7 (p 102), 2.9 (p 106), 2.10 (p 109),

2.11 (p 111), 2.12 (p 113), 2.13 (p 114, 116), 2.22 (p 143), 2.23 (p 144); Unit 3: Activity 3.14 (p 207), 3.17 (p 216), 3.18 (p 218-219), 3.21 (p

238); Unit 4: Activity 4.2 (p 248), 4.4 (p 257), 4.5 (p 264), 4.8 (p 287), 4.11 (p 296), 4.12 (p 299), 4.13 (p 300-302), 4.14 (p 303-304); Unit 5:

Activity 5.12 (p 335), 5.14 (p 342)


FORM IM2

Rule 6A-7.0710


CORRELATION







writing products in response to

ongoing feedback, including new

arguments or information.











Senior English

Unit 4: EA 2 (p 305-306); Unit 1: Activity 1.14 (p 45); Unit 4: Activity 4.8 (p 286)

Unit 1: EA 1 (p 47-48); Unit 4: Activity 4.8, EA 1 (p 290-291), EA 2 (p 305-306); Unit 5: Activity 5.3; Unit 2: Activity 2.14 (p 119); Unit 4: Activity

4.5 (p 263), 4.7 (p 284), 4.8 (p 285-287); Unit 5: Activity 5.3 (p 317)


FORM IM2

Rule 6A-7.0710


CORRELATION








strengths and limitations of each

source in terms of the task,

purpose, and audience; integrate

information into the text



overreliance on any one source

and following a standard format

for citation.


standards to literature (e.g.,

“Demonstrate knowledge of






themes or topics”).

Senior English

Unit 4: Activity 4.9, EA 1 (p 290-291), EA 2 (p 305-306); Unit 4: Activity 4.9 (p 288-289)

Senior English

Unit 1: Activity 1.4, 1.5, 1.8; Unit 2: Activity 2.10, 2.11, 2.12, EA 1 (p 121-122), EA 2 (p 160-161); Unit 3: Activity 3.3, EA 1 (p 230-231); Unit 5:

Activity 5.4, 5.13; Unit 1: Activity 1.4 (p 11, 13), 1.5 (p 18), 1.8 (p 24); Unit 2: Activity 2.6 (p 99), 2.9 (p 106), 2.10 (p 109), 2.11 (p 111), 2.12 (p

113), 2.13 (p 114, 116), 2.15 (p 120), 2.17 (p 128), 2.18 (p 133), 2.19 (p 135); Unit 3: Activity 3.3 (p 176), 3.8 (p 190), 3.13 (p 206); Unit 5:

Activity 5.4 (p 321), 5.7 (p 328), 5.10 (p 331), 5.12 (p 334), 5.13 (p 338), 5.14 (p 342), 5.16 (p 345)


FORM IM2

Rule 6A-7.0710


CORRELATION










of legal reasoning [e.g., in U.S.

Supreme Court Case majority

opinions and dissents) and the

premises, purposes, and

arguments in works of public

advocacy (e.g., The Federalist,

presidential addresses]”).







Senior English

Unit 1: Activity 1.13 (p 42); Unit 4: Activity 4.3, EA 1 (p 290-291), EA 2 (p 305-306); Unit 1: Activity 1.13 (p 42); Unit 2: Activity 2.6 (p 99), 2.18

(p 133); Unit 4: Activity 4.3 (p 254), 4.5 (p 264), 4.7 (p 284); Unit 5: Activity 5.13 (p 338)

Senior English

Unit 1: Activity 1.2; ACT 1.3; ACT 1.10; ACT 1.15, EA 1 (p 47-48), EA 2 (p 81-82); Unit 2: Activity 2.2, 2.15, 2.16, 2.22, 2.23, 2.25, EA 1 (p 121-

122), EA 2 (p 160-161); Unit 3: Activity 3.4, 3.18, EA 1 (p 230-231); Unit 4: EA 1 (p 290-291), EA 2 (p 305-306); Unit 5: Activity 5.3, 5.4, 5.9,

5.17; Unit 1: Activity 1.2 (p 6), 1.3 (p 8), 1.4 (p 11, 13), 1.5 (p 18), 1.6 (p 20), 1.7 (p 22), 1.8 (p 23), 1.9 (p 28), 1.10 (p 33), 1.13 (p 42), 1.14 (p

45), 1.15(p 48) 1.17 (p 59), 1.18 (p 66), 1.19(p 69); Unit 2: Activity 2.2 (p 88-90), 2.4 (p 93), 2.5 (p 96), 2.6 (p 97-99), 2.7 (p 102), 2.13 (p 116),

2.15 (p 120), 2.16 (p 123), 2.17 (p 128), 2.18 (p 133), 2.19 (p 135), 2.22 (p 143), 2.23 (p 144), 2.24 (p 146), 2.25 (p 148), 2.26 (p 150); Unit 3:

Activity 3.3 (p 176), 3.4 (p 178), 3.8 (p 190), 3.11 (p 200), 3.14 (p 207), 3.17 (p 216), 3.18 (p 218), 3.19 (p 229); Unit 4: Activity 4.1 (p 244), 4.2

(p 248), 4.3 (p 249), 4.4 (p 257), 4.5 (p 264), 4.6 (p 265), 4.8 (p 287), 4.10 (p 292), 4.11 (p 296), 4.12 (p 299); Unit 5: Activity 5.1 (p 312), 5.2 (p

314), 5.3 (p 317), 5.4 (p 321), 5.7 (p 328), 5.8 (p 328), 5.9 (p 330), 5.10 (p 331), 5.12 (p 334), 5.13 (p 336), 5.14 (p 342), 5.16 (p 345), 5.17 (p

346)


FORM IM2

Rule 6A-7.0710


CORRELATION












LACC.1112.SL.1.1b Work with peers to promote civil,

democratic discussions and

decision-making, set clear goals

and deadlines, and establish


Senior English

Unit 1: Activity 1.5, 1.17, 1.20; Unit 2: Activity 2.4, 2.6, 2.8, 2.17 2.25, 2.26, 2.27, EA 1 (p 121-122), EA 2 (p 160-161); Unit 3: Activity 3.6,

3.10, 3.11, 3.15, 3.16, 3.21, EA 2 (p 239-240); Unit 4: Activity 4.13, 4.14, EA 2 (p 305-306); Unit 5: Activity 5.2, 5.5, 5.11, 5.12, 5.14, 5.15,

5.16, EA (p 347-348); Unit 1: Activity 1.2 (p 5), 1.4 (p 13), 1.5 (p 14, 18), 1.12 (p 39), 1.16 (p 52), 1.17 (p 57-58), 1.20 (p 80); Unit 2: Activity 2.3

(p 91), 2.4 (p 93), 2.6 (p 97-99), 2.8 (p 104), 2.9 (p 105), 2.10 (p 108-109), 2.13 (p 114), 2.17 (p 128), 2.18 (p 133), 2.25 (p 148), 2.26 (p 149),

2.27 (p 151-152, 158); Unit 3: Activity 3.3 (p 176), 3.6 (p 181), 3.9 (p 192), 3.10 (p 199), 3.11 (p 201), 3.12 (p 203), 3.14 (p 207), 3.15 (p 212),

3.16 (p 214), 3.18 (p 218-219), 3.20 (p 232-236), 3.21 (p 238); Unit 4: Activity 4.2 (p 247), 4.7 (p 282-283), 4.8 (p 285-287), 4.13 (p 300-302),

4.14 (p 303-304); Unit 5: Activity 5.2 (p 313-315), 5.4 (p 320), 5.5 (p 323-324), 5.6 (p 326), 5.11 (p 333), 5.12 (p 335), 5.13 (p 338), 5.14 (p 339-

341), 5.15 (p 344), 5.16 (p 345)

Senior English

Unit 2: EA 1 (p 121-122), EA 2 (p 160-161); Unit 3: Activity 3.2, 3.6, 3.9, 3.15, 3.18, EA 2 (p 239-240); Unit 4: Activity 4.8, 4.13, EA 2 (p 305-

306); Unit 5: Activity 5.2, 5.12, 5.15, 5.16, EA (p 347-348); Unit 1: Activity 1.5 (p 18), 1.17 (p 57-58), 1.20 (p 80); Unit 2: Activity 2.3 (p 91), 2.26

(p 149); Unit 3: Activity 3.2 (p 171), 3.5 (p 179), 3.6 (p 181), 3.9 (p 192), 3.11 (p 201), 3.12 (p 203), 3.15 (p 212), 3.16 (p 214), 3.18 (p 218-219),

3.20 (p 232-236), 3.21 (p 238); Unit 4: Activity 4.2 (p 247), 4.7 (p 282-283), 4.8 (p 285-287), 4.13 (p 300-302), 4.14 (p 303-304); Unit 5: Activity

5.2 (p 313-315), 5.5 (p 323-324), 5.11 (p 333), 5.12 (p 335), 5.13 (p 338), 5.14 (p 339-341), 5.15 (p 344), 5.16 (p 345)


FORM IM2

Rule 6A-7.0710


CORRELATION






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.


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.

Senior English

Unit 1: Activity 1.17; Unit 2: EA 1 (p 121-122), EA 2 (p 160-161); Unit 3: EA 2 (p 239-240); Unit 4: EA 2 (p 305-306); Unit 5: Activity 5.15, 5.16,

EA (p 347-348); Unit 1: Activity 1.5 (p 18), 1.17 (p 57-58), 1.20 (p 80); Unit 2: Activity 2.25 (p 148), 2.26 (p 149); Unit 3: Activity 3.10 (p 199),

3.14 (p 207), 3.15 (p 212), 3.16 (p 214), 3.18 (p 218-219), 3.21 (p 238); Unit 4: Activity 4.2 (p 247), 4.7 (p 282-283), 4.8 (p 285-287), 4.13 (p 300-

302), 4.14 (p 303-304); Unit 5: Activity 5.2 (p 313-315), 5.5 (p 323-324), 5.11 (p 333), 5.13 (p 338), 5.14 (p 339-341), 5.15 (p 344), 5.16 (p 345)

Senior English

Unit 1: Activity 1.12; Unit 3: EA 2 (p 239-240); Unit 4: EA 2 (p 305-306); Unit 5: EA (p 347-348); Unit 1: Activity 1.5 (p 18), 1.12 (p 39), 1.17 (p

57-58), 1.20 (p 80); Unit 2: Activity 2.25 (p 148), 2.26 (p 149); Unit 3: Activity 3.10 (p 199), 3.14 (p 207), 3.15 (p 212), 3.16 (p 214), 3.18 (p 218-

219), 3.21 (p 238); Unit 4: Activity 4.2 (p 247), 4.7 (p 282-283), 4.8 (p 285-287), 4.13 (p 300-302), 4.14 (p 303-304); Unit 5: Activity 5.2 (p 313-

315), 5.5 (p 323-324), 5.11 (p 333), 5.13 (p 338), 5.14 (p 339-341), 5.15 (p 344), 5.16 (p 345)


FORM IM2

Rule 6A-7.0710


CORRELATION






formats and media (e.g., visually,

quantitatively, orally) in order to

make informed decisions and

solve problems, evaluating the

credibility and accuracy of each

source and noting any

discrepancies among the data.



and rhetoric, assessing the stance,

premises, links among ideas, word

choice, points of emphasis, and

tone used.

Senior English

Unit 1: EA 1 (p 47-48); Unit 2: Activity 2.3 (p 91); Unit 4: Activity 4.6, 4.7, 4.11, 4.14, EA 2 (p 305-306); Unit 1: Activity 1.7 (p 22), 1.12 (p 39);

Unit 2: Activity 2.3 (p 91); Unit 3: Activity 3.9 (p 193-194), 3.12 (p 201-203), 3.13 (p 205-206), 3.15 (p 212), 3.16 (p 214), 3.17 (p 216); Unit 4:

Activity 4.2 (p 246), 4.4 (p 256-257), 4.6 (p 265), 4.7 (p 284), 4.11 (p 293-296), 4.14 (p 303-304)

Senior English

Unit 4: Activity 4.7, 4.11, 4.14, EA 2 (p 305-306); Unit 5: Activity 5.14; Unit 4: Activity 4.7 (p 284), 4.11 (p 295), 4.12 (p 298), 4.14 (p 303-304);



FORM IM2

Rule 6A-7.0710


CORRELATION





supporting evidence, conveying a

clear and distinct perspective,

such that listeners can follow the

line of reasoning, alternative or

opposing perspectives are

addressed, and the organization,



audience, and a range or formal

and informal tasks.








Senior English

Unit 4: EA 2 (p 305-306); Unit 5: EA (p 347-348); Unit 2: Activity 2.3 (p 91), 2.26 (p 149); Unit 4: Activity 4.7 (p 283), 4.14 (p 303-304); Unit 5:


Senior English

Unit 1: EA 1 (p 47-48); Unit 2: Activity 2.3; Unit 4: EA 2 (p 305-306); Unit 5: Activity 5.12, EA (p 347-348); Unit 2: Activity 2.3 (p 91), 2.26 (p

149); Unit 4: Activity 4.14 (p 303-304); Unit 5: Activity 5.12 (p 335)


FORM IM2

Rule 6A-7.0710


CORRELATION






a command of formal English

when indicated or appropriate.

(See grades 11-12 Language

standards 1 and 3 on p. 54 for

specific expectations.)

LACC.1112.L.1.1a Apply the understanding that

usage is a matter of convention,

can change over time, and is

sometimes contested.

LACC.1112.L.1.1b Resolve issues of complex or

contested usage, consulting

references (e.g., Merriam-

Webster’s Dictionary of English

Usage, Garner’s Modern American

Usage) as needed.

LACC.1112.L.1.2a Observe hyphenation conventions.

LACC.1112.L.1.2b Spell correctly.

Senior English

Unit 3: Activity 3.16, EA 2 (p 239-240); Unit 4: EA 2 (p 305-306); Unit 5: EA (p 347-348); Unit 2: Activity 2.3 (p 91), 2.26 (p 149); Unit 3: Activity

3.5 (p 179), 3.7 (p 186), 3.9 (p 192), 3.11 (p 201), 3.12 (p 203), 3.16 (p 204), 3.20 (p 236); Unit 4: Activity 4.7 (p 283), 4.14 (p 303-304); Unit 5:

Activity 5.14 (p 339-341)

Senior English


Senior English


Senior English

Unit 4: Activity 4.4 (p 255, 257), 4.7 (p 274); Unit 5: Activity 5.11 (p 332)

Senior English

Unit 1: EA 2 (p 81-82); Unit 2: EA 1 (p 121-122), EA 2 (p 160-161); Unit 4: EA 1 (p 290-291); Unit 3: Activity 3.7 (p 187), 3.9 (p 194), 3.13 (p

206); Unit 4: Activity 4.4 (p 257), 4.7 (p 284)


FORM IM2

Rule 6A-7.0710


CORRELATION




LACC.1112.L.2.3a Vary syntax for effect, consulting

references (e.g., Tufte’s Artful

Sentences) for guidance as

needed; apply an understanding of

syntax to the study of complex

texts when reading.









speech (e.g., conceive, conception,

conceivable).

Senior English

Unit 1: Activity 1.9, 1.10; Unit 2: EA 1 (p 121-122), EA 2 (p 160-161); Unit 4: EA 1 (p 290-291); Unit 5: Activity 5.17; Unit 1: Activity 1.9(p 29-

30), 1.10 (p 32-33), 1.13 (p 42); Unit 2: Activity 2.13 (p 114), 2.27 (p 152); Unit 3: Activity 3.7 (p 187), 3.9 (p 194), 3.13 (p 206); Unit 4: Activity

4.3 (p 250), 4.5 (p 264), 4.7 (p 284); Unit 5: Activity 5.7 (p 328), 5.17 (p 346)

Senior English

Unit 2: Activity 2.17; Unit 1: Activity 1.20 (p 71-72); Unit 2: Activity 2.5 (p 95), 2.14 (p 118), 2.17 (p 125), 2.18 (p 130), 2.20 (p 136-137), 2.27 (p

152, 155-157); Unit 3: Activity 3.6 (p 182), 3.9 (p 194)

Senior English

Unit 1: Activity 1.20 (p 76); Unit 3: Activity 3.6 (p 182);


FORM IM2

Rule 6A-7.0710


CORRELATION











speech, its etymology, or its

standard usage.





in a dictionary).


hyperbole, paradox) in context

and analyze their role in the text.



Senior English

Unit 2: Activity 2.17; Unit 1: Activity 1.20 (p 71); Unit 2: Activity 2.17 (p 125); Unit 3: Activity 3.6 (p 182); Unit 4: Activity 4.3 (p 249)

Senior English

Unit 2: Activity 2.17; Unit 1: Activity 1.20 (p 71); Unit 2: Activity 2.17 (p 125); Unit 3: Activity 3.6 (p 182); Unit 4: Activity 4.3 (p 249)

Senior English


Senior English



FORM IM2

Rule 6A-7.0710


CORRELATION













phrase important to


HE.912.B.4.3 Demonstrate strategies to

prevent, manage, or resolve

interpersonal conflicts without

harming self or others.

HE.912.B.4.4 Analyze the validity of ways to ask

for and offer assistance to

enhance the health of self

and others.SS.912.C.2.8 Analyze the impact of citizen

participation as a means of

achieving political and social

change.

Senior English

Unit 1: Activity 1.1, 1.2, 1.6, 1.7, 1.11, 1.15; Unit 2: Activity 2.1, 2.2, 2.16, 2.17, 2.19, 2.21, 2.22, 2.27; Unit 3: Activity 3.1; Unit 4: Activity

4.1, 4.10; Unit 5: Activity 5.1, 5.3, 5.9; Unit 1: Activity 1.1 (p 4), 1.2 (p 5), 1.3 (p 7), 1.4 (p 9), 1.6 (p 19), 1.7 (p 21), 1.8 (p 23), 1.9 (p 27), 1.10 (p

32), 1.11 (p 34), 1.15 (p 48-49), 1.16 (p50), 1.17 (p 53), 1.18 (p 67), 1.20 (p 74-75); Unit 2: Activity 2.1 (p 86), 2.2 (p 87, 89-90), 2.3 (p 91), 2.5 (p

94-95), 2.7(p 101), 2.11 (p 111), 2.12 (p 113), 2.13 (p 114), 2.14 (p 117), 2.16 (p 123), 2.17 (p 125-128), 2.18 (p 130), 2.19 (p 134), 2.21 (p 138),

2.22 (p 140), 2.27 (p 152-156); Unit 3: Activity 3.1 (p 170), 3.3 (p 174), 3.4 (p 178), 3.7 (p 183), 3.8 (p 188), 3.9 (p 194), 3.12 (p 202); Unit 4:

Activity 4.1 (p 244), 4.2 (p 245), 4.3 (p 249, 252), 4.4 (p 255), 4.5 (p 260-261), 4.6 (p 265), 4.7 (p 267, 277, 280), 4.10 (p 292), 4.11 (p 293-294),

4.13 (p 301); Unit 5: Activity 5.1 (p 312), 5.3 (p 317), 5.4 (p 318-319), 5.5 (p 323), 5.9 (p 330), 5.13 (p 337)

Senior English

Health Workshop 7: Developing Health Management Strategies

Senior English

Health Workshop 7: Developing Health Management Strategies

Senior English

Civics Workshop 1 (English IV): Rights and Government


FORM IM2

Rule 6A-7.0710


CORRELATION




SS.912.C.3.13 Illustrate examples of how

government affects the daily lives

of citizens at the local, state, and

national levels.

Senior English

Civics Workshop 1 (English IV): Rights and Government


FORM IM2

Rule 6A-7.0710


correlation florida department of education...

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