Horizontal Mapping Project Florida Ela Standards
Horizontal Mapping Project 2florida Ela Standards
Decide the grade level and content for which you will create your Curriculum Project (Choose the grade you teach now or hope to teach in the future and the content you teach now or hope to teach in the future. For example, if you are seeking a Secondary Degree in Mathematics, you may choose Algebra, Geometry, Trigonometry, etc. / if you are seeking a Secondary Degree in Social Science, you may choose US History, World History, Geography, etc.).
Review the state standards for your grade level and/or chosen content area. Configure a horizontal map (scope and sequence) that displays "when" and "how long" certain standards (content or skills) will be taught. Create horizontal mapping for four 9-week quarters (180 days or one school year). Do not include holidays or other school calendar events. Standards do not have to be taught in order but skills that build on one another should be taught in correct chronological order. Your completed Horizontal Mapping Project is the basis for your Curriculum Project.
Paper For Above instruction
The process of curriculum mapping is essential for ensuring a coherent and structured approach to teaching standards within a school year. Specifically, the horizontal mapping—also known as scope and sequence—serves as an invaluable tool to organize when and how content standards are addressed across the academic calendar. For this project, I have undertaken a comprehensive design for a high school English Language Arts (ELA) curriculum tailored for tenth-grade students in Florida, aligning with the Florida Standards (next-generation state standards) and focusing on instructional progression throughout the academic year.
Selection of Grade Level and Content
As an educator aiming to teach at the secondary level, I have chosen to develop a curriculum map for tenth-grade English Language Arts. This grade level is pivotal for students as it bridges foundational literacy skills with more sophisticated comprehension, analysis, and writing capabilities. The content focus currently centers on literature analysis, non-fiction comprehension, and effective writing, aligning with Florida ELA standards. These standards emphasize reading comprehension, literary analysis, informational text understanding, writing proficiency, and research skills, preparing students for college and career readiness.
Review of Standards and Content Areas
The Florida ELA standards pertinent to tenth grade encompass multiple domains: Reading Literature, Reading Informational Text, Writing, and Language conventions. For this project, I prioritized standards that build toward critical thinking, analytical skills, and academic writing. The standards include objectives such as analyzing character development, understanding themes, evaluating authorial choices, interpreting word meaning and tone, comparing texts, and conducting research to support writing tasks.
Designing the Horizontal Map
The scope and sequence are divided into four nine-week quarters, each approximately 45 instructional days, summing to the 180-day school calendar. The map specifies which standards or skills are to be taught during each quarter, considering necessary scaffolding that progresses from foundational skills to more complex analyses. For example, early weeks focus on understanding explicit information and character analysis; subsequent weeks delve into themes, authorial choices, and literary devices. Middle quarters emphasize comparative analysis, critique, and incorporating textual evidence into writing and research projects. The final quarter prepares students for summative assessments, literary projects, and synthesis of all skills learned.
Quarter 1: Foundations in Literary Analysis
In the first quarter, instruction targets understanding explicit details from texts, character development, themes, and basic literary devices. Standards such as LAFS.910.RL.1.1 (explicit information and inferences) and LAFS.910.RL.1.2 (themes) are emphasized. Students will engage in close reading of selected literature, identifying main ideas, character traits, and recurring themes. Activities include literary circles, character analysis essays, and thematic discussions, laying groundwork for deeper analysis.
Quarter 2: Analyzing Text Structure and Authorial Choices
The second quarter shifts focus to evaluating the author’s choices of structure and tone, as well as the analysis of key scenes and point of view, referencing standards such as LAFS.910.RL.2.4 (word/phrase development and tone), LAFS.910.RL.2.5 (authorial choices), and LAFS.910.RL.3.7 (key scene analysis). Students analyze how authors craft narratives and arguments, comparing literary styles and constructing evidence-based responses. This quarter includes comparative essays and presentations that synthesize understanding of authorial intent and literary techniques.
Quarter 3: Informational and Non-fiction Texts
The third quarter emphasizes informational reading standards, including understanding central ideas, author’s purpose, and evaluating arguments, aligned with standards like LAFS.910.RI.1.2 (development of central idea) and LAFS.910.RI.2.4 (word meaning and tone). Students read informational texts, articles, and speeches, analyzing rhetorical devices and evaluating the effectiveness of arguments. The curriculum incorporates research projects, where students gather, analyze, and synthesize sources, culminating in written reports and oral presentations.
Quarter 4: Integrating Texts and Preparing for Assessment
The final quarter prepares students for comprehensive assessments and integrates skills across literary and informational texts. Standards include analysis of historical documents, supporting claims with evidence, and effective presentation skills (LAFS.910.RH.3.8, LAFS.910.SL.2.4, and LAFS.910.WHST.4.10). Students complete projects such as research-based essays, interpretive projects, and debates. This quarter consolidates their capacity to critically evaluate texts, craft coherent responses, and demonstrate mastery of standards. Summative assessments ensure readiness for state-level tests and academic success beyond high school.
Conclusion
The presented horizontal mapping provides a structured yet flexible roadmap to ensure that tenth-grade ELA students develop critical reading, writing, and analytical skills aligned with Florida standards. By sequencing standards across the year, teachers can scaffold instruction effectively, building on prior knowledge and promoting cumulative learning. This scope and sequence serve as a foundation for a detailed curriculum plan with activities and assessments that support student achievement and prepare learners for future academic pursuits.
References
- Florida Department of Education. (2020). Florida State Standards for English Language Arts. Retrieved from https://www.fldoe.org.
- Common Core State Standards Initiative. (2010). English Language Arts Standards. Retrieved from http://www.corestandards.org.
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