ALEX Resources

Narrow Results:
Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (2) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (1)


ALEX Lesson Plans  
   View Standards     Standard(s): [CE] (0-12) 9 :
9 ) Self-respect

[CE] (0-12) 5 :
5 ) Fairness

[CE] (0-12) 1 :
1 ) Courage

[CE] (0-12) 6 :
6 ) Respect for others

[CE] (0-12) 13 :
13 ) Tolerance

[SS2010] LWT (0) 11 :
11 ) Identify symbols, customs, famous individuals, and celebrations representative of our state and nation. (Alabama)

Examples: symbols—United States flag, Alabama flag, bald eagle (Alabama)

customs—pledging allegiance to the United States flag, singing "The Star-Spangled Banner"

individuals—George Washington; Abraham Lincoln; Squanto; Martin Luther King, Jr.

celebrations—Fourth of July, Memorial Day, Veterans Day

[SS2010] LWT1 (1) 5 :
5 ) Identify historical events and celebrations within the local community and throughout Alabama. (Alabama)

Examples: Selma Bridge Crossing Jubilee, Mardi Gras, Boll Weevil Festival, Montgomery Bus Boycott, Black History Month (Alabama)

•  Differentiating between fact and fiction when sharing stories or retelling events using primary and secondary sources
Example: fictional version of Pocahontas compared to an authentic historical account

Subject: Character Education (K - 12), or Social Studies (K - 1)
Title: Martin Luther King, Jr. for Early Elementary
Description:

This lesson is an adaptation of a lesson in Character Education Made Easy. It helps early elementary students (especially kindergartners) learn about the influence of Martin Luther King, Jr., why he is remembered, and the problems he worked to change.




ALEX Learning Activities  
   View Standards     Standard(s): [ELA2021] (1) 32 :
32. Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

a. Identify the required features of a sentence, including capitalization of the first word and end punctuation.

b. Transcribe spoken words to demonstrate that print represents oral language.

c. Compose a simple sentence, including a subject and a predicate, that expresses a complete thought.

d. With prompting and support, identify the role or purpose of a noun, verb, and adjective within a sentence and describe the type of the information it conveys.

e. Write the correct number of words, with proper spacing, for a spoken phrase or sentence.

f. Begin each sentence with a capital letter.

g. Capitalize the pronoun I and names of individuals.

h. Use commas in dates and words in a series.

i. With prompting and support, recognize, name, and correctly use end punctuation, utilizing appropriate academic vocabulary.

Example: period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences
[CE] (0-12) 9 :
9 ) Self-respect

Subject: English Language Arts (1), Character Education (K - 12)
Title: I Like Myself Chatter Pix Activity
Description:

In this learning activity, students will draw a self-portrait, write a paragraph about themselves, and using the Chatter Pix app share with their classmates the characteristics they like about themselves. Students will be able to practice conventions of Standard English grammar and usage while speaking and self-respect during this fun and entertaining activity.

This activity was created as a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [CE] (0-12) 9 :
9 ) Self-respect

[ELA2021] (1) 32 :
32. Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

a. Identify the required features of a sentence, including capitalization of the first word and end punctuation.

b. Transcribe spoken words to demonstrate that print represents oral language.

c. Compose a simple sentence, including a subject and a predicate, that expresses a complete thought.

d. With prompting and support, identify the role or purpose of a noun, verb, and adjective within a sentence and describe the type of the information it conveys.

e. Write the correct number of words, with proper spacing, for a spoken phrase or sentence.

f. Begin each sentence with a capital letter.

g. Capitalize the pronoun I and names of individuals.

h. Use commas in dates and words in a series.

i. With prompting and support, recognize, name, and correctly use end punctuation, utilizing appropriate academic vocabulary.

Example: period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences
Subject: Character Education (K - 12), English Language Arts (1)
Title: I Like Myself Self-Portrait and Writing Activity
Description:

Students will demonstrate command of the conventions of Standard English grammar and usage when writing when they write a paragraph about themselves. Students will practice self-respect by identifying characteristics they like about themselves.

This activity was created as a result of the ALEX Resource Development Summit.




ALEX Learning Activities: 2

Go To Top of page
ALEX Classroom Resources  
   View Standards     Standard(s): [CE] (0-12) 9 :
9 ) Self-respect

[CE] (0-12) 10 :
10 ) Self-control

[CG1] (0-12) 78 :
78 ) PS:A1.1 - develop positive attitudes toward self as a unique and worthy person

[CG1] (0-12) 85 :
85 ) PS:A1.8 - understand the need for self-control and how to practice it

[HE] (1) 12 :
1.4.1) Identify ways listening skills can be used to build and maintain healthy relationships.

Example: taking turns talking and listening

[HE] (3) 12 :
3.4.1) Practice skills needed to develop and maintain personal relationships.

Examples: conflict resolution, role play

[HE] (4) 12 :
4.4.1) Demonstrate skills that communicate care, consideration, and respect for self and others.

Examples: parent, school nurse, counselor

[HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[HE] (7) 1 :
7.1.1) Summarize the interrelationship of emotional, social, and physical health.

a. Determine how peers may affect the six dimensions of health.

b. Illustrate how changing family dynamics can affect health.

Examples: divorce, relocating, death

[HE] (7) 16 :
7.5.1) Distinguish when a self-decision should be made or if help should be sought from a responsible adult.

Examples: friends begin drinking, unsafe situation arises at school, suicidal friend, suspected abuse, seat belt use, suicidal thoughts

a. Determine when it is necessary to ask for assistance when making a health choice.

Examples: friend begins to self-harm, negative peer pressure

[HE] HED (9-12) 2 :
HE.1.2) Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health.

a. Identify symptoms and methods of treatment of mental health disorders, including depression, and stress.

b. Identify warning signs and prevention strategies for suicide.

[HE] HED (9-12) 20 :
HE.4.3) Develop strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.

a. Identify warning signs of unhealthy relationships.

b. Differentiate between negative and positive behaviors used in conflict situations.

[HE] HED (9-12) 23 :
HE.5.2) Develop a thoughtful decision-making process in health-related situations.

a. Predict the potential short-term and long-term impact of various alternatives on self and others.

b. Identify warning signs of suicide in self and others and discuss effective coping skills.

c. Demonstrate refusal skills and explain when to use them in high risk situations.

Examples: Saying no to sex, alcohol, and other drugs

[HE] HED (9-12) 29 :
HE.7.1) Analyze the role of individual responsibility for enhancing health.

a. Describe healthy practices and behaviors that will maintain or improve the health of self and others.

Examples: effective communication skills and safety techniques, reading and understanding medicine labels, immunizations, wellness checkups and compliance

b. Identify negative behaviors that increase health risks to self and others.

Examples: distracted driving, drinking and driving, illegal drug use, vaping, smoking, unprotected sex, behaviors resulting in intentional or unintentional injuries, poor eating habits, physical inactivity

c. Compare and contrast the responsibilities of both parents in teen parenting.

Examples: shared responsibilities; social, financial and educational challenges

[HE] HA (10-12) 11 :
HA.7.2) Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and peers.

[HE] HA (10-12) 12 :
HA.7.3) Identify a variety of behaviors to avoid or reduce health risks to self and others.

a. Plan a school or community campaign designed to encourage health-enhancing behaviors.

Subject: Character Education (K - 12), Counseling and Guidance (K - 12), Health Education (1 - 12)
Title: What is SEL? | Social and Emotional Learning: The Arts for Every Classroom
URL: https://aptv.pbslearningmedia.org/resource/what-is-sel-video/social-and-emotional-learning-the-arts-for-every-classroom/
Description:

You may not find it as a stand-alone class in the curriculum, but social and emotional learning is an integral part of education.

Social and emotional learning (SEL) means teaching students how to manage their emotions and how to collaborate and empathize with others. Also known as soft skills, character education, and good citizenship, it’s all about getting along with others and knowing oneself, abilities everyone needs to function in a social setting. These skills also help students do better academically.

The most popular framework for SEL instruction is the CASEL 5. CASEL is the Collaborative for Academic, Social and Emotional Learning, a group that provides free online instructional resources for SEL. The CASEL 5 are the five SEL core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. You can find the CASEL Framework Handout here.

This resource for educators provides background information, discussion questions, and a vocabulary glossary as supplemental material.



ALEX Classroom Resources: 1

Go To Top of page