ALEX Resources

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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Unit Plans (1) Learning Activities (1) 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 (7)

ALEX Lesson Plans  
   View Standards     Standard(s): [SS2010] LWT2 (2) 3 :
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

[MA2019] (2) 22 :
22. Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
[MA2019] (2) 17 :
17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
[ELA2021] (2) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (2) 40 :
40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.
Subject: English Language Arts (2), or Mathematics (2), or Social Studies (2)
Title: Time After Time: How Can We Use Timelines to Reconstruct the Past? Part 4
Description:

This lesson will focus on creating timelines. Students will use important dates from their lives to create a personal 5 event timeline. Students will use rulers to measure equal spaces for their timelines. This lesson will require two one-hour sessions. The first lesson will include the lesson introduction, work on timelines, and time for formative assessments as students work. The second session will be used to complete timelines, share projects, and complete exit tickets.

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.



ALEX Unit Plans  
   View Standards     Standard(s): [MA2019] (2) 22 :
22. Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
[SS2010] LWT2 (2) 3 :
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

[MA2019] (2) 17 :
17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
[ELA2021] (2) -5 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (2) 1 :
1. Participate in conversations and discussions with groups and peers utilizing agreed-upon rules.
[ELA2021] (2) 2 :
2. Present information orally using complete sentences, appropriate volume, and clear pronunciation.

a. Use oral language for different purposes: to inform, to entertain, to persuade, to clarify, and to respond.

b. Use complex sentence structures when speaking.

c. Ask and answer questions to seek help, clarify meaning, or get information.
[ELA2021] (2) 3 :
3. Demonstrate oral literacy skills by participating in a variety of oral language activities.

Examples: creating oral stories, participating in oral dramatic activities, reciting poems and stories
[ELA2021] (2) 4 :
4. Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.
[ELA2021] (2) 22 :
22. Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (2) 27 :
27. Identify the text structures within literary and informational texts, including cause and effect, problem and solution, and sequence of events.
[ELA2021] (2) 28 :
28. Establish a purpose before reading literary and informational texts to enhance comprehension.

Examples: for pleasure, to identify main idea, to gather information or facts on a topic
[ELA2021] (2) 40 :
40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.
[MA2019] (2) 17 :
17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
[MA2019] (2) 22 :
22. Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
[SS2010] LWT2 (2) 2 :
2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

•  Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
•  Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
•  Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day
•  Describing the history of American symbols and monuments
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial

[SS2010] LWT2 (2) 3 :
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts


Title: Time After Time
Unit Plan Overview: The unit will focus on ordering common events by times, days, months, steps, or events. Students will utilize biographies and books on national symbols to read and interpret timelines. Groups will use historical text and primary sources to create timelines by using rulers to measure equal-spaced points.  Students will also create a timeline to reconstruct the history of their school staff and create individual timelines to reconstruct a history of their own past. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.


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ALEX Learning Activities  
   View Standards     Standard(s): [ELA2021] (2) 26 :
26. Compare and contrast important details presented by two texts on the same topic or theme.

a. Compare and contrast different versions of the same story by different authors, from different cultures, or from different points of view.

Examples: The Three Little Pigs and The True Story of the Three Little Pigs; Cinderella and The Rough-Face Girl

b. Compare and contrast story elements of literary texts.

Examples: characters, settings, sequence of events, plots
[ELA2021] (2) 40 :
40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.
Subject: English Language Arts (2)
Title: Writing a Fractured Fairy Tale From a Different Point of View
Description:

In this whole group activity, students will write their own fractured fairy tale versions, told from the point of view of the villain.

This resource was created as a part of the ALEX Resource Development Summit.



ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2021] (1) 34 :
34. With prompting and support, write a narrative that recounts two or more appropriately sequenced events using transitions, incorporating relevant details, and providing a sense of closure.
[ELA2021] (2) 40 :
40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.
[ELA2021] (3) 33 :
33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.
[ELA2021] (4) 35 :
35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.
Subject: English Language Arts (1 - 4)
Title: WQED PBS KIDS Writers Contest (K-5)
URL: https://aptv.pbslearningmedia.org/resource/wqed-pbs-writers-contest/wqed-pbs-kids-writers-contest-k-5/
Description:

This media gallery is designed to assist students, teachers, and parents in successfully completing an original composition for the WQED PBS KIDS Writers Contest. These resources can be used with students in grades K-5.

The gallery includes many resources that students could use to draft and refine a narrative.


   View Standards     Standard(s): [ELA2021] (1) 34 :
34. With prompting and support, write a narrative that recounts two or more appropriately sequenced events using transitions, incorporating relevant details, and providing a sense of closure.
[ELA2021] (2) 40 :
40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.
Subject: English Language Arts (1 - 2)
Title: Introduce: Personal Narrative
URL: https://www.freereading.net/wiki/Introduce%253A_Personal_Narrative.html
Description:

In this lesson plan, students will be introduced to a personal narrative. They will read an example of a personal narrative. The students will learn the elements of a personal narrative and its purpose. 


   View Standards     Standard(s): [ARTS] MUS (2) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ELA2021] (2) 40 :
40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.
[ELA2021] (3) 33 :
33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.
[ELA2021] (4) 35 :
35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.
Subject: Arts Education (2 - 4), English Language Arts (2 - 4)
Title: Music and the Elements of a Story
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Music_and_the_Elements_of_a_Story_Duncan.pdf
Description:

Students will identify the elements of a story - character, setting, plot.  They will listen to a story while listening to "Aquarium" from Carnival of the Animals by Camille Saint-Saëns.  They will identify story elements.  They will listen to "Fossils" from Carnival of the Animals and create a story including character, setting, and plot.  


   View Standards     Standard(s): [ARTS] MUS (2) 2 :
2) Generate musical patterns and ideas within the context of a given tonality and meter.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and duple and triple meter.

[ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

[ELA2021] (2) 40 :
40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.
[ELA2021] (3) 33 :
33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.
Subject: Arts Education (2 - 3), English Language Arts (2 - 3)
Title: Elephants in Tutus
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Elephants_in_Tutus_Hoiem.pdf
Description:

Students will listen to the story Ballet of the Elephants by Leda Shubert and the music Circus Polka: For a Young Elephant by Igor Stravinsky. They will analyze rhythm patterns, create choreography for animal movements, and choose an instrument to accompany them. They will write a paragraph to describe the animal and its movements. They will perform their animal ballet for the class.  


   View Standards     Standard(s): [ELA2021] (0) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (0) 2 :
2. Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.
[ELA2021] (0) 3 :
3. Actively participate in teacher-led choral and shared reading experiences.

Examples: reciting nursery rhymes, songs, poems, stories
[ELA2021] (0) 27 :
27. Identify and describe the main story elements in a literary text.

a. With prompting and support, retell a text orally, including main character(s), setting, and important events in logical order.
[ELA2021] (0) 28 :
28. With prompting and support, use text clues to determine main ideas and make predictions about an ending in a literary text.
[ELA2021] (0) 37 :
37. Actively participate in shared and independent writing experiences, for varied purposes and audiences, across different genres.

a. Actively participate in shared writing experiences to create messages, lists, and labels for a drawing or illustration.

b. Actively participate in shared writing experiences to create narratives with the events in chronological order and share feelings about the story, using drawing, dictating, and/or writing.

c. Actively participate in shared writing experiences to create opinion pieces about a topic or text, state the opinion, supply a reason for the opinion, and provide a sense of closure, using drawing, dictating, and/or writing.

d. Actively participate in shared writing experiences to create explanatory texts or provide factual information about a topic, using drawing, dictating, and/or writing.

e. With prompting and support, compose writing for varied purposes and audiences, across different genres.
[ELA2021] (1) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (1) 2 :
2. Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound.

Examples: read-alouds, oral dramatic activities
[ELA2021] (1) 23 :
23. Identify and describe the main story elements in a literary text.

a. Describe the characters and settings, using illustrations and textual evidence from a story.

b. Retell the plot or sequence of major events in chronological order.
[ELA2021] (1) 27 :
27. Make predictions using information found within a literary text.
[ELA2021] (1) 34 :
34. With prompting and support, write a narrative that recounts two or more appropriately sequenced events using transitions, incorporating relevant details, and providing a sense of closure.
[ELA2021] (2) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (2) 23 :
23. Identify the main story elements in a literary text.

a. Explain the plot of a narrative, using textual evidence to list the major events in sequence.

b. Describe the characters' traits, feelings, and behaviors in a story.

c. Describe the setting of a narrative, using textual evidence.

d. Identify the central message or moral of a story.

e. Identify the theme in myths, fables, and folktales.
[ELA2021] (2) 27 :
27. Identify the text structures within literary and informational texts, including cause and effect, problem and solution, and sequence of events.
[ELA2021] (2) 40 :
40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.
Subject: English Language Arts (K - 2)
Title: Completing the Circle: The Craft of Circular Plot Structure
URL: http://readwritethink.org/classroom-resources/lesson-plans/completing-circle-craft-circular-827.html
Description:

After exploring a variety of circle plot storybooks, students identify, explore, and apply the elements of circle plot structures to their own stories. "Reading like writers," students will explore the ways that stories are structured; then, "writing like writers," students explore organizational structures in their own writing. Students first examine the attributes of circular shapes and brainstorm things with a circular pattern, such as seasons. After exploring how Cynthia Rylant's Long Night Moon might be a circular story, students listen to a circle story read aloud. Students discuss why the story is called a circular story and make connections to Rylant's book. They then read several more examples and, using circle plot diagrams as their tools, students write their own circular plot stories. Finally, students share their work with peers, revise their work using a checklist for self-evaluation, and compare their self-evaluation to teacher assessment.


   View Standards     Standard(s): [ELA2021] (2) 27 :
27. Identify the text structures within literary and informational texts, including cause and effect, problem and solution, and sequence of events.
[ELA2021] (2) 40 :
40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.
[ELA2021] (3) 24 :
24. Identify the text structures within literary and informational texts.

a. Explain how the structures, including comparison and contrast, sequence of events, problem and solution, and cause and effect, contribute to the meaning of the text, using textual evidence.
[ELA2021] (3) 33 :
33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.
[ELA2021] (4) 35 :
35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.
Subject: English Language Arts (2 - 4)
Title: Engaging With Cause-and-Effect Relationships Through Creating Comic Strips
URL: http://readwritethink.org/classroom-resources/lesson-plans/engaging-with-cause-effect-30678.html
Description:

In order to fully comprehend reading materials, students need to understand the cause-and-effect relationships that appear in a variety of fiction and nonfiction texts. In this lesson, students learn cause-and-effect relationships through the sharing of a variety of Laura Joffe Numeroff picture books in a Reader's Workshop format. Using online tools or a printed template, students create an original comic strip via the writing prompt, “If you take a (third) grader to….” Students use various kinds of art to illustrate their strips and publish and present their completed pieces to peers in a read-aloud format.


ALEX Classroom Resources: 6

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