ALEX Resources

Narrow Results:
Lesson Plans (9) A detailed description of the instruction for teaching one or more concepts or skills. Unit Plans (1)  Classroom Resources (30)


ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] (3) 11 :
11 ) Construct an argument from evidence to explain the likelihood of an organism's ability to survive when compared to the resources in a certain habitat (e.g., freshwater organisms survive well, less well, or not at all in saltwater; desert organisms survive well, less well, or not at all in woodlands).

a. Construct explanations that forming groups helps some organisms survive.

b. Create models that illustrate how organisms and their habitats make up a system in which the parts depend on each other.

c. Categorize resources in various habitats as basic materials (e.g., sunlight, air, freshwater, soil), produced materials (e.g., food, fuel, shelter), or as nonmaterial (e.g., safety, instinct, nature-learned behaviors).

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[ELA2021] (4) 14 :
14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
[ELA2021] (4) -4 :
R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
[ELA2021] (3) 35 :
35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (5) -4 :
R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
[ELA2021] (4) 37 :
37. Write an argument to persuade the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from relevant sources, and linking words to connect their argument to the evidence.
[ELA2021] (5) 36 :
36. Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.

Examples: first, as a result, therefore, in addition
[ELA2021] (5) 16 :
16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.
[ELA2021] (3) 35 :
35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (4) -4 :
R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
[ELA2021] (4) 14 :
14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
[ELA2021] (4) 37 :
37. Write an argument to persuade the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from relevant sources, and linking words to connect their argument to the evidence.
[ELA2021] (5) -4 :
R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
[ELA2021] (5) 16 :
16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.
[ELA2021] (5) 36 :
36. Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.

Examples: first, as a result, therefore, in addition
Subject: English Language Arts (3 - 5), or Science (3 - 4)
Title: Animal Adaptions for Grades 3-5
Description:

HyperSlides are digital lessons/units that help students learn the material in a way that is engaging and inquiry-based. Students will work together to complete a HyperSlides unit centering around animal adaptations for standards in grades 3-5. Students will work creatively and collaboratively with a variety of Course of Study standards that engage students through using Google Slides and Hyperlinks to assist in the understanding of animal adaptations. This project will take several class periods to complete. After an introduction to the Hyperslides, students are encouraged to work at their own pace, but Hyperslides can be assigned on a daily basis.

This Lesson Plan was created in partnership with the Birmingham Zoo.




   View Standards     Standard(s): [SC2015] (3) 15 :
15 ) Evaluate a design solution (e.g., flood barriers, wind resistant roofs, lightning rods) that reduces the impact of a weather-related hazard.*

[ELA2021] (3) 1 :
1. Contribute meaningful ideas to discussions with groups and peers utilizing agreed upon rules.

a. Elaborate on responses in conversations and discussions.

Examples: use precise, descriptive language; build upon previously expressed ideas
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Subject: English Language Arts (3), or Science (3)
Title: Diverting Disaster With Lightning Rods
Description:

Students will use a Venn diagram to compare lightning and static electricity. Then, students will experiment with static electricity and read nonfiction passages about lightning and lightning rods. Finally, they will apply their learning to construct a model of a lightning rod system that protects a house from a lightning-induced fire.

This lesson results from the ALEX Resource Gap Project. 




   View Standards     Standard(s): [SC2015] (3) 8 :
8 ) Engage in argument from evidence to justify that traits can be influenced by the environment (e.g., stunted growth in normally tall plants due to insufficient water, change in an arctic fox's fur color due to light and/or temperature, stunted growth of a normally large animal due to malnourishment).

[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (3) 35 :
35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.
Subject: English Language Arts (3), or Science (3)
Title: Can an Animal's Traits be Influenced by the Environment?
Description:

The lesson will begin with the teacher leading a discussion related to animal traits and the environment using a T-chart graphic organizer. The students will have the opportunity to discuss their ideas with a partner, and then the teacher will introduce the essential question of the lesson: “Can an animal's traits be influenced by the environment?” Next, the teacher will show students a video clip and nonfiction text related to the arctic fox, which is an animal that experiences a seasonal change in its fur color, and record information about the fox’s traits and habitat on a T-chart graphic organizer. Then, students will research a different animal to determine how its traits can be influenced by its environment using digital or print sources and take brief notes. Lastly, students will develop an explanatory text in a claim-evidence-reasoning format that includes an illustration to help convey their scientific ideas clearly.

This lesson results from the ALEX Resource Gap Project.




   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[SC2015] (3) 15 :
15 ) Evaluate a design solution (e.g., flood barriers, wind resistant roofs, lightning rods) that reduces the impact of a weather-related hazard.*

Subject: English Language Arts (3), or Science (3)
Title: Evaluating the Design of a Dam
Description:

Students will be given the task to build a dam that will stand against water. Students will design and build a scaled model of a dam and test the model for the ability to reduce the impact of a flood. Students will build a scaled model dam and test the dam’s effectiveness in preventing flood waters. Students will evaluate the efficacy of the dam they constructed and built. Students will contemplate what actions can be taken and materials that could be used in order to create a more effective dam in the future.

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




   View Standards     Standard(s): [SS2010] GHS (3) 2 :
2 ) Locate the continents on a map or globe

•  Using vocabulary associated with geographical features of Earth, including hill, plateau, valley, peninsula, island, isthmus, ice cap, and glacier
•  Locating major mountain ranges, oceans, rivers, and lakes throughout the world (Alabama)
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 33 :
33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Subject: English Language Arts (3), or Social Studies (3)
Title: Mapping the Travels of Paul Bunyan Through Alabama, Too!
Description:

During this lesson, students will recount a Paul Bunyan tall tale, an entertaining way to identify bodies of water and landforms in the United States. Although Paul Bunyan's Tales did not focus on Alabama, students will create their own narratives after viewing photographs of major mountain ranges, rivers, and lakes throughout Alabama (ACOS 3.2). This lesson will utilize older maps of the United States and Alabama, which are used to remind us that this folk tale was handed down orally until the early 1900s when a newspaper printed several accounts of the tall tale.

This lesson was created in partnership with the Alabama Department of Archives and History.




   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[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.
Subject: English Language Arts (3)
Title: Cause and Effect of Dams
Description:

Students will discuss the definition of cause and effect, and the teacher will explicitly explain the definition of cause and effect as well as introduce keywords used in determining cause and effect. Students will be introduced to an informational text about dams. The teacher will model determining a cause-and-effect relationship found in the text. Next, the students will practice determining cause and effect in the same text. Students will use a cause-and-effect graphic organizer to identify cause-and-effect relationships within the informational text.

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




   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[SC2015] (3) 14 :
14 ) Collect information from a variety of sources to describe climates in different regions of the world.

[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (3) 39 :
39. Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation.

a. Avoid plagiarism by using their own words and utilizing digital sources ethically.
Subject: English Language Arts (3), or Science (3)
Title: Exploring Nonfiction Texts to Determine How Climate Impacts Different Weather Phenomenon
Description:

The lesson will begin with students accessing their prior knowledge of weather and climates by completing a warm-up writing prompt. Students will then move to reading texts on the subjects of tornadoes, hurricanes, earthquakes, and droughts to determine if and how climate affects these weather phenomena. In groups, students will create a half-poster that describes their findings in text and pictures. At the end of the lesson, students will view a graph to extend their learning about tornadoes and hint at a future lesson while also completing an "exit ticket" as a means of summative assessment. 

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




   View Standards     Standard(s): [ELA2021] (3) 27 :
27. Read prose, poetry, and dramas, identifying the literary devices used by the author to convey meaning.

Examples: personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, simile
[ELA2021] (3) 41 :
41. Use words and phrases in writing for effect and elaboration.

a. Use transition words and phrases for sentence variety.
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Subject: English Language Arts (3)
Title: People Things- The Power of Personification in Literature
Description:

This lesson teaches personification as a form of figurative language. Students will be introduced to characters and objects in stories, poems, and a movie clip that possess human characteristics. This topic can be used as a stand-alone lesson or with a unit on figurative language.




   View Standards     Standard(s): [ELA2021] (3) 33 :
33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.
[ELA2021] (3) 28 :
28. Identify the narration of a literary text as first person or third person.
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Subject: English Language Arts (3)
Title: The Other Side of the Fence: Point of View at the Zoo
Description:

This third-grade English Language Arts project lesson is focused on point of view using the zoo as a theme. The lesson includes a zoo field trip or virtual zoo field trip, class discussions, a mini scrapbook point-of-view project, and a short presentation to the class. This lesson could be modified for upper or lower grade levels.




ALEX Unit Plans  
   View Standards     Standard(s): [MA2019] (3) 17 :
17. Measure lengths using rulers marked with halves and fourths of an inch to generate data and create a line plot marked off in appropriate units to display the data.
[MA2019] (3) 16 :
16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

a. Determine a simple probability from a context that includes a picture.

b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.
[SS2010] GHS (3) 11 :
11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.

•  Comparing maps of the past to maps of the present
[ELA2021] (3) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (3) 35 :
35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.
[SC2015] (3) 15 :
15 ) Evaluate a design solution (e.g., flood barriers, wind resistant roofs, lightning rods) that reduces the impact of a weather-related hazard.*

[ELA2021] (3) -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] (3) -2 :
R4. Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.
[ELA2021] (3) 1 :
1. Contribute meaningful ideas to discussions with groups and peers utilizing agreed upon rules.

a. Elaborate on responses in conversations and discussions.

Examples: use precise, descriptive language; build upon previously expressed ideas
[ELA2021] (3) 3 :
3. Apply oral literacy skills by participating in a variety of oral language activities.

Examples: plays, dramas, choral readings, oral reports
[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[ELA2021] (3) -2 :
R4. Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.
[ELA2021] (3) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (3) 2 :
2. Present information orally using complex sentence structures, appropriate volume, and clear pronunciation.

a. Use oral language for different purposes: to inform, to entertain, to persuade, to clarify, and to respond.
[ELA2021] (3) 3 :
3. Apply oral literacy skills by participating in a variety of oral language activities.

Examples: plays, dramas, choral readings, oral reports
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (3) 35 :
35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[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.

Title: Reducing the Impact of a Flood
Unit Plan Overview: In relation to science, students will evaluate a dam design that reduces the impacts of a flood. Students will describe the relationship between scientific ideas or concepts using language that pertains to cause and effect in reference to dam design. Using technology to produce and publish writing, students will interact and collaborate with others on their dam design. In math, students will draw a scaled bar graph to represent dam and flood data over time and then use rulers marked with halves and fourths of an inch to measure lengths and construct their own dam. Students will also interpret various primary sources for reconstructing the past, including documents and photographs about dam designs. This unit was created as a part of the ALEX Interdisciplinary Resource Development Summit.



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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 22 :
22. Describe literary elements within a story, including setting, plot, characters, and themes.

a. Describe in detail the characters' behavior, emotions, and traits and explain how their actions influence events in the story.

b. Explain how the characters' actions and dialogue contribute to the meaning of the story.

c. Identify the central message, theme, or moral in a story, including myths, fables, and folktales, and explain the meaning conveyed in the passage.

d. Compare and contrast the themes, settings, and plots from two texts.
[ELA2021] (5) 28 :
28. Use audio and/or visual sources of information to obtain the answer to a question.
Subject: English Language Arts (3 - 5)
Title: Storytelling: Oral Traditions
URL: https://aptv.pbslearningmedia.org/resource/echo07.lan.stories.lporaltrad/storytelling-oral-traditions/
Description:

Students talk about what makes a good story, look at the oral tradition of storytelling, and compare and contrast stories from two different cultural traditions. In this lesson, students talk about what makes a good story, look at the oral tradition of storytelling, and watch two stories from Native Hawaiian and Alaska Native oral traditions.

 

Understanding and creating narratives is a fundamental literacy skill—it is also a universal human activity. When students work with written texts, recite or listen to stories, or present narratives through non-verbal means, such as art or dance, they are learning to comprehend, interpret, evaluate, and appreciate their world. Teachers can build rewarding experiences for students that activate their natural love for and interest in stories. They can do this in a way that expands children's fluency and confidence with the language, as well as their respect for the rich diversity of narrative approaches and language use across cultures. As students experience narratives from different cultures, they gain perspectives on people and stories in worlds that may be unfamiliar. This will be valuable to students in many ways, for example by helping them bring a sense of perspective to their own culture and stories.



   View Standards     Standard(s): [ELA2021] (2) 16 :
16. Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words.

a. Use knowledge of antonyms and synonyms.

b. Distinguish shades of meaning among verbs and adjectives.

Examples: Act out jog, gallop, and sprint to distinguish shades of meaning in words related to run.
pretty, beautiful, gorgeous; tiny, small, petite

c. Use knowledge of homophones to determine use of the correct word.

d. With prompting and support, interpret figurative language.
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 14 :
14. Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words, including nouns, verbs, and adjectives.

a. Determine meaning of words using synonyms in context.

b. Determine meaning of words using antonyms as a clue.

c. Describe the similarities and differences between related words.

d. Use knowledge of homophones to determine appropriate use of words.

e. Interpret figurative language.

f. Identify relationships and nuances in word meanings to determine real-life connections between words and their use.
Examples: Discuss relationships in words related to home (house, residence, habitat) and give reasons for choosing a particular word in speaking or writing.
Distinguish shades of meaning in words related to bad (terrible, awful, horrible) and give reasons for choosing a particular word in speaking or writing.
Distinguish shades of meaning in words related to talk (yell, scream, bellow) and give reasons for choosing a particular word in speaking or writing.
[ELA2021] (4) 10 :
10. Interpret words and phrases, including figurative language, as they are used in a text.

a. Explain how specific word choices shape meaning or tone.

b. Explain how figurative language contributes to the meaning of text, including simile, metaphor, alliteration, personification, hyperbole, and idioms.

c. Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.
[ELA2021] (5) 11 :
11. Acquire and use grade-level vocabulary, clarifying the meaning of unknown and multiple-meaning words and phrases in text, choosing flexibly from a range of strategies.
Subject: English Language Arts (2 - 5)
Title: Radly the ReadBot
URL: https://www.roomrecess.com/mobile/RadlyReadbot/play.html
Description:

Help Radly journey through 10 sci-fi levels of action. Find the barrel that matches the correct answer and blast it with your ray gun. Be careful, though, all kinds of alien bats and drones will try to stop you on your way. Pick from 7 different skills ranging from grades second through sixth in one of our fantastic robot games for kids. Skills include vocabulary, synonyms, antonyms, cause and effect, making inferences, and context clues.



   View Standards     Standard(s): [SS2010] GHS (3) 12 :
12 ) Explain the significance of representations of American values and beliefs, including the Statue of Liberty, the statue of Lady Justice, the United States flag, and the national anthem.

[SS2010] ALA (4) 14 :
14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

•  Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy
•  Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
•  Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
•  Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights
[SS2010] USS5 (5) 11 :
11 ) Identify causes of the Civil War, including states' rights and the issue of slavery.

•  Describing the importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860
•  Recognizing key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler (Alabama)
•  Describing social, economic, and political conditions that affected citizens during the Civil War
•  Identifying Alabama's role in the Civil War (Alabama)
Examples: Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession (Alabama)

•  Locating on a map sites important to the Civil War
Examples: Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states (Alabama)

•  Explaining events that led to the conclusion of the Civil War
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (3) 39 :
39. Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation.

a. Avoid plagiarism by using their own words and utilizing digital sources ethically.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) 16 :
16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
[ELA2021] (5) 37 :
37. Write about research findings independently over short and/or extended periods of time.
Subject: Social Studies (3 - 5), English Language Arts (3 - 5)
Title: Storytelling in the Social Studies Classroom
URL: http://readwritethink.org/classroom-resources/lesson-plans/storytelling-social-studies-classroom-928.html
Description:

In this unit, students tell their own stories and explore the stories of other Americans. Hearing and telling these stories helps students realize that social studies is not simply the study of history, but an exploration of real people and their lives. Students begin by telling stories about their personal experiences. They then explore the character traits that promote democratic ideals and tell stories about family members who exemplify these traits. Finally, they conduct research and share stories about famous Americans. Practiced skills include reading, researching, visually representing, writing, and presenting.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 3 :
3. Apply oral literacy skills by participating in a variety of oral language activities.

Examples: plays, dramas, choral readings, oral reports
[ELA2021] (3) 14 :
14. Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words, including nouns, verbs, and adjectives.

a. Determine meaning of words using synonyms in context.

b. Determine meaning of words using antonyms as a clue.

c. Describe the similarities and differences between related words.

d. Use knowledge of homophones to determine appropriate use of words.

e. Interpret figurative language.

f. Identify relationships and nuances in word meanings to determine real-life connections between words and their use.
Examples: Discuss relationships in words related to home (house, residence, habitat) and give reasons for choosing a particular word in speaking or writing.
Distinguish shades of meaning in words related to bad (terrible, awful, horrible) and give reasons for choosing a particular word in speaking or writing.
Distinguish shades of meaning in words related to talk (yell, scream, bellow) and give reasons for choosing a particular word in speaking or writing.
[ELA2021] (3) 42 :
42. Write poetry or prose in response to visual images to interpret their meanings.
Subject: English Language Arts (3)
Title: A Race With Grace: Sports Poetry in Motion
URL: http://readwritethink.org/classroom-resources/lesson-plans/race-with-grace-sports-920.html
Description:

Can athletes' moves be described as beautiful? How are grace, beauty, and aesthetics expressed through movement? These and many other questions will provide the framework for students' exploration of poetry in motion of athletes who participate in a variety of sports. Examining examples from their own experiences and from popular media, students learn about the aesthetic elements of athletics. After viewing images of various athletes, students create a class word wall with adjectives that describe movement. Students then write in reflective journals, view and interpret media, conduct Internet research, take digital photographs, and create original poems. As a culminating activity, the teacher presents students' poetry to the class in a multimedia presentation.



   View Standards     Standard(s): [ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) 6 :
6. Use visual aids and technology in oral presentations to present key ideas and details about a text or conversation, and add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify thoughts, feelings, and ideas.
[ELA2021] (2) 18 :
18. Use dictionary definitions and information found within the text to help determine meaning of unfamiliar or multi-meaning words.
[ELA2021] (2) 19 :
19. Identify new vocabulary and the use of word meanings in text to establish real-life connections.
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 13 :
13. Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge.

a. Make connections to a word's structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
[ELA2021] (4) -5 :
R2. Use context clues to determine meanings of unfamiliar spoken or written words.
[ELA2021] (4) 9 :
9. Accurately interpret general academic and domain-specific words and phrases.
[ELA2021] (5) -5 :
R2. Use context clues to determine meanings of unfamiliar spoken or written words.
Subject: English Language Arts (2 - 5)
Title: Bringing Economic Vocabulary to Life Through Video Posters
URL: http://readwritethink.org/classroom-resources/lesson-plans/bringing-economic-vocabulary-life-30966.html
Description:

The goal of this lesson is to introduce the academic vocabulary of economics and financial literacy through children's books. In Babymouse: Cupcake Tycoon, there are a variety of economics and financial literacy vocabulary words embedded in the text, which involve a school fundraiser. Through a think-aloud read-aloud, the lesson will illustrate how to introduce key economic concepts/vocabulary through the story. Students use puppets to conduct interviews about economics vocabulary in the story and then create vocabulary cards. As a final project, they create video posters, using either PowerPoint or Glogster.



   View Standards     Standard(s): [ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[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] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (4) 14 :
14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
[ELA2021] (5) 37 :
37. Write about research findings independently over short and/or extended periods of time.
Subject: English Language Arts (2 - 5)
Title: Writing Acrostic Poems with Thematically Related Texts in the Content Areas
URL: http://readwritethink.org/classroom-resources/lesson-plans/writing-acrostic-poems-with-31167.html
Description:

In this unit, students will use thematically related texts, organized from least to the most complex, to gather a word bank of supporting details and content vocabulary about a concept. Then they use these words as a basis for writing acrostic poems, which support organization of information around a central idea, as the lines of an acrostic poem are held together by the topic or main idea spelled vertically.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 36 :
36. Demonstrate knowledge of the rules of standard English grammar including punctuation, capitalization, sentence formation, and spelling appropriate for third grade.

a. Use articles a, an, and the correctly.

b. Identify the role of a noun, verb, adjective, adverb, pronoun, preposition, and conjunction within a sentence and explain the type of the information it conveys.

c. Form plural nouns, verbs, and possessives, including irregular plural nouns and verbs.

d. Use simple abbreviations, including days of the week, months of the year, titles, units of metric and customary measurement, street names, and state names.
[ELA2021] (3) 42 :
42. Write poetry or prose in response to visual images to interpret their meanings.
[ELA2021] (4) 25 :
25. Explain how the form of a poem contributes to its meaning.
[ELA2021] (4) 39 :
39. Demonstrate command of the conventions of standard English grammar and usage.

a. Use relative pronouns who, whose, which, and that, relative adverbs where, when, and how, and irregular possessive nouns.

b. Form and use the progressive verb tenses.

Examples: I was walking, I am walking

c. Use modal auxiliaries to convey various conditions.

Examples: can, may, must
[ELA2021] (5) 39 :
39. Demonstrate command of the conventions of standard English grammar and usage in writing.

a. Evaluate the usage of pronouns for the proper case.

Examples: subjective, objective, possessive

b. Identify inappropriate shifts in pronoun number and person.

c. Use varied pronouns and their antecedents correctly in composing and revising writing.

d. Use subject-verb agreement correctly when composing and revising writing.

e. Use verb tenses to convey various times, sequences, states, and conditions.

f. Recognize and correct inappropriate shifts in verb tense, including subject-verb agreement.

g. Use perfect verb tenses to compose and revise writing.

h. Use correlative conjunctions correctly when composing and revising writing.
[ELA2021] (5) 40 :
40. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use commas to separate items in a series, separate introductory elements from the rest of a sentence, set off tag questions, and indicate direct address.

b. Use underlining, quotation marks, or italics to indicate the titles of different types of works.

c. Spell grade-level words correctly, consulting references as needed.
Subject: English Language Arts (3 - 5)
Title: Dynamite Diamante Poetry
URL: http://readwritethink.org/classroom-resources/lesson-plans/dynamite-diamante-poetry-823.html
Description:

This classroom resource includes engaging activities to teach basic grammar concepts while developing vocabulary and spelling proficiency. A list of several amusing and informative grammar-themed picture books supply read-aloud examples for a review of nouns and adjectives and an introduction to gerunds. Students themselves refer to the books from the list of materials, plus appropriate dictionaries and glossaries, as they engage in a word-sort activity that provides practice in the spelling changes that can occur when verbs are turned into gerunds. Diamante poems are introduced through handouts and websites, and students compose original, structured poems in this form—first as a class and then independently—using an online interactive tool.  Printable handouts and links are included.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 27 :
27. Read prose, poetry, and dramas, identifying the literary devices used by the author to convey meaning.

Examples: personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, simile
[ELA2021] (3) 41 :
41. Use words and phrases in writing for effect and elaboration.

a. Use transition words and phrases for sentence variety.
[ELA2021] (4) 10 :
10. Interpret words and phrases, including figurative language, as they are used in a text.

a. Explain how specific word choices shape meaning or tone.

b. Explain how figurative language contributes to the meaning of text, including simile, metaphor, alliteration, personification, hyperbole, and idioms.

c. Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.
[ELA2021] (5) 12 :
12. Interpret the meaning of words, phrases, and patterns as they are used in texts, including domain-specific and academic vocabulary and figurative language.

a. Locate similes, metaphors, personification, hyperbole, imagery, alliteration, onomatopoeia, and idioms and interpret their meanings in context.

b. Explain the meanings of common idioms, adages, and proverbs.

c. Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.

d. Explain how an author's vocabulary and style influence the tone and mood of a text and support his/her purpose for writing.

e. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meanings of words.
Subject: English Language Arts (3 - 5)
Title: All About Alliteration: Responding to Literature Through a Poetry Link
URL: http://readwritethink.org/classroom-resources/lesson-plans/about-alliteration-responding-literature-825.html
Description:

Poetry offers many opportunities for wordplay and learning about language. But because poetry can seem inaccessible, many students approach poetry writing with trepidation. This lesson for third and fourth-grade students is designed to overcome student fears by using a traditional poem to teach students about alliteration. After reading the book A My Name Is... by Alice Lyne, students use a variety of print and online resources to brainstorm their own alliterative word lists. They then create a poetry link that uses the traditional poem they have read together as a framework for their own poems.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 27 :
27. Read prose, poetry, and dramas, identifying the literary devices used by the author to convey meaning.

Examples: personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, simile
[ELA2021] (3) 41 :
41. Use words and phrases in writing for effect and elaboration.

a. Use transition words and phrases for sentence variety.
[ELA2021] (4) 10 :
10. Interpret words and phrases, including figurative language, as they are used in a text.

a. Explain how specific word choices shape meaning or tone.

b. Explain how figurative language contributes to the meaning of text, including simile, metaphor, alliteration, personification, hyperbole, and idioms.

c. Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.
[ELA2021] (5) 12 :
12. Interpret the meaning of words, phrases, and patterns as they are used in texts, including domain-specific and academic vocabulary and figurative language.

a. Locate similes, metaphors, personification, hyperbole, imagery, alliteration, onomatopoeia, and idioms and interpret their meanings in context.

b. Explain the meanings of common idioms, adages, and proverbs.

c. Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.

d. Explain how an author's vocabulary and style influence the tone and mood of a text and support his/her purpose for writing.

e. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meanings of words.
Subject: English Language Arts (3 - 5)
Title: Alliteration All Around
URL: http://readwritethink.org/classroom-resources/lesson-plans/alliteration-around-849.html
Description:

In this lesson, students learn about alliteration from picture books by author/illustrator, Pamela Duncan Edwards. Using the books' illustrations for inspiration, students write original alliterative sentences and share them with the class. As the lesson continues, students practice using alliteration to create acrostic poems, alphabet books, number books, and tongue twisters.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (4) 14 :
14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
[ELA2021] (5) 16 :
16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.
Subject: English Language Arts (3 - 5)
Title: Daily Book Boosts
URL: http://readwritethink.org/classroom-resources/lesson-plans/daily-book-boosts-64.html
Description:

Each day at the end of their independent reading time, students give Book Boosts, one-minute raves about books they've read. Students select a book that they really enjoyed and then give a one-minute talk that generates interest in the book but does not give away the book's ending. Students can boost their books in a variety of ways, including creating alternate book covers, designing posters or flyers, or making promotional bookmarks. Have students take turns giving book boosts with two students giving a Book Boost each class day. These Book Boosts are easy ways to suggest a multitude of titles to students, and they act as a way for students to have something to think about as they read.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 40 :
40. Use grade-level and domain-appropriate vocabulary in writing.

a. Use specific vocabulary to develop a story.

b. Use specific vocabulary to explain or inform on a topic.
[ELA2021] (4) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (5) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (5) 41 :
41. Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.
Subject: English Language Arts (3 - 5)
Title: Descriptive Video: Using Media Technology to Enhance Writing
URL: http://readwritethink.org/classroom-resources/lesson-plans/descriptive-video-using-media-1116.html
Description:

This lesson helps students improve their writing abilities and their attention to detail while experiencing a new technology called Descriptive Video. Also known as described programming, Descriptive Video refers to programming with an additional audio track that narrates a film's visual elements. Students watch the opening scene of the standard version of the Disney film The Lion King and write a description of it. They then watch the same opening scene with the descriptions and captions available online at the National Center for Accessible Media. They will write another descriptive summary of this scene. Students share their two writing samples aloud and compare their pre- and post-audio descriptions.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 13 :
13. Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge.

a. Make connections to a word's structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
[ELA2021] (3) 17 :
17. Use grade-level academic and domain-specific vocabulary in writing.
[ELA2021] (4) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (5) 14 :
14. Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.
[ELA2021] (5) 41 :
41. Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.
Subject: English Language Arts (3 - 5)
Title: Using Word Storms to Explore Vocabulary and Encourage Critical Thinking
URL: http://readwritethink.org/classroom-resources/lesson-plans/using-word-storms-explore-886.html
Description:

During this lesson, students are introduced to the concept of working dogs and how they help society. Students read a variety of texts, learn relevant vocabulary, participate in purposeful writing, and are encouraged to share their perspectives. An inquiry model called POWER is used, in addition to a vocabulary strategy called Word Storms, which is designed to help students speak and write critically about the texts they read. Most of the resources for the lesson are found online.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 27 :
27. Read prose, poetry, and dramas, identifying the literary devices used by the author to convey meaning.

Examples: personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, simile
[ELA2021] (4) -2 :
R5. Identify and explain literary devices in prose and poetry.
[ELA2021] (4) 10 :
10. Interpret words and phrases, including figurative language, as they are used in a text.

a. Explain how specific word choices shape meaning or tone.

b. Explain how figurative language contributes to the meaning of text, including simile, metaphor, alliteration, personification, hyperbole, and idioms.

c. Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.
[ELA2021] (5) -2 :
R5. Identify and explain literary devices in prose and poetry.
[ELA2021] (5) 12 :
12. Interpret the meaning of words, phrases, and patterns as they are used in texts, including domain-specific and academic vocabulary and figurative language.

a. Locate similes, metaphors, personification, hyperbole, imagery, alliteration, onomatopoeia, and idioms and interpret their meanings in context.

b. Explain the meanings of common idioms, adages, and proverbs.

c. Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.

d. Explain how an author's vocabulary and style influence the tone and mood of a text and support his/her purpose for writing.

e. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meanings of words.
Subject: English Language Arts (3 - 5)
Title: Buzz! Whiz! Bang! Using Comic Books to Teach Onomatopoeia
URL: http://readwritethink.org/classroom-resources/lesson-plans/buzz-whiz-bang-using-867.html
Description:

Bam! Beep! Zoom! Students are sure to delight in the study of onomatopoetic words through the use of comic strips. In this lesson, students begin with an introduction to onomatopoeia, which describes words that imitate the natural sound associated with an action or object. As a class, students view several comic strips and are guided in identifying examples of onomatopoeia. The group then discusses the purpose of onomatopoeia and its effect in a story before students work individually to find examples of onomatopoeia in other comics. Finally, students work individually or in pairs to create their own comic books that include onomatopoeic language. After presenting their comics to the class, students discuss the use of onomatopoeia and its effectiveness in each comic strip.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 6 :
6. Use digital tools to enhance oral presentations, working collaboratively.
[ELA2021] (3) 39 :
39. Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation.

a. Avoid plagiarism by using their own words and utilizing digital sources ethically.
[ELA2021] (4) -4 :
R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
[ELA2021] (4) 33 :
33. Use research to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

a. Introduce a research topic clearly and group related ideas.

b. Integrate and cite evidence to present research findings in written form.

c. Paraphrase portions of texts or information presented in diverse media and formats.
[ELA2021] (4) 42 :
42. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, and speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.

a. Articulate ideas, claims, and perspectives in a logical sequence, presenting information, findings, and credible evidence from multiple sources and modalities to enhance listeners' understanding.
[ELA2021] (5) -4 :
R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
[ELA2021] (5) 9 :
9. Express ideas clearly and effectively to diverse partners or groups.

a. Pose and respond to explicit questions in ways that contribute to the discussion and elaborate on the remarks of others.

b. Verbally summarize information read aloud or presented in diverse media and formats.

c. Report orally on a topic or text, sequencing ideas logically and supporting main ideas with appropriate facts and relevant details.

d. Speak clearly at an understandable rate.
[ELA2021] (5) 38 :
38. Gather information on a topic or question, and share the results through various modes of writing, including projects and presentations.

a. Locate information in print and digital sources.

b. Summarize, quote, and paraphrase information in notes and finished work, providing a list of sources.

c. Integrate information from several texts on the same topic into presentations of research.
Subject: English Language Arts (3 - 5)
Title: Searching for Gold: A Collaborative Inquiry Project
URL: http://readwritethink.org/classroom-resources/lesson-plans/searching-gold-collaborative-inquiry-960.html
Description:

In this collaborative inquiry unit, the real gold is the inquiry skills and content area knowledge that students develop. The class works in small groups, each focusing on one aspect of the same big topic, such as the Gold Rush. After skimming related texts, the class brainstorms people, places, and things associated with the topic and develops a list of five or six main subtopics. Students then work in small groups to research one of the subtopics, practicing specific research skills as they work. Finally, students choose an activity, such as an oral report, trivia game, or newspaper, to teach what they have learned to the rest of the class. Group accountability and individual responsibility are built into this lesson process.

While this unit uses the Gold Rush as an example, any event or geographical area could be substituted.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 4 :
4. Ask and answer questions using complete sentences and grade-level vocabulary.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (4) -6 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (4) 14 :
14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
[ELA2021] (5) -6 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (5) 9 :
9. Express ideas clearly and effectively to diverse partners or groups.

a. Pose and respond to explicit questions in ways that contribute to the discussion and elaborate on the remarks of others.

b. Verbally summarize information read aloud or presented in diverse media and formats.

c. Report orally on a topic or text, sequencing ideas logically and supporting main ideas with appropriate facts and relevant details.

d. Speak clearly at an understandable rate.
[ELA2021] (5) 16 :
16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.
Subject: English Language Arts (3 - 5)
Title: What If We Changed the Book? Problem-Posing With Sixteen Cows
URL: http://readwritethink.org/classroom-resources/lesson-plans/what-changed-book-problem-815.html
Description:

A piece of math-related children's literature, Sixteen Cows, is used to demonstrate the strategy of problem-posing. After hearing the story read aloud, students are invited to brainstorm some literary and mathematical observations of the story. With the teacher's guidance, students then turn those observations into "what-if" mathematical extensions. These extensions become mathematical problems that students solve, both individually and as a whole class. Since this strategy highlights changing attributes of a story, it underscores for children the range of choices that authors have.



   View Standards     Standard(s): [SC2015] (3) 13 :
13 ) Display data graphically and in tables to describe typical weather conditions expected during a particular season (e.g., average temperature, precipitation, wind direction).

[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 39 :
39. Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation.

a. Avoid plagiarism by using their own words and utilizing digital sources ethically.
[ELA2021] (4) 33 :
33. Use research to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

a. Introduce a research topic clearly and group related ideas.

b. Integrate and cite evidence to present research findings in written form.

c. Paraphrase portions of texts or information presented in diverse media and formats.
[ELA2021] (5) 37 :
37. Write about research findings independently over short and/or extended periods of time.
Subject: Science (3), English Language Arts (3 - 5)
Title: Weather Detectives: Questioning the Fact and Folklore of Weather Sayings
URL: http://readwritethink.org/classroom-resources/lesson-plans/weather-detectives-questioning-fact-775.html
Description:

Before there were weather tools, people looked to the sky, plants, and animals for hints about what the weather would do. To remember these indicators, people coined weather sayings. But are these sayings true and reliable? This lesson explores the truth and reliability of weather-related sayings, such as, “Mare's tails and mackerel scales make tall ships take in their sails.” Students brainstorm weather sayings and then investigate the accuracy and origins of the sayings in predicting the weather, using print and online resources in their research. Next, students write about and illustrate their weather sayings and then share their results with their classmates. Finally, students discuss skepticism and when it may be a good response to information that is presented to them as fact.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (3) 42 :
42. Write poetry or prose in response to visual images to interpret their meanings.
[ELA2021] (4) 14 :
14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) 16 :
16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Subject: English Language Arts (3 - 5)
Title: Peace Poems and Picasso Doves: Literature, Art, Technology, and Poetry
URL: http://readwritethink.org/classroom-resources/lesson-plans/peace-poems-picasso-doves-93.html
Description:

This lesson supports third through fifth-grade students as they apply think-aloud strategies to reading, as well as to the composition of artwork and poetry. Activities include collaborative as well as individual work. Technology tools are integrated as students research symbols of peace and as they prewrite, compose, and publish their poetry.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 14 :
14. Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words, including nouns, verbs, and adjectives.

a. Determine meaning of words using synonyms in context.

b. Determine meaning of words using antonyms as a clue.

c. Describe the similarities and differences between related words.

d. Use knowledge of homophones to determine appropriate use of words.

e. Interpret figurative language.

f. Identify relationships and nuances in word meanings to determine real-life connections between words and their use.
Examples: Discuss relationships in words related to home (house, residence, habitat) and give reasons for choosing a particular word in speaking or writing.
Distinguish shades of meaning in words related to bad (terrible, awful, horrible) and give reasons for choosing a particular word in speaking or writing.
Distinguish shades of meaning in words related to talk (yell, scream, bellow) and give reasons for choosing a particular word in speaking or writing.
[ELA2021] (3) 17 :
17. Use grade-level academic and domain-specific vocabulary in writing.
[ELA2021] (4) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (4) 10 :
10. Interpret words and phrases, including figurative language, as they are used in a text.

a. Explain how specific word choices shape meaning or tone.

b. Explain how figurative language contributes to the meaning of text, including simile, metaphor, alliteration, personification, hyperbole, and idioms.

c. Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.
[ELA2021] (5) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (5) 12 :
12. Interpret the meaning of words, phrases, and patterns as they are used in texts, including domain-specific and academic vocabulary and figurative language.

a. Locate similes, metaphors, personification, hyperbole, imagery, alliteration, onomatopoeia, and idioms and interpret their meanings in context.

b. Explain the meanings of common idioms, adages, and proverbs.

c. Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.

d. Explain how an author's vocabulary and style influence the tone and mood of a text and support his/her purpose for writing.

e. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meanings of words.
Subject: English Language Arts (3 - 5)
Title: Delicious, Tasty, Yummy: Enriching Writing With Adjectives and Synonyms
URL: http://readwritethink.org/classroom-resources/lesson-plans/delicious-tasty-yummy-enriching-868.html
Description:

Students' vocabulary is expanded and their writing is enriched when they are encouraged to use a variety of adjectives to help readers "see, taste, and feel" what they've written. In this unit for grades 3 through 5, picture books are used as a springboard for helping students define, identify, and practice using adjectives and synonyms. They develop webbed lists and then put their new vocabulary skills to use by writing form poems.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 1 :
1. Contribute meaningful ideas to discussions with groups and peers utilizing agreed upon rules.

a. Elaborate on responses in conversations and discussions.

Examples: use precise, descriptive language; build upon previously expressed ideas
[ELA2021] (3) 39 :
39. Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation.

a. Avoid plagiarism by using their own words and utilizing digital sources ethically.
[ELA2021] (4) -6 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (4) 33 :
33. Use research to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

a. Introduce a research topic clearly and group related ideas.

b. Integrate and cite evidence to present research findings in written form.

c. Paraphrase portions of texts or information presented in diverse media and formats.
[ELA2021] (5) -6 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (5) 37 :
37. Write about research findings independently over short and/or extended periods of time.
[ELA2021] (5) 38 :
38. Gather information on a topic or question, and share the results through various modes of writing, including projects and presentations.

a. Locate information in print and digital sources.

b. Summarize, quote, and paraphrase information in notes and finished work, providing a list of sources.

c. Integrate information from several texts on the same topic into presentations of research.
Subject: English Language Arts (3 - 5)
Title: Promoting Cultural Values Through Alphabet Books
URL: http://readwritethink.org/classroom-resources/lesson-plans/promoting-cultural-values-through-1134.html
Description:

Diversity is celebrated in this lesson in which students embark on a cultural research project by first reading a variety of alphabet books about world cultures, including D is for Doufu: An Alphabet Book of Chinese Culture by Maywan Shen KrachThey then select a culture to study and work in groups to conduct research into the history and symbols of their selected culture. The unit includes tools for conducting primary interviews and other research techniques. The project culminates with each group writing and illustrating a cultural alphabet book based on their research. Groups share their work with the class and invited guests during a Diversity Celebration.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 11 :
11. Read and reread grade-appropriate poetry, practicing phrasing, rhythm, rhyme, and meaningful expression.
[ELA2021] (4) 5 :
5. Demonstrate fluency when reading grade-level text and when responding through writing or speaking.
[ELA2021] (4) 25 :
25. Explain how the form of a poem contributes to its meaning.
[ELA2021] (4) 26 :
26. Analyze how rhythm and rhyme in poetry contribute to meaning.
[ELA2021] (5) 5 :
5. Demonstrate fluency when independently reading, writing, and speaking in response to grade-level literary and informational text, including stories, dramas, poetry, and cross-curricular texts.
[ELA2021] (5) 6 :
6. Read grade-level text orally with accuracy, automaticity, appropriate prosody or expression, purpose, and understanding, self-correcting and rereading as necessary.
Subject: English Language Arts (3 - 5)
Title: Earth Verse: Using Science in Poetry
URL: http://www.readwritethink.org/classroom-resources/lesson-plans/earth-verse-using-science-1141.html
Description:

This lesson is a great way to teach both scientific and English content to a class, although the teacher can easily choose another book and subject area. In this lesson, students listen to poems in the book Science Verse by Jon Scieszka. Students then create diamante, acrostic, or theme poems with illustrations. To help increase fluency, students read their poems to the class. Finally, students create original poems using facts they have learned in the current science curriculum.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 42 :
42. Write poetry or prose in response to visual images to interpret their meanings.
[ELA2021] (4) -2 :
R5. Identify and explain literary devices in prose and poetry.
[ELA2021] (4) 25 :
25. Explain how the form of a poem contributes to its meaning.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) -2 :
R5. Identify and explain literary devices in prose and poetry.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Subject: English Language Arts (3 - 5)
Title: Reading, Writing, Haiku Hiking! A Class Book of Picturesque Poems
URL: http://www.readwritethink.org/classroom-resources/lesson-plans/reading-writing-haiku-hiking-1072.html
Description:

Using One Leaf Rides the Wind by Celeste Davidson Mannis as an introductory text, students learn to identify elements of haiku poetry. Students go on a class hike to observe nature in their own neighborhood and collect "picturesque" words in their writer's notebooks. They explore syllable counts in their word collections and use descriptive words to compose an original haiku. Students then use print and online resources to locate facts for informational notes on the topics of their poems. Finally, students work collaboratively to publish their poetry and notes in an illustrated class book.



ALEX Classroom Resources: 21

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