ALEX Resources

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

ALEX Lesson Plans  
   View Standards     Standard(s): [ELA2021] (3) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[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.
[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.*

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Digital Literacy and Computer Science (3), or English Language Arts (3), or Science (3)
Title: Engineered Solution Dam Evaluation Journal and Presentation
Description:

Students will create a Google Doc utilizing their school-based account or the class-created account provided by the teacher. Students will electronically journal their thinking throughout the process of the hands-on group science activity about designing and evaluating a dam to reduce the impact of a flood. Once the activity is complete, students will share their Google Docs with a peer or assigned group in order to discuss the findings of the experiment and clarify any unclear statements claimed in his/her journaling. Students will compile journal entries to create sequential writing appropriate to the task. Students will then create a presentation of their journaling with Google Slides, Prezi, Animoto, or a similar electronic presentation tool.

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



   View Standards     Standard(s): [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) -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
Subject: English Language Arts (3), or Social Studies (3)
Title: Reducing the Impact of a Flood
Description:

Students will interpret various primary sources for reconstructing the past, including documents and photographs about dam designs. Students will gain the skills necessary for researching by locating credible and original sources, and determining if the sources are primary or secondary. Students will use technology to create a presentation, highlighting primary and secondary sources.

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



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 Learning Activities  
   View Standards     Standard(s): [ELA2021] (3) 11 :
11. Read and reread grade-appropriate poetry, practicing phrasing, rhythm, rhyme, and meaningful expression.
[ELA2021] (3) 3 :
3. Apply oral literacy skills by participating in a variety of oral language activities.

Examples: plays, dramas, choral readings, oral reports
Subject: English Language Arts (3)
Title: Learning Poetry With the Snowbird: Part 1
Description:

This introductory activity will introduce students to poetry terms such as phrasing, rhythm, rhyme, and meaningful expression. The teacher will read a poem aloud to the students to demonstrate the application of these poetry terms.

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



   View Standards     Standard(s): [ELA2021] (3) 11 :
11. Read and reread grade-appropriate poetry, practicing phrasing, rhythm, rhyme, and meaningful expression.
[ELA2021] (3) 3 :
3. Apply oral literacy skills by participating in a variety of oral language activities.

Examples: plays, dramas, choral readings, oral reports
Subject: English Language Arts (3)
Title: Learning Poetry With the Snowbird: Part 2
Description:

In this activity, students will engage in a shared reading of the poem, "The Snowbird's Song," annotating the text to identify phrases, rhythm, rhyme, and areas to apply a meaningful expression.

This activity results from the ALEX Resource Development Summit.



ALEX Learning Activities: 2

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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) 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): [DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (4) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (5) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[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) 10 :
10. Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.
[ELA2021] (4) 5 :
5. Demonstrate fluency when reading grade-level text and when responding through writing or speaking.
[ELA2021] (4) 6 :
6. Read grade-level text orally with appropriate pauses, phrasing, stress, intonation, rate, and integration to support comprehension.
[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: Digital Literacy and Computer Science (3 - 5), English Language Arts (3 - 5)
Title: Reading Idol! Bringing Readers Theatre Center Stage in Your Classroom
URL: http://readwritethink.org/classroom-resources/lesson-plans/reading-idol-bringing-readers-30621.html
Description:

Students have an opportunity to create an outstanding Readers Theatre performance within groups to compete for the title of Reading Idol. Students are given scripts to practice their roles within Readers Theatre. Throughout the week, groups practice repeatedly until the performance day. On the performance day, students take turns performing and evaluating their own work and the performances of other groups before voting on a winning performance. All groups are required to create a podcast of their performance. The Reading Idol winners are also recorded by video and uploaded to the teacher's website for others to view.


ALEX Classroom Resources: 2

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