ALEX Resources

   View Standards     Standard(s): [SS2010] GHS (3) 13 :

13 ) Describe prehistoric and historic American Indian cultures, governments, and economics in Alabama. (Alabama)

Examples: prehistoric—Paleo-Indian, Archaic, Woodland, Mississippian

historic—Choctaw, Chickasaw, Cherokee, Creek (Alabama)

•  Identifying roles of archaeologists and paleontologists

[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) -2 :

R4. Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.

In this lesson, students will define archaeology. Students will make inferences from observations by sorting through garbage to analyze clues about the people who left the garbage. Students will compare and contrast two artifacts looking for clues from the past. Students will write a narrative story of an artifact.

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

   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.

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) 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.

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.

   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.

[ARTS] VISA (3) 11 :

11) Discuss the meanings and messages communicated by visual imagery.

Students will respond to a work of art by writing a narrative. Teachers will need a way to display the work of art to the entire class--either through digital resources or a printed version. 

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

   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.

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] (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] (3) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

[ELA2021] (4) 15 :

15. Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

a. Identify and explain attitudes and influences of multiple characters within a text.

b. Explain how the main character changes throughout the story, using explicit evidence from the text.

c. Make an inference about a character's behavior, the setting, and/or specific events, using explicit details from the story.

[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.

In this interactive lesson, students learn the basics of how stories are structured, gain vocabulary about storytelling elements, and explore how the arts, specifically drawing, can be a valuable way for students to tell stories. By the end of the lesson, each student will have written a story with a clear setting, conflict, and resolution. They will have reflected on the process of storytelling, and are given the (optional) opportunity to create a comic.

This resource guides students as they create an original narrative. 

   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) 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) 42 :

42. Write poetry or prose in response to visual images to interpret their meanings.

[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.

[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) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

[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] (6) 7 :

7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.

[ELA2021] (7) 7 :

7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.

[ELA2021] (8) 8 :

8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
sequencing - chronological, reverse chronological, flashback

b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.

[ELA2021] (9) 9 :

9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.

[ELA2021] (10) 9 :

9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.

[ELA2021] (11) 11 :

11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.

[ELA2021] (12) 11 :

11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.

These short, accessible, image-driven prompts invite students to pen short stories, poems, and memoirs; share experiences from their lives; analyze illustrations, graphs, and charts; and tell us their opinions on hot-button issues. This list from The York Times provides all the prompts that were published during the 2021-22 school year.

There are multiple categories of prompts that can be used for students to practice various modes of writing including:

What story does this image inspire for you?

Share experiences from your own life.

What do you think this image, chart or cartoon is saying?

What’s your opinion on this issue?

These prompts are intended to be used as skill practice after students have been taught the structure and mechanics of narrative, explanatory, and argumentation writing. The teacher should preview the prompts to ensure they are appropriate for the intended grade level. 

   View Standards     Standard(s): [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] (3) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

In this lesson, students will write a narrative short story in response to a given prompt: "Tell the story of Dr. Dolittle's change to becoming an animal doctor from Polynesia's point of view.". Students will learn how to bring characters to life in their narrative by using details such as thoughts, feelings, actions, and dialogue. 

   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.

In this video lesson, students will learn to provide a satisfying conclusion to their story by ending with the character’s feelings and their responses to what happened in the story.

   View Standards     Standard(s): [ELA2021] (3) 17 :

17. Use grade-level academic and domain-specific vocabulary in 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) 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.

This teaching guide features discussion questions and writing activities for The Giving Tree; Don’t Bump the Glump!; A Giraffe and a Half; Lafcadio, the Lion Who Shot Back; Where the Sidewalk Ends; and Who Wants a Cheap Rhinoceros? Each story includes classroom discussion and suggested teaching activities. 

   View Standards     Standard(s): [ARTS] VISA (3) 2 :

2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 3 :

3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

[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.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Students will analyze Edmund Teske's photographs that use montages and double exposures.  Using a 35mm camera, students will create double exposure photographs.  Students will take pictures of landscapes, the teacher will rewind the film, and students will then take classmates' pictures on the same roll of film.  Students will cut printed photographs in half and draw the other half of their faces using colored pencils.  They will compose a diamonte poem based on their artwork.  

   View Standards     Standard(s): [ARTS] VISA (3) 1 :

1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 1 :

1) Combine ideas to develop an innovative approach to creating art.

[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.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Students will explore ancient Roman history.  They will discuss and analyze different stories and images of statues.  They will create a statue and write a narrative about the sculpture.    

   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.

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.

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): [ARTS] MUS (3) 16 :

16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

[ARTS] MUS (4) 16 :

16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 16 :

16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] VISA (3) 2 :

2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 3 :

3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

[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.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Students will listen to Ludwig van Beethoven's 5th Symphony and write a descriptive essay about how the music influenced them. They will create watercolor artwork while listening to the music. 

   View Standards     Standard(s): [ARTS] VISA (3) 2 :

2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[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.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Students will analyze a still-life photograph.  They will gather objects with a variety of shapes and textures to produce a still-life piece. They will arrange the objects for balance and experiment with light sources.  They will sketch their design and then photograph the items.  They will compose a descriptive poem about their still-life photograph.  

   View Standards     Standard(s): [ARTS] VISA (3) 6 :

6) Refine artwork in progress by adding details to enhance emerging meaning.

Example: Decide what details need to be added to make their artwork clearer.

[ARTS] VISA (3) 11 :

11) Discuss the meanings and messages communicated by visual imagery.

[ARTS] VISA (4) 5 :

5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[ARTS] VISA (4) 11 :

11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[ARTS] VISA (5) 12 :

12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

[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.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Students will analyze Sebastiano Ricci's Perseus Confronting Phineus with the Head of Medusa.  They will discuss the story elements found in the painting, such as setting, characters, and actions.  Students will be given a print of a painting and write a narrative based on the characters and setting.  Based on their narrative, students will illustrate what happened before and after the given painting.    

   View Standards     Standard(s): [DLIT] (3) 13 :

7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

[DLIT] (4) 13 :

7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

[DLIT] (5) 12 :

6) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

[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.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

An Unusual Discovery is designed to be completed within 45-75 minutes. Students watch a series of videos to create a coding project. Students personalize their project using mini-coding challenges called "add-ons.”

In this activity, students will sequence dialogue to tell a story. They animate interactions between characters, their backdrops, and a surprising object. This activity introduces students to computer science and the programming language Scratch. Students will use different Scratch blocks to create their own unique stories.

By selecting add-on videos that present coding challenges, students will:
- Use event blocks (like “when flag clicked”) to trigger a series of code.
- Sequence at least 3 “say” blocks between two sprites (characters) to construct a dialogue.
- Program a conditional so that the computer can make a decision based on user response.
- Produce repeated movements by applying control blocks to their program.

The teacher's resource can be accessed here and a lesson plan is available here. 

   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) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

[ELA2021] (4) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[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.

[ELA2021] (5) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

[ELA2021] (6) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (6) 7 :

7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.

This lesson comprises five lessons that students love. During the first session, read aloud The Houdini Box by Brian Selznick to the class. Students then follow the steps of the writing process to create a new ending for this book. Students gain experience brainstorming, drafting, editing, and polishing their writing. Because their story endings must flow well with the rest of the book, students must understand what the book is about. The goal is for them to understand what they're reading and to demonstrate their knowledge of the book's content and their own creativity through a writing piece.

   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) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

[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) 32 :

32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.

A story's lead begins the reader's adventure, yet it can just as likely end that odyssey if those opening words do not immediately interest the reader. This lesson examines examples of leads in children's literature, focusing on strategies such as setting, action, character, reflection, event, and dialogue in a shared reading experience. Students rank several leads from novels as they are read aloud and discuss their rankings. They then generate different leads for a read-aloud book in the classroom, using different strategies for each. Finally, they write or revise a lead in one of their pieces of writing.

   View Standards     Standard(s): [ARTS] VISA (3) 2 :

2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 3 :

3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

[ARTS] VISA (6) 2 :

2) Formulate an artistic investigation and discovery of relevant content for creating art.

Example: Make, share, and revise a list of ideas and preliminary sketches.

[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) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

[ELA2021] (4) 16 :

16. Describe how authors use literary devices and text features to convey meaning in prose, poetry, and drama.

a. Identify clues in the text to recognize implicit meanings.

b. Apply prior knowledge to textual clues to draw conclusions about the author's meaning.

c. Make an inference about the meaning of a text and support it with textual evidence.

[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) 19 :

19. Interpret how authors use literary elements throughout a text, including character, setting, conflict, dialogue, and point of view.

[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] (6) 4 :

4. Describe the use of literary devices in prose and poetry, including simile, metaphor, personification, onomatopoeia, hyperbole, tone, imagery, irony, symbolism, and mood, and indicate how they support interpretations of the text.

This lesson is not about markers over pencils; it is about developing a relationship between students and media and how such nurtured connections can support students' ideas in what they write and how they write it. Through in-class discussions about writing/drawing materials and carefully observing how an illustrator uses media to communicate ideas, students will see how materials can extend knowledge. This lesson provides opportunities for students to explore and experience the meaning potential of everyday writing and drawing tools in their own writing. The lesson can (and should be) adapted for older students.

   View Standards     Standard(s): [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) 14 :

14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.

[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.

[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) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Circular stories follow a “round” pattern—they begin and end in the same way. Like the cycle of seasons or the life cycle, circular stories follow a predictable series of events that returns to the starting point. Building on students' existing knowledge of plot structure and of cycles in other content areas, this lesson invites students to use a circle plot graphic organizer to explore the structure of this type of story. The cyclical nature of the stories is an excellent match for the discussion of prediction and sequencing skills. After exploring the features of circular plot stories and reading a model story, such as Laura Joffe Numeroff's If You Give a Mouse a Cookie, students write their own stories individually or in small groups.

   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.

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.

   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] (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.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

This lesson capitalizes on the popular appeal of comics by using them to introduce the concept of genre. Students begin by working in small groups to analyze differences and similarities among a selection of comics from a variety of subgenres. Based on their discussion, they determine what subgenres are represented and divide the comics accordingly. They then analyze the professional comics' uses of conventions such as layout and page design. Finally, they create their own comics using an online tool.

   View Standards     Standard(s): [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) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

[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) 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.

[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) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

A strong plot is a basic requirement of any narrative. Students are sometimes confused, however, by the difference between a series of events that happen in a story and the plot elements, or the events that are significant to the story. In this lesson, students select a topic for a personal narrative and then do the prewriting in comic-strip format to reinforce the plot structure. Finally, they write their own original narratives based on the comic strip prewriting activity, keeping the elements of narrative writing in mind. The lesson uses a version of "The Three Little Pigs" fairy tale to demonstrate the literary element; however, any picture book with a strong plot would work for this lesson.

   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) 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] (3) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

[ELA2021] (4) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (4) 15 :

15. Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

a. Identify and explain attitudes and influences of multiple characters within a text.

b. Explain how the main character changes throughout the story, using explicit evidence from the text.

c. Make an inference about a character's behavior, the setting, and/or specific events, using explicit details from the story.

[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.

[ELA2021] (5) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (5) 19 :

19. Interpret how authors use literary elements throughout a text, including character, setting, conflict, dialogue, and point of view.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

In this free resource from ReadWriteThink, students work together to craft a list of common fairy tale elements in order to determine what makes a fairy tale a fairy tale. They then explore and analyze a variety of tales, recording their information using a story map. The story map becomes a launching point for students' own fairy tales. Students use the characteristics of a known tale and change one of the literary elements to create a new tale, which includes a different set of characters, has a new setting, or includes a changed conflict or resolution. Finally, students publish and illustrate their new “fractured fairy tales” for others to enjoy.

   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) 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) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

[ELA2021] (3) 34 :

34. Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion.

[ELA2021] (4) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[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] (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.

[ELA2021] (4) 36 :

36. Write informative or explanatory text about a topic using sources, incorporating academic vocabulary, and including an introduction, facts, details with elaboration, and a conclusion.

[ELA2021] (5) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[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) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

[ELA2021] (5) 35 :

35. Write informative or explanatory texts using multiple sources to examine a topic, conveying ideas and information clearly and incorporating a strong organizational structure, relevant details, and elaboration.

This lesson supports the use of a text set (paired fiction and nonfiction texts on a similar topic) to increase student interest in and understanding of content area material and to develop critical writing skills. The more familiar format of narrative fiction introduces the topic and generates confidence in exploring the less familiar genre of nonfiction. Students then demonstrate what they have learned about the topic and about text genres by writing an original piece that blends together narrative and expository elements.

   View Standards     Standard(s): [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] (3) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

[ELA2021] (4) 15 :

15. Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

a. Identify and explain attitudes and influences of multiple characters within a text.

b. Explain how the main character changes throughout the story, using explicit evidence from the text.

c. Make an inference about a character's behavior, the setting, and/or specific events, using explicit details from the story.

[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.

[ELA2021] (5) 19 :

19. Interpret how authors use literary elements throughout a text, including character, setting, conflict, dialogue, and point of view.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Knowing the elements of a story aids students in their understanding of what is taking place in the book or novel. When students comprehend the story elements of characters, setting, problems, events, and solutions, they become more involved in the story and take a greater interest in details. In this lesson, students use a six-paneled comic strip to create a story map, summarizing a book or story that they've read either read as a class or independently. The story strips that result provide a great way to evaluate students' understanding of important events and elements in a novel. The students enjoy the artistic aspect as well!

This lesson plan uses Maurice Sendak's Where the Wild Things Are as an example to model the process of creating the story map comic strips; however, any book you and your students have explored recently that demonstrates the elements of character, setting, problem, events, and solutions will work.

   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) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

[ELA2021] (4) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[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.

[ELA2021] (5) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Comprehension requires more than knowledge of the basic facts in a reading. Instead, readers need to actively engage in their readings to move toward critical thinking. After reading a piece of literature, students explore their text, searching for literary elements such as characters, setting, figures of speech, and themes. They use the alphabet to organize their findings. Finally, they publish their work in ABC books, using the Alphabet Organizer student interactive.

   View Standards     Standard(s): [SS2010] LWT1 (1) 5 :

5 ) Identify historical events and celebrations within the local community and throughout Alabama. (Alabama)

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

•  Differentiating between fact and fiction when sharing stories or retelling events using primary and secondary sources

Example: fictional version of Pocahontas compared to an authentic historical account

[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] (1) 4 :

4. Present information orally using complete sentences and appropriate volume.

a. Orally describe people, places, things, and events, expressing ideas with relevant details.

[ELA2021] (3) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

In this lesson plan, students will analyze primary sources relating to Celia Cruz. Then, students will tell their own story using objects that are meaningful to them. 

   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) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

[ELA2021] (4) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[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.

[ELA2021] (5) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

In this lesson, students read and discuss several biographies and autobiographies. They analyze two autobiographical incidents, identifying the structure, organization, and style of the pieces. After talking with family members and brainstorming possible topics, students select a focus for their autobiographical incident and use an online tool to organize the events in chronological order. Students then draft their autobiographical incident and complete the writing process by conferencing, revising, editing, publishing, and sharing with the class. They assess their writing with a rubric. They have the opportunity to use a graphic map and an interactive timeline in the lesson.