ALEX Resources

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Unit Plans (1) Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (17)

ALEX Unit Plans  
   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.*

[SC2015] (3) 14 :
14 ) Collect information from a variety of sources to describe climates in different regions of the world.

[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

[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.
[ELA2021] (3) 19 :
19. Determine the explicit or implied main idea and supporting details of a text.

a. Explain how supporting details contribute to the main idea, using textual evidence.

b. Recount or summarize the key ideas from the text.

[ELA2021] (3) 23 :
23. Identify and use text features in informational passages to locate information.

Examples: headings, photographs, illustrations, labels, charts, graphs, legends

a. Explain how text features support details in the text.

b. Explain how illustrations contribute to meaning in a story.

c. Interpret text features used in written and digital formats.
[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.
[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

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

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.


Title: Increasing Public Safety During Tornadoes
Unit Plan Overview: After collecting information on climates in different geographic regions through digital sources, text, and illustrations, students will understand various natural disasters, as well as how and why they occur. Next, students will research the cause and effects of tornadoes and write a cause and effect two-paragraph essay. For the third lesson, students will research different designs of storm shelters and determine which storm shelter they feel has the best design. Students will research states with most occurrences of tornadoes and determine the ten states with the highest average of tornadoes over a certain time period and create bar and picture graphs of their findings. Students will research and use information from lesson three to sketch and create an engineering prototype of a structure which addresses a particular type of storm damage.   This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.


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ALEX Learning Activities  
   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) 34 :
34. Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion.
[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.
Subject: Science (3), English Language Arts (3)
Title: Integrating Scientific Argumentation into Your Classroom
Description:

The authors of Supporting Grade 5-8 Students in Constructing Explanations in Science,  Dr. Kate McNeill and Dr. Joe Krajcik discuss using the framework of the claim, evidence, and reasoning method of argumentation in science instruction. This podcast will help teachers understand the importance of scientific argumentation in the classroom and how this practice is connected to both the Next Generation Science Standards and the Alabama Course of Study Standards



ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2021] (3) 17 :
17. Use grade-level academic and domain-specific vocabulary in 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] (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) 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) 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) 23 :
23. Determine and analyze themes of various culturally-diverse literary texts, supporting analysis with textual evidence.

a. Analyze common themes of diverse texts with support from textual evidence.

b. Summarize a story or drama, describing how the plot unfolds and how characters respond to challenges or change their thoughts and actions and citing textual evidence.
[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.
Subject: English Language Arts (3 - 5)
Title: Understanding Character: The Life of Percy Julian
URL: https://aptv.pbslearningmedia.org/resource/midlit11.ela.spljulian/understanding-character-the-life-of-percy-julian/
Description:

In this interactive lesson supporting literacy skills, students watch video dramatizations of Percy Julian's struggles with racism and how he refused to let it limit his possibilities in life. Students develop their literacy skills as they explore English language arts and focus on understanding character. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities.

This resource guides students as they analyze the character of Percy Julian and provides students with the opportunity to identify key details and learn new vocabulary.


   View Standards     Standard(s): [ARTS] MUS (2) 17 :
17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.

Example: Without prompting, play instruments to reflect dynamics in a piece of music.

[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.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

[ELA2021] (2) 41 :
41. Write informative or explanatory texts, introducing the topic, providing facts and relevant details to develop points, and providing a conclusion.
[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) 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) 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.
Subject: Arts Education (2 - 5), English Language Arts (2 - 5)
Title: Meet the Families
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Meet_the_Families_Redfern.pdf
Description:

Students will review orchestra, instruments, and instrument families. They will identify instruments by sight and sound. They will discuss how the instruments in each family are "related." They will write a descriptive paragraph about each family.  


   View Standards     Standard(s): [ARTS] VISA (3) 11 :
11) Discuss the meanings and messages communicated by visual imagery.

[ARTS] VISA (3) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

[ARTS] VISA (3) 13 :
13) Use learned vocabulary to evaluate artwork based on given criteria.

[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.
Subject: Arts Education (3), English Language Arts (3)
Title: Walking in the Artist's Shoes
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Third-Grade-Lesson-9.pdf
Description:

Students will analyze a painting including the landscape and weather.  They will write a poem describing a specific setting.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   


   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) 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) 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) -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) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (4) 9 :
9. Accurately interpret general academic and domain-specific words and phrases.
[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) -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) -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) 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.
Subject: English Language Arts (3 - 5)
Title: Our Classroom: Writing an Owner's Manual
URL: http://readwritethink.org/classroom-resources/lesson-plans/classroom-writing-owner-manual-862.html
Description:

There are many back to school activities that take place to help create a classroom community. It is important for students to feel that they own the space and the learning that takes place in their classroom. Foster such ownership for students by collaboratively writing an owner's manual that describes the classroom's areas and procedures. Students begin by sharing thoughts and feelings about school so far and brainstorming a list of important classroom places, routines, and events. Next, they select an item from the brainstormed list and write a draft description of how their topic “works” in the classroom and after peer-review, make appropriate revisions. Then students use interactive tools to create their piece of the classroom owner's manual. Finally, students share their work and decide as a class how to share the information with others, such as an Open House or when new students join the classroom.


   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) 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) 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) 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.
Subject: English Language Arts (3 - 5)
Title: How-To Writing: Motivating Students to Write for a Real Purpose
URL: http://readwritethink.org/classroom-resources/lesson-plans/writing-motivating-students-write-871.html
Description:

What do students need to know to succeed in fourth grade (or third or fifth)? What supplies are needed? What rules and steps should be followed? These and many other questions provide the framework for students to write how-to essays for a specific audience—future fourth graders. Although this lesson focuses specifically on the fourth grade, it can be easily adapted for third- or fifth-graders. Students first learn about the how-to writing genre by reading an assortment of instruction manuals. This also demonstrates how how-to writing relates to their everyday lives. The teacher then models each step of the writing process as the students write about how to be successful fourth graders. After students publish their writing, the final drafts are saved for the following year's fourth graders to read at the beginning of the next school year.


   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) 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) 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) 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.
Subject: English Language Arts (3 - 5)
Title: Teaching the Compare and Contrast Essay Through Modeling
URL: http://readwritethink.org/classroom-resources/lesson-plans/teaching-compare-contrast-essay-275.html
Description:

Together, the students and teacher use charts and Venn diagrams to brainstorm and organize similarities and differences between two objects. The teacher then models the beginning of the first draft, inviting students to help rephrase, clarify, and revise as the draft is written. Finally, students take what they have learned to complete the draft independently.


   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) 34 :
34. Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion.
[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) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[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) 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) 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.
[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: Writers' Workshop: The Biographical Sketch
URL: http://readwritethink.org/classroom-resources/lesson-plans/writers-workshop-biographical-sketch-1039.html
Description:

While engaging in the processes of researching, writing, and evaluating short biographical sketches, students can master essential writing skills and enhance their content area learning. In this unit, students discuss standard elements in a biography and examine the characteristics of the genre in a workshop setting. After selecting and researching a contemporary or historical figure using online databases, students practice writing short biographies. They then offer feedback on others' compositions and publish final drafts for reading aloud and displaying in class.


   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.
Subject: English Language Arts (3 - 5)
Title: Blending Fiction and Nonfiction to Improve Comprehension and Writing Skills
URL: http://readwritethink.org/classroom-resources/lesson-plans/blending-fiction-nonfiction-improve-262.html
Description:

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): [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.

[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] (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: Social Studies (3), English Language Arts (3)
Title: Spreading the News
URL: https://amhistory.si.edu/ourstory/pdf/starspangled/spreading_the_news.pdf
Description:

In this activity, students conduct a web quest with provided websites to research the history of the Star-Spangled Banner.  Then, students play the role of a reporter and write a newspaper article using their research.


ALEX Classroom Resources: 9

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