ALEX Resources

   View Standards     Standard(s): [SS2010] ALA (4) 12 :

12 ) Explain the impact the 1920s and Great Depression had on different socioeconomic groups in Alabama.

Examples: 1920s—increase in availability of electricity, employment opportunities, wages, products, consumption of goods and services; overproduction of goods; stock market crash

Great Depression—overcropping of land, unemployment, poverty, establishment of new federal programs

•  Explaining how supply and demand impacted economies of Alabama and the United States during the 1920s and the Great Depression

[ELA2021] (4) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[ELA2021] (4) 14 :

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

[ELA2021] (4) -4 :

R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

During this lesson, students will research the social, political, and economic impact of the Great Depression on the lives of Alabamians. Students will collaborate to create a presentation from the project-based learning activity and present it to the class.

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

   View Standards     Standard(s): [ELA2021] (4) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[ELA2021] (4) 14 :

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

[SS2010] ALA (4) 3 :

3 ) Explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Alabama.

Examples: social—adoption of European culture by American Indians, opening of Alabama land for settlement

political—forced relocation of American Indians, labeling of Andrew Jackson as a hero and propelling him toward Presidency

economic—acquisition of tribal land in Alabama by the United States

•  Explaining the impact of the Trail of Tears on Alabama American Indians' lives, rights, and territories

[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) 41 :

41. Present an opinion orally, sequencing ideas logically and using relevant facts.

a. Express appropriate and meaningful responses to questions posed by others.

The lesson content is connected to Alabama Course of Study SS2010 (4) which will explain why significant leaders of the Creek War disrupted the Alabama Creek Indian Headsmen and the government. The disruption would be solved through negotiation. The negotiating Creek Indians did not obtain full restoration of their land, however, they did accept a compromise.

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

   View Standards     Standard(s): [SS2010] ALA (4) 2 :

2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims

•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa

•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture

[ELA2021] (4) 22 :

22. Analyze events, procedures, ideas, or concepts in informational texts, including what happened and why, based on specific information in the text.

a. Cite evidence to explain the author's perspective toward a topic in an informational text.

[ELA2021] (4) 23 :

23. Evaluate how text features and structures contribute to the meaning of an informational text.

a. Identify and describe the structures within a text, including description, comparison and contrast, sequence, problem and solution, and cause and effect.

b. Interpret information from text features in both print and digital formats.

[ELA2021] (4) 30 :

30. Synthesize information on a topic in order to write or speak knowledgeably about the subject.

a. Make complex inferences within and across texts to determine the importance of information.

b. Use evidence to explain information across texts including different perspectives and/or points of view.

[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) 20 :

20. Use details and examples from a text to indicate what the text explicitly states.

a. Interpret facts from an informational article, using details and examples from the text to explain the interpretation.

b. List the main questions answered by an informational article.

c. Categorize statements in an article or other informational text as fact or opinion and give reasons for each choice.

d. Explain the differences between primary and secondary sources, giving examples from texts.

Students will use primary sources to gain information about Hernando de Soto, his route, and his interactions with Native Americans in Alabama. Students will read two articles in order to identify information about Hernando de Soto and his journey through Alabama. Students will also learn about the impact of European Exploration on the Native Americans who were in Alabama in the 1500s. 

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

   View Standards     Standard(s): [SS2010] ALA (4) 5 :

5 ) Describe Alabama's entry into statehood and establishment of its three branches of government and the constitutions.

•  Explaining political and geographic reasons for changes in location of Alabama's state capital

•  Recognizing roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker

[ELA2021] (4) 20 :

20. Use details and examples from a text to indicate what the text explicitly states.

a. Interpret facts from an informational article, using details and examples from the text to explain the interpretation.

b. List the main questions answered by an informational article.

c. Categorize statements in an article or other informational text as fact or opinion and give reasons for each choice.

d. Explain the differences between primary and secondary sources, giving examples from texts.

[ELA2021] (4) 22 :

22. Analyze events, procedures, ideas, or concepts in informational texts, including what happened and why, based on specific information in the text.

a. Cite evidence to explain the author's perspective toward a topic in an informational text.

[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) 14 :

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

[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.

In this lesson, students will learn about the executive branch of government at the state level, especially related to the first governors of the state of Alabama. Their impact on the development of Alabama and Alabama's role in the United States will be discussed.

Students will use research and note taking skills to gather information on an early governor. Then students will participate in jigsaw groups to share their information, discuss the importance of each governor, similarities, and impact. Finally, students will discuss the role of governor and how governors have an impact on the state and the impact these men had in Alabama and in other states. 

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

   View Standards     Standard(s): [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) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

After reading a chapter book together as a class, small groups will each be given a different story character to analyze in more detail.  Student groups will choose from a given list of choices how they want to present their character to the rest of the class.  The other groups must guess the character being presented and base their guess upon text evidence. The table group that everyone guesses accurately wins.

   View Standards     Standard(s): [SS2010] ALA (4) 8 :

8 ) Explain Alabama's economic and military role during the Civil War.

Examples: economic—production of iron products, munitions, textiles, and ships

military—provision of military supplies through the Port of Mobile, provision of an armament center at Selma

•  Recognizing military leaders from Alabama during the Civil War

•  Comparing roles of women on the home front and the battlefront during and after the Civil War

•  Explaining economic conditions as a result of the Civil War, including the collapse of the economic structure, destruction of the transportation infrastructure, and high casualty rates

[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.

In this lesson, students will share their research with others on the places, events, concepts, and ideas of the Civil War. Students will be able to share their previously created Civil War books (see Alabama and the Civil War- Part Two) to help explain their research on the Civil War. 

Students will also utilize 4th-grade ELA standards to participate in an active listening activity while listening to others share their research with the class.

This resource was created in partnership with Dothan City Schools.

   View Standards     Standard(s): [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] (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] (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) 32 :

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

Students will use the poem "Ickle Me, Pickle Me, Tickle Me Too" from Where the Sidewalk Ends by Shel Silverstein to compare a silent reading of a poem to an animated audio version read by the author. They will compare their thoughts about which experience they enjoyed more and then discuss their conclusions with a seat partner. The teacher will then lead a whole class discussion comparing the two experiences. 

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

   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) 26 :

26. Use text comparisons (text to text, text to self, and text to world) to make meaning.

a. Use prior knowledge to determine similarities between texts they are reading and texts they have previously read.

b. Compare different versions of the same story.

[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] (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.

This envisionment-building lesson plan may be used with any literary text to discuss and discover multiple interpretations of a text.

The resource also guides students as they make connections to the text.

   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) 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) 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) 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] (4) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[ELA2021] (4) 14 :

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

[ELA2021] (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] (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) 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) 19 :

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

[ELA2021] (6) -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] (6) 3 :

3. Explain how authors use setting, plot, characters, theme, conflict, dialogue, and point of view to contribute to the meaning and purpose of prose and poetry, using textual evidence from the writing.

Collaborative groups will read a variety of American tall tales, then report elements of their story to the whole class. Students add story information to a collaborative, whole-class character study matrix that summarizes all the stories. In a writing activity, students compare two characters of their choice. Support for English Language Learners (ELLs) is embedded in the guided collaborative process, while the content of the stories adds to all students' knowledge of American culture and history. The stories used in the lesson include well-known and lesser-known diverse characters. The lesson process is applicable to any set of related texts.

   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.

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) -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) -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] (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) 39 :

39. Demonstrate command of the conventions of standard English grammar and usage.

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

b. Form and use the progressive verb tenses.

Examples: I was walking, I am walking

c. Use modal auxiliaries to convey various conditions.

Examples: can, may, must

[ELA2021] (5) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Site or sight Write or right? Because there are many words in the English language that sound the same but are spelled differently, students may struggle to write the right spelling for certain words. These word types known to complicate spelling and vocabulary are called homophones. An integral part of students' vocabulary and spelling development is to learn and understand the meaning of these homophones. In this minilesson, students begin by generating a list of homophones with which they are familiar with. Students then listen to a song, identify homophones in the song, and discuss their meaning and spelling. Finally, student groups create a skit that depicts the meaning of a homophone. As the group performs the skit, their classmates attempt to guess the homophone that is on display. Groups finish the lesson by creating a comic strip version of their skit to be compiled into a class "homophone book."

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

R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.

[ELA2021] (3) 4 :

4. Ask and answer questions using complete sentences and grade-level vocabulary.

[ELA2021] (3) 18 :

18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

[ELA2021] (4) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[ELA2021] (4) 14 :

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

[ELA2021] (5) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[ELA2021] (5) 9 :

9. Express ideas clearly and effectively to diverse partners or groups.

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

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

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

d. Speak clearly at an understandable rate.

[ELA2021] (5) 16 :

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

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

   View Standards     Standard(s): [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) 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] (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] (5) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[ELA2021] (5) 9 :

9. Express ideas clearly and effectively to diverse partners or groups.

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

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

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

d. Speak clearly at an understandable rate.

[ELA2021] (6) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Use literacy skills to make connections among those in your classroom with this lesson that focuses on building classroom community by sharing favorite texts with one another. In this lesson, the class explores environmental print then focuses specifically on a teacher-created display on a favorite book. After exploring the teacher's display, students write about their own favorite book, genre, or author. Students then select one of several options for making a display of their favorite book to share with the class. After creating their own presentations, students share them with the class and complete peer- or self-assessments. The lesson presents a fun way for teachers to share their love of literature with students and for the students to get to know their teachers as a reader.

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

R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.

[ELA2021] (3) 1 :

1. Contribute meaningful ideas to discussions with groups and peers utilizing agreed upon rules.

a. Elaborate on responses in conversations and discussions.

Examples: use precise, descriptive language; build upon previously expressed ideas

[ELA2021] (3) 39 :

39. Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation.

a. Avoid plagiarism by using their own words and utilizing digital sources ethically.

[ELA2021] (4) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[ELA2021] (4) 33 :

33. Use research to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

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

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

c. Paraphrase portions of texts or information presented in diverse media and formats.

[ELA2021] (5) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[ELA2021] (5) 37 :

37. Write about research findings independently over short and/or extended periods of time.

[ELA2021] (5) 38 :

38. Gather information on a topic or question, and share the results through various modes of writing, including projects and presentations.

a. Locate information in print and digital sources.

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

c. Integrate information from several texts on the same topic into presentations of research.

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