ALEX Resources

Narrow Results:
Lesson Plans (6) A detailed description of the instruction for teaching one or more concepts or skills. 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 (5)

ALEX Lesson Plans  
   View Standards     Standard(s): [SS2010] ALA (4) 6 :
6 ) Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.

Examples: cultural—housing, education, religion, recreation

economic—transportation, means of support

political—inequity of legal codes

•  Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys
[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) 21 :
21. Explain how relevant details support the implied or explicit main idea of a text.

a. Determine the central idea or theme of a text.

b. Explain the difference between implied and explicit details.

c. Summarize the key supporting details by citing evidence from a text.
Subject: English Language Arts (4), or Social Studies (4)
Title: School Days: Early 19th Century in Alabama
Description:

Students will explore an article about education in the early nineteenth century and a newspaper article from 1818 to determine what education was like in the early nineteenth century. Students will investigate the documents and find text evidence to find out what schools were like in the early nineteenth century. Students will use their findings to write a story.

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.
Subject: English Language Arts (4), or Social Studies (4)
Title: Hernando de Soto in Alabama
Description:

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.
Subject: English Language Arts (4), or Social Studies (4)
Title: Alabama's Early Governors
Description:

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) 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.
[SS2010] ALA (4) 6 :
6 ) Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.

Examples: cultural—housing, education, religion, recreation

economic—transportation, means of support

political—inequity of legal codes

•  Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys
Subject: English Language Arts (4), or Social Studies (4)
Title: School is in Session!
Description:

In this lesson, students will be able to describe cultural aspects of early nineteenth century townspeople by reading a newspaper article describing the opening of a new school. Students will also be able to discuss, infer, and write from a variety of perspectives when explaining the roles of various people mentioned in the article.

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



   View Standards     Standard(s): [SS2010] ALA (4) 6 :
6 ) Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.

Examples: cultural—housing, education, religion, recreation

economic—transportation, means of support

political—inequity of legal codes

•  Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys
[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) 24 :
24. Explain how an author uses reasons and evidence to support particular points and claims in an informational text or argument.

a. Make text-based inferences to determine possible reasons for an author's stance.
Subject: English Language Arts (4), or Social Studies (4)
Title: You Don't Have Mail!
Description:

This lesson will provide students with two primary documents, a drawing of a postal stagecoach and a newspaper article outlining the difficulties of mail delivery. Students will complete a graphic organizer to provide evidence that details a specific perspective described in the documents.

Students will examine the cultural and economic aspects of the early nineteenth century and will refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences. Students will be able to explain how an author uses reasons and evidence to support particular points of view.

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



   View Standards     Standard(s): [SS2010] ALA (4) 6 :
6 ) Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.

Examples: cultural—housing, education, religion, recreation

economic—transportation, means of support

political—inequity of legal codes

•  Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys
[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.
Subject: English Language Arts (4), or Social Studies (4)
Title: Look Who's Coming to Dinner!
Description:

Students will read from an Alabama newspaper about President James Monroe's surprise visit to Huntsville. The article discusses the purposes of the visit, the locals who welcomed and entertained the President, and his discussion of current (1819) events.

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



ALEX Learning Activities  
   View Standards     Standard(s): [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 (4) 13 :
13) Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students' outcomes are different even though they used the same criteria.

[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.
Subject: Arts Education (4), English Language Arts (4)
Title: Portraying Emotional Messages Through Visual Art
Description:

Students will read an article on Edvard Munch’s painting The Scream.The class will discuss the message Edvard Munch was trying to convey. The students will then be given an emotion to portray in a painting or sketch. The class will discuss which emotion each work of art conveys.

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



ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2021] (3) 25 :
25. Identify statements in informational texts as facts or opinions.

a. Use prior knowledge and/or details from the text to distinguish fact from opinion.

b. Use information gathered from research to evaluate opinions.
[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.
Subject: English Language Arts (3 - 4)
Title: Fact and Opinion
URL: https://www.roomrecess.com/Lessons/FactAndOpinion/Video.html
Description:

Trying to determine whether a statement is a fact or opinion just comes down to one thing: Can it be proven? The classroom resource provides an instructional video on facts and opinions. The video teaches the students to identify statements as being either a fact or an opinion. This classroom resource includes worksheets to help with understanding and encourage application.


   View Standards     Standard(s): [SC2015] (4) 14 :
14 ) Explore information to support the claim that landforms are the result of a combination of constructive forces, including crustal deformation, volcanic eruptions, and sediment deposition as well as a result of destructive forces, including erosion and weathering.

[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.
Subject: Science (4), English Language Arts (4)
Title: How Glaciers Change the World
URL: https://www.readworks.org/article/How-Glaciers-Change-the-World/2fc03150-4c8f-4b0e-8ddc-53cd5bb3e71d#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can introduce students to the concept of constructive and destructive forces on Earth's surface, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. 


   View Standards     Standard(s): [SC2015] (4) 14 :
14 ) Explore information to support the claim that landforms are the result of a combination of constructive forces, including crustal deformation, volcanic eruptions, and sediment deposition as well as a result of destructive forces, including erosion and weathering.

[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.
Subject: Science (4), English Language Arts (4)
Title: Chemical Weathering of Rocks
URL: https://www.readworks.org/article/Chemical-Weathering-of-Rocks/1a3e0dbe-f3c0-4159-a92d-8bf396cb83e4#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. This learning activity can introduce students to the concept of chemical weathering or serve as reinforcement after students have already learned this concept. This classroom resource can be paired with the classroom resource "Physical Weathering at Work," so students can compare and contrast these two destructive forces. 


   View Standards     Standard(s): [SC2015] (4) 14 :
14 ) Explore information to support the claim that landforms are the result of a combination of constructive forces, including crustal deformation, volcanic eruptions, and sediment deposition as well as a result of destructive forces, including erosion and weathering.

[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.
Subject: Science (4), English Language Arts (4)
Title: Physical Weathering at Work
URL: https://www.readworks.org/article/Physical-Weathering-at-Work/c28c7941-c9ea-49a4-a84e-4ab61c6c7c72#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. This learning activity can introduce students to the concept of physical weathering or serve as reinforcement after students have already learned this concept. This classroom resource can be paired with the classroom resource "Chemical Weathering of Rocks," so students can compare and contrast these two destructive forces.


   View Standards     Standard(s): [SC2015] (4) 11 :
11 ) Investigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).

[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.
Subject: Science (4), English Language Arts (4)
Title: Animal Instinct
URL: https://www.readworks.org/article/Animal-Instinct/435ddd51-dac9-46bc-9fbe-4e0c851d4cbf#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can introduce students to the concept of animals responding to information received through their senses, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. 


ALEX Classroom Resources: 5

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