ALEX Resources

   View Standards     Standard(s): [SC2015] ES6 (6) 10 :

10 ) Use research-based evidence to propose a scientific explanation regarding how the distribution of Earth's resources such as minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes (e.g., past volcanic and hydrothermal activity, burial of organic sediments, active weathering of rock).

[ELA2021] (6) 11 :

11. Utilize written, visual, digital, and interactive texts to generate and answer literal, interpretive, and applied questions.

[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) 8 :

8. Participate in collaborative discussions using information from a source.

[ELA2021] (6) 24 :

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

Students will begin this lesson by accessing their prior knowledge on Earth's natural resources through a brainstorming activity. The teacher will introduce the topic of fossil fuels, which are non-renewable resources such as coal, oil, and natural gas. The teacher will lead students in utilizing the jigsaw literacy strategy, in which students will become members of a home group and an expert group as they research and discuss their assigned topic. This lesson will culminate with students creating a presentation in the form of a research paper, poster, or slideshow to demonstrate their knowledge of the distribution and creation of fossil fuels.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

   View Standards     Standard(s): [SS2010] USS6 (6) 9 :

9 ) Critique major social and cultural changes in the United States since World War II.

•  Identifying key persons and events of the modern Civil Rights Movement

Examples: persons—Martin Luther King Jr.; Rosa Parks; Fred Shuttlesworth; John Lewis (Alabama)

events—Brown versus Board of Education, Montgomery Bus Boycott, student protests, Freedom Rides, Selma-to-Montgomery Voting Rights March, political assassinations (Alabama)

•  Describing the changing role of women in United States' society and how it affected the family unit

Examples: women in the workplace, latchkey children

•  Recognizing the impact of music genres and artists on United States' culture since World War II

Examples: genres—protest songs; Motown, rock and roll, rap, folk, and country music

artists—Elvis Presley, the Beatles, Bob Dylan, Aretha Franklin, Hank Williams (Alabama)

•  Identifying the impact of media, including newspapers, AM and FM radio, television, twenty-four hour sports and news programming, talk radio, and Internet social networking, on United States' culture since World War II

[LIT2010] HIS (6-8) 7 :

7 ) Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

[ELA2021] (6) 8 :

8. Participate in collaborative discussions using information from a source.

[ELA2021] (6) 24 :

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

After viewing various videos and images, the students will deepen their understanding of the desegregation movement and its continuing influence on today's society. The students will defend their opinions using an open-mic forum and will creatively demonstrate their understanding through writing poetry.

   View Standards     Standard(s): [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) 8 :

8. Participate in collaborative discussions using information from a source.

Students will participate in a Socratic Seminar to discuss the idea of non-conformity as a relative theme in the novel Stargirl. Students will refer to text annotations and class discussions (completed TPFASTT optional) to make contributions to the student-led discussion.  

This is a College- and Career-Ready Standards showcase lesson plan.

   View Standards     Standard(s): [SC2015] ES6 (6) 10 :

10 ) Use research-based evidence to propose a scientific explanation regarding how the distribution of Earth's resources such as minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes (e.g., past volcanic and hydrothermal activity, burial of organic sediments, active weathering of rock).

[ELA2021] (6) 11 :

11. Utilize written, visual, digital, and interactive texts to generate and answer literal, interpretive, and applied questions.

[ELA2021] (6) 8 :

8. Participate in collaborative discussions using information from a source.

[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) 24 :

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

This strategy guide will provide teachers with the background knowledge needed to implement the Jigsaw Cooperative Learning Technique in their classrooms. The digital tool explains the research basis of this technique, provides tips for integrating this strategy in the classroom, and offers links to related resources. 

   View Standards     Standard(s): [ELA2021] (6) 8 :

8. Participate in collaborative discussions using information from a source.

[ELA2021] (6) 9 :

9. Participate in collaborative discussions about literary devices and elements found in prose and poetry.

[ELA2021] (6) 13 :

13. Create and edit digital products that are appropriate in subject and purpose for a particular audience or occasion.

Examples: social media posts, blog posts, podcast episodes, infographics

[ELA2021] (6) 28 :

28. Discover word meanings through active listening in various contexts.

Examples: classroom discussion, oral presentations, digital formats

[ELA2021] (7) 9 :

9. Participate in collaborative discussions about prose and poetry by evaluating the use of literary devices and elements.

[ELA2021] (7) 14 :

14. Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone.

[ELA2021] (8) 10 :

10. Engage in coherent and collaborative discussions about prose and poetry by evaluating the use of literary devices and elements.

[ELA2021] (8) 13 :

13. Create and edit digital products that are appropriate in subject, occasion, audience, point of view, purpose, and tone.

In this five-lesson unit, students participate in a Directed Listening-Thinking Activity (DLTA), in which they listen to "The Tell-Tale Heart" by Edgar Allan Poe and answer prediction questions at designated stopping points during the reading. Students then discuss and write a written response to the story at the conclusion of the lesson, in the form of either an acrostic poem or a comic strip. This lesson works well at Halloween or at the beginning of a mystery unit.

   View Standards     Standard(s): [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) 2 :

2. Make inferences and draw logical conclusions from the content and structures of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing.

[ELA2021] (6) 8 :

8. Participate in collaborative discussions using information from a source.

[ELA2021] (6) 13 :

13. Create and edit digital products that are appropriate in subject and purpose for a particular audience or occasion.

Examples: social media posts, blog posts, podcast episodes, infographics

[ELA2021] (7) -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] (7) 1 :

1. Evaluate the contributions of informational text elements, including categories, point of view, purpose, and figurative, connotative, and technical word meanings, to develop central and supporting ideas.

[ELA2021] (7) 14 :

14. Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone.

[ELA2021] (8) -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] (8) 13 :

13. Create and edit digital products that are appropriate in subject, occasion, audience, point of view, purpose, and tone.

Students can improve their comprehension of content area textbooks by summarizing chapters in the form of magazine covers. The lesson begins by asking students to examine a magazine and discuss the ways in which the magazine cover's headlines and graphics express the main ideas of its articles. They then review a chapter in a content area textbook and use an interactive tool to create a magazine cover that summarizes the textbook information. This process enables students to form connections and create visual representations to share information. Although the focus is on informational texts, this assignment could potentially be expanded to include other types of text as well.