ALEX Resources

   View Standards     Standard(s): [ELA2021] (7) -2 :

R5. Assess the formality of occasions in order to speak or write using appropriate language and tone.

[ELA2021] (7) 5 :

5. Evaluate rhetorical strategies used to develop central and supporting ideas in recorded or live presentations, including point of view, purpose, comparison, categories, and word meanings (figurative, connotative, and technical).

[ELA2021] (7) -3 :

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

[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.

This lesson is an internet-based inquiry into the Virginia Tech Massacre and Nikki Giovanni’s poetic response. This lesson ties informative reading and inquiry with the craft of poetry and the role of poetry as catharsis. Students will also recognize the difference between reading a poem and experiencing it as a public performance.

   View Standards     Standard(s): [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] (7) 14 :

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

[ELA2021] (7) -4 :

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

[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) -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) -3 :

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

[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) 9 :

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

After reading the book Duck commander family: how faith, family, and ducks built a dynasty, students will analyze characters and their varying points of view by creating two social media pages to represent them. Students will use the digital format of a Fakebook page to represent two individual people from the book. Profiles for their characters should accurately represent the characters' likes and dislikes, interests, and perspectives.

This is a college-and career-ready standards showcase lesson plan.

   View Standards     Standard(s): [ELA2021] (6) 11 :

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

[DLIT] (6) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

[HE] (6) 1 :

6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[DLIT] (7) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 20 :

14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[ELA2021] (7) 11 :

11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings.

[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.

[HE] (7) 1 :

7.1.1) Summarize the interrelationship of emotional, social, and physical health.

a. Determine how peers may affect the six dimensions of health.

b. Illustrate how changing family dynamics can affect health.

Examples: divorce, relocating, death

[DLIT] (8) 20 :

14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[ELA2021] (8) 25 :

25. Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

Examples: a day or two, a single sitting

[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.

[HE] (8) 1 :

8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

[HE] (8) 8 :

8.2.3) Analyze the influences of technology on personal and family health.

Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools

[DLIT] (9-12) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 17 :

11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

[ELA2021] (9) 24 :

24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.

[ELA2021] (9) -5 :

R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.

[ELA2021] (10) 24 :

24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.

[ELA2021] (10) -5 :

R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.

[ELA2021] (11) 24 :

24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.

a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.

[ELA2021] (11) -5 :

R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.

[ELA2021] (12) 24 :

24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.

a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.

[ELA2021] (12) -3 :

R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.

[HE] HED (9-12) 2 :

HE.1.2) Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health.

a. Identify symptoms and methods of treatment of mental health disorders, including depression, and stress.

b. Identify warning signs and prevention strategies for suicide.

[HE] HED (9-12) 9 :

HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health.

Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships

[HUM] ED07 (9-12) 2 :

2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families.

Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving

[HUM] ED07 (9-12) 4 :

4 ) Evaluate positive and negative impacts of technology on health.

Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders

-  negative—decreased level of health-enhancing physical activity, inflationary expense of health care services

[HUM] ED07 (9-12) 9 :

9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families.

•  Applying decision-making strategies to achieve and improve personal health goals

Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely

[HUM] ED08 (9-12) 18 :

18 ) Assess ways technology impacts individuals and families throughout the life cycle.

Students will be introduced to five negative consequences of a poor "digital device diet." 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. The activity will culminate with students creating a presentation in the form of a research paper, poster, or slideshow to demonstrate their knowledge of the five consequences of a poor digital diet and their effect on all aspects of health. 

   View Standards     Standard(s): [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) 11 :

11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings.

Students will engage in collaborative discussions as they compare and contrast the short story and film version of “Rikki Tikki Tavi” by completing before, during, and after viewing activities.

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

   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) -4 :

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

[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.

[ELA2021] (6) 9 :

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

[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) -4 :

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

[ELA2021] (7) 3 :

3. Explain how the author's choice of setting, plot, characters, theme, conflict, dialogue, and point of view contribute to and/or enhance the meaning and purpose of prose and poetry, using textual evidence from the writing.

[ELA2021] (7) 9 :

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

[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) -4 :

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

[ELA2021] (8) 3 :

3. Analyze how authors use key literary elements, including setting, plot, theme, characters, internal and external conflict, dialogue, and point of view, to contribute to the meaning and purpose of a text, using text evidence as support.

[ELA2021] (8) 10 :

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

Students examine graphic novels and comic books and discuss the important components of the genre, such as captions, dialogue, and images. They then use an online tool to create a six-panel comic highlighting six key scenes in a book they have read. By creating comic strips or cartoon squares featuring characters in books, students are encouraged to think analytically about the characters, events, and themes they've explored in ways that expand their critical thinking by focusing on crystallizing the significant points of the book in a few short scenes.

The updated link for the Comic Creator resource can be found at https://www.readwritethink.org/classroom-resources/student-interactives/comic-creator. 

   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) 9 :

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

[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) 9 :

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

[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) 10 :

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

Studying poetry creates rich opportunities to encourage critical reading and thinking as students analyze how poetry differs from prose in structure, form, purpose, and language. This lesson begins with a quick-write and a general discussion of the essential question What is poetry? Students are then reminded that different texts require different responses from readers, and to illustrate the differences they explore a poem and a prose selection on the same topic. Students discuss the two texts in cooperative groups, using a list of guiding questions. Each group then develops a list of descriptive statements about poetry, and the groups share their statements during a whole-class discussion that reconsiders the original question.

   View Standards     Standard(s): [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.

[ELA2021] (6) 9 :

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

[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] (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.

In this lesson, students analyze and discuss familiar superheroes and supervillains to expand their understanding of character types and conventions. Then students consider social issues that confront their everyday reality and respond by incorporating those issues into the creation of their own superheroes or supervillains as well as the settings in which the superheroes or supervillains operate.

   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) -3 :

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

[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.

[ELA2021] (6) 9 :

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

[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) -3 :

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

[ELA2021] (7) 3 :

3. Explain how the author's choice of setting, plot, characters, theme, conflict, dialogue, and point of view contribute to and/or enhance the meaning and purpose of prose and poetry, using textual evidence from the writing.

[ELA2021] (7) 9 :

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

[ELA2021] (7) 22 :

22. Choose language that expresses ideas precisely and concisely.

[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) -3 :

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

[ELA2021] (8) 3 :

3. Analyze how authors use key literary elements, including setting, plot, theme, characters, internal and external conflict, dialogue, and point of view, to contribute to the meaning and purpose of a text, using text evidence as support.

[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) 32 :

32. Utilize appropriate vocabulary in various classroom, digital, and real-world situations to facilitate effective communication.

As students read a short story, they “doodle,” either in a journal or using an online tool, responding to the text through images, symbols, shapes, and colors. They must be sure to represent all of the elements of the short story (setting, plot, character, point of view, theme) in their doodles. Students then work in small groups, to construct a graphic of their story on a sheet of newsprint with crayons or markers. When all groups have completed their graphics, they will present them to the class, explaining why they chose the elements they used. Finished graphics can be displayed on a class bulletin board, on walls, or scanned into a Web page.

   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) -3 :

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

[ELA2021] (6) 9 :

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

[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) -3 :

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

[ELA2021] (7) 9 :

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

[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) -3 :

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

[ELA2021] (8) 10 :

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

Tapping existing texts for models is one of the best strategies for writer's workshop. This lesson examines types of leads in prominent young adult literature and asks students to search for great leads and then try their own hand at writing leads. Students rank several leads from novels as they are read aloud, and then discuss their rankings. Working in small groups, students read alternative leads from Harry Potter and the Sorcerer's Stone. They then act as a marketing group to select the best lead. Next, students create two new leads for a novel, using different strategies for each. Finally, students apply this process to their own writing, working in pairs to create two alternative leads to something they have written.

   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.

   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) 1 :

1. Identify and explain an author's rhetorical choices, including point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings, to develop central and supporting ideas.

[ELA2021] (6) 9 :

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

[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) 3 :

3. Explain how the author's choice of setting, plot, characters, theme, conflict, dialogue, and point of view contribute to and/or enhance the meaning and purpose of prose and poetry, using textual evidence from the writing.

[ELA2021] (7) 9 :

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

[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) 3 :

3. Analyze how authors use key literary elements, including setting, plot, theme, characters, internal and external conflict, dialogue, and point of view, to contribute to the meaning and purpose of a text, using text evidence as support.

[ELA2021] (8) 10 :

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

Movies can be an integral part of the language arts classroom when they are used in ways that encourage and develop students' critical thinking. In this activity, students explore matching texts—novels and the movies adapted from them—to develop their analytical strategies. They use graphic organizers to draw comparisons between the two texts and hypothesize about the effect of adaptation. They analyze the differences between the two versions by citing specific adaptations in the film version, indicating the effect of each adaptation on the story, and deciding if they felt the change had a positive effect on the overall story. Students then design new DVD covers and a related insert for the movies, reflecting their response to the movie version.

   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) -4 :

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

[ELA2021] (6) 1 :

1. Identify and explain an author's rhetorical choices, including point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings, to develop central and supporting ideas.

[ELA2021] (6) 24 :

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

[ELA2021] (6) 26 :

26. Utilize research findings to communicate relevant details, opinions, and ideas about a topic or text in oral presentations.

a. Answer questions in discussions about their research findings.

[ELA2021] (6) 27 :

27. Discover word meanings by analyzing word parts, examining connotation and denotation, or using print or digital reference tools.

[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) -4 :

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

[ELA2021] (7) -3 :

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

[ELA2021] (7) 9 :

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

[ELA2021] (7) 24 :

24. Determine the relevance, reliability, and validity of information from nonfiction and fictional printed and/or digital texts.

[ELA2021] (7) 26 :

26. Produce research writings over extended periods with time for research, reflection, and revision and within shorter time frames, with minimal guidance.

Examples: a day or two, a single sitting

[ELA2021] (7) 28 :

28. Incorporate research into oral presentations, summarizing and supporting opinions and ideas with relevant details.

a. Collect information through the research process to answer follow-up questions and participate in discussions about their research findings.

[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) -4 :

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

[ELA2021] (8) -3 :

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

[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) 23 :

23. Determine the relevance, reliability, and validity of information from nonfiction and fictional printed and/or digital texts.

[ELA2021] (8) 25 :

25. Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

Examples: a day or two, a single sitting

Science fiction has the potential to spark lively discussions while inviting students to extrapolate from their own working knowledge of scientific principles. This genre offers a human lens to what can otherwise be a complex science concept. In this lesson, students will be able to explore the genre of science fiction while learning more about the science integrated into the plot of the story using nonfiction texts and resources. They first define the science fiction genre and then read and discuss science fiction texts. Next, they conduct research to find scientific facts that support or dispute the science included in the plot of the science fiction book they read. Students then revisit their definition of the genre and revise it based on their reading. Finally, students complete a project that examines the science fiction genre in relation to real-world science concepts and topics.

   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) -3 :

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

[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.

[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] (6) 9 :

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

[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) -3 :

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

[ELA2021] (7) 4 :

4. Evaluate literary devices to support interpretations of literary texts using textual evidence, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, and mood.

[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] (7) 9 :

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

[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) -3 :

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

[ELA2021] (8) 4 :

4. Analyze the use of literary devices, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, mood, and allusion, to support interpretations of literary texts, using textual evidence to support the analysis.

[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] (8) 10 :

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

This classroom resource is an engaging lesson plan from ReadWriteThink that allows students to explore how writers use sensory imagery as a literary device to make the text more meaningful for the reader.  The lesson begins with the students using all of their senses to describe known objects such as pasta, chocolate, or grapes. Students first feel and listen to the object, in a bag, before taking it out of the bag to look at, smell, and taste it. They then use at least three senses to write a poem about the object they've described.  Next, they evaluate how this literary device functions in Pat Mora's poem “Echoes.” As students read this poem, they look for sensory images and write an explanation of how these images contribute to the meaning of Mora's poem. Finally, students think about how sensory images work in their own poems and then make appropriate revisions to their work.  The resource includes links to student interactives and printable handouts.

   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) -3 :

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

[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) 29 :

29. Use academic vocabulary in writing to communicate effectively.

[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) -3 :

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

[ELA2021] (7) 15 :

15. Utilize digital tools and/or products to enhance meaning.

Examples: hashtags, videos, slide presentations, audio clips, GIFS, memes; social media platforms

[ELA2021] (7) 32 :

32. Apply vocabulary in writing to convey and enhance meaning.

[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) -3 :

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

[ELA2021] (8) 14 :

14. Utilize digital tools and/or products to enhance meaning.

Examples: hashtags, videos, slide presentations, audio clips, GIFS, memes, clips from social media

[ELA2021] (8) 32 :

32. Utilize appropriate vocabulary in various classroom, digital, and real-world situations to facilitate effective communication.

In this lesson, the traditional autobiography writing project is given a twist as students write alphabiographies—recording an event, person, object, or feeling associated with each letter of the alphabet. Students are introduced to the idea of the alphabiography through passages from James Howe's Totally Joe. Students then work with the teacher to create guidelines for writing their own alphabiographies. Students create an entry for each letter of the alphabet, writing about an important event from their lives. After the entry for each letter, students sum up the stories and vignettes by recording the life lessons they learned from the events. Since this type of autobiography breaks out of chronological order, students can choose what has been important in their lives. And since the writing pieces are short, even reluctant writers are eager to write!

See this updated link for the online Alphabet Organizer from ReadWriteThink.org.