ALEX Resources

Narrow Results:
Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (4) 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 (12)


ALEX Lesson Plans  
   View Standards     Standard(s): [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) 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) -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) -5 :
R2. Use context clues to determine meanings of unfamiliar spoken or written words.
[ELA2021] (8) 2 :
2. Make complex inferences from the structure and content of a text, including comparison and contrast, problem and solution, cause and effect, and substantiated and unsubstantiated claims and evidence, to draw logical conclusions about the author's perspective.
[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) 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.
Subject: English Language Arts (8)
Title: Guilty or Innocent?: A Case for Close Reading
Description:

Students will be drawn in by a classic story of guilt or innocence as they discover the Western town of Moon Dance, Montana, home of Al, a young man who begins to doubt the innocence of his mentor and father figure. Could Mr. Baumer be guilty of murder? In this lesson, students are introduced to all the elements of a short story and forget that they are learning how to write an argumentative essay in their zeal to defend their opinion with evidence from the text. 




ALEX Learning Activities  
   View Standards     Standard(s): [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.
Subject: English Language Arts (8)
Title: Do Actions Speak Louder Than Words? Determining Direct and Indirect Character Traits
Description:

This lesson will assist teachers in guiding students through identifying direct and indirect characterization, as well as, analyzing how dialogue and characters' actions contribute to the meaning of the text.

 

This activity results from the ALEX Resource Development Summit.




   View Standards     Standard(s): [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] (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) 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] (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] (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) 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.
Subject: English Language Arts (6 - 8)
Title: Novel Postcards-Using Textual Evidence to Explore Character and Setting
Description:

The students will create a postcard using textual evidence from a novel to create an image (setting) from the novel for the front. The students will choose two main characters from the novel and write the message of the postcard from the point of view of one of the characters. They will use textual evidence to create a message from one main character to the other depicting the scene and describing the character's thoughts and feelings.

This activity results from the ALEX Resource Development Summit.




   View Standards     Standard(s): [ELA2021] (9) 4 :
4. Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (9) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[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.
Subject: English Language Arts (8 - 9)
Title: ABC Dialectical Journal for Characterization
Description:

In this learning activity, students can use the ABC Dialectical Journal to analyze a particular character from a text. It will guide students to make an assertion, support it with text evidence, and further explain their thinking. 

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




   View Standards     Standard(s): [ELA2021] (8) 13 :
13. Create and edit digital products that are appropriate in subject, occasion, audience, point of view, purpose, and tone.
[ELA2021] (8) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (8) -4 :
R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
[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) 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.
Subject: English Language Arts (8)
Title: My Hero's Journey Book Proposal
Description:

This learning activity should be an after-activity to allow students to demonstrate their understanding of patterns and characteristics associated with the traditional Hero's Journey myth (mono-myth). This learning activity could be used with the "What Makes a Hero?" lesson plan to introduce these concepts. The students will brainstorm ideas for a personal hero who fits the characteristics of the traditional myth using a My Hero's Journey Book Proposal and The Hero's Journey interactive guide. The assignment is presented to students as a letter from a publisher asking them to submit their ideas for a book using the traditional hero's journey pattern and characteristics. The students will answer questions and insert illustrations from The Hero's Journey resource to help them think through their ideas.  

This activity is a result of the ALEX Resource Development Summit.




ALEX Learning Activities: 4

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ALEX Classroom Resources  
   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.
Subject: English Language Arts (6 - 8)
Title: Book Report Alternative: Comic Strips and Cartoon Squares
URL: http://readwritethink.org/classroom-resources/lesson-plans/book-report-alternative-comic-195.html
Description:

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) 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) 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] (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) 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) 32 :
32. Apply vocabulary in writing to convey and enhance meaning.
[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) 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) 31 :
31. Integrate effective vocabulary into writing to create specific effects and communicate purposefully.
Subject: English Language Arts (6 - 8)
Title: Character Change: The Diary of Anne Frank
URL: https://aptv.pbslearningmedia.org/resource/midlit11.ela.splafrank/character-change-the-diary-of-anne-frank/
Description:

In this interactive lesson supporting literacy skills, students examine what Anne Frank’s writing and a video dramatization of her diary reveal about her character and how it changed while she was in hiding. Students develop their literacy skills as they explore an English language arts focus on character change. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities.

This resource also includes two informative essay prompts to which students can respond. Be sure to look at the Support Materails for additiaonl resources.



   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] (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] (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] (9) 4 :
4. Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (10) 4 :
4. Interpret an author's use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (11) 4 :
4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.
[ELA2021] (12) 4 :
4. Evaluate an author's use of characterization, figurative language, literary elements, and point of view to create and convey meaning.
Subject: English Language Arts (6 - 12)
Title: Character Study: Scout Finch
URL: https://aptv.pbslearningmedia.org/resource/am12.ela.rv.text.scout/character-study-scout-finch/
Description:

This video from American Masters: Harper Lee: Hey, Boo highlights Scout, one of the most beloved characters in all of the American fiction and the main character of the novel To Kill a Mockingbird. In the video, students learn what makes Scout unique as well as what makes her a “typical American character.” This resource provides instruction and discussion surrounding characterization. Students are prompted to provide text evidence to support their reasoning. 



   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] (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] (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] (9) 4 :
4. Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (10) 4 :
4. Interpret an author's use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (11) 4 :
4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.
[ELA2021] (12) 4 :
4. Evaluate an author's use of characterization, figurative language, literary elements, and point of view to create and convey meaning.
Subject: English Language Arts (6 - 12)
Title: The Constructed Languages of JRR Tolkien | It's Lit!
URL: https://aptv.pbslearningmedia.org/resource/the-constructed-languages-of-jrr-tolkien-video/its-lit-season-2/
Description:

Do you speak Elvish? How about Klingon? Learn about the history of constructed language in literature in this video from It’s Lit! Tolkien is widely regarded as the most influential author of the fantasy genre… period. But one of the less-discussed aspects of his work is the way Tolkien used constructed language in his writing. Nowadays authors are constantly making up words and languages for the worlds they build, but Tolkien was unique in that he constructed languages first, and then created worlds so his fictional languages would have somewhere to live. Support materials include discussion questions, a “construct your own language” activity, and resources on how to learn Elvish.

Students will examine sentence structure and context to create a language. Students will also examine how Tolkien's cultural perspective influenced the languages he created.



   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] (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] (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.
Subject: English Language Arts (6 - 8)
Title: Literary Elements and Techniques | Conflict
URL: https://aptv.pbslearningmedia.org/resource/litel18-ela-conflict/literary-elements-and-techniques-conflict/
Description:

Learn how to identify different types of conflict in literature in this animated video from WNET. This resource provides instruction in identifying internal and external conflict. 



   View Standards     Standard(s): [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) 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] (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] (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] (9) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (9) 4 :
4. Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (10) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (10) 4 :
4. Interpret an author's use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (11) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (11) 4 :
4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.
[ELA2021] (11) 6 :
6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.
[ELA2021] (12) -2 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (12) 4 :
4. Evaluate an author's use of characterization, figurative language, literary elements, and point of view to create and convey meaning.
[ELA2021] (12) 6 :
6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.
Subject: English Language Arts (6 - 12)
Title: Lorraine Hansberry: "A Raisin in the Sun" | Analyzing Theme
URL: https://aptv.pbslearningmedia.org/resource/hans17-ela-analyzing-theme/analyzing-theme/
Description:

In this interactive lesson, discover how literary techniques like setting, characterization, and conflict contribute to the overarching theme of a text. Through analysis of Lorraine Hansberry's iconic play A Raisin in the Sun, explore the importance of these different elements individually, then learn how each piece comes together to establish a theme.



   View Standards     Standard(s): [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] (7) 17 :
17. Identify the conventions of standard English grammar and usage in writing.

a. Identify subject-verb agreement with compound subjects joined by correlative and coordinating conjunctions and with collective nouns when verb form depends on the rest of the sentence.

b. Identify the usage of simple, compound, complex, and compound-complex statements and questions to signal differing relationships among ideas in a text.

c. Evaluate the functions of phrases and clauses in general and their function in specific sentences.
[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.
Subject: English Language Arts (6 - 8)
Title: "The Tell-Tale Heart" | Edgar Allan Poe: Buried Alive
URL: https://aptv.pbslearningmedia.org/resource/poe17-ela-heart/the-tell-tale-heart-edgar-allan-poe-buried-alive/
Description:

Explore Edgar Allan Poe’s famous short story, “The Tell-Tale Heart,“ in this video from the American Masters film Edgar Allan Poe: Buried Alive. Discussion questions, teaching tips, and a student handout ask students to analyze the work while also learning more about the art of writing a short story. Students are asked to consider why the story remains popular today, its connections to music, and how Poe hooks readers from the very first sentence. Students are also asked to identify the theme of the work. Students also analyze the author's word choice or diction.



   View Standards     Standard(s): [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) 27 :
27. Synthesize and present information during the research process to answer follow-up questions and participate in both informal and formal discussions about research findings with grade-appropriate command of language.
Subject: English Language Arts (8)
Title: Becoming History Detectives Using Shakespeare's Secret
URL: https://www.readwritethink.org/classroom-resources/lesson-plans/becoming-history-detectives-using#ResourceTabs2
Description:

Students use Shakespeare's Secret, a featured title on the Teachers' Choices Booklist (International Reading Association, 2006), as a springboard to the exploration of the controversy regarding the authorship of Shakespeare's works. The novel makes liberal use of the historical details surrounding William Shakespeare's life and exposes students to the possibility raised by some theorists that Edward de Vere, Earl of Oxford, was the true author of the works that have long been attributed to the Bard. Students explore the historical references in the novel and generate questions for further research. As they research these questions on suggested websites, they organize their findings with the help of the ReadWriteThink Notetaker. Then they work in small groups to create and present short dramatic skits that creatively connect the novel with the historical facts.



   View Standards     Standard(s): [ARTS] DAN (6) 15 :
15) Determine meaning or artistic intent from the patterns of movement in a dance work.

Example: Rippling or back and forth actions in body parts and spatial design in Alvin Ailey's Wade in the Water.

[ARTS] DAN (7) 17 :
17) Explain how the artistic expression of various dances is achieved through the elements of dance technique, context, and production elements.

[ARTS] DAN (8) 17 :
17) Observe a dance and explain how artistic expression is achieved through relationships among the elements of dance, use of body, dance technique, and context, and provide evidence to support your interpretation using genre-specific dance terminology.

Example: Observe Alwin Nikolais' Noumenon and discuss how the movement, costuming, lighting, and sound score create intent for the choreography.

[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] (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] (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.
Subject: Arts Education (6 - 8), English Language Arts (6 - 8)
Title: Swoop, Lift, and Leap to the Lore
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/6-8/swoop-lift--leap-to-the-lore/
Description:

In this lesson, students will identify how animals and elements of nature are represented by dancers. They will read poetry by Indigenous and Native Peoples of North America.  Using basic locomotor movement, students will choreograph and perform a dance from a poem.    



   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] (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] (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.
Subject: English Language Arts (6 - 8)
Title: Exploring Change Through Allegory and Poetry
URL: http://readwritethink.org/classroom-resources/lesson-plans/exploring-change-through-allegory-1082.html?tab=1#tabs
Description:

Change is an inevitable part of life that challenges many young adults. Understanding and accepting change are key components in career and future planning. In this lesson, students explore the theme of change through allegory and poetry by reading an example of literary allegory and creating their own pictorial allegories. Students first define allegory and complete a pictorial allegory—or "me tree"—that displays phrases describing their interests, trails, and dreams on outlines of their hands. Next, they read and discuss a text, such as Shel Silverstein's The Giving Tree or Sandy Stryker's Tonia the Tree; that addresses change, and then review basic literary concepts as they complete a literary elements map and plot diagram. Finally, students further explore change, and what it means to them, as they write diamante poems related to the theme of change.



   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.
Subject: English Language Arts (6 - 8)
Title: Doodle Splash: Using Graphics to Discuss Literature
URL: http://readwritethink.org/classroom-resources/lesson-plans/doodle-splash-using-graphics-190.html
Description:

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) 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.
Subject: English Language Arts (6 - 8)
Title: Cover to Cover: Comparing Books to Movies
URL: http://readwritethink.org/classroom-resources/lesson-plans/cover-cover-comparing-books-1098.html
Description:

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.



ALEX Classroom Resources: 12

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