ALEX Resources

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Learning Activities (3) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (5)

ALEX Learning Activities  
   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.
[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: English Language Arts (8), Digital Literacy and Computer Science (8)
Title: Publishing a Page in a Poetry E-Book
Description:

This lesson should be used at the end of a poetry unit or lesson. Students will use technology tools, including the internet, word processing tools, and Canva to produce a page of original poetry which will be published in a collaborative e-book. 

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



   View Standards     Standard(s): [ELA2021] (8) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (8) 13 :
13. Create and edit digital products that are appropriate in subject, occasion, audience, point of view, purpose, and tone.
[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 22 :
16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

[DLIT] (8) 23 :
17) Communicate and publish individually or collaboratively to persuade peers, experts, or community about issues and problems.

Subject: English Language Arts (8), Digital Literacy and Computer Science (8)
Title: E-Cigarettes Public Service Announcement
Description:

After reading, analyzing, and discussing the article “E-Cigarettes: A Dangerous Trend” and using the hyperdoc, students will synthesize information to learn the dangers of e-cigarettes and design, create, and publish a Public Service Announcement video that explains the dangers of e-cigarettes.

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: 3

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ALEX Classroom Resources  
   View Standards     Standard(s): [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) 14 :
14. Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone.
[ELA2021] (8) 13 :
13. Create and edit digital products that are appropriate in subject, occasion, audience, point of view, purpose, and tone.
[ELA2021] (9) 14 :
14. Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion.
[ELA2021] (10) 14 :
14. Create and edit collaborative digital texts that are suitable in purpose and tone for their intended audience and occasion.
Subject: English Language Arts (6 - 10)
Title: Writing for Different Audiences in Manufacturing | Workplace Essential Skills
URL: https://aptv.pbslearningmedia.org/resource/ket-workready-51/writing-for-different-audiences-in-manufacturing-video-workplace-essential-skills/
Description:

Many jobs in the manufacturing industry require writing emails, reports, and updates. The first thing employees should consider when they start to write anything for work is audience and purpose, so they are sure to use the most appropriate language and format. This resource provides instruction and discussion in considering your audience when crafting workplace documents. 


   View Standards     Standard(s): [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) 14 :
14. Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone.
[ELA2021] (8) 13 :
13. Create and edit digital products that are appropriate in subject, occasion, audience, point of view, purpose, and tone.
[ELA2021] (9) 14 :
14. Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion.
[ELA2021] (10) 14 :
14. Create and edit collaborative digital texts that are suitable in purpose and tone for their intended audience and occasion.
Subject: English Language Arts (6 - 10)
Title: Audience and Purpose in Marketing and Sales Writing | Workplace Essential Skills
URL: https://aptv.pbslearningmedia.org/resource/ket-workready-49/audience-and-purpose-in-marketing-and-sales-writing-video-workplace-essential-skills/
Description:

When you are writing something for work in the marketing, sales, and services industry, one of the most important things to consider is your audience. To whom are you writing, and what information do they need? A social media employee, an interior designer, and a marketing employee at a lumber company share examples and tips. This source provides instruction and discussion with considering your audience and purpose when crafting workplace documents. 


   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.
Subject: English Language Arts (6 - 8)
Title: A Directed Listening-Thinking Activity for The Tell-Tale Heart
URL: http://readwritethink.org/classroom-resources/lesson-plans/directed-listening-thinking-activity-850.html
Description:

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.
Subject: English Language Arts (6 - 8)
Title: I've Got It Covered! Creating Magazine Covers to Summarize Texts
URL: http://readwritethink.org/classroom-resources/lesson-plans/covered-creating-magazine-covers-1092.html
Description:

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) -4 :
R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
[ELA2021] (6) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[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) 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) 24 :
24. Write about research findings independently over short and/or extended periods of time.
[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) 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) 14 :
14. Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone.
[ELA2021] (7) 23 :
23. Implement ethical guidelines while finding and recording information from a variety of primary, secondary, and digital sources.
[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] (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) 1 :
1. Analyze how informational and graphic text elements, including allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings, develop central and supporting ideas.
[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) 13 :
13. Create and edit digital products that are appropriate in subject, occasion, audience, point of view, purpose, and tone.
[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
Subject: English Language Arts (6 - 8)
Title: Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology
URL: http://readwritethink.org/classroom-resources/lesson-plans/twenty-first-century-informational-30581.html?tab=1#tabs
Description:

This lesson incorporates graphic novels to help students expand their reading, writing, research, and technology skills. Students first read graphic novels to become familiar with the text structure, then research a self-selected topic using web-based resources. Students follow the research process and synthesize the information they obtained to create their graphic novel using the Comic Life software or other comic software. This unit works best with students who are already familiar with writing research papers.


ALEX Classroom Resources: 5

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