ALEX Resources

   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] (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

[SS2010] WH8 (8) 4 :

4 ) Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

The students, working in partners, will use a Google Slides template to create a virtual museum on topics related to Classical Greece that identifies cultural contributions of Classical Greece. The students will self-generate questions and research the answers to the questions. The students will evaluate their peers and provide feedback on the virtual museums. The students will use the peer evaluation and feedback to make improvements to their museums. The students will share their virtual museums with the class.

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

   View Standards     Standard(s): [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) 9 :

9. Participate in collaborative discussions about arguments by evaluating claims, findings, reasoning, relevance, and evidence from multiple sources.

[ELA2021] (8) -4 :

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

[SC2015] PS8 (8) 3 :

3 ) Construct explanations based on evidence from investigations to differentiate among compounds, mixtures, and solutions.

a. Collect and analyze information to illustrate how synthetic materials (e.g., medicine, food additives, alternative fuels, plastics) are derived from natural resources and how they impact society.

In this activity, students will investigate the effectiveness of a pharmaceutical medicine and its natural counterpart. They will evaluate the pros and cons of each and make a recommendation about the best choice for the consumer. Students present their research to the class and evaluate the research of their peers.

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

   View Standards     Standard(s): [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) 24 :

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

[ELA2021] (7) -3 :

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

[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] (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) -3 :

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

[ELA2021] (8) -1 :

R6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

[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

After reviewing specific nouns, students create a two-column list of nouns and ordinary verbs specific to a particular occupation. They then pair a specific noun from the first column with an occupation-related verb from the second column to create descriptive lines with vivid verbs being used in a different context. The trick lies in the fact that the verbs must be used in a new way, having nothing to do with the occupation. Often this approach to writing leads to a natural metaphorical passage as a result. Students refine this writing strategy by rotating through computer stations, each housing a descriptive passage begun by other students, revising and suggesting improvements or just adding lines to the descriptive passages.

   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) -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

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.

   View Standards     Standard(s): [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) 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) 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) 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) 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] (9) -4 :

R4. Use digital and electronic tools appropriately, safely, and ethically.

[ELA2021] (9) -3 :

R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

[ELA2021] (9) 9 :

9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.

[ELA2021] (9) 14 :

14. Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion.

[ELA2021] (9) 26 :

26. Compose clear, coherent writing that incorporates information from at least one scholarly source and demonstrates a clear position on a topic, answers a research question, or presents a solution to a problem.

[ELA2021] (10) -5 :

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

[ELA2021] (10) -4 :

R4. Use digital and electronic tools appropriately, safely, and ethically.

[ELA2021] (10) 9 :

9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.

[ELA2021] (10) 14 :

14. Create and edit collaborative digital texts that are suitable in purpose and tone for their intended audience and occasion.

[ELA2021] (10) 26 :

26. Compose clear, coherent writing that incorporates information from at least one scholarly and at least one non-scholarly source and demonstrates a clear position on a topic, answers a research question, or presents a solution to a problem.

Students need to practice all types of writing, and oftentimes argumentative writing is ignored in favor of persuasive writing. In fact, students may not even understand there is a difference between these two types of writing. In this lesson, students examine the differences between argumentative writing and persuasive writing. After choosing topics that interest them, students conduct research which becomes the foundation for their argumentative essays. After completing their essays, students use Piktochart to create infographics to represent their research.

   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) -5 :

R2. Use context clues to determine meanings of unfamiliar spoken or written words.

[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) 23 :

23. Use an audio or audio-visual source of information to obtain the answer to a question.

[ELA2021] (7) -5 :

R2. Use context clues to determine meanings of unfamiliar spoken or written words.

[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) -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) 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

Students are engaged and motivated to build content-area vocabulary through the creation of ABC books. A small-group activity introduces a variety of ABC books, including books for older readers that use the letters of the alphabet as a starting point to present information about a featured subject. Students then decide on a style and structure for their own alphabet books and choose a word for each letter from content area textbooks, encyclopedias, reference books, or suggested websites. A storyboard is constructed including each of the 26 words, the context in which it will appear, and a quick sketch of the proposed illustration. Students' final ABC books are created using either the interactive Alphabet Organizer or PowerPoint.