ALEX Classroom Resources

   View Standards     Standard(s): [SS2010] LWT2 (2) 11 :

11 ) Interpret legends, stories, and songs that contributed to the development of the cultural history of the United States.

Examples: American Indian legends, African-American stories, tall tales, stories of folk heroes

In this reading passage, students learn about the Taíno people of Puerto Rico. The original people of Puerto Rico are called the Taíno. Long ago, they were fascinated by teeny frogs called coquí. The Taíno told many stories to explain why the coquí sings so loudly.

A vocabulary activity and question set are included with the reading passage. 

   View Standards     Standard(s): [SS2010] LWT2 (2) 11 :

11 ) Interpret legends, stories, and songs that contributed to the development of the cultural history of the United States.

Examples: American Indian legends, African-American stories, tall tales, stories of folk heroes

[ARTS] VISA (2) 2 :

2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

This is a hands-on learning activity where students learn the meaning of imagery by examining images on two Pueblo pots and reading short excerpts from Native American folklore. They will design their own pots by creating symbols and explaining the meaning of the symbols.

   View Standards     Standard(s): [SS2010] LWT2 (2) 11 :

11 ) Interpret legends, stories, and songs that contributed to the development of the cultural history of the United States.

Examples: American Indian legends, African-American stories, tall tales, stories of folk heroes

[SS2010] ALA (4) 11 :

11 ) Describe the impact of World War I on Alabamians, including the migration of African Americans from Alabama to the North and West, utilization of Alabama's military installations and training facilities, and increased production of goods for the war effort.

•  Recognizing Alabama participants in World War I, including Alabama's 167^th Regiment of the Rainbow Division

•  Identifying World War I technologies, including airplanes, machine guns, and chemical warfare

[ELA2021] (2) 23 :

23. Identify the main story elements in a literary text.

a. Explain the plot of a narrative, using textual evidence to list the major events in sequence.

b. Describe the characters' traits, feelings, and behaviors in a story.

c. Describe the setting of a narrative, using textual evidence.

d. Identify the central message or moral of a story.

e. Identify the theme in myths, fables, and folktales.

[ELA2021] (4) 15 :

15. Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

a. Identify and explain attitudes and influences of multiple characters within a text.

b. Explain how the main character changes throughout the story, using explicit evidence from the text.

c. Make an inference about a character's behavior, the setting, and/or specific events, using explicit details from the story.

In this activity, students will increase their knowledge about slaves, slavery, and the underground railroad by reading Follow the Drinking Gourd by Jeannette Winters. Students will write and illustrate a poem or letter playing the role of a conductor, agent, or passenger on the underground railroad.

   View Standards     Standard(s): [SS2010] LWT2 (2) 11 :

11 ) Interpret legends, stories, and songs that contributed to the development of the cultural history of the United States.

Examples: American Indian legends, African-American stories, tall tales, stories of folk heroes

This is an activity guide for using the children's book: Freedom on the Menu: The Greensboro Sit-Ins, written by Carole Boston Weatherford and illustrated by Jerome LaGarrigue. This is a story about the civil rights movement told by a young girl. The activity guide includes links to audio files containing songs for students to sing together and act out the emotions they hear or feel. The guide also includes lyrics.  Students can create their own "Freedom Song".