ALEX Classroom Resources

   View Standards     Standard(s): [ELA2021] (3) -1 :

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (3) 39 :

39. Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation.

a. Avoid plagiarism by using their own words and utilizing digital sources ethically.

[ELA2021] (4) -3 :

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

[ELA2021] (4) 33 :

33. Use research to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

a. Introduce a research topic clearly and group related ideas.

b. Integrate and cite evidence to present research findings in written form.

c. Paraphrase portions of texts or information presented in diverse media and formats.

[ELA2021] (5) -3 :

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

[ELA2021] (5) 38 :

38. Gather information on a topic or question, and share the results through various modes of writing, including projects and presentations.

a. Locate information in print and digital sources.

b. Summarize, quote, and paraphrase information in notes and finished work, providing a list of sources.

c. Integrate information from several texts on the same topic into presentations of research.

Students get to flex their writing muscles as they use a variety of writing genres to create a zine of their own: letter writing, persuasive writing, narrative, acrostic poetry, comic writing, and biography/autobiography. Each student chooses a prominent figure from popular culture as the focus for a multigenre zine and then plans the project using the Facts–Questions–Interpretations method. Students then write in each of the listed genres about their chosen subjects, using a variety of ReadWriteThink.org tools. Finally, students design covers for their projects, and the teacher binds all the printed documents into individual zines.

   View Standards     Standard(s): [ELA2021] (3) -3 :

R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.

[ELA2021] (3) 6 :

6. Use digital tools to enhance oral presentations, working collaboratively.

[ELA2021] (3) 39 :

39. Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation.

a. Avoid plagiarism by using their own words and utilizing digital sources ethically.

[ELA2021] (4) -4 :

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

[ELA2021] (4) 33 :

33. Use research to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

a. Introduce a research topic clearly and group related ideas.

b. Integrate and cite evidence to present research findings in written form.

c. Paraphrase portions of texts or information presented in diverse media and formats.

[ELA2021] (4) 42 :

42. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, and speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.

a. Articulate ideas, claims, and perspectives in a logical sequence, presenting information, findings, and credible evidence from multiple sources and modalities to enhance listeners' understanding.

[ELA2021] (5) -4 :

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

[ELA2021] (5) 9 :

9. Express ideas clearly and effectively to diverse partners or groups.

a. Pose and respond to explicit questions in ways that contribute to the discussion and elaborate on the remarks of others.

b. Verbally summarize information read aloud or presented in diverse media and formats.

c. Report orally on a topic or text, sequencing ideas logically and supporting main ideas with appropriate facts and relevant details.

d. Speak clearly at an understandable rate.

[ELA2021] (5) 38 :

38. Gather information on a topic or question, and share the results through various modes of writing, including projects and presentations.

a. Locate information in print and digital sources.

b. Summarize, quote, and paraphrase information in notes and finished work, providing a list of sources.

c. Integrate information from several texts on the same topic into presentations of research.

In this collaborative inquiry unit, the real gold is the inquiry skills and content area knowledge that students develop. The class works in small groups, each focusing on one aspect of the same big topic, such as the Gold Rush. After skimming related texts, the class brainstorms people, places, and things associated with the topic and develops a list of five or six main subtopics. Students then work in small groups to research one of the subtopics, practicing specific research skills as they work. Finally, students choose an activity, such as an oral report, trivia game, or newspaper, to teach what they have learned to the rest of the class. Group accountability and individual responsibility are built into this lesson process.

While this unit uses the Gold Rush as an example, any event or geographical area could be substituted.

   View Standards     Standard(s): [ELA2021] (3) -1 :

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (3) 34 :

34. Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion.

[ELA2021] (3) 39 :

39. Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation.

a. Avoid plagiarism by using their own words and utilizing digital sources ethically.

[ELA2021] (4) -3 :

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

[ELA2021] (4) 33 :

33. Use research to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

a. Introduce a research topic clearly and group related ideas.

b. Integrate and cite evidence to present research findings in written form.

c. Paraphrase portions of texts or information presented in diverse media and formats.

[ELA2021] (4) 36 :

36. Write informative or explanatory text about a topic using sources, incorporating academic vocabulary, and including an introduction, facts, details with elaboration, and a conclusion.

[ELA2021] (5) -3 :

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

[ELA2021] (5) 35 :

35. Write informative or explanatory texts using multiple sources to examine a topic, conveying ideas and information clearly and incorporating a strong organizational structure, relevant details, and elaboration.

[ELA2021] (5) 37 :

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

[ELA2021] (5) 38 :

38. Gather information on a topic or question, and share the results through various modes of writing, including projects and presentations.

a. Locate information in print and digital sources.

b. Summarize, quote, and paraphrase information in notes and finished work, providing a list of sources.

c. Integrate information from several texts on the same topic into presentations of research.

While engaging in the processes of researching, writing, and evaluating short biographical sketches, students can master essential writing skills and enhance their content area learning. In this unit, students discuss standard elements in a biography and examine the characteristics of the genre in a workshop setting. After selecting and researching a contemporary or historical figure using online databases, students practice writing short biographies. They then offer feedback on others' compositions and publish final drafts for reading aloud and displaying in class.

   View Standards     Standard(s): [ELA2021] (3) -3 :

R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.

[ELA2021] (3) 1 :

1. Contribute meaningful ideas to discussions with groups and peers utilizing agreed upon rules.

a. Elaborate on responses in conversations and discussions.

Examples: use precise, descriptive language; build upon previously expressed ideas

[ELA2021] (3) 39 :

39. Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation.

a. Avoid plagiarism by using their own words and utilizing digital sources ethically.

[ELA2021] (4) -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] (4) 33 :

33. Use research to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

a. Introduce a research topic clearly and group related ideas.

b. Integrate and cite evidence to present research findings in written form.

c. Paraphrase portions of texts or information presented in diverse media and formats.

[ELA2021] (5) -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] (5) 37 :

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

[ELA2021] (5) 38 :

38. Gather information on a topic or question, and share the results through various modes of writing, including projects and presentations.

a. Locate information in print and digital sources.

b. Summarize, quote, and paraphrase information in notes and finished work, providing a list of sources.

c. Integrate information from several texts on the same topic into presentations of research.

Diversity is celebrated in this lesson in which students embark on a cultural research project by first reading a variety of alphabet books about world cultures, including D is for Doufu: An Alphabet Book of Chinese Culture by Maywan Shen Krach. They then select a culture to study and work in groups to conduct research into the history and symbols of their selected culture. The unit includes tools for conducting primary interviews and other research techniques. The project culminates with each group writing and illustrating a cultural alphabet book based on their research. Groups share their work with the class and invited guests during a Diversity Celebration.