ALEX Learning Activity Resources

   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 :

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

[ELA2021] (8) -2 :

R5. Assess the formality of occasions in order to speak or write using appropriate language and tone.

This learning activity should be used as an explore/explain activity for students to apply their narrative writing skills and practice differentiating between narrative and expository writing.  The students will practice these skills through correspondence with a publisher and by writing a narrative of a single scene from a hero's journey.  By including the correspondence aspect of the activity, students will be able to show their ability to differentiate between narrative and expository writing.  By limiting the students to writing a single narrative scene, they will be able to more easily demonstrate their ability to write narratives that show not tell.  This should combat some of the summaries that often results when students try to tell an entire story.  Students will need to have prior knowledge concerning the difference between narrative and expository writing and the difference between a single scene in a story and an entire story.  They will also need to be familiar with the basic concepts of letter writing, the hero's journey motif, and the choices authors must make in terms of point of view, showing not telling, and dialogue.  Finally, the students will be presented with My Hero's Journey Narrative Correspondence, a letter between the students and an editor from a publishing company interested in publishing their work. The students will write a single-scene narrative with a clear beginning, middle, and end using a consistent point of view that paints a picture of the characters, setting, and events of the story.  The students will use action verbs, imagery, dialogue, and figurative language to paint this picture.  During the activity the students will use a My Hero's Journey Peer Review; revise, edit, and publish their writing to a class Padlet page; and write a letter to their publisher concerning the status of their work.

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.

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.

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.