ALEX Learning Activity Resources

   View Standards     Standard(s): [DLIT] (6) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[ELA2021] (6) -2 :

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

[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) 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] (7) -2 :

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

[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

[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.

[DLIT] (8) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 20 :

14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[ELA2021] (8) 27 :

27. Synthesize and present information during the research process to answer follow-up questions and participate in both informal and formal discussions about research findings with grade-appropriate command of language.

[ELA2021] (8) -2 :

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

[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) 10 :

10. Present research findings to a peer audience, either formally or informally, conveying credible, accurate information from multiple sources, including diverse media.

[ELA2021] (9) 20 :

20. Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions as indicated or appropriate.

[ELA2021] (10) 10 :

10. Present research findings to peers, either formally or informally, integrating credible, accurate information from multiple sources, including diverse media.

[ELA2021] (10) 20 :

20. Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions when indicated or appropriate.

[ELA2021] (11) 13 :

13. Synthesize multiple sources of information (including diverse media), evaluate the credibility and accuracy of each source, and share information orally.

[ELA2021] (11) 23 :

23. Deliver a speech suitable for an authentic audience for a specific purpose, demonstrating command of formal English when indicated or appropriate.

Examples: student-led conference, public meeting, community-based group

[ELA2021] (12) 13 :

13. Evaluate the credibility and accuracy of sources from diverse media and/or formats and then use multiple suitable sources of information to develop an idea or further a position.

[ELA2021] (12) 23 :

23. Deliver a speech suitable for a professional audience of college and/or workforce stakeholders for a specific purpose, demonstrating command of formal English.

[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 a five-step action plan to reduce their use of digital devices and decrease the negative consequences of a "poor digital diet." Students will analyze the relationship between all aspects of social and emotional health and describe how the use of digital devices can affect their health. Students will write and present a personal pledge to improve their "digital diet," demonstrating their command of the formal English language and presentation skills.

   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.