ALEX Unit Plan Resources

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ALEX Unit Plans  
   View Standards     Standard(s): [ELA2021] (2) -5 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[SC2015] (2) 7 :
7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) -2 :
R4. Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.
[ELA2021] (2) 22 :
22. Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (2) 46 :
46. Gather and use research to answer questions to complete a research product.

a. Create topics of interest for a research project.

b. Create questions to gather information for a research project.

c. Find information from a variety of sources.

Examples: books, magazines, newspapers, digital media

d. Define plagiarism and explain the importance of using their own words.

Title: If We Ran the Zoo
Unit Plan Overview: Students will work in collaborative groups to research popular zoo animals to identify their habitat, diet, life span, predators, endangered status, adaptations, and physical characteristics. Students will determine if captivity is beneficial or harmful to their chosen animal. They will also investigate the impact the animal has on the environment.  Both print and digital media will be utilized in the students' research.  A culminating activity will allow students to create a slide show, board or video game, book, poster, or trifold display to place in an animal museum for parents and the school to view. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.


   View Standards     Standard(s): [MA2019] (2) 22 :
22. Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
[SS2010] LWT2 (2) 3 :
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

[MA2019] (2) 17 :
17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
[ELA2021] (2) -5 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (2) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (2) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (2) 1 :
1. Participate in conversations and discussions with groups and peers utilizing agreed-upon rules.
[ELA2021] (2) 2 :
2. Present information orally using complete sentences, appropriate volume, and clear pronunciation.

a. Use oral language for different purposes: to inform, to entertain, to persuade, to clarify, and to respond.

b. Use complex sentence structures when speaking.

c. Ask and answer questions to seek help, clarify meaning, or get information.
[ELA2021] (2) 3 :
3. Demonstrate oral literacy skills by participating in a variety of oral language activities.

Examples: creating oral stories, participating in oral dramatic activities, reciting poems and stories
[ELA2021] (2) 4 :
4. Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.
[ELA2021] (2) 22 :
22. Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (2) 27 :
27. Identify the text structures within literary and informational texts, including cause and effect, problem and solution, and sequence of events.
[ELA2021] (2) 28 :
28. Establish a purpose before reading literary and informational texts to enhance comprehension.

Examples: for pleasure, to identify main idea, to gather information or facts on a topic
[ELA2021] (2) 40 :
40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.
[MA2019] (2) 17 :
17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
[MA2019] (2) 22 :
22. Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
[SS2010] LWT2 (2) 2 :
2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

•  Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
•  Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
•  Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day
•  Describing the history of American symbols and monuments
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial

[SS2010] LWT2 (2) 3 :
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts


Title: Time After Time
Unit Plan Overview: The unit will focus on ordering common events by times, days, months, steps, or events. Students will utilize biographies and books on national symbols to read and interpret timelines. Groups will use historical text and primary sources to create timelines by using rulers to measure equal-spaced points.  Students will also create a timeline to reconstruct the history of their school staff and create individual timelines to reconstruct a history of their own past. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.



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