ALEX Resources

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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (2) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill.


ALEX Lesson Plans  
   View Standards     Standard(s): [CE] (0-12) 10 :
10 ) Self-control

[CE] (0-12) 22 :
22 ) Creativity

[ELA2015] (1) 24 :
24 ) Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [W.1.1]

a. Write simple poems addressing a topic. (Alabama)

[ELA2015] (1) 35 :
35 ) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]

[ELA2015] (2) 22 :
22 ) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. [W.2.1]

a. Write free verse poetry to express ideas. (Alabama)

[ELA2015] (2) 33 :
33 ) Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [SL.2.5]

Subject: Character Education (K - 12), or English Language Arts (1 - 2)
Title: Are You Jumping for Joy or Pitching a Fit?
Description:

What makes you jump?  When someone scares you?  When you are fuming mad? When you are excited about scoring a goal?  In this lesson, students will explore all the reasons that make us jump.  The students will write a poem about a time they jumped and make a simple collage of themselves jumping. 

This is a College- and Career-Ready Standards showcase lesson plan.




ALEX Learning Activities  
   View Standards     Standard(s): [ELA2015] (5) 32 :
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 5 topics and texts, building on others' ideas and expressing their own clearly. [SL.5.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.5.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.5.1b]

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [SL.5.1c]

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [SL.5.1d]

[DLIT] (5) 34 :
28) Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.

Examples: Design backpack for a specific user's needs; design a method to collect and transport water without the benefit of faucets; design boats that need to hold as much payload as possible before sinking; design models of chairs based on specific user needs.

[CE] (0-12) 22 :
22 ) Creativity

[CE] (0-12) 12 :
12 ) Compassion

[CE] (0-12) 6 :
6 ) Respect for others

[CG1] (0-12) 100 :
100 ) PS:B1.3 - identify alternative solutions to a problem

Subject: English Language Arts (5), Digital Literacy and Computer Science (5), Character Education (K - 12), Counseling and Guidance (K - 12)
Title: C.A.R.E. to Solve a Real-World Problem and Develop Empathy!
Description:

This experience was designed to support its title, the acronym C.A.R.E., which stands for Come together, Assess a need, Relate to a need, Empathize!

 

This interactive, Google Doc will guide students through the problem-solving process as they practice active listening and creativity during the interview (empathy) and design (iteration) stages of Design Thinking to solve a problem being experienced by a peer.

 

This experience will provide students with the opportunity to practice the use of the 4 C's (communication, collaboration, critical thinking and creativity), which are highly demanded, 21st Century skills in the career world.

 

The student(s) can use the interactive guide to document information gathered during a personal interview with a peer, analyze that information and generate a problem statement prior to listing ideas and designing a prototype as a potential solution. 

 

The active engagement in this experience will expose the student(s) to the Alabama Course of Study standards that focus on identifying alternative solutions to problems, designing prototypes, collaborative communication, showing compassion and respect for others, and expressing creativity.

This activity is a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [ARTS] MED (5) 1 :
1) Present original ideas and innovations for media arts products, utilizing personal experiences and/or the work of others.

[CE] (0-12) 22 :
22 ) Creativity

Subject: Arts Education (5), Character Education (K - 12)
Title: Using Productive Thinking in Media Arts
Description:

Students will learn to expand their creative thinking and generate original ideas as a media artist. They will draw on their personal knowledge to generate many, varied, and unusual ideas, activating metacognition to increase productive thinking.

This activity is the first of four to meet Media Arts Standard 5.1:


Using Productive Thinking in Media Arts

Identifying and Choosing a Message in Media Arts

Cracking the Secret Code in Media Arts

Storyboarding in Media Arts

This activity was created as a result of the Arts COS Resource Development Summit.




ALEX Learning Activities: 2

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