ALEX Resources

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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Unit Plans (1)  Classroom Resources (5)


ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] (0) 6 :
6 ) Identify and plan possible solutions (e.g., reducing, reusing, recycling) to lessen the human impact on the local environment.*

[ELA2015] (0) 1 :
1 ) With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

a. Make predictions to determine main idea and anticipate an ending. (Alabama)

[ELA2015] (0) 2 :
2 ) With prompting and support, retell familiar stories, including key details. [RL.K.2]

Subject: English Language Arts (K), or Science (K)
Title: Lesson 4: Recycling Product Lesson
Description:

This lesson may be taught as part of the Unit Plan - Solutions to Lessen Human Impact on the EnvironmentThis lesson will culminate the lessons on recycling that have been previously taught. Students will work collaboratively in groups to discuss texts and factual information they have learned from previous lessons taught on recycling. The students will make a poster or brochure to share with the class. The shared portion of the lesson will be videoed so that the students can share with parents, other family members, and the local city council members.

This unit was created as part of the ALEX Interdisciplinary Resource Development.




ALEX Unit Plans  
   View Standards     Standard(s): [SC2015] (0) 6 :
6 ) Identify and plan possible solutions (e.g., reducing, reusing, recycling) to lessen the human impact on the local environment.*

[ELA2015] (0) 9 :
9 ) Actively engage in group reading activities with purpose and understanding. [RL.K.10]

[ELA2015] (0) 1 :
1 ) With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

a. Make predictions to determine main idea and anticipate an ending. (Alabama)

[MA2019] (0) 16 :
16. Identify and describe measurable attributes (length, weight, height) of a single object using vocabulary such as long/short, heavy/light, or tall/short.
[ELA2015] (0) 31 :
31 ) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). [SL.K.1a]

b. Continue a conversation through multiple exchanges. [SL.K.1b]

[MA2019] (0) 16 :
16. Identify and describe measurable attributes (length, weight, height) of a single object using vocabulary such as long/short, heavy/light, or tall/short.
[ELA2015] (0) 38 :
38 ) Begin to demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.K.2]

a. Capitalize the first word in a sentence and the pronoun I. [L.K.2a]

b. Recognize and name end punctuation. [L.K.2b]

c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). [L.K.2c]

d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [L.K.2d]


Title: Solutions to Lessen Human Impact on the Environment
Unit Plan Overview: The unit will investigate the human impact on the environment. During the investigation, the students will identify the possible solutions to lessen the human impact on the local environment, plan possible solutions to lessen the human impact on the local environment, and identify potential human impacts on the local environment. This will be implemented through an introduction lesson with a guest speaker, an informational writing piece, a classroom recycle project, and a summative group video where students present solutions to lessen human impact on the local environment. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.



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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (0) 1 :
1 ) With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

a. Make predictions to determine main idea and anticipate an ending. (Alabama)

[ELA2015] (1) 1 :
1 ) Ask and answer questions about key details in a text. [RL.1.1]

a. Make predictions from text clues. (Alabama)

[ELA2015] (2) 1 :
1 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RL.2.1]

a. Infer the main idea and supporting details in narrative texts. (Alabama)

[ARTS] VISA (0) 1 :
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (1) 2 :
2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

[ARTS] VISA (2) 2 :
2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

Subject: English Language Arts (K - 2), Arts Education (K - 2)
Title: Adjective Monster
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/k-2/adjective-monster/
Description:

Students will identify adjectives in the book Go Away Big Green Monster by Ed Emberley.  They will choose an adjective and a shape to create an adjective monster using construction paper and chalk/crayon.  They will create features using paper sculpture techniques.  



   View Standards     Standard(s): [ELA2015] (0) 1 :
1 ) With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

a. Make predictions to determine main idea and anticipate an ending. (Alabama)

[ELA2015] (0) 9 :
9 ) Actively engage in group reading activities with purpose and understanding. [RL.K.10]

[ELA2015] (2) 1 :
1 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RL.2.1]

a. Infer the main idea and supporting details in narrative texts. (Alabama)

[ELA2015] (3) 1 :
1 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1]

[ELA2015] (3) 3 :
3 ) Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]

[SS2010] LWT (0) 11 :
11 ) Identify symbols, customs, famous individuals, and celebrations representative of our state and nation. (Alabama)

Examples: symbols—United States flag, Alabama flag, bald eagle (Alabama)

customs—pledging allegiance to the United States flag, singing "The Star-Spangled Banner"

individuals—George Washington; Abraham Lincoln; Squanto; Martin Luther King, Jr.

celebrations—Fourth of July, Memorial Day, Veterans Day

[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] GHS (3) 12 :
12 ) Explain the significance of representations of American values and beliefs, including the Statue of Liberty, the statue of Lady Justice, the United States flag, and the national anthem.

Subject: English Language Arts (K - 3), Social Studies (K - 3)
Title: Reading
URL: https://amhistory.si.edu/ourstory/pdf/starspangled/reading_the_flag_maker.pdf
Description:

In this activity, students will read The Flag Maker by Susan Campbell Bartoletti, a story about the creation of the first American flag. Students will be able to answer questions based on key details from the story. Students will explore the main character's emotions throughout the story and try to guess what she is feeling.  



   View Standards     Standard(s): [ELA2015] (0) 1 :
1 ) With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

a. Make predictions to determine main idea and anticipate an ending. (Alabama)

[ELA2015] (1) 1 :
1 ) Ask and answer questions about key details in a text. [RL.1.1]

a. Make predictions from text clues. (Alabama)

[ELA2015] (2) 1 :
1 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RL.2.1]

a. Infer the main idea and supporting details in narrative texts. (Alabama)

[ELA2015] (3) 1 :
1 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1]

[ELA2015] (4) 3 :
3 ) Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). [RL.4.3]

[SS2010] LWT (0) 2 :
2 ) Identify rights and responsibilities of citizens within the family, classroom, school, and community.

Examples: taking care of personal belongings and respecting the property of others, following rules and recognizing consequences of breaking rules, taking responsibility for assigned duties

[SS2010] LWT (0) 12 :
12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same
[SS2010] LWT1 (1) 2 :
2 ) Identify rights and responsibilities of citizens within the local community and state.

•  Describing how rules in the community and laws in the state protect citizens' rights and property
•  Describing ways, including paying taxes, responsible citizens contribute to the common good of the community and state
•  Demonstrating voting as a way of making choices and decisions
[SS2010] ALA (4) 14 :
14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

•  Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy
•  Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
•  Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
•  Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights
Subject: English Language Arts (K - 4), Social Studies (K - 4)
Title: Reading
URL: https://amhistory.si.edu/ourstory/pdf/freedom/lunchcounter_reading.pdf
Description:

This activity can be used in conjunction with the book, Freedom on the Menu by Carole Boston. Through the activity, students will gather information about the Greensboro Woolworth Lunch Counter sit-in and how it was related to the Civil Rights Movement. The activity includes links to other resources.



   View Standards     Standard(s): [ELA2015] (0) 1 :
1 ) With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

a. Make predictions to determine main idea and anticipate an ending. (Alabama)

[ELA2015] (0) 9 :
9 ) Actively engage in group reading activities with purpose and understanding. [RL.K.10]

[SC2015] (0) 3 :
3 ) Distinguish between living and nonliving things and verify what living things need to survive (e.g., animals needing food, water, and air; plants needing nutrients, water, sunlight, and air).

Subject: English Language Arts (K), Science (K)
Title: A Chicken Followed Me Home
URL: http://sciencenetlinks.com/lessons/chicken-followed-me-home/
Description:

This lesson uses the book A Chicken Followed Me Home! Questions and Answers about a Familiar Fowl by Robin Page, a humorous journey into raising and caring for chickens. The purpose of this lesson is to help students understand that organisms, like chickens, have basic needs that must be met in order for them to survive and also begin to form an understanding of where food comes from.



   View Standards     Standard(s): [ELA2015] (0) 1 :
1 ) With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

a. Make predictions to determine main idea and anticipate an ending. (Alabama)

[ELA2015] (1) 1 :
1 ) Ask and answer questions about key details in a text. [RL.1.1]

a. Make predictions from text clues. (Alabama)

[ELA2015] (2) 12 :
12 ) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3]

[ELA2015] (3) 16 :
16 ) Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [RI.3.7]

[ELA2015] (4) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.4.4]

a. Read on-level text with purpose and understanding. [RF.4.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.4.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.4.4c]

[SS2010] LWT2 (2) 9 :
9 ) Describe how and why people from various cultures immigrate to the United States.

Examples: how—ships, planes, automobiles

why—improved quality of life, family connections, disasters

•  Describing the importance of cultural unity and diversity within and across groups
Subject: English Language Arts (K - 4), Social Studies (2)
Title: Reading "Feivel's Flying Horse"
URL: https://amhistory.si.edu/ourstory/pdf/immigration/immigration_reading.pdf
Description:

This is a reading guide/lesson plan with step-by-step instructions to accompany the book Feivel's Flying Horses by Heidi Smith Hyde and illustrated by Johanna Van Der Sterre. Feivel's Flying Horses tells the story of a Jewish woodcarver who moved from the Old Country and carved carousel horses to earn money to bring his family from Europe to America. The story is a historical fiction story of immigrants coming to America. The reading guide is recommended for kindergarten through 4th grade.  



ALEX Classroom Resources: 5

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