ALEX Resources

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Lesson Plans (2) A detailed description of the instruction for teaching one or more concepts or skills. Unit Plans (1)  Classroom Resources (3)


ALEX Lesson Plans  
   View Standards     Standard(s): [ELA2015] (2) 29 :
29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

[ELA2015] (2) 30 :
30 ) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2]

[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).

[ELA2015] (2) 14 :
14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

[ELA2015] (2) 14 :
14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

[ELA2015] (2) 18 :
18 ) Compare and contrast the most important points presented by two texts on the same topic. [RI.2.9]

[ELA2015] (2) 17 :
17 ) Describe how reasons support specific points the author makes in a text. [RI.2.8]

Subject: English Language Arts (2), or Science (2)
Title: Lesson 1  If We Ran the Zoo:  How Do Animals Impact Our Environment?
Description:

A brainstorming activity and class discussion will begin the lesson and provide the background knowledge students have regarding zoos and how the animals in zoos impact our environment. Students will select an animal for further research using an online survey created by the teacher to determine their research group. Afterward, students will view an informational video pertaining to the origin and purpose of zoos, and complete an exit slip stating new learning that has been added to their background knowledge.

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




   View Standards     Standard(s): [ELA2015] (2) 14 :
14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

[ELA2015] (2) 27 :
27 ) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7]

[ELA2015] (2) 29 :
29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

[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).

[ELA2015] (2) 30 :
30 ) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2]

[ELA2015] (2) 17 :
17 ) Describe how reasons support specific points the author makes in a text. [RI.2.8]

[ELA2015] (2) 18 :
18 ) Compare and contrast the most important points presented by two texts on the same topic. [RI.2.9]

Subject: English Language Arts (2), or Science (2)
Title: Lesson 2- If We Ran the Zoo: How Do Animals Impact Our Environment? Research/Zoo Book
Description:

The lesson will begin by reviewing the groups and animals assigned to each group. Students will begin working in their Zoo Booklets by discussing vocabulary that is associated with their animal. Students will use various types of text and other resources to find the information needed to learn more about their animal. Students will work cooperatively in groups to complete their animal research and complete their final project. 

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




ALEX Unit Plans  
   View Standards     Standard(s): [ELA2015] (2) 14 :
14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

[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).

[ELA2015] (2) 27 :
27 ) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7]


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.



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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (2) 14 :
14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

[SC2015] (2) 4 :
4 ) Provide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).

[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).

Subject: English Language Arts (2), Science (2)
Title: Hot Water | Cold Water!
URL: https://aptv.pbslearningmedia.org/resource/reach-with-stem-hot-water-cold-water/hot-water-cold-water/
Description:

Use text features like captions, bold print, glossary, and index to learn about the hot and cold states of water and all about penguins. Students will read an informational text on what makes water freeze, look at cool penguin pictures, learn weird penguin names, and read how penguins enjoy the water in all of its states.



   View Standards     Standard(s): [ELA2015] (0) 10 :
10 ) With prompting and support, ask and answer questions about key details in a text. [RI.K.1]

[ELA2015] (0) 19 :
19 ) Actively engage in group reading activities with purpose and understanding. [RI.K.10]

[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]

[ELA2015] (1) 41 :
41 ) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). [L.1.6]

[ELA2015] (2) 10 :
10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[ELA2015] (2) 14 :
14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

[ELA2015] (2) 28 :
28 ) Recall information from experiences or gather information from provided sources to answer a question. [W.2.8]

[SC2015] (0) 5 :
5 ) Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of plants and animals native to Alabama.

Subject: English Language Arts (K - 2), Science (K)
Title: Digging Up Details on Worms: Using the Language of Science in an Inquiry Study
URL: http://readwritethink.org/classroom-resources/lesson-plans/digging-details-worms-using-917.html
Description:

Foregrounding scientific vocabulary, these integrated lesson plans invite students to research worms in order to create a classroom habitat. Students are first introduced to inquiry notebooks and then use them to record what they already know about worms. Next, students observe the cover of a fiction book about worms and make a hypothesis on whether the book is fact or fiction, and then check their hypotheses after the book is read aloud. Next, after an introduction to related scientific words such as hypothesis, habitat, attribute, predator, and prey, students conduct and record research and findings in their inquiry notebooks. Once they have gathered the necessary information, students plan and build a worm habitat, which becomes the springboard for further scientific exploration, observation, and experimentation.



   View Standards     Standard(s): [ELA2015] (2) 10 :
10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[ELA2015] (2) 14 :
14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

[ELA2015] (2) 19 :
19 ) By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.2.10]

[ELA2015] (2) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]

a. Read on-level text with purpose and understanding. [RF.2.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.2.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.2.4c]

[ELA2015] (2) 23 :
23 ) Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [W.2.2]

[ELA2015] (2) 27 :
27 ) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7]

[ELA2015] (2) 28 :
28 ) Recall information from experiences or gather information from provided sources to answer a question. [W.2.8]

[ELA2015] (2) 29 :
29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

Subject: English Language Arts (2)
Title: Predicting and Gathering Information With Nonfiction Texts
URL: http://readwritethink.org/classroom-resources/lesson-plans/predicting-gathering-information-with-316.html
Description:

The reading community recognizes nonfiction as vital to early learners. This concept is relatively new, and most primary teachers have little experience with how to introduce nonfiction to their students and use it as part of the reading curriculum. This lesson supports second-grade teachers in introducing nonfiction to their students and using it for informational purposes. Students develop an understanding of nonfiction through peer interaction and hands-on experiences with books. They use graphic organizers to record their thinking and new learning.



ALEX Classroom Resources: 3

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