ALEX Resources

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Lesson Plans (22)	Unit Plans (2)
Learning Activities (3)

ALEX Lesson Plans

Title: Who's Side Are You On?
Description: In this lesson, students will compare and contrast two versions of The Three Little Pigs. Students will use the Story Kit app on iPads in groups to recreate the story of The Three Little Pigs and The True Story of the Three Little Pigs. Students will write a brief explanation of which story they believe is true and why. Students will "judge" in "court" which version of the story is true based on evidence provided.
Standard(s):
[TC2] (0-2) 10:

10 ) Design original works using digital tools.

Examples: tools—digital drawing tools, music software, word processing software, digital cameras

Subject: English Language Arts (2), or Technology Education (K - 2)
Title: Who's Side Are You On?
Description: In this lesson, students will compare and contrast two versions of The Three Little Pigs. Students will use the Story Kit app on iPads in groups to recreate the story of The Three Little Pigs and The True Story of the Three Little Pigs. Students will write a brief explanation of which story they believe is true and why. Students will "judge" in "court" which version of the story is true based on evidence provided.

Title: Fortune Cookie Verbs
Description: During this lesson students have the opportunity to create fortune cookies and identify the verbs in the fortunes.
Standard(s):
[MA2015] (2) 26:

26 ) Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2-G3]

Subject: English Language Arts (2), or Mathematics (1 - 2), or Technology Education (K - 2)
Title: Fortune Cookie Verbs
Description: During this lesson students have the opportunity to create fortune cookies and identify the verbs in the fortunes.

Title: Move Over: A Sequencing Lesson
Description: During this lesson students will learn about the sequencing of stories. Students will have the opportunity to retell stories using sequencing words they learn. They will also navigate an Internet site to reinforce the skills they learn during the lesson.
Standard(s):
[TC2] (0-2) 10:

10 ) Design original works using digital tools.

Examples: tools—digital drawing tools, music software, word processing software, digital cameras

Subject: English Language Arts (2), or Technology Education (K - 2)
Title: Move Over: A Sequencing Lesson
Description: During this lesson students will learn about the sequencing of stories. Students will have the opportunity to retell stories using sequencing words they learn. They will also navigate an Internet site to reinforce the skills they learn during the lesson.

Title: Traditions At Home and Around the World
Description: Each student will research his/her own family traditions and report findings to the class using presentation software. In partner groups, students will select a country to research. Their research will focus on traditions of a chosen country and will be compiled in brochure format.
Standard(s):
[SS2010] LWT1 (1) 11:

11 ) Identify traditions and contributions of various cultures in the local community and state. (Alabama)

Examples: Kwanzaa, Christmas, Hanukkah, Fourth of July, Cinco de Mayo

Subject: English Language Arts (2), or Social Studies (K - 1), or Technology Education (K - 2)
Title: Traditions At Home and Around the World
Description: Each student will research his/her own family traditions and report findings to the class using presentation software. In partner groups, students will select a country to research. Their research will focus on traditions of a chosen country and will be compiled in brochure format.

Title: Ants on a Log--A Language Experience Story
Description: This lesson will allow students to create a snack using celery, peanut butter, and raisins (called "Ants on a Log"). Then the students will write about the experience using transitional words. The teacher can adapt the lesson to any mode of writing desired.
Standard(s):
[TC2] (0-2) 7:

7 ) Use digital tools to access and retrieve information.

Examples: online libraries, multimedia dictionaries, search engines, directories

• Evaluating accuracy of digital content

Example: determining fact versus opinion

Subject: English Language Arts (2), or Technology Education (K - 2)
Title: Ants on a Log--A Language Experience Story
Description: This lesson will allow students to create a snack using celery, peanut butter, and raisins (called "Ants on a Log"). Then the students will write about the experience using transitional words. The teacher can adapt the lesson to any mode of writing desired.

Title: Descriptive Essay
Description: Students learn to use one-main-idea think-sheets when producing simple descriptive essays.
Standard(s):
[ELA2015] (2) 24:

24 ) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3]

Subject: English Language Arts (2 - 4)
Title: Descriptive Essay
Description: Students learn to use one-main-idea think-sheets when producing simple descriptive essays.

Title: Glorious Sunflowers
Description: In this lesson students will identify, measure and graph seeds and other characteristics of sunflowers and write descriptive and narrative paragraphs about sunflowers.
Standard(s):
[MA2015] (2) 23:

23 ) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10]

Subject: English Language Arts (2), or Mathematics (K - 3)
Title: Glorious Sunflowers
Description: In this lesson students will identify, measure and graph seeds and other characteristics of sunflowers and write descriptive and narrative paragraphs about sunflowers.

Title: Sounds: What We Hear!
Description: Students will create a descriptive writing about the sounds they hear in a favorite place. This is a good follow-up to a science unit on sound.
Standard(s):
[ELA2015] (2) 24:

24 ) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3]

Subject: English Language Arts (2), or Technology Education (K - 2)
Title: Sounds: What We Hear!
Description: Students will create a descriptive writing about the sounds they hear in a favorite place. This is a good follow-up to a science unit on sound.

Title: Money Management
Description: This month-long experience educates students in differentiating between needs and wants, how to budget resources, and to gain an understanding of the workings of a capitalist society.
Standard(s):
[ELA2015] (2) 36:

36 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.2.2]

a. Capitalize holidays, product names, and geographic names. [L.2.2a]

b. Use commas in greetings and closings of letters. [L.2.2b]

c. Use an apostrophe to form contractions and frequently occurring possessives. [L.2.2c]

d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). [L.2.2d]

e. Form uppercase and lowercase letters in cursive. (Alabama)

f. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.2.2e]

Subject: English Language Arts (2), or Mathematics (2 - 4)
Title: Money Management
Description: This month-long experience educates students in differentiating between needs and wants, how to budget resources, and to gain an understanding of the workings of a capitalist society.

Thinkfinity Lesson Plans

Title: Mail Time! An Integrated Postcard and Geography Study
Description: Children write and receive postcards from friends and family, and then chart where all those postcards come from on a classroom map.
Standard(s):
[ELA2015] (2) 26:

26 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.2.6]

Subject: Language Arts
Title: Mail Time! An Integrated Postcard and Geography Study
Description: Children write and receive postcards from friends and family, and then chart where all those postcards come from on a classroom map.
Thinkfinity Partner: ReadWriteThink
Grade Span: K,1,2

Title: Collaborating on a Class Book: Exploring Before-During-After Sequences
Description: Students and the teacher produce a class book through a group-writing activity, focusing on a basic before-during-after sequence of events.
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]

Subject: Language Arts
Title: Collaborating on a Class Book: Exploring Before-During-After Sequences
Description: Students and the teacher produce a class book through a group-writing activity, focusing on a basic before-during-after sequence of events.
Thinkfinity Partner: ReadWriteThink
Grade Span: K,1,2

Title: Telling a Story About Me: Young Children Write Autobiographies
Description: Students tell their life stories in this lesson about autobiographies based on family photographs.
Standard(s):
[ELA2015] (2) 24:

24 ) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3]

Subject: Language Arts
Title: Telling a Story About Me: Young Children Write Autobiographies
Description: Students tell their life stories in this lesson about autobiographies based on family photographs.
Thinkfinity Partner: ReadWriteThink
Grade Span: K,1,2

Title: Catching the Bug for Reading Through Interactive Read-Alouds
Description: Students learn about story structure, new vocabulary, and a variety of reading strategies by participating in an interactive read-aloud of Miss Bindergarten Stays Home From Kindergarten by Joseph Slate.
Standard(s):
[ELA2015] (2) 32:

32 ) Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. [SL.2.4]

Subject: Language Arts
Title: Catching the Bug for Reading Through Interactive Read-Alouds
Description: Students learn about story structure, new vocabulary, and a variety of reading strategies by participating in an interactive read-aloud of Miss Bindergarten Stays Home From Kindergarten by Joseph Slate.
Thinkfinity Partner: ReadWriteThink
Grade Span: K,1

Title: Eyewitness to History
Description: Families connect us to our own history and to the history of the world around us. In this lesson from EDSITEment, students explore this second set of connections, talking with family members about landmark events they have witnessed in their lifetimes to learn how history touches our lives.
Standard(s):
[SS2010] LWT1 (1) 6:

6 ) Compare ways individuals and groups in the local community and state lived in the past to how they live today. (Alabama)

• Identifying past and present forms of communication

Examples: past—letter, radio, rotary-dial telephone

present—e-mail, television, cellular telephone

• Identifying past and present types of apparel

• Identifying past and present types of technology

Examples: past—record player, typewriter, wood-burning stove

present—compact diskette (CD) and digital video diskette (DVD) players, video cassette recorder (VCR), computer, microwave oven

• Identifying past and present types of recreation

Examples: past—marbles, hopscotch, jump rope

present—video games, computer games

• Identifying past and present primary sources

Examples: past—letters, newspapers

present—e-mail, Internet articles

Subject: Language Arts,Social Studies
Title: Eyewitness to History
Description: Families connect us to our own history and to the history of the world around us. In this lesson from EDSITEment, students explore this second set of connections, talking with family members about landmark events they have witnessed in their lifetimes to learn how history touches our lives.
Thinkfinity Partner: EDSITEment
Grade Span: K,1,2

Title: Teaching Audience Through Interactive Writing
Description: Through interactive writing, students work together and then independently to create invitation letters for a group of their peers and their families.
Standard(s):
[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: Language Arts
Title: Teaching Audience Through Interactive Writing
Description: Through interactive writing, students work together and then independently to create invitation letters for a group of their peers and their families.
Thinkfinity Partner: ReadWriteThink
Grade Span: K,1,2

Title: If You Were a Pioneer on the Oregon Trail
Description: In this lesson, from EDSITEment, students compare imagined travel experiences of their own with the actual experiences of 19th-century pioneers. After creating, as a class, oral stories about contemporary cross-country journeys, students learn about the experiences of the emigrants who traveled on the Oregon Trail. They then create works of historical fiction in the form of picture books, drawing upon the information they have learned.
Standard(s):
[SS2010] LWT1 (1) 6:

6 ) Compare ways individuals and groups in the local community and state lived in the past to how they live today. (Alabama)

• Identifying past and present forms of communication

Examples: past—letter, radio, rotary-dial telephone

present—e-mail, television, cellular telephone

• Identifying past and present types of apparel

• Identifying past and present types of technology

Examples: past—record player, typewriter, wood-burning stove

present—compact diskette (CD) and digital video diskette (DVD) players, video cassette recorder (VCR), computer, microwave oven

• Identifying past and present types of recreation

Examples: past—marbles, hopscotch, jump rope

present—video games, computer games

• Identifying past and present primary sources

Examples: past—letters, newspapers

present—e-mail, Internet articles

Subject: Language Arts,Social Studies,Arts
Title: If You Were a Pioneer on the Oregon Trail
Description: In this lesson, from EDSITEment, students compare imagined travel experiences of their own with the actual experiences of 19th-century pioneers. After creating, as a class, oral stories about contemporary cross-country journeys, students learn about the experiences of the emigrants who traveled on the Oregon Trail. They then create works of historical fiction in the form of picture books, drawing upon the information they have learned.
Thinkfinity Partner: EDSITEment
Grade Span: K,1,2

Title: My Piece of History
Description: In this lesson, from EDSITEment, students examine pictures of household objects from the late 20th century, gather historical information about them from older family members, and then create an in-class exhibit of historical objects from their own homes.
Standard(s):
[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

Subject: Language Arts,Social Studies
Title: My Piece of History
Description: In this lesson, from EDSITEment, students examine pictures of household objects from the late 20th century, gather historical information about them from older family members, and then create an in-class exhibit of historical objects from their own homes.
Thinkfinity Partner: EDSITEment
Grade Span: K,1,2

Title: The Meaning Behind the Mask
Description: In this lesson, from EDSITEment, students explore the cultural significance of masks, discuss the use of masks in stories, and then investigate the role masks play in ceremonies and on special occasions in various African cultures. After students have studied these masks, they are then given an opportunity to choose a familiar story and make simple masks to perform the story.
Standard(s):
[ARTS] THEA (0) 3:

3) Participate in dramatic play or a guided drama experience alone and with peers.

Subject: Arts,Language Arts,Social Studies
Title: The Meaning Behind the Mask
Description: In this lesson, from EDSITEment, students explore the cultural significance of masks, discuss the use of masks in stories, and then investigate the role masks play in ceremonies and on special occasions in various African cultures. After students have studied these masks, they are then given an opportunity to choose a familiar story and make simple masks to perform the story.
Thinkfinity Partner: EDSITEment
Grade Span: K,1,2

Title: All Together Now: Collaborations in Poetry Writing
Description: This unit of three lessons from EDSITEment makes poetry exciting for students as they listen to, write, and recite poems that are sure to please. By the end of the unit, students should be able to create lines of poetry in response to poems read aloud, identify musical elements of literary language, and recite short poems or excerpts.
Standard(s):
[ELA2015] (2) 26:

26 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.2.6]

Subject: Language Arts
Title: All Together Now: Collaborations in Poetry Writing
Description: This unit of three lessons from EDSITEment makes poetry exciting for students as they listen to, write, and recite poems that are sure to please. By the end of the unit, students should be able to create lines of poetry in response to poems read aloud, identify musical elements of literary language, and recite short poems or excerpts.
Thinkfinity Partner: EDSITEment
Grade Span: K,1,2

Title: Stars and Stripes Forever: Flag Facts for Flag Day
Description: In this unit of three lessons, from EDSITEment, students learn what a symbol is while developing their understanding of how one particular symbol, the American Flag, plays an important role in the everyday lives of American citizens. Learning the history of the flag helps instill in students respect for our national symbol and helps them learn appropriate etiquette regarding our flag. Students learn that other symbols of our country, such as the President and certain holidays, like Flag Day, are important to us as well. Students can also contribute symbols from their familial, ethnic and national cultures to show the diversity of American society and its links to other parts of the world.
Standard(s):
[SS2010] LWT2 (2) 5:

5 ) Differentiate between a physical map and a political map.

Examples: physical—illustrating rivers and mountains

political—illustrating symbols for states and capitals

• Using vocabulary associated with geographical features, including latitude, longitude, and border

Subject: Language Arts,Social Studies
Title: Stars and Stripes Forever: Flag Facts for Flag Day
Description: In this unit of three lessons, from EDSITEment, students learn what a symbol is while developing their understanding of how one particular symbol, the American Flag, plays an important role in the everyday lives of American citizens. Learning the history of the flag helps instill in students respect for our national symbol and helps them learn appropriate etiquette regarding our flag. Students learn that other symbols of our country, such as the President and certain holidays, like Flag Day, are important to us as well. Students can also contribute symbols from their familial, ethnic and national cultures to show the diversity of American society and its links to other parts of the world.
Thinkfinity Partner: EDSITEment
Grade Span: K,1,2

Title: Using Children's Natural Curiosity to Lead to Descriptive Writing
Description: Inspired by the book It Begins with an A, kindergarten students are invited to turn their curiosity and guesswork into a class book, complete with illustrated objects and descriptive language
Standard(s):
[ELA2015] (2) 25:

25 ) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [W.2.5]

Subject: Language Arts
Title: Using Children's Natural Curiosity to Lead to Descriptive Writing
Description: Inspired by the book It Begins with an A, kindergarten students are invited to turn their curiosity and guesswork into a class book, complete with illustrated objects and descriptive language
Thinkfinity Partner: ReadWriteThink
Grade Span: K,1,2

Title: Completing the Circle: The Craft of Circular Plot Structure
Description: Students identify, explore and apply the elements of circle plot structures to their own stories by using graphic organizers, reading and writing stories, and using checklists to assess their work.
Standard(s):
[ELA2015] (2) 25:

25 ) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [W.2.5]

Subject: Language Arts
Title: Completing the Circle: The Craft of Circular Plot Structure
Description: Students identify, explore and apply the elements of circle plot structures to their own stories by using graphic organizers, reading and writing stories, and using checklists to assess their work.
Thinkfinity Partner: ReadWriteThink
Grade Span: K,1,2

ALEX Learning Activities

Title: Tell the Story
Description: The Storykit app allows users to create stories using their own pictures, words and text.
Standard(s):
[DLIT] (2) 6:

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: English Language Arts (2), Technology Education (K - 2), Digital Literacy and Computer Science (2)
Title: Tell the Story
Description: The Storykit app allows users to create stories using their own pictures, words and text.

Title: StoryBird
Description: Storybird is a website where you can create and publish books that you write. The site has many illustrations that you can use with the book that you have written. You can also read other people’s creations and give feedback on them. You can also receive feedback from other people about your creations. Storybird can be used in writing and teaching the students about technology. It can expand the students’ creativity by giving them a chance to create something that is all their own and publish it. This will also get students excited about reading and writing.
Standard(s):
[DLIT] (2) 15:

9) Use a variety of digital tools to connect with other learners.

Examples: Online conferences, blogs, collaborative documents.

Subject: English Language Arts (K - 2), Technology Education (K - 2), Digital Literacy and Computer Science (K - 2)
Title: StoryBird
Description: Storybird is a website where you can create and publish books that you write. The site has many illustrations that you can use with the book that you have written. You can also read other people’s creations and give feedback on them. You can also receive feedback from other people about your creations. Storybird can be used in writing and teaching the students about technology. It can expand the students’ creativity by giving them a chance to create something that is all their own and publish it. This will also get students excited about reading and writing.

Title: Hear from a Storybird
Description: Students and teachers can construct stories, illustrate them with artwork as well as view works from others. The stories can also be published.
Standard(s):
[ELA2015] (2) 24:

24 ) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3]

Subject: English Language Arts (2)
Title: Hear from a Storybird
Description: Students and teachers can construct stories, illustrate them with artwork as well as view works from others. The stories can also be published.

ALEX Learning Activities: 3

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Thinkfinity Learning Activities

Title: Write letters that make things happen!
Description: In a small group or as individuals, students write letters related to a unit of study or particular topic they have studied.
Standard(s):
[ELA2015] (12) 19:

19 ) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. [W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.11-12.1e]

Subject: Language Arts
Title: Write letters that make things happen!
Description: In a small group or as individuals, students write letters related to a unit of study or particular topic they have studied.
Thinkfinity Partner: ReadWriteThink
Grade Span: 1,2,3,4,5,6,7,8,9,10,11,12

Title: Tell a Migration Story...With Interviews
Description: In this Xpeditions student activity, students become reporters for the local newspaper and conduct interviews with someone who has migrated to their community. After they finish their interviews, students share what they have learned about their interviewees experiences, memories, and feelings about coming to live in their new community.
Standard(s):
[SS2010] HGEO (9-12) 2:

2 ) Identify world migration patterns caused by displacement issues.

Example: African refugees relocating from the Republic of Sierra Leone to Scandinavia

• Explaining how Southeast Asian ethnic minorities, including Hmong, Lhasa, and Akha, adapt to life in the United States

• Tracing the migration of ethnic minorities in Kunming to urban cities in China

• Explaining how the displacement of American Indians to reservations affected many areas of the United States, including Alabama (Alabama)

Subject: Language Arts,Social Studies
Title: Tell a Migration Story...With Interviews
Description: In this Xpeditions student activity, students become reporters for the local newspaper and conduct interviews with someone who has migrated to their community. After they finish their interviews, students share what they have learned about their interviewees experiences, memories, and feelings about coming to live in their new community.
Thinkfinity Partner: National Geographic Education
Grade Span: K,1,2,3,4,5,6,7,8,9,10,11,12

Title: Ezra Jack Keats was born on this day in 1916.
Description: In celebration of Keats' birthday, students write stories that include some characters from Keats' books and practice using collage techniques with the Collage Machine.
Standard(s):
[ELA2015] (12) 21:

21 ) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.11-12.3e]

Subject: Language Arts
Title: Ezra Jack Keats was born on this day in 1916.
Description: In celebration of Keats' birthday, students write stories that include some characters from Keats' books and practice using collage techniques with the Collage Machine.
Thinkfinity Partner: ReadWriteThink
Grade Span: K,1,2,3,4,5,6,7,8,9,10,11,12

Title: Barbara Park, author of the Junie B. Jones series, was born on this day.
Description: Students write their own '' Junie B.'' stories, based on the Junie B. Jones series, after brainstorming issues they've experienced during the school year.
Standard(s):
[ELA2015] (2) 32:

32 ) Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. [SL.2.4]

Subject: Language Arts
Title: Barbara Park, author of the Junie B. Jones series, was born on this day.
Description: Students write their own '' Junie B.'' stories, based on the Junie B. Jones series, after brainstorming issues they've experienced during the school year.
Thinkfinity Partner: ReadWriteThink
Grade Span: 1,2,3,4,5,6