ALEX Resources

Narrow Results:
Lesson Plans (2) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (3) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (3)


ALEX Lesson Plans  
   View Standards     Standard(s): [DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[ELA2015] (2) 8 :
8 ) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [RL.2.9]

[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) 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]

[ELA2015] (2) 31 :
31 ) Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [SL.2.3]

Subject: Digital Literacy and Computer Science (2), or English Language Arts (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.




   View Standards     Standard(s): [MA2019] (2) 24 :
24. Solve problems with money.

a. Identify nickels and quarters by name and value.

b. Find the value of a collection of quarters, dimes, nickels, and pennies.

c. Solve word problems by adding and subtracting within one dollar, using the $ and ¢ symbols appropriately (not including decimal notation).

Example: 24¢ + 26¢ = 50¢
[MA2019] (4) 22 :
22. Use the four operations to solve measurement word problems with distance, intervals of time, liquid volume, mass of objects, and money.

a. Solve measurement problems involving simple fractions or decimals.

b. Solve measurement problems that require expressing measurements given in a larger unit in terms of a smaller unit.

c. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
[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]

[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]

[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.




ALEX Learning Activities  
   View Standards     Standard(s): [ELA2015] (2) 6 :
6 ) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. [RL.2.6]

[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: Writing a Fractured Fairy Tale From a Different Point of View
Description:

In this whole group activity, students will write their own fractured fairy tale versions, told from the point of view of the villain.

This resource was created as a part of the ALEX Resource Development Summit.




   View Standards     Standard(s): [ELA2015] (2) 5 :
5 ) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [RL.2.5]

[ELA2015] (2) 6 :
6 ) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. [RL.2.6]

[ELA2015] (2) 7 :
7 ) Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. [RL.2.7]

[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] (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) 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]

[DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: English Language Arts (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.




   View Standards     Standard(s): [ELA2015] (0) 26 :
26 ) Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. [W.K.3]

[ELA2015] (0) 28 :
28 ) With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.K.6]

[ELA2015] (1) 26 :
26 ) Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. [W.1.3]

[ELA2015] (1) 28 :
28 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.1.6]

[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]

[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]

[DLIT] (0) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (0) 8 :
2) Demonstrate use of input devices.

Examples: Mouse, touch screen, keyboard.

[DLIT] (1) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[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), 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.




ALEX Learning Activities: 3

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ALEX Classroom Resources  
   View Standards     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]

[ELA2015] (3) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]

a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]

[ELA2015] (4) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

[ARTS] MUS (2) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

Subject: English Language Arts (2 - 4), Arts Education (2 - 4)
Title: Music and the Elements of a Story
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Music_and_the_Elements_of_a_Story_Duncan.pdf
Description:

Students will identify the elements of a story - character, setting, plot.  They will listen to a story while listening to "Aquarium" from Carnival of the Animals by Camille Saint-Saëns.  They will identify story elements.  They will listen to "Fossils" from Carnival of the Animals and create a story including character, setting, and plot.  



   View Standards     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]

[ELA2015] (3) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]

a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]

[ARTS] MUS (2) 2 :
2) Generate musical patterns and ideas within the context of a given tonality and meter.

Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and duple and triple meter.

[ARTS] MUS (3) 2 :
2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Example: Perform rhythmic accompaniments using pitched instruments or body percussion.

Subject: English Language Arts (2 - 3), Arts Education (2 - 3)
Title: Elephants in Tutus
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Elephants_in_Tutus_Hoiem.pdf
Description:

Students will listen to the story Ballet of the Elephants by Leda Shubert and the music Circus Polka: For a Young Elephant by Igor Stravinsky. They will analyze rhythm patterns, create choreography for animal movements, and choose an instrument to accompany them. They will write a paragraph to describe the animal and its movements. They will perform their animal ballet for the class.  



   View Standards     Standard(s): [ELA2015] (0) 3 :
3 ) With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]

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

[ELA2015] (0) 23 :
23 ) Read emergent-reader texts with purpose and understanding. [RF.K.4]

[ELA2015] (0) 26 :
26 ) Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. [W.K.3]

[ELA2015] (0) 29 :
29 ) Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [W.K.7]

[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] (1) 3 :
3 ) Describe characters, settings, and major events in a story, using key details. [RL.1.3]

[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]

[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: English Language Arts (K - 2)
Title: Completing the Circle: The Craft of Circular Plot Structure
URL: http://readwritethink.org/classroom-resources/lesson-plans/completing-circle-craft-circular-827.html
Description:

After exploring a variety of circle plot storybooks, students identify, explore, and apply the elements of circle plot structures to their own stories. "Reading like writers," students will explore the ways that stories are structured; then, "writing like writers," students explore organizational structures in their own writing. Students first examine the attributes of circular shapes and brainstorm things with a circular pattern, such as seasons. After exploring how Cynthia Rylant's Long Night Moon might be a circular story, students listen to a circle story read aloud. Students discuss why the story is called a circular story and make connections to Rylant's book. They then read several more examples and, using circle plot diagrams as their tools, students write their own circular plot stories. Finally, students share their work with peers, revise their work using a checklist for self-evaluation, and compare their self-evaluation to teacher assessment.



ALEX Classroom Resources: 3

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