ALEX Resources

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Lesson Plans (10)	Unit Plans (2)
Learning Activities (3)

ALEX Lesson Plans

Title: Jim Peppler Southern Courier Photograph Collection-Richard C. Boone Asks a Question: Master May I?
Description: When we hear the words Civil Rights Movement, we have visions of Dr. Martin Luther King and a few others. Through pictures, students will identify ordinary leaders in the crowd. Students will have the opportunity to analyze those pictures by doing a picture walk. Students will learn more about some of the people in the crowd, and how they made a difference in our beloved community. This lesson was created in partnership with the Alabama Department of Archives and History.
Standard(s):
[ELA2015] (3) 7:

7 ) Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [RL.3.7]

Subject: English Language Arts (3), or Social Studies (4)
Title: Jim Peppler Southern Courier Photograph Collection-Richard C. Boone Asks a Question: Master May I?
Description: When we hear the words Civil Rights Movement, we have visions of Dr. Martin Luther King and a few others. Through pictures, students will identify ordinary leaders in the crowd. Students will have the opportunity to analyze those pictures by doing a picture walk. Students will learn more about some of the people in the crowd, and how they made a difference in our beloved community. This lesson was created in partnership with the Alabama Department of Archives and History.

Title: Pros and Cons - Picture Perfect Capitol for Alabama
Description: Pictures of Alabama State Capitols are provided in this lesson to give students the opportunity to research information that could help them to give their point of view. It will be up to the students to provide further information about the pictures. This will start a conversation about the best location for a capital city and its capitol building. This lesson was created as part of the Alabama Bicentennial Commission’s Curriculum Development Project.
Standard(s):
[SS2010] GHS (3) 11:

11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.

• Comparing maps of the past to maps of the present

Subject: English Language Arts (3), or Social Studies (3)
Title: Pros and Cons - Picture Perfect Capitol for Alabama
Description: Pictures of Alabama State Capitols are provided in this lesson to give students the opportunity to research information that could help them to give their point of view. It will be up to the students to provide further information about the pictures. This will start a conversation about the best location for a capital city and its capitol building. This lesson was created as part of the Alabama Bicentennial Commission’s Curriculum Development Project.

Title: What is the View?
Description: This lesson is a third-grade English and Language Arts lesson that focuses on first, second, and third point of views. The students will watch a two-minute video describing the three points of view. During the video, the teacher will stop the video for students to take notes. Then, the teacher and students will use Shel Silverstein’s “Boa Constrictor," Maurice Sendak’s Where The Wild Things Are, and Adam’s Rubin’s Secret Pizza Party and determine the point of view of each. Next, students will partner up and create three separate comic strips on MakeBeliefsComix.com. The students will use one point of view per comic strip. Lastly, students will present their comic strips to the class.
Standard(s):
[ELA2015] (3) 31:

31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on others' ideas and expressing their own clearly. [SL.3.1]

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.3.1a]

b. 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.3.1b]

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [SL.3.1c]

d. Explain their own ideas and understanding in light of the discussion. [SL.3.1d]

Subject: English Language Arts (3)
Title: What is the View?
Description: This lesson is a third-grade English and Language Arts lesson that focuses on first, second, and third point of views. The students will watch a two-minute video describing the three points of view. During the video, the teacher will stop the video for students to take notes. Then, the teacher and students will use Shel Silverstein’s “Boa Constrictor," Maurice Sendak’s Where The Wild Things Are, and Adam’s Rubin’s Secret Pizza Party and determine the point of view of each. Next, students will partner up and create three separate comic strips on MakeBeliefsComix.com. The students will use one point of view per comic strip. Lastly, students will present their comic strips to the class.

Title: The Other Side of the Fence: Point of View at the Zoo
Description: This is a third grade English Language Arts project lesson focused on point of view using the zoo as a theme. The lesson includes a zoo field trip or virtual zoo field trip, class discussions, mini scrapbook point of view project, and a short presentation to the class. This lesson could be modified for upper or lower grade levels.
Standard(s):
[ELA2015] (3) 31:

31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on others' ideas and expressing their own clearly. [SL.3.1]

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.3.1a]

b. 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.3.1b]

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [SL.3.1c]

d. Explain their own ideas and understanding in light of the discussion. [SL.3.1d]

Subject: English Language Arts (3)
Title: The Other Side of the Fence: Point of View at the Zoo
Description: This is a third grade English Language Arts project lesson focused on point of view using the zoo as a theme. The lesson includes a zoo field trip or virtual zoo field trip, class discussions, mini scrapbook point of view project, and a short presentation to the class. This lesson could be modified for upper or lower grade levels.

Thinkfinity Lesson Plans

Title: Exploring the Subtext Strategy: Thinking Beyond the Text
Description: What is it like to have a terrible, horrible, no good, very bad day? Students find out in this lesson in which they become the characters in Judith Viorst's book.
Standard(s):
[ELA2015] (5) 10:

10 ) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.5.1]

Subject: Language Arts
Title: Exploring the Subtext Strategy: Thinking Beyond the Text
Description: What is it like to have a terrible, horrible, no good, very bad day? Students find out in this lesson in which they become the characters in Judith Viorst's book.
Thinkfinity Partner: ReadWriteThink
Grade Span: 2,3,4

Title: A Genre Study of Letters With The Jolly Postman
Description: Students read The Jolly Postman, in which a postman delivers letters to storybook characters. They explore different types of mail and categorize letters from the book and their own mail.
Standard(s):
[ELA2015] (5) 30:

30 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.5.9]

a. Apply Grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). [W.5.9a]

b. Apply Grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"). [W.5.9b]

Subject: Language Arts
Title: A Genre Study of Letters With The Jolly Postman
Description: Students read The Jolly Postman, in which a postman delivers letters to storybook characters. They explore different types of mail and categorize letters from the book and their own mail.
Thinkfinity Partner: ReadWriteThink
Grade Span: 3,4,5

Title: Using Snowflake Bentley as a Framing Text for Multigenre Writing
Description: Using Snowflake Bentley as a model, students create a working definition of multigenre text and then use that definition to create their own multigenre piece about winter or another theme.
Standard(s):
[ELA2015] (5) 34:

34 ) Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. [SL.5.3]

Subject: Language Arts
Title: Using Snowflake Bentley as a Framing Text for Multigenre Writing
Description: Using Snowflake Bentley as a model, students create a working definition of multigenre text and then use that definition to create their own multigenre piece about winter or another theme.
Thinkfinity Partner: ReadWriteThink
Grade Span: 3,4,5

Title: Mapping Characters Across Book Series
Description: Students work on a guided characterization project, using a graphic map to illustrate the ways a character from a book series grows and evolves over the course of the story.
Standard(s):
[ELA2015] (5) 11:

11 ) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. [RI.5.2]

Subject: Language Arts
Title: Mapping Characters Across Book Series
Description: Students work on a guided characterization project, using a graphic map to illustrate the ways a character from a book series grows and evolves over the course of the story.
Thinkfinity Partner: ReadWriteThink
Grade Span: 3,4,5

Title: Talking About Books to Improve Comprehension
Description: This lesson is a conversation-starter! In this lesson, students learn about striking up deep-thought conversations and staying on topic in the form of a book talk.
Standard(s):
[ELA2015] (5) 6:

6 ) Describe how a narrator's or speaker's point of view influences how events are described. [RL.5.6]

Subject: Language Arts
Title: Talking About Books to Improve Comprehension
Description: This lesson is a conversation-starter! In this lesson, students learn about striking up deep-thought conversations and staying on topic in the form of a book talk.
Thinkfinity Partner: ReadWriteThink
Grade Span: 3,4,5

Title: Inferring How and Why Characters Change
Description: Students will really get into character when they read short stories and analyze the how's and why's of characters behaviors.
Standard(s):
[ELA2015] (5) 30:

30 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.5.9]

a. Apply Grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). [W.5.9a]

b. Apply Grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"). [W.5.9b]

Subject: Language Arts
Title: Inferring How and Why Characters Change
Description: Students will really get into character when they read short stories and analyze the how's and why's of characters behaviors.
Thinkfinity Partner: ReadWriteThink
Grade Span: 3,4,5

ALEX Learning Activities

Title: Character Hot Seat
Digital Tool:
Web Address URL: http://
Standard(s):
[ARTS] THEA (3) 15:

15) Identify multiple personal experiences when participating in or observing a drama/theatre work.

Digital Tool Description: After reading a short story or a novel, students will be able to take on the point of view of the main character and respond to questions as their chosen character. This activity was created as a result of the Arts COS Resource Development Summit.

Title: Character Hot Seat
Digital Tool:
Digital Tool Description: After reading a short story or a novel, students will be able to take on the point of view of the main character and respond to questions as their chosen character. This activity was created as a result of the Arts COS Resource Development Summit.

Title: Point of View and Comic Strips
Digital Tool: Toondoo
Web Address URL: http://www.toondoo.com/
Standard(s):
[ELA2015] (5) 22:

22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.5.1]

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. [W.5.1a]

b. Provide logically ordered reasons that are supported by facts and details. [W.5.1b]

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). [W.5.1c]

d. Provide a concluding statement or section related to the opinion presented. [W.5.1d]

Digital Tool Description: This learning asset tool utilizes Toondoo, an online comic strip creator. Toondoo allows students to just drag-drop or click to create comic strips that express their creativity and show originality.

Title: Point of View and Comic Strips
Digital Tool: Toondoo
Digital Tool Description: This learning asset tool utilizes Toondoo, an online comic strip creator. Toondoo allows students to just drag-drop or click to create comic strips that express their creativity and show originality.

Title: Educreating and Recreating: A Setting In A Story
Digital Tool: Educreations
Web Address URL: https://itunes.apple.com/us/app/educreations-interactive-whiteboard/id478617061?mt=8
Standard(s):
[ELA2015] (3) 35:

35 ) Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. [SL.3.5]

Digital Tool Description: Educreations allows you to create and record lessons for students to view independently. In addition, it provides students with a creative media they can use to prepare presentations for their teachers and peers. It is easy to use, so it makes a great tool for assessing student knowledge. Students can create projects that apply to every level of Bloom's Taxonomy verbally and through illustrations. This is a free application available on iPad and iPhone.

Title: Educreating and Recreating: A Setting In A Story
Digital Tool: Educreations
Digital Tool Description: Educreations allows you to create and record lessons for students to view independently. In addition, it provides students with a creative media they can use to prepare presentations for their teachers and peers. It is easy to use, so it makes a great tool for assessing student knowledge. Students can create projects that apply to every level of Bloom's Taxonomy verbally and through illustrations. This is a free application available on iPad and iPhone.

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Thinkfinity Learning Activities

Title: Find favorite book picks in the Children's Choices.
Description: Students create lists of their favorite books and then the class creates a '' Top Picks'' class booklist. Students can use the Book Cover Creator to create a book jacket for their favorite book.
Standard(s):
[ELA2015] (8) 26:

26 ) Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [W.8.7]

Subject: Language Arts
Title: Find favorite book picks in the Children's Choices.
Description: Students create lists of their favorite books and then the class creates a '' Top Picks'' class booklist. Students can use the Book Cover Creator to create a book jacket for their favorite book.
Thinkfinity Partner: ReadWriteThink
Grade Span: K,1,2,3,4,5,6

Title: Caldecott Medal-winner Virginia Lee Burton was born on this day in 1909.
Description: Students discuss similarities in Burton's illustrations and writing style in her many books, in addition to her use of personification.
Standard(s):
[ELA2015] (5) 39:

39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]

a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]

Subject: Language Arts
Title: Caldecott Medal-winner Virginia Lee Burton was born on this day in 1909.
Description: Students discuss similarities in Burton's illustrations and writing style in her many books, in addition to her use of personification.
Thinkfinity Partner: ReadWriteThink
Grade Span: 3,4,5,6,7,8,9,10,11,12

Title: November is National American Indian Heritage Month.
Description: Students explore Native American heritage through the study of pourquoi tales, write their own original pourquoi tales, and use the ReadWriteThink Printing Press to publish them.
Standard(s):
[ELA2015] (5) 41:

41 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 5 reading and content, choosing flexibly from a range of strategies. [L.5.4]

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. [L.5.4a]

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). [L.5.4b]

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.5.4c]

Subject: Language Arts
Title: November is National American Indian Heritage Month.
Description: Students explore Native American heritage through the study of pourquoi tales, write their own original pourquoi tales, and use the ReadWriteThink Printing Press to publish them.
Thinkfinity Partner: ReadWriteThink
Grade Span: 3,4,5,6,7,8,9,10,11,12