ALEX Resources

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


ALEX Lesson Plans  
   View Standards     Standard(s): [DLIT] (4) 18 :
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[DLIT] (4) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[ELA2015] (4) 1 :
1 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.4.1]

[ELA2015] (4) 6 :
6 ) Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. [RL.4.6]

[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]

[ELA2015] (4) 2 :
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]

[ELA2015] (4) 8 :
8 ) Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]

[ELA2015] (4) 2 :
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]

[ELA2015] (4) 8 :
8 ) Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]

[ELA2015] (4) 2 :
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]

[ELA2015] (4) 8 :
8 ) Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]

[ELA2015] (4) 2 :
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]

[ELA2015] (4) 2 :
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]

[ELA2015] (4) 8 :
8 ) Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]

[ELA2015] (4) 8 :
8 ) Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]

[ELA2015] (4) 20 :
20 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.4.3]

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. [RF.4.3a]

[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]

[ELA2015] (4) 25 :
25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.4.4]

[ELA2015] (4) 34 :
34 ) Identify the reasons and evidence a speaker provides to support particular points. [SL.4.3]

[ELA2015] (4) 38 :
38 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.4.1]

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). [L.4.1a]

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. [L.4.1b]

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. [L.4.1c]

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). [L.4.1d]

e. Form and use prepositional phrases. [L.4.1e]

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* [L.4.1f]

g. Correctly use frequently confused words (e.g., to, too, two; there, their).* [L.4.1g]

[ELA2015] (4) 39 :
39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2]

a. Use correct capitalization. [L.4.2a]

b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b]

c. Use a comma before a coordinating conjunction in a compound sentence. [L.4.2c]

d. Spell grade-appropriate words correctly, consulting references as needed. [L.4.2d]

[ELA2015] (4) 40 :
40 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.4.3]

a. Choose words and phrases to convey ideas precisely.* [L.4.3a]

b. Choose punctuation for effect.* [L.4.3b]

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). [L.4.3c]

[ELA2015] (4) 43 :
43 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [L.4.6]

Subject: Digital Literacy and Computer Science (4), or English Language Arts (4)
Title: What's the Theme?
Description:

This lesson is a beginning lesson to use to introduce the skill of theme. Students will read two picture books "Ranita, the Frog Princess" and "Frankly, I Never Wanted to Kiss Anybody!", determine the theme for each, and then compare them in a writing assignment.




ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (4) 1 :
1 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.4.1]

[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]

[ELA2015] (4) 8 :
8 ) Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]

[ELA2015] (4) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.4.10]

[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]

[ELA2015] (5) 16 :
16 ) Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. [RI.5.7]

[ELA2015] (5) 17 :
17 ) Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). [RI.5.8]

[ELA2015] (5) 18 :
18 ) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. [RI.5.9]

[ELA2015] (5) 19 :
19 ) By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 4-5 text complexity band independently and proficiently. [RI.5.10]

[ELA2015] (6) 21 :
21 ) Write arguments to support claims with clear reasons and relevant evidence. [W.6.1]

a. Introduce claim(s) and organize the reasons and evidence clearly. [W.6.1a]

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. [W.6.1b]

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. [W.6.1c]

d. Establish and maintain a formal style. [W.6.1d]

e. Provide a concluding statement or section that follows from the argument presented. [W.6.1e]

[ELA2015] (6) 22 :
22 ) Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.6.2]

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.6.2a]

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.6.2b]

c. Use appropriate transitions to clarify the relationships among ideas and concepts. [W.6.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.6.2d]

e. Establish and maintain a formal style. [W.6.2e]

f. Provide a concluding statement or section that follows from the information or explanation presented. [W.6.2f]

[ELA2015] (6) 29 :
29 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.6.9]

a. Apply Grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics"). [W.6.9a]

b. Apply Grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not"). [W.6.9b]

[ELA2015] (6) 40 :
40 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading and content, choosing flexibly from a range of strategies. [L.6.4]

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.6.4a]

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). [L.6.4b]

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. [L.6.4c]

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.6.4d]

[ELA2015] (6) 42 :
42 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.6.6]

[ELA2015] (7) 11 :
11 ) Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. [RI.7.2]

[ELA2015] (7) 12 :
12 ) Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). [RI.7.3]

[ELA2015] (7) 41 :
41 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.7.6]

Subject: English Language Arts (4 - 7)
Title: Boars and Baseball: Making Connections
URL: http://readwritethink.org/classroom-resources/lesson-plans/boars-baseball-making-connections-30655.html
Description:

How does the story connect to your own life, another text you have read, or the world around you? In this lesson, students will make text-to-self, text-to-text, and text-to-world connections after reading In the Year of the Boar and Jackie Robinson. Students gain a deeper understanding of a text when they make authentic connections. After reading the novelthe instructor introduces and models the strategy of making connections.  After sharing and discussing connections, students choose and plan a project that makes a personal connection to the text.

This lesson uses In the Year of the Boar and Jackie Robinson as an example, but this activity is effective with any work of literature in which connections are important.



   View Standards     Standard(s): [ELA2015] (3) 2 :
2 ) Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [RL.3.2]

[ELA2015] (3) 5 :
5 ) Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. [RL.3.5]

[ELA2015] (3) 30 :
30 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.10]

[ELA2015] (4) 2 :
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]

[ELA2015] (4) 5 :
5 ) Explain major differences among poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. [RL.4.5]

[ELA2015] (4) 8 :
8 ) Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]

[ELA2015] (4) 31 :
31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.4.10]

[ELA2015] (5) 2 :
2 ) Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. [RL.5.2]

[ELA2015] (5) 8 :
8 ) Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. [RL.5.9]

[ELA2015] (5) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.5.4]

a. Read on-level text with purpose and understanding. [RF.5.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.5.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.5.4c]

[ELA2015] (5) 26 :
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-5.) [W.5.5]

[ELA2015] (5) 31 :
31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.5.10]

Subject: English Language Arts (3 - 5)
Title: Once Upon a Time Rethought: Writing Fractured Fairy Tales
URL: http://readwritethink.org/classroom-resources/lesson-plans/once-upon-time-rethought-853.html
Description:

In this free resource from ReadWriteThink, students work together to craft a list of common fairy tale elements in order to determine what makes a fairy tale a fairy tale. They then explore and analyze a variety of tales, recording their information using a story map. The story map becomes a launching point for students' own fairy tales. Students use the characteristics of a known tale and change one of the literary elements to create a new tale, which includes a different set of characters, has a new setting, or includes a changed conflict or resolution. Finally, students publish and illustrate their new “fractured fairy tales” for others to enjoy.



ALEX Classroom Resources: 2

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