ALEX Resources

Narrow Results:
Lesson Plans (1) 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 (2)


ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] ES6 (6) 10 :
10 ) Use research-based evidence to propose a scientific explanation regarding how the distribution of Earth's resources such as minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes (e.g., past volcanic and hydrothermal activity, burial of organic sediments, active weathering of rock).

[ELA2015] (6) 27 :
27 ) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]

[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) 31 :
31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.6.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a]

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. [SL.6.1b]

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. [SL.6.1c]

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. [SL.6.1d]

Subject: English Language Arts (6), or Science (6)
Title: The Distribution and Creation of Fossil Fuels: A Collaborative Jigsaw Research Project
Description:

Students will begin this lesson by accessing their prior knowledge on Earth's natural resources through a brainstorming activity. The teacher will introduce the topic of fossil fuels, which are non-renewable resources such as coal, oil, and natural gas. The teacher will lead students in utilizing the jigsaw literacy strategy, in which students will become members of a home group and an expert group as they research and discuss their assigned topic. This lesson will culminate with students creating a presentation in the form of a research paper, poster, or slideshow to demonstrate their knowledge of the distribution and creation of fossil fuels.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.




ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (6) 17 :
11) Differentiate between appropriate and inappropriate digital content and the use of that content.

[ELA2015] (6) 27 :
27 ) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]

Subject: Digital Literacy and Computer Science (6), English Language Arts (6)
Title: Is This a Good Source?
Description:

This activity, used in conjunction with any research or project in which the students are using the Internet to gather information, will help students become more aware of the importance of evaluating sources. This activity will also aid students in determining whether a source is credible and appropriate for the topic they are researching. 

This activity was created as a result of the DLCS COS Resource Development Summit.




   View Standards     Standard(s): [ELA2015] (6) 27 :
27 ) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]

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

Subject: English Language Arts (6), Digital Literacy and Computer Science (6)
Title: Padlet Puts Research Projects in Perspective
Description:

For this learning activity, students will be using a virtual bulletin board called Padlet to create a digital artifact that incorporates research and inquiry skills. Students will also use the Internet to locate digital sources that are related to a topic and include various multimedia components into the Padlet in order to enhance the final project.

This activity was created as a result of the DLCS COS Resource Development Summit.




   View Standards     Standard(s): [SC2015] ES6 (6) 10 :
10 ) Use research-based evidence to propose a scientific explanation regarding how the distribution of Earth's resources such as minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes (e.g., past volcanic and hydrothermal activity, burial of organic sediments, active weathering of rock).

[ELA2015] (6) 27 :
27 ) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]

[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) 31 :
31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.6.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a]

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. [SL.6.1b]

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. [SL.6.1c]

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. [SL.6.1d]

Subject: Science (6), English Language Arts (6)
Title: Literacy Strategies in the Science Classroom: Collaborative Jigsaw Research
Description:

This strategy guide will provide teachers with the background knowledge needed to implement the Jigsaw Cooperative Learning Technique in their classroom. The digital tool explains the research basis of this technique, provides tips for integrating this strategy in the classroom and offers links to related resources. 




ALEX Learning Activities: 3

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (6) 11 :
11 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]

[ELA2015] (6) 15 :
15 ) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. [RI.6.5]

[ELA2015] (6) 23 :
23 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.6.3]

a. Engage and orient the reader by establishing a context and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.6.3a]

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. [W.6.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. [W.6.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. [W.6.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.6.3e]

[ELA2015] (6) 24 :
24 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.6.4]

[ELA2015] (6) 27 :
27 ) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]

[ELA2015] (7) 10 :
10 ) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.7.1]

[ELA2015] (7) 30 :
30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.7.1]

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.7.1a]

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.7.1b]

c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. [SL.7.1c]

d. Acknowledge new information expressed by others and, when warranted, modify their own views. [SL.7.1d]

[ELA2015] (8) 30 :
30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.8.1]

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.8.1a]

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.8.1b]

c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. [SL.8.1c]

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. [SL.8.1d]

Subject: English Language Arts (6 - 8)
Title: A Portrait of Our World: Making Connections and Developing Comprehension
URL: http://readwritethink.org/classroom-resources/lesson-plans/portrait-world-making-connections-30777.html
Description:

Engage middle school students in a meaningful study of the lives of students from across the globe through the use of contemporary nonfiction and fiction. Students create personal autobiographies, sequence story events, and prepare well-crafted summaries while learning to use higher-level comprehension strategies such as Question-Answer Relationships and the Bio-Cube. Additionally, students conduct a critical study of the NCSS Notable Tradebook Nasreen's Secret School: A True Story From Afghanistan by Jeanette Winter, comparing and contrasting their own lives to Nasreen's and expanding their geographical knowledge of the Middle East.



   View Standards     Standard(s): [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) 24 :
24 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.6.4]

[ELA2015] (6) 25 :
25 ) With some 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-6.) [W.6.5]

[ELA2015] (6) 26 :
26 ) Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. [W.6.6]

[ELA2015] (6) 27 :
27 ) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]

[ELA2015] (6) 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.6.10]

[ELA2015] (6) 35 :
35 ) Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]

[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]

Subject: English Language Arts (6)
Title: Highlighting Out-of-School Language Expertise With Pop Culture Dictionaries
URL: http://readwritethink.org/classroom-resources/lesson-plans/highlighting-school-language-expertise-31144.html
Description:

Validate students' out-of-school language use by asking them to share details on the use of words and phrases from movies, television shows, books, and other texts. In this activity, students compose dictionary entries for words and phrases from pop culture texts, connecting the definitions to their personal use of the terms. Their work is published individually, or if desired, collectively in a class dictionary.



ALEX Classroom Resources: 2

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