ALEX Resources

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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 (1)


ALEX Lesson Plans  
   View Standards     Standard(s): [ELA2015] (7) 3 :
3 ) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]

[ELA2015] (7) 1 :
1 ) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.7.1]

Subject: English Language Arts (7)
Title: What are YOU made of? A study of the character of Roger from Langston Hughes' "Thank You, Ma'am"--Part 1 
Description:

Students will analyze the character's motives, actions, thoughts, feelings, quotes, goals, desires, and other characters' opinions based on evidence within the text.

This is a College- and Career-Ready Standards showcase lesson plan.




ALEX Learning Activities  
   View Standards     Standard(s): [ELA2015] (7) 1 :
1 ) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.7.1]

[ELA2015] (7) 3 :
3 ) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]

[ELA2015] (6) 5 :
5 ) Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. [RL.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) 1 :
1 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1]

[ELA2015] (7) 22 :
22 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.7.3]

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.7.3a]

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. [W.7.3b]

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.7.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. [W.7.3d]

e. Provide a conclusion that follows from and reflects on the narrated experiences or events. [W.7.3e]

[ELA2015] (8) 2 :
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2]

[ELA2015] (8) 22 :
22 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.8.3]

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.8.3a]

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. [W.8.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. [W.8.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. [W.8.3d]

e. Provide a conclusion that follows from and reflects on the narrated experiences or events. [W.8.3e]

[ELA2015] (8) 1 :
1 ) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RL.8.1]

Subject: English Language Arts (6 - 8)
Title: Novel Postcards-Using Textual Evidence to Explore Character and Setting
Description:

The students will create a postcard using textual evidence from a novel to create an image (setting) from the novel for the front.  The students will choose two main characters from the novel and write the message of the postcard from the point of view of one of the characters. They will use textual evidence to create a message from one main character to the other depicting the scene and describing the character's thoughts and feelings.

This activity results from the ALEX Resource Development Summit




   View Standards     Standard(s): [ELA2015] (7) 3 :
3 ) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]

[DLIT] (8) 22 :
16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

[ELA2015] (6) 3 :
3 ) Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. [RL.6.3]

[DLIT] (7) 23 :
17) Publish content to be available for external feedback.

[DLIT] (7) 22 :
16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

Subject: English Language Arts (6 - 7), Digital Literacy and Computer Science (7 - 8)
Title: Breaking News: The Plot Unfolds
Description:

This authentic learning activity gives students the opportunity to become a news anchor or journalist. Students will choose any significant scene from a story/drama and present the plot/scene as a breaking news story. This activity can be used as an after activity after reading a drama, short story, or novel. It will also work great with major events in history or discoveries in science. Students will use a graphic organizer to guide them as they create their breaking news story. Students can have voice and choice and may use any medium (newspaper article, a radio announcement, or news report) to share the details and analysis of characters.

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




   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) 11 :
11 ) With prompting and support, identify the main topic and retell key details of a text. [RI.K.2]

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

[ELA2015] (1) 11 :
11 ) Identify the main topic and retell key details of a text. [RI.1.2]

[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] (1) 35 :
35 ) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]

[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]

[ELA2015] (2) 30 :
30 ) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2]

[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) 32 :
32 ) Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2]

[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) 16 :
16 ) Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [RI.4.7]

[ELA2015] (5) 5 :
5 ) Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. [RL.5.5]

[ELA2015] (5) 36 :
36 ) Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]

[ELA2015] (6) 3 :
3 ) Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. [RL.6.3]

[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] (7) 3 :
3 ) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]

[ELA2015] (7) 34 :
34 ) Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5]

[ELA2015] (8) 2 :
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2]

[ELA2015] (8) 34 :
34 ) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. [SL.8.5]

[ELA2015] (9) 3 :
3 ) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]

[ELA2015] (9) 34 :
34 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5]

[ELA2015] (10) 3 :
3 ) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]

[ELA2015] (10) 35 :
35 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5]

[ELA2015] (11) 3 :
3 ) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

[ELA2015] (11) 33 :
33 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.11-12.5]

[ELA2015] (12) 3 :
3 ) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

[ELA2015] (12) 33 :
33 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.11-12.5]

[DLIT] (2) 20 :
14) Collect, create, and organize data in a digital chart or graph.

[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) 22 :
16) Gather and organize data to answer a question using a variety of computing and data visualization methods.

Examples: Sorting, totaling, averaging, charts, and graphs.

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

[DLIT] (6) 7 :
1) Remove background details from an everyday process to highlight essential properties.

Examples: When making a sandwich, the type of bread, condiments, meats, and/or vegetables do not affect the fact that one is making a sandwich.

Subject: English Language Arts (K - 12), Digital Literacy and Computer Science (2 - 6)
Title: Interactive Plot Diagram
Description:

This organizational tool for grades K-12 uses the plot diagram pyramid to map events in a story.  You can choose beginning, middle, and end for younger learners or exposition, climax, and resolution for older learners.  The mapping tool allows readers to recreate a story you have taught in class, or writers to map out the ideas for an original piece. 




ALEX Learning Activities: 3

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (6) 5 :
5 ) Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. [RL.6.5]

[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) 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] (7) 3 :
3 ) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]

[ELA2015] (7) 24 :
24 ) 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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-7.) [W.7.5]

[ELA2015] (8) 3 :
3 ) Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. [RL.8.3]

[ELA2015] (8) 24 :
24 ) 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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-8.) [W.8.5]

[ELA2015] (8) 28 :
28 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.8.9]

a. Apply Grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). [W.8.9a]

b. Apply Grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced"). [W.8.9b]

[ELA2015] (8) 29 :
29 ) 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.8.10]

[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: Leading to Great Places in the Middle School Classroom
URL: http://readwritethink.org/classroom-resources/lesson-plans/leading-great-places-middle-16.html
Description:

Tapping existing texts for models is one of the best strategies for writer's workshop. This lesson examines types of leads in prominent young adult literature and asks students to search for great leads and then try their own hand at writing leads. Students rank several leads from novels as they are read aloud, and then discuss their rankings. Working in small groups, students read alternative leads from Harry Potter and the Sorcerer's Stone. They then act as a marketing group to select the best lead. Next, students create two new leads for a novel, using different strategies for each. Finally, students apply this process to their own writing, working in pairs to create two alternative leads to something they have written.



ALEX Classroom Resources: 1

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