ALEX Resources

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Lesson Plans (19)	Unit Plans (1)	Informational Materials (1)
Learning Activities (3)

ALEX Lesson Plans

Title: Pollution and the Peppered Moth
Description: This lesson will begin with students reviewing the steps of the scientific method, then applying the steps of the scientific method using an online interactive game. Next, students will utilize the steps of the scientific method to explore factors that caused the population of the peppered moth to change over time. The students will conduct an experiment to gather data regarding the factors that led to a population shift in the peppered moth species. Then, students will read an article about the history of the peppered moth and play an online interactive game to further explore the factors that led to a change in this species's population. Lastly, students will develop a writing piece that includes a claim related to the change in the peppered moth's population and evidence that was gathered from the experiment, reading, and online activity. This lesson results from the ALEX Resource Gap Project.
Standard(s):
[ELA2015] (7) 20:

20 ) Write arguments to support claims with clear reasons and relevant evidence. [W.7.1]

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. [W.7.1a]

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. [W.7.1b]

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. [W.7.1c]

d. Establish and maintain a formal style. [W.7.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.7.1e]

Subject: English Language Arts (7), or Science (7)
Title: Pollution and the Peppered Moth
Description: This lesson will begin with students reviewing the steps of the scientific method, then applying the steps of the scientific method using an online interactive game. Next, students will utilize the steps of the scientific method to explore factors that caused the population of the peppered moth to change over time. The students will conduct an experiment to gather data regarding the factors that led to a population shift in the peppered moth species. Then, students will read an article about the history of the peppered moth and play an online interactive game to further explore the factors that led to a change in this species's population. Lastly, students will develop a writing piece that includes a claim related to the change in the peppered moth's population and evidence that was gathered from the experiment, reading, and online activity. This lesson results from the ALEX Resource Gap Project.

Title: Slithering Snake Don't Mess With Me
Description: This lesson encourages students to evaluate how the setting influences the characters interactions sand how that motivation propels the plot in Rudyard Kipling’s, Rikki-tiki-tavi. They will also evaluate the effectiveness of Kipling’s use of personification. During this lesson, students will, students will annotate the text through coding, create trading cards for the characters , compose an exposition, and produce a brochure based on a focused research assignment. This is a College- and Career-Ready Standards showcase lesson plan.
Standard(s):
[ELA2015] (7) 26:

26 ) Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. [W.7.7]

Subject: English Language Arts (7)
Title: Slithering Snake Don't Mess With Me
Description: This lesson encourages students to evaluate how the setting influences the characters interactions sand how that motivation propels the plot in Rudyard Kipling’s, Rikki-tiki-tavi. They will also evaluate the effectiveness of Kipling’s use of personification. During this lesson, students will, students will annotate the text through coding, create trading cards for the characters , compose an exposition, and produce a brochure based on a focused research assignment. This is a College- and Career-Ready Standards showcase lesson plan.

Title: Dance Moms Reality or Fatality
Description: Students will view a reality television episode and read a news article related to reality television. Then students will complete a graphic organizer to create an argument for or against children participating in reality television. Students will apply supportive details for writing a persuasive paragraph. This is a College- and Career-Ready Standards showcase lesson plan.
Standard(s):
[ELA2015] (7) 34:

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

Subject: English Language Arts (7)
Title: Dance Moms Reality or Fatality
Description: Students will view a reality television episode and read a news article related to reality television. Then students will complete a graphic organizer to create an argument for or against children participating in reality television. Students will apply supportive details for writing a persuasive paragraph. This is a College- and Career-Ready Standards showcase lesson plan.

Title: "Thank You Ma'am": Defending or Prosecuting Roger
Description: Students will write a three-paragraph letter to a judge either in defense of or prosecution of Roger from the short story "Thank You Ma'am." Students will engage with the text as they cite evidence in support of their arguments. Students will get to present their letters to a mock jury and try to win their case for or against Roger. This is a College- and Career-Ready Standards showcase lesson plan.
Standard(s):
[ELA2015] (7) 32:

32 ) Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. [SL.7.3]

Subject: English Language Arts (7)
Title: "Thank You Ma'am": Defending or Prosecuting Roger
Description: Students will write a three-paragraph letter to a judge either in defense of or prosecution of Roger from the short story "Thank You Ma'am." Students will engage with the text as they cite evidence in support of their arguments. Students will get to present their letters to a mock jury and try to win their case for or against Roger. This is a College- and Career-Ready Standards showcase lesson plan.

Title: Persuasive Strategies and Tuck Everlasting
Description: This lesson is a persuasive strategy lesson plan for Tuck Everlasting. It allows the student to incorporate technology in the development of an original thirty second commercial.
Standard(s):
[TC2] (6-8) 14:

14 ) Use digital tools to generate new ideas, products, or processes.

Examples: ideas—predictions, trends

- products—animation, video

- processes—models, simulations

Subject: English Language Arts (7), or Technology Education (6 - 8)
Title: Persuasive Strategies and Tuck Everlasting
Description: This lesson is a persuasive strategy lesson plan for Tuck Everlasting. It allows the student to incorporate technology in the development of an original thirty second commercial.

Title: Oral Presentation of Favorite Celebrity
Description: Using the Internet to research facts about a favorite celebrity, students gain the organizational and oral presentation skills needed to successfully deliver an effective speech and slideshow presentation.
Standard(s):

Subject: English Language Arts (7 - 9), or Technology Education (6 - 8)
Title: Oral Presentation of Favorite Celebrity
Description: Using the Internet to research facts about a favorite celebrity, students gain the organizational and oral presentation skills needed to successfully deliver an effective speech and slideshow presentation.

Title: Newspapers: Facts and Opinions
Description: In order to sharpen a student's understanding of the differences between facts and opinions, this lesson incorporates both the close reading of a newspaper and the writing of a factual article and a letter to the editor.
Standard(s):
[TC2] (6-8) 11:

11 ) Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.

Examples: locating—Boolean searches, graphic organizers, spreadsheets, databases

- collecting—probeware, graphing calculators

- organizing—graphic organizers, spreadsheets

- evaluating—reviewing publication dates, determining credibility

- synthesizing—word processing software, concept-mapping software

Subject: English Language Arts (6 - 8), or Information Literacy (K - 12), or Technology Education (6 - 8)
Title: Newspapers: Facts and Opinions
Description: In order to sharpen a student's understanding of the differences between facts and opinions, this lesson incorporates both the close reading of a newspaper and the writing of a factual article and a letter to the editor.

Title: Scrapbook Book Report
Description: After reading independently a novel or biography, students in this creative writing activity demonstrate their understanding of characterization and point of view by creating the main character's personal scrapbook.
Standard(s):
[TC2] (6-8) 6:

6 ) Select specific digital tools for completing curriculum-related tasks.

Examples: spreadsheet for budgets, word processing software for essays, probes for data collection

Subject: English Language Arts (7), or Information Literacy (K - 12), or Technology Education (6 - 8)
Title: Scrapbook Book Report
Description: After reading independently a novel or biography, students in this creative writing activity demonstrate their understanding of characterization and point of view by creating the main character's personal scrapbook.

Title: Writing with Technology
Description: This lesson provides students with the basic steps for effectively using a Dreamwriter portable keyboard/word processing device. Students will use this technology tool to draft and publish a final copy of a writing assignment.
Standard(s):
[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]

Subject: English Language Arts (6 - 8), or Technology Education (6 - 8)
Title: Writing with Technology
Description: This lesson provides students with the basic steps for effectively using a Dreamwriter portable keyboard/word processing device. Students will use this technology tool to draft and publish a final copy of a writing assignment.

Thinkfinity Lesson Plans

Title: Jack London's ''The Call of the Wild'': ''Nature Faker''?
Description: In this lesson, from EDSITEment, students analyze Jack London's The Call of the Wild. They take a stand on whether London can be called a nature faker and on what he is attempting to communicate through his portrayal of Buck. They support their stands with historical evidence or evidence from the text. Finally, students write an essay, complete with hypothesis and textual support, on London's approach to the animal story in The Call of the Wild.
Standard(s):
[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]

Subject: Language Arts
Title: Jack London's ''The Call of the Wild'': ''Nature Faker''?
Description: In this lesson, from EDSITEment, students analyze Jack London's The Call of the Wild. They take a stand on whether London can be called a nature faker and on what he is attempting to communicate through his portrayal of Buck. They support their stands with historical evidence or evidence from the text. Finally, students write an essay, complete with hypothesis and textual support, on London's approach to the animal story in The Call of the Wild.
Thinkfinity Partner: EDSITEment
Grade Span: 6,7,8

Title: Reciprocal Revision: Making Peer Feedback Meaningful
Description: Interpreting art is a subjective process. In this lesson, students write written responses analyzing a work of art and use feedback from their peers to revise or confirm their initial responses.
Standard(s):
[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]

Subject: Language Arts
Title: Reciprocal Revision: Making Peer Feedback Meaningful
Description: Interpreting art is a subjective process. In this lesson, students write written responses analyzing a work of art and use feedback from their peers to revise or confirm their initial responses.
Thinkfinity Partner: ReadWriteThink
Grade Span: 6,7,8

Title: Inquiry on the Internet: Evaluating Web Pages for a Class Collection
Description: Students use Internet search engines and Web analysis checklists to evaluate online resources then write annotations that explain how and why the resources will be valuable to the class.
Standard(s):
[ELA2015] (8) 38:

38 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]

a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). [L.8.3a]

Subject: Language Arts
Title: Inquiry on the Internet: Evaluating Web Pages for a Class Collection
Description: Students use Internet search engines and Web analysis checklists to evaluate online resources then write annotations that explain how and why the resources will be valuable to the class.
Thinkfinity Partner: ReadWriteThink
Grade Span: 6,7,8

Title: Women's Suffrage: Why the West First?
Description: In this EDSITEment lesson, students compile information to examine hypotheses explaining why the first nine states to grant full voting rights for women were located in the West. The take a stand, supported by historical evidence, as to whether or not a single theory can explain why the Western states were the first to grant full voting rights to women.
Standard(s):
[SS2010] USS6 (6) 4:

4 ) Identify cultural and economic developments in the United States from 1900 through the 1930s.

• Describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age

Examples: Langston Hughes, Louis Armstrong, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederic Remington, W. C. Handy, Erskine Hawkins, George Gershwin, Zora Neale Hurston (Alabama)

• Identifying contributions of turn-of-the-century inventors

Examples: George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright (Alabama)

• Describing the emergence of the modern woman during the early 1900s

Examples: Amelia Earhart, Zelda Fitzgerald, Helen Keller, Susan B. Anthony, Margaret Washington, suffragettes, suffragists, flappers (Alabama)

• Identifying notable persons of the early 1900s

Examples: Babe Ruth, Charles A. Lindbergh, W. E. B. Du Bois, John T. Scopes (Alabama)

• Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations

Examples: higher wages, increase in consumer goods, collapse of farm economy, extension of personal credit, stock market crash, Immigration Act of 1924

Subject: Language Arts,Social Studies
Title: Women's Suffrage: Why the West First?
Description: In this EDSITEment lesson, students compile information to examine hypotheses explaining why the first nine states to grant full voting rights for women were located in the West. The take a stand, supported by historical evidence, as to whether or not a single theory can explain why the Western states were the first to grant full voting rights to women.
Thinkfinity Partner: EDSITEment
Grade Span: 6,7,8

Title: Myth and Truth: The First Thanksgiving
Description: By exploring myths surrounding the Wampanoag, the pilgrims, and the '' First Thanksgiving,'' this lesson asks students to think critically about commonly believed myths regarding the Wampanoag Indians in colonial America.
Standard(s):
[ELA2015] (8) 33:

33 ) Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.8.4]

Subject: Language Arts
Title: Myth and Truth: The First Thanksgiving
Description: By exploring myths surrounding the Wampanoag, the pilgrims, and the '' First Thanksgiving,'' this lesson asks students to think critically about commonly believed myths regarding the Wampanoag Indians in colonial America.
Thinkfinity Partner: ReadWriteThink
Grade Span: 6,7,8

Title: A Case for Reading-Examining Challenged and Banned Books
Description: This ReadWriteThink-reviewed website, provided by Plainfield Community School Corporation, contains a WebQuest that explores the issues of censorship pertaining to the occult content of the popular Harry Potter novels. Students can take on the roles of concerned citizens, public librarians, school librarians, and fans of Harry Potter and decide whether the books should be banned from the public library.
Standard(s):
[ELA2015] (12) 10:

10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]

Subject: Language Arts
Title: A Case for Reading-Examining Challenged and Banned Books
Description: This ReadWriteThink-reviewed website, provided by Plainfield Community School Corporation, contains a WebQuest that explores the issues of censorship pertaining to the occult content of the popular Harry Potter novels. Students can take on the roles of concerned citizens, public librarians, school librarians, and fans of Harry Potter and decide whether the books should be banned from the public library.
Thinkfinity Partner: ReadWriteThink
Grade Span: 3,4,5,6,7,8,9,10

Title: Persuasive Essay: Environmental Issues
Description: How can we convince others to agree with us on important issues? In this lesson, students explore relevant environmental issues and gather information to write persuasive essays.
Standard(s):
[ELA2015] (8) 36:

36 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.8.1]

a. Apply rules of subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, with indefinite pronouns as subjects, compound subjects joined by correlative and coordinating conjunctions, and collective nouns when verb form depends on the rest of the sentence. (Alabama)

b. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. [L.8.1a]

c. Form and use verbs in the active and passive voice. [L.8.1b]

d. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. [L.8.1c]

e. Recognize and correct inappropriate shifts in verb voice and mood.* [L.8.1d]

Subject: Language Arts
Title: Persuasive Essay: Environmental Issues
Description: How can we convince others to agree with us on important issues? In this lesson, students explore relevant environmental issues and gather information to write persuasive essays.
Thinkfinity Partner: ReadWriteThink
Grade Span: 6,7,8

Title: Critical Media Literacy: Commercial Advertising
Description: By looking at advertising and mass media critically, students begin to understand how the media oppresses certain groups, convinces people to purchase certain products, and influences culture.
Standard(s):
[ELA2015] (8) 32:

32 ) Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. [SL.8.3]

Subject: Language Arts
Title: Critical Media Literacy: Commercial Advertising
Description: By looking at advertising and mass media critically, students begin to understand how the media oppresses certain groups, convinces people to purchase certain products, and influences culture.
Thinkfinity Partner: ReadWriteThink
Grade Span: 6,7,8

Title: The Poet's Voice: Langston Hughes and You
Description: This unit of seven lessons, from EDSITEment, introduces students to a poet's voice. Students develop a general definition of voice in poetry, and analyze and appreciate the poetic voice of Langston Hughes in particular. Included are writing and discussion activities, in which students either write a poem expressing their own voice (as developed in a journal), or write about one of the qualities of Langston Hughes's poetic voice (as explored in class discussion).
Standard(s):
[SS2010] USS6 (6) 4:

4 ) Identify cultural and economic developments in the United States from 1900 through the 1930s.

• Describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age

Examples: Langston Hughes, Louis Armstrong, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederic Remington, W. C. Handy, Erskine Hawkins, George Gershwin, Zora Neale Hurston (Alabama)

• Identifying contributions of turn-of-the-century inventors

Examples: George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright (Alabama)

• Describing the emergence of the modern woman during the early 1900s

Examples: Amelia Earhart, Zelda Fitzgerald, Helen Keller, Susan B. Anthony, Margaret Washington, suffragettes, suffragists, flappers (Alabama)

• Identifying notable persons of the early 1900s

Examples: Babe Ruth, Charles A. Lindbergh, W. E. B. Du Bois, John T. Scopes (Alabama)

• Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations

Examples: higher wages, increase in consumer goods, collapse of farm economy, extension of personal credit, stock market crash, Immigration Act of 1924

Subject: Language Arts,Social Studies
Title: The Poet's Voice: Langston Hughes and You
Description: This unit of seven lessons, from EDSITEment, introduces students to a poet's voice. Students develop a general definition of voice in poetry, and analyze and appreciate the poetic voice of Langston Hughes in particular. Included are writing and discussion activities, in which students either write a poem expressing their own voice (as developed in a journal), or write about one of the qualities of Langston Hughes's poetic voice (as explored in class discussion).
Thinkfinity Partner: EDSITEment
Grade Span: 6,7,8

Title: The Statue of Liberty: Bringing the ''New Colossus'' to America
Description: In this lesson, from EDSITEment, students learn about the effort to convince a skeptical American public to contribute to the effort to erect a pedestal and to bring the Statue of Liberty to New York. The activities in this lesson guide students through an investigation of primary historical documents and an analysis of the poem The New Colossus, written by the nineteenth-century poet Emma Lazarus.
Standard(s):
[ELA2015] (8) 20:

20 ) Write arguments to support claims with clear reasons and relevant evidence. [W.8.1]

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. [W.8.1a]

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. [W.8.1b]

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. [W.8.1c]

d. Establish and maintain a formal style. [W.8.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.8.1e]

Subject: Language Arts,Social Studies
Title: The Statue of Liberty: Bringing the ''New Colossus'' to America
Description: In this lesson, from EDSITEment, students learn about the effort to convince a skeptical American public to contribute to the effort to erect a pedestal and to bring the Statue of Liberty to New York. The activities in this lesson guide students through an investigation of primary historical documents and an analysis of the poem The New Colossus, written by the nineteenth-century poet Emma Lazarus.
Thinkfinity Partner: EDSITEment
Grade Span: 6,7,8

ALEX Learning Activities

Title: Interactive Essay Writing
Digital Tool: Essay Map
Web Address URL: http://www.readwritethink.org/classroom-resources/student-interactives/essay-30063.html
Standard(s):
[ELA2015] (7) 21:

21 ) 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.7.2]

a. Introduce a topic clearly, previewing what is to follow; 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.7.2a]

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.7.2b]

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. [W.7.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.7.2d]

e. Establish and maintain a formal style. [W.7.2e]

f. Provide a concluding statement or section that follows from and supports the information or explanation presented. [W.7.2f]

Digital Tool Description: This interactive graphic organizer aids students in writing expository essays. It takes them through the process of organizing ideas and developing an outline that includes an introduction, body paragraphs that include supporting details, and a conclusion. The finished essay map can be e-mailed or printed for further analysis or revision.

Title: Interactive Essay Writing
Digital Tool: Essay Map
Digital Tool Description: This interactive graphic organizer aids students in writing expository essays. It takes them through the process of organizing ideas and developing an outline that includes an introduction, body paragraphs that include supporting details, and a conclusion. The finished essay map can be e-mailed or printed for further analysis or revision.

Title: The Blind Side: Expository Writing
Digital Tool: The Blind Side video clip
Web Address URL: http://www.youtube.com/watch?v=xVbSQpoFDb0
Standard(s):
[ELA2015] (7) 21:

21 ) 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.7.2]

a. Introduce a topic clearly, previewing what is to follow; 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.7.2a]

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.7.2b]

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. [W.7.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.7.2d]

e. Establish and maintain a formal style. [W.7.2e]

f. Provide a concluding statement or section that follows from and supports the information or explanation presented. [W.7.2f]

Digital Tool Description: This video clip is from the movie The Blind Side. This clip shows the main character, Michael, attempting to submit an analytical response/essay on a reading if his choice, "Charge of the Light Brigade." This clip shows his ability to think through a text and previews the "mental" writing process. It is a great introduction activity to work to set a purpose for a lesson and show the importance of being able to write these types of texts, as Michael's future depends on the success of this last writing assignment.

Title: The Blind Side: Expository Writing
Digital Tool: The Blind Side video clip
Digital Tool Description: This video clip is from the movie The Blind Side. This clip shows the main character, Michael, attempting to submit an analytical response/essay on a reading if his choice, "Charge of the Light Brigade." This clip shows his ability to think through a text and previews the "mental" writing process. It is a great introduction activity to work to set a purpose for a lesson and show the importance of being able to write these types of texts, as Michael's future depends on the success of this last writing assignment.

Title: The Ease of Essay Writing
Digital Tool: Popplet App
Web Address URL: https://itunes.apple.com/us/app/popplet-lite/id364738549?mt=8
Standard(s):
[ELA2015] (7) 38:

38 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.7.3]

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* [L.7.3a]

Digital Tool Description: The Popplet app will be used to design an outline using a graphic organizer. An outline allows students to organizer their thoughts before going into the writing process.

Title: The Ease of Essay Writing
Digital Tool: Popplet App
Digital Tool Description: The Popplet app will be used to design an outline using a graphic organizer. An outline allows students to organizer their thoughts before going into the writing process.

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Thinkfinity Informational Materials

Title: Mark Twain in His Times
Description: This resource, an EDSITEment-reviewed Blue Ribbon resource presented by the University of Virginia, contains a broad range of materials on Mark Twain and the times in which he lived. Drawn largely from the resources of the Barrett Collection, this interpretive archive focuses on how Mark Twain and his works were created, defined, marketed, performed, reviewed, and appreciated. Contained here are dozens of texts and manuscripts, scores of contemporary reviews and articles, hundreds of images, and many different kinds of interactive exhibits.
Standard(s):
[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: Language Arts,Social Studies,Arts
Title: Mark Twain in His Times
Description: This resource, an EDSITEment-reviewed Blue Ribbon resource presented by the University of Virginia, contains a broad range of materials on Mark Twain and the times in which he lived. Drawn largely from the resources of the Barrett Collection, this interpretive archive focuses on how Mark Twain and his works were created, defined, marketed, performed, reviewed, and appreciated. Contained here are dozens of texts and manuscripts, scores of contemporary reviews and articles, hundreds of images, and many different kinds of interactive exhibits.
Thinkfinity Partner: EDSITEment
Grade Span: 7,8,9,10,11,12

Thinkfinity Learning Activities

Title: National Public Radio began broadcasting in 1971.
Description: Students make predictions about the content of some of NPR's programs, then listen to the programs and report on the contents and discuss with the class.
Standard(s):
[ELA2015] (8) 31:

31 ) Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. [SL.8.2]

Subject: Language Arts
Title: National Public Radio began broadcasting in 1971.
Description: Students make predictions about the content of some of NPR's programs, then listen to the programs and report on the contents and discuss with the class.
Thinkfinity Partner: ReadWriteThink
Grade Span: 7,8,9,10,11,12

Title: On this date in 1901, Andrew Carnegie gave $5.2 million to New York City libraries.
Description: Students write expository and persuasive pieces with the help of the Persuasion Map and Essay Map interactives, and compare the essential features of the two modes of writing.
Standard(s):
[ELA2015] (12) 21:

21 ) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.11-12.3e]

Subject: Language Arts
Title: On this date in 1901, Andrew Carnegie gave $5.2 million to New York City libraries.
Description: Students write expository and persuasive pieces with the help of the Persuasion Map and Essay Map interactives, and compare the essential features of the two modes of writing.
Thinkfinity Partner: ReadWriteThink
Grade Span: 3,4,5,6,7,8,9,10,11,12

Title: The first Academy Awards ceremony was held in 1929.
Description: Students make lists of their favorite and least favorite movies and brainstorm qualities that make a film good or bad. Next, students write a movie review for a film they have seen.
Standard(s):
[ELA2015] (8) 23:

23 ) 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 20-22 above.) [W.8.4]

Subject: Language Arts
Title: The first Academy Awards ceremony was held in 1929.
Description: Students make lists of their favorite and least favorite movies and brainstorm qualities that make a film good or bad. Next, students write a movie review for a film they have seen.
Thinkfinity Partner: ReadWriteThink
Grade Span: 5,6,7,8,9,10,11,12

Title: Charles Lindbergh began his transatlantic flight in 1927.
Description: Students consider what is meant by the phrase '' Human Hero,'' think of people who fit into the category, and read a biography of a selected hero.
Standard(s):
[ELA2015] (8) 21:

21 ) 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.8.2]

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.8.2a]

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. [W.8.2b]

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. [W.8.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.8.2d]

e. Establish and maintain a formal style. [W.8.2e]

f. Provide a concluding statement or section that follows from and supports the information or explanation presented. [W.8.2f]

Subject: Language Arts
Title: Charles Lindbergh began his transatlantic flight in 1927.
Description: Students consider what is meant by the phrase '' Human Hero,'' think of people who fit into the category, and read a biography of a selected hero.
Thinkfinity Partner: ReadWriteThink
Grade Span: 3,4,5,6,7,8,9,10,11,12

Title: Write letters that make things happen!
Description: In a small group or as individuals, students write letters related to a unit of study or particular topic they have studied.
Standard(s):
[ELA2015] (12) 19:

19 ) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. [W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.11-12.1e]

Subject: Language Arts
Title: Write letters that make things happen!
Description: In a small group or as individuals, students write letters related to a unit of study or particular topic they have studied.
Thinkfinity Partner: ReadWriteThink
Grade Span: 1,2,3,4,5,6,7,8,9,10,11,12