ALEX Resources

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Learning Activities (2) 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 Learning Activities  
   View Standards     Standard(s): [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) 25 :
25 ) Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. [W.7.6]

[ELA2015] (8) 10 :
10 ) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RI.8.1]

[ELA2015] (9) 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. [RI.9-10.1]

[ELA2015] (10) 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. [RI.9-10.1]

[ELA2015] (11) 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]

[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]

[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.

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

[DLIT] (8) 23 :
17) Communicate and publish individually or collaboratively to persuade peers, experts, or community about issues and problems.

[HE1] (8) 13 :
13 ) Explain why mixing drugs can cause injury, illness, and death.

[HE1] (9-12) 15 :
15 ) Identify effects on health and behavior regarding the use of chemical substances, including prescription drugs, over-the-counter drugs, illegal drugs, alcohol, and tobacco.

[HE1] (7) 7 :
7 ) Demonstrate decision-making skills as they relate to situations involving health risks.

Examples: responding appropriately to sexual harassment, avoiding physical conflict, objecting to verbal and physical bullying, avoiding inappropriate electronic communication

Subject: English Language Arts (7 - 12), Digital Literacy and Computer Science (7 - 8), Health (7 - 12)
Title: Drugs and the Teen Brain (HyperDoc - Website Creation)
Description:

The students will synthesize information to learn how their brain develops and why using drugs and alcohol is especially risky for teens. Students will use this information to design, create, and publish a Google Site that explains why teens are more at risk for becoming addicted to drugs than adults.

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




   View Standards     Standard(s): [ELA2015] (8) 10 :
10 ) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RI.8.1]

[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]

[SS2010] WH8 (8) 4 :
4 ) Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

[ARTS] VISA (8) 15 :
15) Differentiate the ways art is used to reflect, represent, and establish group identity.

Subject: English Language Arts (8), Social Studies (8), Arts Education (8)
Title: Artifact Analysis: Observe, Reflect, Question
Description:

Students apply the observation and critique skills of a visual arts student to analyze ancient artifacts in world history. They share reflections and questions to encourage deeper thinking among each other. Students write their analysis in paragraph form, meeting grade-level or higher organization and content expectations. Students share their observations.

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




ALEX Learning Activities: 2

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (8) 10 :
10 ) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RI.8.1]

[ELA2015] (8) 11 :
11 ) Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. [RI.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) 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]

[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) 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] (9) 14 :
14 ) Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). [RI.9-10.5]

[ELA2015] (9) 22 :
22 ) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3]

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.9-10.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.9-10.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [W.9-10.3c]

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.9-10.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.9-10.3e]

[ELA2015] (9) 24 :
24 ) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-9.) [W.9-10.5]

[ELA2015] (9) 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 tasks, purposes, and audiences. [W.9-10.10]

[ELA2015] (9) 36 :
36 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]

a. Apply rules of subject-verb agreement when the subject has compound parts joined by or with the second element as singular or plural. (Alabama)

b. Apply rules of subject-verb agreement with the subjunctive mood. (Alabama)

c. Use parallel structure.* [L.9-10.1a]

d. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. [L.9-10.1b]

Subject: English Language Arts (8 - 9)
Title: Songs of Our Lives: Using Lyrics to Write Stories
URL: http://readwritethink.org/classroom-resources/lesson-plans/songs-lives-using-lyrics-30620.html
Description:

Students learn about the life of John Lennon through his lyrics in a breathtaking book, John's Secret Dreams: The Life of John Lennon by Doreen Rapaport. After studying the life of Lennon, students write a short story from their lives following the style of Rappaport by weaving lyrics from some of their favorite songs throughout. Finally, students create a classroom book including each student's story from their life.



ALEX Classroom Resources: 1

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