ALEX Resources

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Learning Activities (1) 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] (9) 7 :
7 ) Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). [RL.9-10.7]

Subject: English Language Arts (9)
Title: Shakespeare Reinvented: Multiple Interpretations of the R & J Balcony Scene
Description:

After reading the Balcony Scene (Act II, Scene ii) of Shakespeare's Romeo and Juliet, students view and analyze multiple interpretations of the key scene in different artistic mediums: a poem, a painting, and a movie clip. Students compare and contrast the various representations of Shakespeare's original scene by utilizing LucidChart's Venn Diagram tool. 

This activity results from the ALEX Resource Gap Project.




ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (9) 1 :
1 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]

[ELA2015] (9) 7 :
7 ) Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). [RL.9-10.7]

[ELA2015] (10) 11 :
11 ) Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RI.9-10.2]

[ELA2015] (10) 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] (10) 16 :
16 ) Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. [RI.9-10.7]

[ELA2015] (10) 17 :
17 ) Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. [RI.9-10.8]

[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] (11) 11 :
11 ) Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2]

[ELA2015] (12) 27 :
27 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]

a. Apply Grade 12 Reading standards to literature (e.g., "Demonstrate knowledge of foundational works of European literature with a concentration in British literature, including how two or more texts from the same period treat similar themes or topics"). [W.11-12.9a] (Alabama)

b. Apply Grade 12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal United States texts, including the application of constitutional principles and use of legal reasoning [e.g., in United States Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]"). [W.11-12.9b]

[ELA2015] (12) 38 :
38 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 12 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). [L.11-12.4b]

c. Consult general and specialized 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, its part of speech, its etymology, or its standard usage. [L.11-12.4c]

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.11-12.4d]

[ELA2021] (9) 1 :
1. Read, analyze, and evaluate complex literary and informational texts written from various cultural perspectives, with an emphasis on works originating outside the United States and the British Isles through 1599.
[ELA2021] (9) 8 :
8. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (10) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (10) -1 :
R7. Use context clues to determine meanings of unfamiliar spoken or written words.
[ELA2021] (10) 4 :
4. Interpret an author's use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (10) 5 :
5. Analyze context and organizational structures to determine theme, tone, and the meaning of the work as a whole.
[ELA2021] (10) 7 :
7. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.
[ELA2021] (11) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (11) 1 :
1. Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural perspectives, with an emphasis on works of American literature.
[ELA2021] (11) 4 :
4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.
[ELA2021] (11) 6 :
6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.
[ELA2021] (12) -3 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (12) 8 :
8. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines and explain how those disciplines treat domain-specific vocabulary and content and organize information.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
Subject: English Language Arts (9 - 12), English Language Arts (9 - 12)
Title: Examining Transcendentalism through Popular Culture
URL: http://readwritethink.org/classroom-resources/lesson-plans/examining-transcendentalism-through-popular-320.html
Description:

After a brief introduction to the transcendentalist movement of the 1800s, students develop a working definition of transcendentalism by answering and discussing a series of questions about their own individualism and relationship to nature. Over the next few sessions, students read and discuss excerpts from Emerson's “Nature” and “Self-Reliance” and Thoreau's Walden. They use a graphic organizer to summarize the characteristics of transcendental thought as they read. Students then examine modern comic strips and songs to find evidence of transcendental thought. They gather additional examples on their own to share with the class. Finally, students complete the chart showing specific examples of transcendental thought from a variety of multimodal genres.



ALEX Classroom Resources: 1

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