ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (4) 1 :
1 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.4.1]

[ELA2015] (4) 3 :
3 ) Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). [RL.4.3]

[ELA2015] (4) 8 :
8 ) Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]

[ELA2015] (4) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.4.10]

[ELA2015] (5) 11 :
11 ) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. [RI.5.2]

[ELA2015] (5) 16 :
16 ) Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. [RI.5.7]

[ELA2015] (5) 17 :
17 ) Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). [RI.5.8]

[ELA2015] (5) 18 :
18 ) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. [RI.5.9]

[ELA2015] (5) 19 :
19 ) By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 4-5 text complexity band independently and proficiently. [RI.5.10]

[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]

[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) 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) 40 :
40 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading and content, choosing flexibly from a range of strategies. [L.6.4]

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.6.4a]

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). [L.6.4b]

c. Consult 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 or its part of speech. [L.6.4c]

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.6.4d]

[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]

[ELA2015] (7) 11 :
11 ) Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. [RI.7.2]

[ELA2015] (7) 12 :
12 ) Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). [RI.7.3]

[ELA2015] (7) 41 :
41 ) 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.7.6]

Subject: English Language Arts (4 - 7)
Title: Boars and Baseball: Making Connections
URL: http://readwritethink.org/classroom-resources/lesson-plans/boars-baseball-making-connections-30655.html
Description:

How does the story connect to your own life, another text you have read, or the world around you? In this lesson, students will make text-to-self, text-to-text, and text-to-world connections after reading In the Year of the Boar and Jackie Robinson. Students gain a deeper understanding of a text when they make authentic connections. After reading the novelthe instructor introduces and models the strategy of making connections.  After sharing and discussing connections, students choose and plan a project that makes a personal connection to the text.

This lesson uses In the Year of the Boar and Jackie Robinson as an example, but this activity is effective with any work of literature in which connections are important.



   View Standards     Standard(s): [ELA2015] (6) 10 :
10 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10]

[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) 34 :
34 ) Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.6.4]

[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) 2 :
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. [RL.7.2]

[ELA2015] (7) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.7.10]

[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) 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]

[ELA2015] (8) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]

[ARTS] MUS (6) 15 :
15) Select music to listen to and explain the connections to interests or experiences for a specific purpose.

Subject: English Language Arts (6 - 8), Arts Education (6)
Title: On a Musical Note: Exploring Reading Strategies by Creating a Soundtrack
URL: http://readwritethink.org/classroom-resources/lesson-plans/musical-note-exploring-reading-861.html
Description:

No matter where you teach, students are likely to listen to music. Their tastes may vary widely—pop, rap, country, classical, jazz, R & B. Regardless of their preferences, they each bring a rich knowledge of musical tunes and lyrics to the classroom. This lesson takes advantage of that interest by asking students to create a soundtrack for a novel that they have read. Students begin by analyzing how specific songs might fit with a familiar story. Students then create their own soundtracks for the movie version of a novel they have read. They select songs that match the text and fit specific events in the story. Finally, students share their projects with the class and assess their work using a rubric. Examples in this lesson focus on The Beast by Walter Dean Myers, but any piece of literature can be used as the basis of students' soundtracks.



   View Standards     Standard(s): [ELA2015] (6) 2 :
2 ) Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RL.6.2]

[ELA2015] (6) 7 :
7 ) Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. [RL.6.7]

[ELA2015] (6) 10 :
10 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10]

[ELA2015] (6) 17 :
17 ) Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. [RI.6.7]

[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) 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) 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) 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) 2 :
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. [RL.7.2]

[ELA2015] (7) 7 :
7 ) Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). [RL.7.7]

[ELA2015] (7) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.7.10]

[ELA2015] (7) 16 :
16 ) Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). [RI.7.7]

[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] (7) 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.7.10]

[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]

[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) 7 :
7 ) Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. [RL.8.7]

[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]

Subject: English Language Arts (6 - 8)
Title: Cover to Cover: Comparing Books to Movies
URL: http://readwritethink.org/classroom-resources/lesson-plans/cover-cover-comparing-books-1098.html
Description:

Movies can be an integral part of the language arts classroom when they are used in ways that encourage and develop students' critical thinking. In this activity, students explore matching texts—novels and the movies adapted from them—to develop their analytical strategies. They use graphic organizers to draw comparisons between the two texts and hypothesize about the effect of adaptation. They analyze the differences between the two versions by citing specific adaptations in the film version, indicating the effect of each adaptation on the story, and deciding if they felt the change had a positive effect on the overall story. Students then design new DVD covers and a related insert for the movies, reflecting their response to the movie version.



ALEX Classroom Resources: 3

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