ALEX Classroom Resources

ALEX Classroom Resources  
   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) 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) 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] (7) 8 :
8 ) Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. [RL.7.9]

[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) 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) 13 :
13 ) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. [RI.7.4]

[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) 18 :
18 ) Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. [RI.7.9]

[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]

[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) 26 :
26 ) Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [W.8.7]

[ELA2015] (8) 27 :
27 ) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.8.8]

[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] (9) 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] (9) 13 :
13 ) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). [RI.9-10.4]

[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) 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]

[ELA2015] (9) 41 :
41 ) Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.9-10.6]

Subject: English Language Arts (6 - 9)
Title: Comparing Portrayals of Slavery in Nineteenth-Century Photography and Literature
URL: http://readwritethink.org/classroom-resources/lesson-plans/comparing-portrayals-slavery-nineteenth-30527.html
Description:

Huck Finn's moral journey parallels Mark Twain's questions about slavery.  Like the photographers of the nineteenth-century, Twain, a Realist, struggled with how best to portray fictionalized characters, while still expressing truth and creating social commentary.  In this lesson, students use a Venn Diagram to compare and contrast Mark Twain's novel and excerpts from Frederick Douglass' narrative to original photographs of slaves from the late-nineteenth century.  Then they write an essay to compare the different portrayals, arguing to what extent art can reliably reflect truth.  In addition, they will discuss art as social commentary.



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