ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [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) 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) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]

[ELA2015] (5) 32 :
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 5 topics and texts, building on others' ideas and expressing their own clearly. [SL.5.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.5.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.5.1b]

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [SL.5.1c]

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [SL.5.1d]

[ELA2015] (6) 11 :
11 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]

[ELA2015] (6) 12 :
12 ) Determine a 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. [RI.6.2]

[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) 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) 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) 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]

[ELA2015] (7) 30 :
30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.7.1]

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.7.1a]

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.7.1b]

c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. [SL.7.1c]

d. Acknowledge new information expressed by others and, when warranted, modify their own views. [SL.7.1d]

[SS2010] USS5 (5) 11 :
11 ) Identify causes of the Civil War, including states' rights and the issue of slavery.

•  Describing the importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860
•  Recognizing key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler (Alabama)
•  Describing social, economic, and political conditions that affected citizens during the Civil War
•  Identifying Alabama's role in the Civil War (Alabama)
Examples: Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession (Alabama)

•  Locating on a map sites important to the Civil War
Examples: Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states (Alabama)

•  Explaining events that led to the conclusion of the Civil War
Subject: English Language Arts (5 - 7), Social Studies (5)
Title: Strategic Reading and Writing: Summarizing Antislavery Biographies
URL: http://readwritethink.org/classroom-resources/lesson-plans/strategic-reading-writing-summarizing-1017.html
Description:

Summarization is an essential comprehension skill to determine the importance of information when reading. In this lesson, students practice writing effective summaries using biographies. Students read selections from Enemies of Slavery by David Adler. They read about a specific person and then join a group of students who read about other people to learn about other biographies. Afterward, students use the Bio-Cube tool to record information about their assigned person and then display them in an Enemies of Slavery mobile.



   View Standards     Standard(s): [ELA2015] (6) 1 :
1 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1]

[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) 5 :
5 ) Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. [RL.6.5]

[ELA2015] (6) 8 :
8 ) Differentiate among odes, ballads, epic poetry, and science fiction. (Alabama)

[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) 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]

[ELA2015] (7) 39 :
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 7 reading and content, choosing flexibly from a range of strategies. [L.7.4]

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.7.4a]

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). [L.7.4b]

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 or its part of speech. [L.7.4c]

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.7.4d]

[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 (6 - 7)
Title: Exploring Change Through Allegory and Poetry
URL: http://readwritethink.org/classroom-resources/lesson-plans/exploring-change-through-allegory-1082.html?tab=1#tabs
Description:

Change is an inevitable part of life the challenges many young adults. Understanding and accepting change are key components in career and future planning. In this lesson, students explore the theme of change through allegory and poetry by reading an example of literary allegory and creating their own pictorial allegories. Students first define allegory and complete a pictorial allegory—or "me tree"—that displays phrases describing their interests, trails, and dreams on outlines of their hands. Next, they read and discuss a text, such as Shel Silverstein's The Giving Tree or Sandy Stryker's Tonia the Tree ;that addresses change, and then review basic literary concepts as they complete a literary elements map and plot diagram. Finally, students further explore change, and what it means to them, as they write diamante poems related to the theme of change.



   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) 9 :
9 ) 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. [RL.6.9]

[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) 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]

[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) 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]

[ELA2015] (8) 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.8.6]

Subject: English Language Arts (6 - 8)
Title: Comparing and Contrasting: Picturing an Organizational Pattern
URL: http://readwritethink.org/classroom-resources/lesson-plans/comparing-contrasting-picturing-organizational-974.html
Description:

Students investigate picture books organized in comparison/contrast structures to discover methods of organization (usually a combination of the point-by-point, whole-to-whole, or similarities-to-differences patterns) and the ways authors use transitions to guide readers. Students can then decide what organizational patterns and transitional words work best to accomplish their individual purposes in writing and apply those to their papers. 

This lesson is designed to be used during a unit when students are writing a comparison/contrast paper. It will be most helpful prior to drafting, but it could also be useful during revision.



   View Standards     Standard(s): [ELA2015] (6) 11 :
11 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]

[ELA2015] (6) 12 :
12 ) Determine a 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. [RI.6.2]

[ELA2015] (6) 13 :
13 ) Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). [RI.6.3]

[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] (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]

[ELA2015] (7) 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.7.4]

[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]

[ELA2015] (7) 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.7.8]

[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: English Language Arts (6 - 8)
Title: Investigating the Holocaust: A Collaborative Inquiry Project
URL: http://readwritethink.org/classroom-resources/lesson-plans/investigating-holocaust-collaborative-inquiry-416.html
Description:

In this unit, students explore a variety of resources—texts, images, sounds, photos, and other artifacts—to learn more about the Holocaust. Beginning with journal writings and a picture book to introduce the central issues, the unit focuses on student-centered inquiry. Students explore a range of print and non-print resources through extensive online inquiry activities. Progressing from individual work to a group learning project, the unit culminates in publishing the group's findings in topic-based newspapers. 

The lesson includes complete lists of picture books, read-aloud books, reference texts, and online sites and collections that allow teachers to customize the activities to fit the available resources and students' specific research interests.



   View Standards     Standard(s): [ELA2015] (6) 1 :
1 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1]

[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) 11 :
11 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]

[ELA2015] (6) 12 :
12 ) Determine a 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. [RI.6.2]

[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) 19 :
19 ) Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). [RI.6.9]

[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]

[ELA2015] (7) 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.7.4]

[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]

[ELA2015] (7) 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.7.8]

Subject: English Language Arts (6 - 7)
Title: Finding the Science Behind Science Fiction Through Paired Readings
URL: http://readwritethink.org/classroom-resources/lesson-plans/finding-science-behind-science-927.html
Description:

Science fiction has the potential to spark lively discussions while inviting students to extrapolate from their own working knowledge of scientific principles. This genre offers a human lens to what can otherwise be a complex science concept. In this lesson, students will be able to explore the genre of science fiction, while learning more about the science integrated into the plot of the story using nonfiction texts and resources. They first define the science fiction genre and then read and discuss science fiction texts. Next, they conduct research to find science facts that support or dispute the science included in the plot of the science fiction book they read. Students then revisit their definition of the genre and revise based on their reading. Finally, students complete a project that examines the science fiction genre in relation to real-world science concepts and topics.



   View Standards     Standard(s): [ELA2015] (6) 1 :
1 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1]

[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] (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]

[ELA2015] (7) 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.7.4]

[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) 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]

[ELA2015] (7) 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.7.8]

[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]

Subject: English Language Arts (6 - 7)
Title: Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology
URL: http://readwritethink.org/classroom-resources/lesson-plans/twenty-first-century-informational-30581.html?tab=1#tabs
Description:

This lesson incorporates graphic novels to help students expand their reading, writing, research, and technology skills. Students first read graphic novels to become familiar with the text structure, then research a self-selected topic using web-based resources. Students follow the research process and synthesize the information they obtained to create their graphic novel using the Comic Life software or other comic software. This unit works best with students who are already familiar with writing a research paper.



   View Standards     Standard(s): [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) 37 :
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.6.1]

a. Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, and with indefinite pronouns as subjects. (Alabama)

b. Ensure that pronouns are in the proper case (subjective, objective, possessive). [L.6.1a]

c. Use intensive pronouns (e.g., myself, ourselves). [L.6.1b]

d. Recognize and correct inappropriate shifts in pronoun number and person.* [L.6.1c]

e. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* [L.6.1d]

f. Recognize variations from Standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.* [L.6.1e]

[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]

[ELA2015] (7) 36 :
36 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.7.1]

a. Demonstrate knowledge 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 phrases and clauses in general and their function in specific sentences. [L.7.1a]

c. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. [L.7.1b]

d. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* [L.7.1c]

[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]

[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: English Language Arts (6 - 8)
Title: Slipping, Sliding, Tumbling: Reinforcing Cause and Effect Through Diamante Poems
URL: http://readwritethink.org/classroom-resources/lesson-plans/slipping-sliding-tumbling-reinforcing-965.html?tab=1#tabs
Description:

Students will combine higher order thinking with creativity in this lesson from ReadWriteThink using diamante poems to illustrate the phenomenon of cause and effect. Students define and identify instances of cause and effect to help them generate their own examples. After practicing the diamante format in shared writing experiences, students construct their own diamante poems illustrating cause-and-effect scenarios of their choice.



   View Standards     Standard(s): [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) 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) 31 :
31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.6.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a]

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. [SL.6.1b]

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. [SL.6.1c]

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. [SL.6.1d]

[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] (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]

[ELA2015] (7) 39 :
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 7 reading and content, choosing flexibly from a range of strategies. [L.7.4]

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.7.4a]

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). [L.7.4b]

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 or its part of speech. [L.7.4c]

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.7.4d]

[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]

[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]

Subject: English Language Arts (6 - 8)
Title: ABC Bookmaking Builds Vocabulary in the Content Areas
URL: http://readwritethink.org/classroom-resources/lesson-plans/bookmaking-builds-vocabulary-content-276.html
Description:

Students are engaged and motivated to build content-area vocabulary through the creation of ABC books. A small-group activity introduces a variety of ABC books, including books for older readers that use the letters of the alphabet as a starting point to present information about a featured subject. Students then decide on a style and structure for their own alphabet books and choose a word for each letter from content area textbooks, encyclopedias, reference books, or suggested websites. A storyboard is constructed including each of the 26 words, the context in which it will appear, and a quick sketch of the proposed illustration. Students' final ABC books are created using either the interactive Alphabet Organizer or PowerPoint.



ALEX Classroom Resources: 8

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