ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (6) 23 :
23 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.6.3]

a. Engage and orient the reader by establishing a context and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.6.3a]

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. [W.6.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. [W.6.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. [W.6.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.6.3e]

[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) 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) 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] (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) 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] (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: More than One Way to Create Vivid Verbs
URL: http://readwritethink.org/classroom-resources/lesson-plans/more-than-create-vivid-1008.html
Description:

After reviewing specific nouns, students create a two-column list of nouns and ordinary verbs specific to a particular occupation. They then pair a specific noun from the first column with an occupation-related verb from the second column to create descriptive lines with vivid verbs being used in a different context. The trick lies in the fact that the verbs must be used in a new way, having nothing to do with the occupation. Often this approach to writing leads to a natural metaphorical passage as a result. Students refine this writing strategy by rotating through computer stations, each housing a descriptive passage begun by other students, revising and suggesting improvements or just adding lines to the descriptive passages.



   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) 4 :
4 ) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. [RL.6.4]

[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) 14 :
14 ) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. [RI.6.4]

[ELA2015] (6) 15 :
15 ) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. [RI.6.5]

[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) 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]

[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) 39 :
39 ) Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on Grade 8 reading and content, choosing flexibly from a range of strategies. [L.8.4]

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.8.4a]

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). [L.8.4b]

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.8.4c]

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.8.4d]

[ELA2015] (8) 40 :
40 ) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.8.5]

a. Interpret figures of speech (e.g. verbal irony, puns) in context. [L.8.5a]

b. Use the relationship between particular words to better understand each of the words. [L.8.5b]

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). [L.8.5c]

[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: A Prereading Strategy: Using the Vocabulary, Language, Prediction (VLP) Approach
URL: http://readwritethink.org/classroom-resources/lesson-plans/prereading-strategy-using-vocabulary-30726.html
Description:

In this series of lessons, students use the Vocabulary, Language, Prediction (VLP) approach to understand new vocabulary prior to reading. This approach provides a means of pre-teaching by using oral language activities and vocabulary words as a basis for predicting what might happen in a nonfiction reading selection. The VLP approach also aids in the structural analysis and morphology of words. Using identified vocabulary, students record synonyms, antonyms, categorization, dictionary usage, semantic analysis, part of speech, phonics analysis, structural analysis, and rhyming words. Once students complete the word study, they make predictions based on teacher-created questions related to the content. After reading the selection, students modify their predictions based on their reading and complete a crossword puzzle based on the vocabulary and word study. The VLP approach can be used in all content areas.



   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) 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) 24 :
24 ) 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 21-23 above.) [W.6.4]

[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) 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) 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]

[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) 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: Alphabiography Project: Totally You
URL: http://readwritethink.org/classroom-resources/lesson-plans/alphabiography-project-totally-937.html
Description:

In this lesson, the traditional autobiography writing project is given a twist as students write alphabiographies—recording an event, person, object, or feeling associated with each letter of the alphabet. Students are introduced to the idea of the alphabiography through passages from James Howe's Totally Joe. Students then work with the teacher to create guidelines for writing their own alphabiographies. Students create an entry for each letter of the alphabet, writing about an important event from their lives. After the entry for each letter, students sum up the stories and vignettes by recording the life lessons they learned from the events. Since this type of autobiography breaks out of chronological order, students can choose what has been important in their lives. And since the writing pieces are short, even reluctant writers are eager to write!



ALEX Classroom Resources: 5

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