Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

W.1.A. - Writing

Student can speak about the concepts articulately.

Communication

Connections

Single, double, and triple-digit integers

Addition

Presentation Skills

Visual Design

W.9-10.2.a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Visual Design and Use of Charts

Unit 2: Population and Migration Patterns and Processes

Content: Stages of the DTM

Develop claim(s) and counterclaim(s) fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

W.1.B - Writing

Content

Content: The Epidemiological Transition

ELD.I.C.9 Presenting: Plan and deliver oral presentations that express complex and abstract ideas, well-supported by evidence and reasoning, and are delivered using an appropriate level of formality.

Content: The Fertility Transition

General

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

W.1.B. - Writing

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.1.C. - Writing

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.1.D. - Writing

Provide a concluding statement or section that follows from and supports the argument presented.

W.1.E. - Writing

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

W.11-12.3.D - Writing

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W.11-12.3.E - Writing

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

W.11-12.3.C - Writing

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

W.11-12.3.A - Writing

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

W.11-12.3.B - Writing

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

W.11-12.2.D - Writing

W.11-12.2.E - Writing

Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

W.11-12.2.C - Writing

Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.11-12.2.A - Writing

Provide a concluding statement or section that follows from and supports the information or explanation presented (e. g., articulating implications or the significance of the topic).

W.11-12.2.F - Writing

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

W.11-12.2.B - Writing

Writes a claim with supporting reasons or evidence and provides a concluding statement.

W.9-12.1.C (Alternate Curriculum)

Writes an argument to support a claim, provides reasons or evidence to support it, identifies a counterclaim, and provides a concluding statement.

W.9-12.1.D (Alternate Curriculum)

W.9-12.1.A (Alternate Curriculum)

Writes a claim with one reason or piece of evidence to support it.

W.9-12.1.B (Alternate Curriculum)

English Language Arts

Writing

Problem Solving

Reasoning & Proof

Representation

Subtraction

Division

Multiplication

Mathematics

Level 3

CA State History 4.3  Students explain the economic, social, and political life in California from the  establishment of the Bear Flag Republic through the Mexican-American War, the  Gold Rush, and the granting of statehood.

Facts

CA ELD 9-10.A.2 Understanding cohesion and how language resources across a text contribute to the way a text unfolds a flows.

Structure Cohesive Text

CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Writing Informational Texts

Social Studies

State History

Introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

W.1.A - Writing

W.11-12.2.C – Writing

Skill 2.A Describe the facts, reasoning, decision, and majority opinion of required Supreme Court cases.

Content: First Amendment SCOTUS Cases

Use words, phrases, and clauses to clarify the relationships between claim(s) and reasoning, between reasoning and evidence, and between claim(s) and counterclaim(s).

W.1.C - Writing

W.11-12.2.A – Writing

Visual Presentation

W.11-12.2.D – Writing

Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful to aiding comprehension.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, quotations, or other information appropriate to the topic.

Rubigo