Health 7 ) Demonstrate decision-making skills as they relate to situations involving health risks.
Examples: responding appropriately to sexual harassment, avoiding physical conflict, objecting to verbal and physical bullying, avoiding inappropriate electronic communication
Health 13 ) Explain why mixing drugs can cause injury, illness, and death.
Health 15 ) Identify effects on health and behavior regarding the use of chemical substances, including prescription drugs, over-the-counter drugs, illegal drugs, alcohol, and tobacco.
English Language Arts 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]
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts 25 ) Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. [W.7.6]
English Language Arts 10 ) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RI.8.1]
NAEP Framework
Anchor Standard::
Cognitive Target:: Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument. Draw conclusions and provide supporting details.
Determine fact from opinion.
Identify textually explicit information within and across text, such as locating specific information in text or graphics. Make complex references within and across texts, such as draw conclusions and provide supporting information. NAEP Descriptor::
NAEP Descriptor::
NAEP Descriptor::
NAEP Descriptor::
NAEP Descriptor::
NAEP Descriptor::
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts 10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts 10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts 10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts 10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]
NAEP Framework
Anchor Standard::
Cognitive Target:: Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument. Draw conclusions and provide supporting details.
Determine fact from opinion.
Identify textually explicit information within and across text, such as locating specific information in text or graphics. Make complex references within and across texts, such as draw conclusions and provide supporting information. NAEP Descriptor::
NAEP Descriptor::
NAEP Descriptor::
Alabama Alternate Achievement Standards
AAS Standard:
Digital Literacy and Computer Science 16) Construct content designed for specific audiences through an appropriate medium.
Examples: Design a multi-media children's e-book with an appropriate readability level.
Unpacked Content
Evidence Of Student Attainment:
Students will:
construct content designed for specific audiences through an appropriate medium. Knowledge:
Students know:
how to select and design an appropriate medium to display designed content. Skills:
Students are able to:
select the best medium for the content design. Understanding:
Students understand that:
while many mediums exist, it is best to select the one most appropriate to your intended audience.
Digital Literacy and Computer Science 17) Publish content to be available for external feedback.
Unpacked Content
Evidence Of Student Attainment:
Students will:
publish content to be available for external feedback. Knowledge:
Students know:
that feedback is important to refine a product. Skills:
Students are able to:
appropriately publish content.
seek feedback on a product. Understanding:
Students understand that:
feedback can be used to refine a product.
Digital Literacy and Computer Science 17) Communicate and publish individually or collaboratively to persuade peers, experts, or community about issues and problems.
Unpacked Content
Evidence Of Student Attainment:
Students will:
select an issue or problem and publish content designed to persuade peers, experts, or the community. Knowledge:
Students know:
how to research and form an educated position about an issue.
how to communicate and publish opinion in an effort to persuade others. Skills:
Students are able to:
research and form an educated position about an issue.
communicate and publish an educated opinion in an effort to persuade others. Understanding:
Students understand that:
a digital platform provides the ability to publish ideas and reach a greater audience than was once possible.
