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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can use a simple checklist to spot grammar and sentence-structure issues in my Mad Libs draft and choose one small change (like fixing a fragment or run-on) to improve clarity for my audience.
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- I can analyze how word choice and sentence structure affect meaning, humor, and tone, then revise my writing by testing multiple options and selecting the one that best fits my purpose for younger readers.
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- I can plan and justify a revision strategy by diagnosing the underlying problem (e.g., weak sentence variety or incorrect parts of speech) and rewriting to improve readability, pacing, and audience impact across several sentences or stories.
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- I can independently evaluate the effectiveness of my revised Mad Libs stories using peer feedback and audience response, then make targeted, high-impact grammar and structure improvements while explaining my reasoning and applying it consistently throughout the book.
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Deeper Learning Competencies
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Content Expertise
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- I can identify parts of speech and use correct standard-English basics (capitalization, punctuation, and end marks) to write complete sentences in my Mad Libs story, with help from mentor texts and peer support.
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- I can revise my sentences by choosing more precise words (nouns, verbs, adjectives, adverbs) and fixing common grammar/usage issues so my writing is clearer and follows standard conventions with occasional guidance.
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- I can strengthen my Mad Libs stories by independently editing and proofreading drafts to correct grammar and usage errors and to improve sentence structure (avoiding run-ons/fragments) for a specific audience of younger readers.
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- I can consistently demonstrate command of standard English by independently developing, revising, and rewriting multiple stories—using targeted word and sentence choices to shape humor, tone, and meaning while addressing purpose and audience in polished final drafts.
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Deeper Learning Competencies
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Effective Communication
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- I can use standard English conventions in my writing and speaking (punctuation, capitalization, parts of speech) to communicate my story ideas clearly, with support from peers/adults and a checklist.
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- I can revise my Mad Libs stories using feedback to improve clarity and readability by fixing sentence fragments, run-ons, and weak word choices (nouns, verbs, adjectives, adverbs).
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- I can independently strengthen my writing by choosing and explaining how specific word and sentence choices shape humor, tone, and meaning for my younger audience, and I can proofread to reduce errors.
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- I can consistently use standard English and strategic revision to produce polished, audience-ready stories and communicate my revisions effectively during peer critique and publishing by citing what changed and why it improved impact.
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Deeper Learning Competencies
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Collaboration
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- I can work with my peer group to complete assigned Mad Libs writing and revision tasks by listening to others, sharing ideas, and using group materials to help my sentences meet standard English conventions.
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- I can collaborate effectively in a peer workshop by taking a clear role (e.g., word-choice sorting, sentence fixing, or proofreading), contributing feedback to improve clarity and humor, and revising my writing based on peer input with some support.
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- I can collaborate as a responsible leader by co-planning and co-revising stories, explaining how specific word and sentence changes affect tone and meaning, and independently applying feedback from peers to strengthen conventions and audience fit.
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- I can collaborate with high independence and shared-decision making by guiding respectful critique, resolving disagreements about revisions using evidence from the text, and producing polished drafts that consistently meet standard English conventions and purpose for a real audience.
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Deeper Learning Competencies
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Self Directed Learning
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- I can use teacher- and peer-provided checklists and examples to revise my Mad Libs sentences for basic standard English conventions (like capitalization, punctuation, and complete sentences).
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- I can apply feedback from peers and adults to make targeted edits to my writing (word choice, sentence structure, and parts of speech) and explain what changed and why the revision improves clarity or humor for my audience.
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- I can independently plan and carry out a revision cycle (try a new approach, edit, proofread, and rewrite) to strengthen purpose and audience in my original Mad Libs stories, using evidence from mentor texts and my own sentence-revision samples.
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- I can monitor my own writing quality throughout drafting and publishing by setting goals, testing multiple revision options, and refining grammar and sentence structure independently to produce a polished, readable story for younger students and demonstrate improvement over time.
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Deeper Learning Competencies
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Academic Mindset
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- I can use feedback and reflection to revise my writing toward clarity and audience needs, making at least one supported change to word choice or sentence structure (with teacher/peer guidance).
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- I can independently apply feedback to strengthen my Mad Libs stories by checking for parts of speech, making incomplete sentences complete, and fixing run-ons or sentence fragments to improve meaning and readability.
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- I can take initiative to revise my writing in response to peer critique by testing how alternative word choices and sentence types shift tone, humor, and clarity for a younger audience, and I can explain the revision choices I made.
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- I can consistently monitor my own writing quality and purpose by choosing targeted grammar and structure revisions, improving overall flow across multiple stories, and confidently justifying how my changes enhance conventions, meaning, and audience impact.
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