Standards

• [Virginia] 9.DSR.C - When responding to text through discussions and/or writing, draw several pieces of evidence from grade-level complex texts to support claims, conclusions, and inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located (Textual Evidence, K-12).
• [Virginia] 9.DSR.D - Regularly engage in reading a series of conceptually related texts organized around topics of study to build knowledge and vocabulary (These texts should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.). Use this background knowledge as context for new learning (Deep Reading on Topics to Build Knowledge and Vocabulary, K-12).
• [Virginia] 9.RV.1.G - Use newly learned words and phrases in multiple contexts, including students’ discussions and speaking and writing activities.
• [Virginia] 9.RI.3.B - Evaluate the clarity and accuracy of information found in informational texts, corroborating or challenging conclusions with other sources of information.
• [Virginia] 9.RI.1.C - Distinguish among, facts, reasoned judgments, and/or speculation in texts to determine where a position/argument is to be confirmed, disproved, or modified.
• [Virginia] 9.RI.1.A - Analyze the development of main ideas over the course of texts, including how they emerge, are shaped, and are refined by specific details to help reveal the author’s intended purpose for writing.
• [Virginia] 9.LU.1.B - Craft and apply a variety of sentence structures to infuse sentence variety in writing.
• [Virginia] 9.W.1.A - Write extended pieces that: (i) introduce a topic clearly by providing context, presenting well-defined theses, and previewing what follows, (ii) adopt an organizational structure that clarifies relationships among ideas and concepts, (iii) develop the topic through sustained use of the most significant and relevant facts, concrete details, quotations, or other information from multiple authoritative sources appropriate to the audience's knowledge, and (iv) provide a concluding section that follows from the information or explanation presented.
• [Virginia] 9.C.1.A - Facilitate and contribute to a range of sustained collaborative discussions with diverse partners on grade nine topics and texts. This includes: (i) applying a variety of strategies to listen actively and speak purposefully and respectfully, (ii) setting guidelines for group presentations and discussions, (iii) incorporating all group members in the development of new understandings, making decisions, and solving problems, (iv) setting clear goals and deadlines and defining individual roles as needed, (v) responding thoughtfully and tactfully with evidence to diverse perspectives, including challenging, clarifying, or verifying ideas and conclusions, (vi) summarizing points of agreement and disagreement, and (vii) using reflection to evaluate one's own role and the process in paired or small-group activities.
• [Virginia] 9.W.3.A - Revise writing for clarity of content, accuracy, and adequate elaboration.
• [Virginia] 9.W.2.A - Plan and organize writing to address a specific audience and purpose using the writing process (planning, drafting, revising, editing). This includes: (i) composing a thesis statement that clearly communicates the writer's position or assertion, (ii) establishing, supporting, and maintaining a central idea with evidence throughout a piece of writing, organizing ideas in a logical sequence to exhibit unity, (iii) using transitions, precise vocabulary, and sentence variety to create a cohesive structure that shows the relationship between arguments, evidence, and ideas, (iv) using background knowledge to expand ideas and add depth, utilizing reference materials when necessary, and (v) identifying and addressing counterarguments and providing a rebuttal where appropriate.

Competencies

• Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
• Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
• Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
• Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
• Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
• Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.