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Deeper Learning Competencies
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Collaboration
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- I can contribute ideas to my group by listening to others and using structured turn-taking during peer-circle planning so our team can draft a shared scenario direction
- I can ask at least one clarifying question when I don’t understand a teammate’s boundary/consent suggestion.
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- I can build on teammates’ ideas by respectfully responding, revising, and negotiating roles during scenario drafting and critique
- I can explain how my contributions improve our accuracy and empathy by referencing warning signs, healthy behaviors, and boundary-setting or support-seeking steps from the project materials.
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- I can collaborate with diverse partners to co-design and revise our scenario performance and resource plan by applying counselor/social worker feedback to specific moments in the script
- I can lead a portion of teamwork (e.g., role assignment, checklist use, or decision-making) while resolving disagreements by returning to evidence and shared criteria for healthy vs
- unhealthy behaviors.
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- I can independently coordinate collaboration to strengthen our team’s shared decision-making, ensuring every voice is integrated into the final performance and analysis
- I can synthesize feedback, delegate tasks strategically, and justify our next steps persuasively in group discussion and rehearsal so our scenario and boundary/support plan are realistic, respectful, and audience-ready.
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Deeper Learning Competencies
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Effective Communication
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- I can share my ideas during group conversations and listen to others so I can respond respectfully to what they say using consent and boundary terms from our discussions
- I can prepare for the conversation by coming with a specific point or question related to the scenario evidence.
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- I can build on my classmates’ ideas by clarifying, asking targeted questions, and responding with clear reasons using evidence from our role-play notes and resource maps
- I can communicate my perspective persuasively in writing or speaking using respectful language and boundary-setting sentence stems.
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- I can lead and strengthen collaborative discussion by initiating new points, synthesizing multiple classmates’ perspectives, and revising my own claims based on feedback and counselor/social worker input
- I can clearly explain how healthy vs
- unhealthy behaviors connect to the key relationship concepts in our scenario (e.g., consent, warning signs, next steps).
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- I can consistently facilitate effective, inclusive discussions and presentations by preparing well, using active listening, and guiding group agreement on the most accurate and respectful communication choices
- I can persuasively present and justify a revised scenario plan and next steps, explicitly connecting my spoken and written responses to evidence from multiple sources and real support options.
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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can use evidence from our scenario cards and class discussions to identify clear warning signs (red flags) and healthy choices (green flags) and explain my thinking with key terms.
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- I can analyze a scenario by connecting multiple pieces of evidence to distinguish unhealthy vs
- healthy behaviors, and I can justify my claims with persuasive language during peer-circle discussion.
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- I can evaluate possible next steps in a scenario by comparing solutions (e.g., boundary-setting or support-seeking), anticipating likely effects, and proposing a realistic plan backed by evidence and accurate vocabulary.
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- I can independently revise and defend our team’s scenario and recommendations by synthesizing feedback, analyzing relationships among key concepts (boundaries, consent, respect, communication), and writing/arguing for the most effective next step.
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Deeper Learning Competencies
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Self Directed Learning
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- I can use a feedback checklist to focus my next steps (e.g., boundary language, consent cues, and support options) and revise my work with reminders from my teacher or counselor.
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- I can set a specific goal for how I will improve my scenario package, use peer and counselor feedback to make targeted revisions, and explain what I changed and why using evidence from the discussion or resource map.
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- I can independently identify gaps in my reasoning or performance (healthy vs
- unhealthy behaviors, warning signs, and next steps), select improvements using feedback trends, and justify my choices with clear examples from the text/discussion.
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- I can self-monitor and direct my learning across drafts—anticipating audience questions and refining my script and plan for accuracy, empathy, and real-world action—while evaluating my progress and setting next goals without relying on prompts.
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Deeper Learning Competencies
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Academic Mindset
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- I can set a personal goal for what I will learn about healthy relationships and plan how I will use class resources (scenario cards, resource map, sentence stems) to stay on track with my 1-pager and script work.
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- I can use feedback from peers and the school counselor/social worker to revise my ideas and next steps, and I can explain—using evidence from our scenarios—how my thinking about boundaries and warning signs changed.
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- I can monitor my progress during discussions and peer-circle critique, choose the most relevant feedback to apply, and justify my revisions in writing and speaking with clear claims and evidence from what we analyzed.
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- I can independently direct my learning by comparing multiple perspectives and scenario details, revising the performance and support plan to improve clarity, accuracy, and persuasiveness, and I can reflect on how these changes strengthen my real-life decision-making and confidence.
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