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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can identify a community problem and, with support, notice basic persuasive moves in speeches, ads, or social posts by pointing out a claim, a piece of evidence, or a rhetorical appeal
- I can listen respectfully to peers and speakers and share a simple idea about which message seems most effective.
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- I can explain how a persuasive message is trying to influence a specific audience by discussing its claim, evidence, and at least one rhetorical strategy such as ethos, pathos, logos, or a transition
- I can use feedback from peers or the teacher to revise part of my argument or media draft so my ideas are clearer and more focused.
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- I can evaluate and compare multiple persuasive examples, explaining how audience, organization, counterargument, and rhetorical choices affect their impact on a local issue
- I can build a sound argument with a clear thesis, relevant evidence, commentary, and a call to action, then revise my essay, mini-series script or storyboard, and social media posts based on critique.
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- I can independently create and defend a sophisticated, audience-aware campaign that uses strong listening, deliberate revision, and effective rhetoric across the essay, mini-series, and social media plan to persuade a real community decision-maker
- I can synthesize evidence, counterclaims, transitions, and delivery choices into a compelling public presentation, respond thoughtfully to questions, and explain how my team improved its argument through feedback and reflection.
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Deeper Learning Competencies
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Effective Communication
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- I can listen to a speaker or peer and identify the main idea, a few supporting details, and whether the message is clear, using basic notes or prompts to respond respectfully.
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- I can listen carefully to speeches, peer feedback, and questions, then explain how the speaker uses claims, evidence, or simple rhetorical choices to strengthen the message and suggest one way to improve clarity or persuasion.
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- I can listen actively and evaluate how a speaker uses structure, transitions, rhetorical appeals, and delivery choices to persuade a specific audience, then use feedback to revise my own presentation, script, or argument for better impact.
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- I can listen critically, deliberatively, empathically, and appreciatively to speeches and audience responses, then independently analyze how language, evidence, organization, and delivery shape persuasion and use that insight to refine my own argument, presentation, and revisions for a public audience.
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Deeper Learning Competencies
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Collaboration
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- I can participate in my group by listening to classmates and community feedback, sharing my ideas respectfully, and helping the team stay focused on one local issue
- With teacher support, I can take part in planning, drafting, and revising our project by completing assigned tasks and responding to feedback from peers and adults.
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- I can work with my group to make shared decisions, listen carefully to different viewpoints, and give respectful feedback that helps improve our essay, mini-series, or social media posts
- I can contribute to revisions by using peer and teacher suggestions to strengthen our arguments, organization, and audience awareness.
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- I can collaborate with my group to divide responsibilities, build on one another’s ideas, and resolve disagreements in ways that move our campaign forward
- I can listen critically and empathically to feedback from classmates, teachers, and community partners, then revise our work so our essay, media episodes, and presentation are clearer, more persuasive, and better matched to our audience.
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- I can lead and share responsibility within my group by helping us make thoughtful decisions, use everyone’s strengths, and adapt our plans based on feedback and reflection
- I can help my team listen deeply to others, evaluate suggestions for impact, and revise our campaign independently so our final portfolio and showcase presentation demonstrate strong collaboration, clear communication, and purposeful responses to our community audience.
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Deeper Learning Competencies
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Content Expertise
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- I can identify the basic features of an argumentative message on a local issue, such as a clear claim, a few pieces of evidence, and the intended audience, and I can listen respectfully to classmates and community speakers to note their main points
- I can use teacher feedback to help my group make a simple, relevant connection between our issue and the audience we want to persuade.
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- I can develop a focused argument about a community issue with an arguable thesis, relevant evidence, and a clear line of reasoning, and I can explain how our mini-series or social media messages support that claim
- I can use transitions, signposts, and some rhetorical appeals or devices, and I can revise my work with peer and teacher feedback to improve clarity and audience awareness.
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- I can build a convincing public argument that uses strong evidence, commentary, counterclaims, and rebuttals, and I can adapt my message across the essay, mini-series, and social media campaign for different audiences
- I can present with a logical structure, effective transitions, purposeful delivery, and respectful responses to questions, while using listening feedback to strengthen our team’s persuasive choices.
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- I can independently and collaboratively craft a polished, audience-specific campaign that uses sophisticated rhetorical strategies, varied evidence, and engaging commentary to show depth of thought and a compelling call to action
- I can evaluate and refine my group’s argument and presentation based on critique, demonstrate confident and effective delivery, and explain how our revisions improved the persuasiveness and impact of our final portfolio.
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Deeper Learning Competencies
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Academic Mindset
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- I can identify a community issue and participate in listening, peer feedback, and rehearsal routines by naming at least one strength and one next step from a speech, draft, or class discussion
- I can contribute respectfully to my team, accept guidance, and make simple revisions that improve clarity or audience awareness in one part of my project.
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- I can explain how my team’s campaign uses a clear claim, relevant evidence, and basic rhetorical choices to address our audience and community issue
- I can use feedback from peers or my teacher to revise my ideas, improve transitions or commentary, and speak or present with increasing confidence and clarity.
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- I can evaluate how well my team’s essay, mini-series, and social media messages reflect our audience, purpose, and call to action, and I can use that evaluation to strengthen our work
- I can listen attentively to others’ perspectives, respond thoughtfully to questions, and revise with purpose to improve the impact of our argument.
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- I can independently and collaboratively use feedback, reflection, and purposeful listening to refine a sophisticated advocacy campaign that shows strong identity, voice, and commitment to community change
- I can help my team make strategic revisions that deepen our message, strengthen our presentation, and demonstrate growth in confidence, responsibility, and persuasive impact for the Rally for Change Showcase.
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Deeper Learning Competencies
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Self Directed Learning
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