|
Deeper Learning Competencies
|
Effective Communication
|
- I can participate in group planning discussions for our school Spirit Celebration by listening respectfully, building on others’ ideas, and sharing my own suggestions clearly (with relevant details) using appropriate turn-taking and tone.
|
- I can initiate and guide productive team conversations for our event plan by asking clarifying questions, responding to feedback, and expressing my ideas persuasively with evidence from our audience needs (students, alumni, families, and community).
|
- I can communicate leadership in our collaboration by modeling professional presentation habits, using precise language to explain my role in the event materials (agenda, roles, budgets/timelines, signage), and integrating critique from peers/staff to improve clarity, accessibility, and audience impact.
|
- I can present our complete event package effectively to diverse audiences at the Spirit Celebration Expo by using strategic digital/visual media (posters, flyers, slides, QR-linked content) and delivering clear, well-structured pitches that justify design choices, revisions, and how they enhance belonging, accessibility, and school spirit.
|
|
Deeper Learning Competencies
|
Collaboration
|
- I can participate in team discussions by listening to others, sharing my ideas clearly, and asking at least one follow-up question so our team can plan together effectively for our school celebration.
|
- I can collaborate with my team by building on others’ ideas, taking a specific role in planning (agenda, budget, timeline, maps, or outreach), and respectfully revising my contributions based on peer and teacher feedback.
|
- I can lead parts of the planning process by facilitating communication (summarizing decisions, clarifying responsibilities, and resolving disagreements) and coordinating work across committees so our event materials reflect shared goals and accessibility needs.
|
- I can demonstrate strong collaboration by consistently using accountable decision-making and reflection: I can dependably fulfill my responsibilities, incorporate feedback from multiple partners, and improve our plans and presentations so they are inclusive, feasible, and ready for exhibition.
|
|
Deeper Learning Competencies
|
Critical Thinking & Problem Solving
|
- I can identify a problem or need in our event plan (e.g., an unwelcoming station, unclear schedule, or missing accessibility feature) and explain a basic cause and effect using evidence from our welcome audit or samples.
|
- I can generate multiple feasible solutions to an identified event challenge and choose one using clear criteria (audience needs, accessibility, feasibility, and impact on school spirit), describing why the choice fits.
|
- I can revise our event plan by testing ideas through critique, data from feedback, and “what if” planning (e.g., crowd flow, timing, roles, and inclusive signage), then justify how the revisions improve participation and belonging.
|
- I can independently integrate complex constraints (accessibility, budget, logistics, audience experience, and historical/cultural relevance) into a coherent decision plan, and I can defend my final choices with specific evidence from drafts, feedback, and outcomes in our expo presentation.
|
|
Deeper Learning Competencies
|
Academic Mindset
|
- I can set a personal goal for my role in planning the school Spirit Celebration and describe how I will try to meet it (e.g., readiness for meetings, completing drafts on time, or improving accessibility choices)
- I can use at least one piece of feedback from a peer or teacher to make a clear improvement to my work.
|
- I can track my progress toward team event goals by making plans for what I will do next and why (including how my choices support belonging, accessibility, and feasibility)
- I can use feedback from multiple sources (team, staff, or partners) to revise materials and explain what changed and how it improved the event.
|
- I can independently adjust my strategy when plans or constraints change (time, budget, crowd flow, or accessibility needs) while keeping the event’s purpose and audience in focus
- I can evaluate my decisions using evidence from critiques or artifacts (draft-to-final comparisons, notes, photos) and justify revisions with clear, persuasive reasoning.
|
- I can lead my learning by proposing and testing improvements to event design decisions that strengthen community connection and inclusion (e.g., accessibility features, communication clarity, or more welcoming signage)
- I can reflect on outcomes and document a coherent revision process, explaining how my evolving mindset and leadership contributed to a more memorable, workable event for students and families.
|
|
Deeper Learning Competencies
|
Content Expertise
|
- I can identify and correctly use key event-planning components (audience, purpose, schedule, roles, budget, and accessibility notes) to choose from sample designs and explain why they would help participation and school spirit.
|
- I can apply content expertise to draft clear, audience-appropriate event materials (flyers, invitations, announcement scripts, and signage) and revise them using feedback so the language, visuals, and information align with an identified purpose and inclusive welcome.
|
- I can independently evaluate design options for event “production” elements—such as crowd flow, station layout, and promotional media—then select and justify choices using evidence from critique and accessibility considerations.
|
- I can create and refine a fully coherent event package by integrating accurate planning details, persuasive promotional content, and responsive digital/visual media into the final exhibition materials, clearly documenting how revisions improved feasibility, accessibility, and the intended school-history-and-community impact.
|
|
Deeper Learning Competencies
|
Self Directed Learning
|
- I can use teacher and peer feedback to improve one or two draft event decisions (like wording on an invitation or a station map detail) and explain what I changed and why.
|
- I can plan my own work on event materials by setting short goals, using feedback notes from critiques, and making revisions across multiple drafts (e.g., accessibility notes plus promotional language and visuals) with clear reasons.
|
- I can independently track my progress with a simple plan and evidence (draft-to-final comparisons, feedback logs, or photos of changes), adjust my approach when plans don’t work, and justify my choices using criteria for inclusion, feasibility, and audience impact.
|
- I can proactively manage my learning cycle by creating and updating a detailed revision strategy (goals, timeline, and next steps), using multiple feedback sources to refine products for the intended audience, and clearly demonstrate how my decisions increased welcoming participation and readiness for presentation.
|