| What concepts are you going to learn, or skills are you going to develop? | How will you learn the content/ develop the skill? | What evidence will you add to the portfolio to demonstrate your learning? | How will you and I assess the evidence of your learning/skills? |
| implement solutions to address multiple contexual factor/putting forth the effort to solve various elements within an environment 20% | think about how different elements like culture, environment, and community impact the topics I am studying | photo essay-pictures and captions Dp #1 Dp#2 | include photos that represent diverse cultural aspects, environmental, and community context aspects |
| demonstrate a thorough understanding of context, the audience, and purpose/ showing a deep comprehension of the situation or setting, understanding who the writing is intended for, and knowing the purpose behind the writing. 20% | taking important notes ●reading assignments and information more than once ● getting help from the writing center if needed ● rough drafts | reflections ● notes | tone of writing ●my vocabulary ●editing assignments when needed from feedback comments |
| 13a :use clear organizational patterns and present content cohesively /arranging my information in a logical order that keeps the reader engaged and ensures a smooth and coherent flow. (20%) | ● use templates ● annotate ● peer readings and feedback | Digital Project#1: ReflectiveMultimodal ● Digital Project#2: CriticalAnalysisVideo for Social Media | projects make sense and have central messages My speech will improve and be clear outline my papers and presentations and improve over time My speech and video will show me speaking confidently |
| 6c : suspending judgment in interactions with people culturally different than themselves/ accepting everyone within the group no matter who they are or what they look like. (20%) facilitating collaborators’ contributions by building upon their contributions and noticing when someone is not participating and inviting them to engage/workingeffectively with others’ ideas and when others are not giving ideas, making sure they know their thoughts matter.(20%) | when groups are picked switching to peers I never worked with before inviting or hanging with everyone in different ways asking others for their opinions and offering them help if needed Encouragingothers to worktogether andcontribute● building ideasand solutions off of my peersthoughts /adding on | Collaborative Digital Problem Mapping when participating in class room talking to peers Digital Project #3: peer reviews, examples from Google docs or other places where students gave feedback. | ● everyone inthe groupwork is included ● actions in the classroom ● initiating group meetups actions in theclassroom● initiatinggroup meetups● everyone inthe groupwork isincluded |