HUMANITIES 9 COURSE COMPETENCIES

READING:

• • • Reading Literature Competency: Students will demonstrate the ability to comprehend, analyze, and critique a variety of increasingly complex print and non-print literary texts.

    • Reading Informational Texts Competency: Students will demonstrate the ability to comprehend, analyze, and critique a variety of increasingly complex print and non-print informational texts – including texts for science, social studies, and technical subjects.

WRITING:

• Writing Arguments Competency: Students will demonstrate the ability to analyze and critique texts or topics and support claims and reasoning with sufficient evidence for intended purpose and audience.

• Explanatory Writing Competency: Students will demonstrate the ability to effectively write informative texts to examine and convey complex ideas for variety of purposes and audiences.

• Narrative Writing Competency: Students will demonstrate the ability to effectively apply narrative strategies for variety of purposes and audiences.

RESEARCH:

• Students will engage in research /inquiry to investigate topics and to analyze, integrate, and present information.

LISTENING/SPEAKING/VIEWING

• Listening: Students will demonstrate the ability to listen and view critically for variety of purposes.

• Speaking: Students will demonstrate the ability to speak purposefully and effectively - strategically making decisions about content, language use, and discourse style

• Creativity/Synthesis: Students will demonstrate the ability to use the tools and resources provided through the course to generate original, independent thinking and express that thinking in effective ways.

TECHNOLOGY

• Students will demonstrate the ability to use the tools of technology (including digital media and the Internet) to gather, interpret, and analyze information and create sharable products

By the end of Freshman year, students will be able to:

• Craft a compelling argument and support that argument with clear organization

• Work toward a shared goal

• Apply knowledge and comprehension to make insightful connections among ideas, texts, etc.

• Demonstrate flexibility or original thinking

• Be proactive by defining and acknowledge problems that may arise. Use executive functioning skills to plan, organize, and time manage

• Understand and showcase a Growth Mindset by focusing on the process rather than the end result

• Appreciate multiple perspectives within the communities;

• Provide context with carefully selected evidence. Able to properly integrate quotations into their own sentences when applicable. (weaving quotes)

• Delegates roles throughout and share in the contribution of the final product

• Analyze and evaluate authors’ intentions and use of literary elements

• Effectively use a process that leads to a product or solution

• Be flexible and creative, devising alternatives and showing perseverance

• Showcase a reflection of their learning; through self awareness and character development (personal growth as well as through work samples)

• Viewing issues from the school, local, national, global, and/or digital community level.

• Use analysis and specific details to show significance rather than tell supporting subject matter

• Engage in self regulation while managing conflict if it shall arise

• Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

• Use visuals to showcase understanding and depth of knowledge

• Be able to stay on task and utilize resources (meta-cognition) in order to successfully complete goal

• Consistently taking ownership of their learning through time management, meeting deadlines, and by being self starter.

• Make clear transitions between ideas and paragraphs

• Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

• Learn to give and receive constructive criticism

• Begin to develop a unique voice

• Showcases understanding through utilizing annotations to analyze a seminal part of work, to make connections, or as support

• Diagnose learning needs realistically with help from facilitators and peers.

• Come to discussions prepared, having read and researched material; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

• The ability to select effective strategies for making use of learning resources and to perform these strategies skillfully and with initiative

• Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

• Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented