LESSONS

Fiction

The Prohuman Grade 6 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 3, Lesson 1, “Learning Gratitude from Literature,” students will learn examples of gratitude from a classic work of young adult literature: Island of the Blue Dolphins by Scott O’Dell. Students will develop their critical thinking and writing skills by answering questions about the text. Finally, students will practice their conversation skills by sharing their thoughts about the book with classmates. SUGGESTED TIME: The book, Island of the Blue Dolphins by Scott O’Dell, is 177 pages and consists of an introduction, 29 chapters, and an author’s note (a total of 33 chapters) The suggested reading assignment is 3 chapters per day for either in-class silent reading or homework. With this schedule, students will complete the book in 11 in-class reading sessions or 11 homework sessions. Students should complete the short-answer questions on the worksheet as they read the book. Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a classic work of young adult literature Identify and analyze the book’s central ideas Identify and analyze the book’s genre, point of view, characters, setting, and plot Write answers to questions about the book, demonstrating understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the book REQUIRED MATERIALS: Video: Juana Maria | The Woman Who Inspired "Island Of The Blue Dolphins" by Weird History (~5 min) Book: Island of the Blue Dolphins by Scott O’Dell Prohuman Grade 6 Unit 3 Worksheet 1: Learning Gratitude from Literature ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-Literacy.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-Literacy.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A4 Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond) Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Explain that we will be reading a classic work of young adult literature: Island of the Blue Dolphins by Scott O’Dell, which was first published in 1960. This video explains the background of the woman who inspired the book: Play the video: Juana Maria | The Woman Who Inspired "Island Of The Blue Dolphins" by Weird History (~5 min) Step 2: Have students complete the book, either through multiple in-class silent reading sessions or as homework. Students should complete the short-answer questions on the worksheet as they read the book. Step 3: Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 6 UNIT 3 WORKSHEET 1: LEARNING GRATITUDE FROM LITERATURE Vocabulary Gratitude: I am thankful for many things, big and small. QUESTIONS TO ANSWER WHILE READING Island of the Blue Dolphins by Scott O’Dell: In the Introduction, what do we learn about the real person on whom this book was based? What changes did the author make to the historical figure when creating the main character? Why do you think he made those changes? What is the point of view from which this novel is told? Why do you think the author chose to tell the story from this point of view? Who were the Aleuts and why did they come to the island? In Chapter 7, why does Karana leap from the ship? What tragedy happens in Chapter 8 and how does Karana respond? What does the tribe forbid and what does Karana decide about this, in Chapter 9? What are three ways in which Karana expresses her gratitude? At the end of the novel, why do you think Karana goes with the white men? What is a principle you learned from this book about gratitude that you would like to live by? EXTRA CREDIT: Each day, for the next 30 days, write something for which you are grateful. It should be something different each day. There is a place for you to write on the next page.

Geography

Social Studies

History

Nonfiction

World War II

The Prohuman Grade 6 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 3, Lesson 2, “Learning Gratitude from a Nonfiction Text,” students will learn examples of gratitude from the life of Dietrich Bonhoeffer, a German pastor who took a stand against Hitler. Students will develop their critical thinking and writing skills by answering questions about the text. Additionally, students will practice their conversation skills by sharing their thoughts about the book with classmates. SUGGESTED TIME: 7 class sessions of in-class independent reading or 7 homework assignments to complete the book, The Faithful Spy: Dietrich Bonhoeffer and the Plot to Kill Hitler by John Hendrix. This heavily illustrated text is 7 chapters and 171 pages total. Students should complete the worksheet questions as they read the book. Please allow 50 minutes of class time for discussing the worksheet questions. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction text and demonstrate understanding of the central ideas Determine the author’s purpose in the text Compose short answers to questions, demonstrating comprehension of the text Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: Explained In 5 Questions: World War II by Encyclopaedia Britannica (~5 min) Video: Bonhoeffer: Pastor. Spy. Assassin. | Official Trailer by Angel Studios (~2 min) Book: The Faithful Spy: Dietrich Bonhoeffer and the Plot to Kill Hitler by John Hendrix Prohuman Grade 6 Unit 3 Worksheet 2: Learning Gratitude from a Nonfiction Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. CCSS.ELA-Literacy.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. CCSS.ELA-Literacy.RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1.A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-Literacy.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Moral Character A2 Understand and explain why it’s important to do the right thing, even when no one is looking Moral Character A4 Understand and explain why the expression “to get along, go along” may prevent some people from being an “active bystander” Moral Character A5 Understand and explain why caring (and helping others) should never be motivated by the likelihood of being recognized or rewarded for your help or support Moral Character A6 List and explain the reasons why people sometimes do not care or help others Moral Character B5 Provide an example of a time when you expressed your gratitude to someone beyond your family and friends Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Civic Character A2 Explain why friends have a responsibility to speak up or take action to prevent or stop others from engaging in disrespectful, dangerous, harmful, or illegal conduct Civic Character A4 Explain why protest and civil disobedience are essential to the democratic process Civic Character B2 Describe how a role model challenged an unjust law Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A4) Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Explain that we will be reading a book about Dietrich Bonhoeffer, a German Lutheran pastor and anti-Nazi dissident during WWII. Ask students what they know about WWII and write a list of knowledge on the board. It is important to understand the historical context of WWII. Play the video: Explained In 5 Questions: World War II by Encyclopaedia Britannica (~5 min) There was a film made about Dietrich Bonhoeffer. Here is the trailer. Play the video: Bonhoeffer: Pastor. Spy. Assassin. | Official Trailer by Angel Studios (~2 min) Step 2: Have students complete the book either as a series of in-class silent readings or for homework: The Faithful Spy: Dietrich Bonhoeffer and the Plot to Kill Hitler by John Hendrix. Students should complete the answers to the worksheet questions as they read the book. Step 3: Spend a class period having a class discussion of the worksheet questions. GRADE 6 UNIT 3 WORKSHEET 2: LEARNING GRATITUDE FROM A NONFICTION TEXT Vocabulary Civil liberties: Freedoms each person has because they are human, and that other people or the government cannot take away. Civil liberties include freedom of religion, freedom of speech, freedom of the press, freedom of assembly, the right to bear arms; the right to a speedy trial and due process of law; and protections from having soldiers live in your house, from unreasonable search and seizure, from self-incrimination, from being tried twice for the same crime, and from excessive bail, fines, and cruel and unusual punishment. The U.S. Constitution protects civil liberties in the Bill of Rights. Fascism: While experts disagree about the exact meaning of the term fascism, the governments that have been called fascist in the past had certain characteristics in common. Under these governments, the people had few freedoms. They had no voice in the government. Instead, a strong leader controlled everything and became a symbol of the country. The leader built up the police force to punish people who disobeyed. The leader also built up the army and threatened other countries. The leader blamed minority groups for the country’s problems. (Source: Britannica Kids) Gratitude: I am thankful for many things, big and small. Intellectual character: Someone who has intellectual character shows the strengths of curiosity, carefulness, intellectual autonomy, intellectual humility, open-mindedness, and critical thinking. Intellectual autonomy means you can think for yourself, especially when it might go against what is popular at the time. Intellectual humility means you recognize that your knowledge is limited and that your beliefs might be wrong. Critical thinking means you question, analyze, interpret, and evaluate what you read, hear, say, or write. Nationalism: Nationalism is a strong attachment to a particular country, or nation. Nationalism can have a positive influence by giving people a sense of belonging to a national community. Sometimes, however, nationalist feelings can make people ignore problems in their country or group. It also can make people think that their country or group is better than any other. (Source: Britannica Kids) Nazi: A short form of the official name “National Socialist German Workers’ Party.” The Nazi Party was a political group that ruled Germany between 1933 and 1945. Under Adolf Hitler’s leadership, the Nazis started World War II. They also carried out the Holocaust—the murder of about 6 million Jewish people. Theologian: A person who studies God, religion, and religious beliefs. QUESTIONS TO ANSWER WHILE READING The Faithful Spy: Dietrich Bonhoeffer and the Plot to Kill Hitler by John Hendrix: What were some of the problems that Germany faced after WWI that helped Hitler gain popular support? What parallels did Dietrich see in the way blacks were treated in America and the way Jews were treated in Germany? What were some of the complex ideas that Dietrich and Jean Lasserre discussed about the nature of war? How did Dietrich show intellectual character? Give one example of how he showed each of the following intellectual character strengths: (1) intellectual autonomy, (2) intellectual humility, and (3) critical thinking. What did Dietrich mean by the term “civil courage”? What are some ways he showed civil courage? What did Dietrich do as a double-agent spy? How many attempts on Hitler’s life are described in this book? What was the result of Operation Valkyrie? The author of this book wrote, “Dietrich believed that love was the same thing as sacrifice” (pg. 169). How did Dietrich live this belief? Write about and share a principle you want to live by that you learned from the life of Dietrich Bonhoeffer. While this quote is not in the book we read, Dietrich Bonhoeffer once made a now-famous observation about gratitude. He said, “In ordinary life, we hardly realize that we receive a great deal more than we give, and that it is only with gratitude that life becomes rich.” How do you think he showed gratitude in the way lived his life? What is one way that you can show gratitude in your own life? EXTRA CREDIT OPPORTUNITY Watch the documentary film Bonhoeffer (2003; Running time 1 hour 31 minutes) or the feature film Bonhoeffer: Pastor. Spy. Assassin. (2024; Rated PG-13; running time 2 hours, 12 minutes). Write a 5-paragraph essay in response to the following: Did the film or the book we read make a greater impact on you? Give three reasons and cite specific examples from either the film or the book.

Geography

History

Social Studies

Civics

Nonfiction

Post-WWII

The Prohuman Grade 6 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 3, Lesson 3, “Writing an Informative Text about Gratitude,” students will write an informative text about one of the two people covered earlier in this unit: (1) Juana Maria, the woman who inspired the novel Island of the Blue Dolphins by Scott O’Dell, or (2) Dietrich Bonhoeffer, the subject of the book The Faithful Spy: Dietrich Bonhoeffer and the Plot to Kill Hitler by John Hendrix. Students will focus one paragraph of their text on how this person demonstrated gratitude. This informative text will examine the subject and convey information clearly. SUGGESTED TIME: 50 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Conduct a short research project on one of the two people we learned about earlier in this unit, either: Juana Maria, the woman who inspired the novel Island of the Blue Dolphins by Scott O’Dell, or Dietrich Bonhoeffer, the subject of the book The Faithful Spy: Dietrich Bonhoeffer and the Plot to Kill Hitler Locate three sources on the chosen subject. Write an informative text that examines a topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content. Include one paragraph that focuses on how the person you chose demonstrated gratitude. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a list of 3 sources. REQUIRED MATERIALS: Prohuman Grade 6 Unit 3 Worksheet 3: Writing an Informative Text about Gratitude ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.2.A Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.6.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-Literacy.W.6.2.C Use appropriate transitions to clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.W.6.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.6.2.E Establish and maintain a formal style. CCSS.ELA-Literacy.W.6.2.F Provide a concluding statement or section that follows from the information or explanation presented. CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A4 Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond) Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Today we will write an informative text about one of the two people we learned about earlier in this unit: Juana Maria, the woman who inspired the novel Island of the Blue Dolphins by Scott O’Dell, or Dietrich Bonhoeffer, the subject of the book The Faithful Spy: Dietrich Bonhoeffer and the Plot to Kill Hitler Find three different articles about your person and read them. Then write your informative text. The informative text you write should do the following: Be 2-3 pages. Include 3 sources. Establish and maintain a formal style. Introduce a topic clearly, previewing what is to follow. Include one paragraph that focuses on how the person you chose demonstrated gratitude. Organize ideas, concepts, and information into broader categories. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section that follows from and supports the information or explanation presented. Explain what their gratitude helped them to accomplish and what you learned from them. Include a list of 3 sources at the end. NOTE: Tell students their informative texts will be shared with 3 classmates for peer review. GRADE 6 UNIT 3 WORKSHEET 3: WRITING AN INFORMATIVE TEXT ABOUT GRATITUDE Write an informative text about one of the two people we learned about earlier in this unit, either: Juana Maria, the woman who inspired the novel Island of the Blue Dolphins by Scott O’Dell, or Dietrich Bonhoeffer, the subject of the book The Faithful Spy: Dietrich Bonhoeffer and the Plot to Kill Hitler Your text will be shared with three of your classmates for peer review. Your text should do the following things: Be 2-3 pages in length. Include 3 sources. Establish and maintain a formal style. Introduce a topic clearly, previewing what is to follow. Include one paragraph that focuses on how the person you chose demonstrated gratitude. Organize ideas, concepts, and information into broader categories. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section that follows from and supports the information or explanation presented. Explain what their gratitude helped them to accomplish and what you learned from them. Include a list of 3 sources at the end.

The Prohuman Grade 6 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 3, Lesson 4, “Peer Review of Informative Texts About Gratitude,” students will participate in a peer review of 3 classmates’ essays. Students will write a one-page peer review letter for each student in their group and participate in respectful discussions where they share the successful aspects of their classmates’ writing and provide constructive feedback for revision. SUGGESTED TIME: 1 class period for students to read their peer review group’s writings and write a peer review letter for each classmate (letters they don’t complete in class can be finished as homework); 1 class period for peer review workshops RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read classmate’s writing and write a one-page peer review letter to develop assessment and constructive feedback skills Engage in collaborative discussions with peers With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing REQUIRED MATERIALS: Video: How to Give Good Feedback About Writing by CTL at UofA (~4 min) Prohuman Grade 6 Unit 3 Worksheet 4: Peer Review of Informative Texts About Gratitude ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-Literacy.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character A4 Understand what it means to be an “active listener” (e.g., intellectual humility) Intellectual Character A5 Understand the difference between facts and opinions (or feelings) Intellectual Character B2 Practice and receive feedback on the ability to be an “active listener” Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Interpersonal/ Relationship Skills A1 Recognize and monitor how your facial expressions, body language, and tone impact your interactions with others Interpersonal/ Relationship Skills A5 Understand and practice positive collaboration and cooperation skills (e.g., teamwork) Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Explain that peer review is the process of sharing one's writing with and receiving feedback from fellow students. Peer review helps you to become a better reader, writer, and collaborator. The peer review process will also help you to develop your evaluation skills. Play video: How to Give Good Feedback About Writing by CTL at UofA (~4 min) Step 2: Break students into peer review groups of four. Each student will make and give copies of their essay to the three other students in their group. Each student will be responsible for reading their classmates’ writing and writing a one-page peer review letter, for each classmate, in advance of the peer review workshop. Peer review guidelines are on the worksheet. Step 3: Spend one class period on peer review. Each student’s writing should have 15 minutes of discussion in the peer review groups. Step 4: Students should read all their letters and revise their writing. Students should submit the first draft, all peer review letters, and the second draft to the teacher for feedback. Step 5: Students should read teacher feedback, complete a final revision, and submit the revision—along with all previous drafts and peer review letters—to the teacher for a final grade. GRADE 6 UNIT 3 WORKSHEET 4: PEER REVIEW OF INFORMATIVE TEXTS ABOUT GRATITUDE Write a one-page letter for each member of your group. Provide feedback as though you were speaking to the writer or presenter directly. Be kind! In the first paragraph, explain what you see as the writer’s goals for the piece. In the second paragraph, explain what you think the writer did well. In the third paragraph, explain what you think the writer can improve.