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 4, Lesson 1, “Learning Curiosity from Literature,” students will learn examples of curiosity from a classic work of young adult literature, A Wrinkle in Time by Madeleine L’Engle. Additionally, students will answer questions to develop their critical thinking skills and advance their academic dialogue skills through class discussion. SUGGESTED TIME: A Wrinkle in Time by Madeleine L’Engle is 12 chapters and 203 pages. The suggested reading assignment is 1 chapter per session for either in-class silent reading or homework. With this schedule, students will complete the book in 12 in-class reading sessions or 12 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 worksheet questions. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a classic work of young adult literature Identify and analyze the book’s central themes and 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: Book: A Wrinkle in Time by Madeleine L’Engle Video: Film trailer - A Wrinkle in Time by Disney (~2 min) Prohuman Grade 6 Unit 4 Worksheet 1: Learning Curiosity 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 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 Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Intellectual Character A2 Identify individuals, fiction and real, past and present, who exemplify the different intellectual character strengths in a concrete and compelling manner Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support Social-Awareness A1 Experience and demonstrate empathy 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 Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants 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 we will be reading a classic work of young adult literature: A Wrinkle in Time by Madeleine L’Engle, first published in 1962. Explain that a film was made based on the book. Play the video: Film trailer - A Wrinkle in Time by Disney (~2 min) Ask students what they wonder about the book based on the film trailer. Step 2: Have students complete the book, either through multiple in-class silent reading sessions or as homework. Have students 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. EXTENSION ACTIVITY Play the film in class or have students watch it at home: A Wrinkle in Time (2018) by Disney (Rating: PG; running time 1 hour 49 minutes). Ask students about the differences between the book and the film. Why do they think the writers of the film script made the choices they made? Ask students if the book or the film made a greater impact on them and to explain their reasons. GRADE 6 UNIT 4 WORKSHEET 1: LEARNING CURIOSITY FROM LITERATURE Vocabulary Curiosity: I want to learn new things. 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. QUESTIONS TO ANSWER WHILE READING A Wrinkle in Time by Madeleine L’Engle: What is the point of view from which the author wrote this novel? Who are the main characters? Describe each character in one sentence. How do you think Meg feels about her parents and their work? In Chapter 5, Meg, Charles Wallace, and Calvin learn about the tesseract. How would you define tesseract? In Chapter 5, we learn about the “Dark Thing.” Mrs. Whatsit says, “It has been there for a great many years. That is why your planet is such a troubled one.” What do you think the “Dark Thing” represents? Give at least one piece of evidence from the text to support your claim. In Chapters 6-8, how does the author describe what life is like on the planet of Camazotz? In Chapter 8, what reason does Meg give for why she thinks life on Earth is better than life on Camazotz? Explain three ways in which Meg shows critical thinking. In Chapter 10, why is Meg angry with her father, and how does she come to forgive him in the last chapter? In Chapter 10, Meg’s father displays intellectual humility. What are two things he says that show intellectual humility? What role does love play at the end of the novel? What did you learn about curiosity from this novel? What is something about which you are curious and what is one thing you can do to learn more about it?

Nonfiction

Post-Cold War

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 4, Lesson 2, “Learning Curiosity from a Nonfiction Text,” students will learn examples of curiosity from the life of Mae Jemison, the first African American woman to travel into space. Students will practice their reading comprehension skills by reading a nonfiction text. Additionally, students will answer questions to develop their critical thinking skills and advance their academic dialogue skills through class discussion. SUGGESTED TIME: The book, Find Where the Wind Goes: Moments From My Life by Mae Jemison, is 18 chapters. The suggested reading schedule, either for in-class reading or for homework, is two chapters per session for a total of 9 class periods or 9 homework assignments. Please allow at least 50 minutes of in-class time to have a class discussion of the book. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction book Determine the author’s purpose in the text Compose answers to questions about the text that demonstrate reading comprehension Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Book: Find Where the Wind Goes: Moments From My Life by Mae Jemison, Video: Mae Jemison: First African American Woman in Space by Biography (~3 min) Video: Dr. Mae Jemison and Defying Gravity: Women in Space by Microsoft (~3 min) Prohuman Grade 6 Unit 4 Worksheet 2: Learning Curiosity 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.6.6 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 Intellectual Character A2 Identify individuals, fiction and real, past and present, who exemplify the different intellectual character strengths in a concrete and compelling manner Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support Intellectual Character B1 Present evidence to demonstrate how he or she has strengthened and improved one intellectual character strength through intentional effort and practice Civic Character A5 Explain what community service entails Civic Character A6 Explain what the “common good” means and offer examples 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 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 we will be reading a book by Mae Jemison, the first African American woman in space. Play the video: Mae Jemison: First African American Woman in Space by Biography (~3 min) Play the video: Dr. Mae Jemison and Defying Gravity: Women in Space by Microsoft (~3 min) Ask students what they found most interesting about Mae Jemison. Ask students what they would like to learn more about Mae Jemison. Step 2: Have students complete the book, either through multiple in-class silent reading sessions or as homework: Find Where the Wind Goes: Moments From My Life by Mae Jemison. Have students 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 4 WORKSHEET 2: LEARNING CURIOSITY FROM A NONFICTION TEXT Vocabulary Chemical engineering: The production and manufacturing of products through chemical processes. This includes designing equipment, systems, and processes for refining raw materials and for mixing, compounding, and processing chemicals. Chemical engineers design and troubleshoot processes for the production of chemicals, fuels, foods, pharmaceuticals, and biologicals, to name just a few. Curiosity: I want to learn new things. Hypothesis: An idea that is proposed for the sake of argument so that it can be tested to see if it might be true. In the scientific method, the hypothesis is constructed before any applicable research has been done. A hypothesis is made to be tested. 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. Peace Corps: A U.S. government agency of volunteers, established in 1961, to assist international development by providing skilled workers in the fields of education, agriculture, health, trade, technology, environmental protection, women’s economic empowerment, and community development. Since its inception, more than 240,000 Americans have joined the Peace Corps and served in 142 countries. Spacelab: A 23-foot-long pressurized structure built by the European Space Agency (ESA) that could be installed in any of the various space shuttle orbiters: the Discovery, the Atlantis, the Columbia, or the Endeavour. QUESTIONS TO ANSWER WHILE READING Find Where the Wind Goes: Moments From My Life by Mae Jemison: What were some of the things that Mae was curious about as a kid? In the chapter “Caught in the Eye of the Hurricane,” why does Mae think that experiencing some hardships can be good for a child? In the chapter “Caught in the Eye of the Hurricane,” what was the “unspoken vow” that Mae made in the summer of 1968? How was this vow important to her work as a Peace Corps physician and an astronaut? In the chapter “Caught in the Eye of the Hurricane,” what is Mae’s perspective on how America treated women and people of African descent at the time of the country’s founding? What is her perspective on our responsibility about those injustices now? In the chapter “Wind Currents,” in the fourth, fifth, and sixth grades, what are the ways that Mae started keeping track of how the world recognizes each person as an “individual, a full person, a human being with an identity”? In the chapter “Updraft,” how did Mae show intellectual character while working in the lab? In the chapter “Finding a Place,” what was Mae’s response to the boy’s question about why Mae didn’t “hang with her own kind”? In the chapter “Encounters with the Santa Ana,” how did Mae experience mistreatment in college because of her race and gender? How did she overcome this mistreatment? In the chapter “A Southerly Wind Blows,” what did Mae conclude from her travels in Kenya, Egypt, and Israel? In the chapter “Vortex,” what did Mae learn from her experiences as the Area Peace Corps Medical Officer for Sierra Leone and Liberia? In the chapter “Harnessing Explosions,” what happened in 1986 that made it remarkable that Mae applied to be an astronaut? How did she make history? Write about and share a principle that you want to live by that you learned from reading this book.

STEM

History

Social Studies

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 4, Lesson 3, “Writing an Informative Text about Curiosity,” students will write an informative text about a person of interest, focusing on how this person demonstrates curiosity. 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 a person of interest who demonstrates curiosity and 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. 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 4 Worksheet 3: Writing an Informative Text about Curiosity 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 Intellectual Character A2 Identify individuals, fiction and real, past and present, who exemplify the different intellectual character strengths in a concrete and compelling manner Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support Intellectual Character A5 Understand the difference between facts and opinions (or feelings) 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 a person you find interesting who demonstrated curiosity. Search online to find a person you would like to write about in your informative text. Find three different articles about your person and read them. Then write your informative text. Your informative text will be shared with three classmates for peer review. Write informative text on the board. The informative texts we write should do 10 things: Be 2-3 pages. Include 3 sources. Establish and maintain a formal style. Introduce a topic clearly, previewing what is to follow. Explain how the person showed curiosity. 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 curiosity helped them to accomplish and what you learned from them. Include a list of 3 sources at the end. GRADE 6 UNIT 4 WORKSHEET 3: WRITING AN INFORMATIVE TEXT ABOUT CURIOSITY Write an informative text about a person that you find interesting who demonstrates curiosity. Your text will be shared with three classmates for peer review. Your text should do the following things: Be 2-3 pages. Include 3 sources. Establish and maintain a formal style. Introduce a topic clearly, previewing what is to follow. Explain how the person showed curiosity. 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 curiosity 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 4, Lesson 4, “Peer Review of Informative Texts About Curiosity,” students will participate in a peer review of 3 classmates’ writings. 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 classmates’ writings and write a one-page peer review letter, for each classmate, 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 Write Effective Peer Review Comments by Odyssey Learning Project (~5 min) Prohuman Grade 6 Unit 4 Worksheet 4: Peer Review of Informative Texts About Curiosity 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 A2 Identify individuals, fiction and real, past and present, who exemplify the different intellectual character strengths in a concrete and compelling manner Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support 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 Write Effective Peer Review Comments by Odyssey Learning Project (~5 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 4 WORKSHEET 4: PEER REVIEW OF INFORMATIVE TEXTS ABOUT CURIOSITY PEER REVIEW LETTER GUIDELINES: Write a one-page letter for each member of your group. Provide feedback as though you were speaking to the writer 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.