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 5, Lesson 1, “Learning Courage from Literature,” students will learn examples of courage from a classic work of young adult literature, Hatchet by Gary Paulsen. Additionally, students will answer questions to develop their critical thinking skills and advance their academic dialogue skills through class discussion. SUGGESTED TIME: Hatchet by Gary Paulsen is 19 chapters, plus an epilogue. The suggested reading assignment is 2 chapters per session for either in-class silent reading or homework. With this schedule, students will complete the book in 10 in-class reading sessions or 10 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 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: Hatchet by Gary Paulsen. Video: Film trailer - A Cry in the Wild (based on the novel Hatchet) from Roger Corman (~2 min) Video: Full-length film - A Cry in the Wild (Running time 1 hour, 20 minutes) Prohuman Grade 6 Unit 5 Worksheet 1: Learning Courage 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 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 Self-Management A4 Explain a time when you overcame a negative thought and developed a “growth mindset” 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: Hatchet by Gary Paulsen, published in 1987. There was a film based on the book. Play the Film trailer - A Cry in the Wild (based on the novel Hatchet) from Roger Corman (~2 min) Ask students what they wonder about the book after watching 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 Cry in the Wild (Based on the book Hatchet; running time 1 hour, 20 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 5 WORKSHEET 1: LEARNING COURAGE FROM LITERATURE Vocabulary Courage: I do what I think is right even when I am afraid. Growth mindset: The understanding that we can develop our abilities and intelligence. A growth mindset leads to a focus on learning, increased effort, and a willingness to learn from mistakes. 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 Hatchet by Gary Paulsen: In an earlier unit, we read another novel that focuses on survival: Island of the Blue Dolphins by Scott O’Dell. What are two similarities between that novel and Hatchet? What are two differences between these novels? What is the point of view from which the author wrote this novel? Why do you think the author chose this point of view? In Chapter 5, how does Brian learn that staying positive is part of courage? In Chapter 8, what does Brian learn is the most important rule of survival? In Chapter 11, Brian understands that this experience has changed him. In what ways does Brian realize that he has changed? In Chapter 11, how does Brian use intellectual character strengths to keep depression away? How have you strengthened and improved one intellectual character strength through intentional effort and practice? In Chapters 12 and 13, what does Brian realize about the importance of hope? In Chapter 13, what is “tough hope”? In Chapter 13, what does Brian realize about patience and thinking? In Chapter 14, how does Brian show a growth mindset by learning from his mistakes. What are 2 mistakes and what does he learn from them? In Chapter 16, what does Brian conclude about being “tough where it counts”? In Chapter 17, what does Brian realize about solving problems? In Chapter 19, when Brian finds the rifle and lighter, why do you think “he wasn’t sure he liked the change”? What did you learn about courage from this novel and how can you show courage in your life?

Geography

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 5, Lesson 2, “Learning Courage from a Nonfiction Text,” students will learn examples of courage from the life of Vladka Meed, a member of the Jewish resistance in Poland during WWII. 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 for this lesson, The Girl Who Fought Back: Vladka Meed and the Warsaw Ghetto Uprising by Joshua M. Greene, has an introduction, a preface, and 22 chapters for a total of 134 pages. The recommended reading assignment is two chapters per session of either in-class independent reading or homework assignments—12 sessions total to complete the book. Students should complete the worksheet questions as they read the book Allow 50 minutes of class time to discuss 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 answers to questions that demonstrate comprehension of the word courage Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: HISTORY MINUTE: Escaping the Warsaw Ghetto in WWII - Vladka Meed by Zenger (~1 min) Video: The Girl Who Fought Back: Vladka Meed and The Warsaw Ghetto Uprising by Joshua M. Greene by Joshua M. Greene (~1 min) Book: The Girl Who Fought Back: Vladka Meed and the Warsaw Ghetto Uprising by Joshua M. Greene Prohuman Grade 6 Unit 5 Worksheet 2: Learning Courage 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 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 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 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 of nonfiction about a real person, Vladka Meed, who showed courage in the Warsaw Ghetto during WWII. Explain that in the fall of 1940, German authorities established a ghetto in Warsaw, Poland’s largest city with the largest Jewish population. Almost 30 percent of Warsaw’s population was packed into 2.4 percent of the city's area. Extreme overcrowding, minimal rations, and unsanitary conditions led to disease, starvation, and the death of thousands of Jews each month. Various types of resistance took place in the Warsaw ghetto, ranging from documenting Nazi crimes against the Jews to armed resistance, culminating in the Warsaw ghetto uprising. (Source: Entry for “Warsaw.” Holocaust Encyclopedia. United States Holocaust Memorial Museum) Step 2: Let’s watch a couple of short videos that give more background about the subject of this book. Play the video: HISTORY MINUTE: Escaping the Warsaw Ghetto in WWII - Vladka Meed by Zenger (~1 min) Play the video: The Girl Who Fought Back: Vladka Meed and The Warsaw Ghetto Uprising by Joshua M. Greene by Joshua M. Greene (~1 min) Step 3: 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 4: Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 6 UNIT 5 WORKSHEET 2: LEARNING COURAGE FROM A NONFICTION TEXT Vocabulary Active bystander: I take responsible action to help people in need instead of remaining passive and becoming complicit. Courage: I do what I think is right even when I am afraid. Questions to answer while reading The Girl Who Fought Back: Vladka Meed and the Warsaw Ghetto Uprising by Joshua M. Greene: What types of sources did the author use to write this book? What was the Warsaw Ghetto Uprising and about how many people participated? What was the Resistance and what ages were most of the people who participated? What were the injustices that the Nazis committed on the Jewish community? About how many people were in the Żydowska Organizacja Bojowa (ŻOB)—the Jewish Fighting Organization—and what was its mission? What was Vladka’s assignment? How did she show courage? When did the Warsaw Ghetto Uprising begin and end? What was the result? How and when did Poland become free of Nazi occupation? What are some things that Vladka did after the war when she lived in America? In Chapter 22, the author includes several quotes from Vladka including: “The biggest danger is indifference to what happens to people around you. It was the world’s indifference to what Hitler was doing that led to the murder of six million Jews and millions of other so-called ‘enemies’ of the Nazis … Despite the tragedy that happened then, we are all part of the same world today. We cannot live without other people. The world is filled with good people, and we should believe in their goodness. What I know now is that we also have to be alert to the evil.” How can you focus on both the good and be alert to evil? Write about and share a principle you learned from reading this book about courage that you want to live by.

Geography

History

Social Studies

Nonfiction

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 5, Lesson 3, “Writing an Argumentative Essay About Courage,” students will write an argumentative essay about what they think are the three most important things that a person can do to improve their courage, based on what they learned from the books we read in Lessons 1 and 2 of this unit: Hatchet by Gary Paulsen and The Girl Who Fought Back: Vladka Meed and the Warsaw Ghetto Uprising by Joshua M. Greene. Students will support their claims with textual evidence. SUGGESTED TIME: 50 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate comprehension of the word courage Write an argumentative essay Provide textual evidence to support claims REQUIRED MATERIALS: Prohuman Grade 6 Unit 5 Worksheet 3: Writing an Argumentative Essay About Courage ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.6.1.A Introduce claim(s) and organize the reasons and evidence clearly. CCSS.ELA-Literacy.W.6.1.B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.6.1.C Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. CCSS.ELA-Literacy.W.6.1.E Provide a concluding statement or section that follows from the argument 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.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 Intellectual Character B4 Compare and contrast perspectives and defend a position (e.g., intellectual autonomy) 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 Students will write an argumentative essay, either in class or as part of a homework assignment, about what they think are the three most important things that a person can do to improve their courage, based on what they learned from the books we read in Lessons 1 and 2 of this unit: Hatchet by Gary Paulsen and The Girl Who Fought Back: Vladka Meed and the Warsaw Ghetto Uprising by Joshua M. Greene. Tell students that their essays will be shared with 3 classmates for peer review. GRADE 6 UNIT 5 WORKSHEET 3: WRITING AN ARGUMENTATIVE ESSAY ABOUT COURAGE Write an argumentative essay about what you think are the three most important things that a person can do to improve their courage, based on what you learned from the books we read in Lessons 1 and 2 of this unit: Hatchet by Gary Paulsen and The Girl Who Fought Back: Vladka Meed and the Warsaw Ghetto Uprising by Joshua M. Greene. Your essay will be shared with 3 classmates for peer review. Your essay should do the following: Be 2-3 pages. Write an argument with clear reasons and relevant evidence. Introduce claim(s) and organize the reasons and evidence clearly. Provide at least three examples from the books to support your argument. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Provide a concluding statement or section that follows from the argument presented. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SUMMARY: 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 5, Lesson 4, “Peer Review of Argumentative Essays,” 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 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: Prohuman Grade 6 Unit 5 Worksheet 4: Peer Review of Argumentative Essays 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.W.6.5 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. 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 B2 Practice and receive feedback on the ability to be an “active listener” Intellectual Character B4 Compare and contrast perspectives and defend a position 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) 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. If desired, replay one of the videos about peer review included in Units 1-4, Lesson 4. 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 5 WORKSHEET 4: PEER REVIEW OF ARGUMENTATIVE ESSAYS 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.