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 6, Lesson 1, “Learning Compassion from Literature,” students will learn examples of compassion from a contemporary work of young adult literature, Wonder by R. J. Palacio. Additionally, students will answer questions to develop their critical thinking skills and advance their academic dialogue skills through class discussion. SUGGESTED TIME: Wonder by R. J. Palacio is 310 pages in 8 parts and 121 short chapters of 1-3 pages each. Each part is written from the perspective of a different character. The suggested reading assignment is 12 assignments for either in-class reading or homework sessions. A suggested chapter breakdown is: Assignment 1: Part 1: “Ordinary” – “Lamb to the Slaughter” Assignment 2: Part 1: “Choose Kind” – “Names” Assignment 3: Part 2: “A Tour of the Galaxy” – “The Padawan Bites the Dust” Assignment 4: Part 2: “An Apparition at the Door” – “Time to Think” Assignment 5: Part 3: “Weird Kids – “The Egyptian Tomb” Assignment 6: Part 4: “The Call” – “Partners” Assignment 7: Part 5: “Olivia’s Brother” – “The Universe” Assignment 8: Part 6: “North Pole” – “My Cave” Assignment 9: Part 6: “Goodbye” – “The Ending” Assignment 10: Part 7: “Camp Lies” – “After the Show” Assignment 11: Part 8: “The Fifth-Grade Nature Retreat” – “Aftermath” Assignment 12: Part 8: “Home” – “The Walk Home” 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 contemporary 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: Wonder by R. J. Palacio Video: Wonder (2017 Movie) Precept Discussion Video – R.J. Palacio by Lionsgate Movies (~1 min) Video: Wonder — film trailer from YouTube Movies & TV (~1 min) Prohuman Grade 6 Unit 6 Worksheet 1: Learning Compassion 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 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 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 work of young adult literature: Wonder by R. J. Palacio, published in 2012. Here is a video in which the author explains one of the main concepts from the book. Play the video: Wonder (2017 Movie) Precept Discussion Video – R.J. Palacio by Lionsgate Movies (~1 min) The book was made into a film. Here is the trailer: Wonder — film trailer from YouTube Movies & TV (~1 min) 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 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: Wonder (2017) for the students (Rated PG; running time 1 hour, 53 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 6 WORKSHEET 1: LEARNING COMPASSION FROM LITERATURE Vocabulary Active bystander: I take responsible action to help people in need instead of remaining passive and becoming complicit. Compassion: I see when others are hurt or need help, and I try to help them. QUESTIONS TO ANSWER WHILE READING Wonder by R. J. Palacio: How is the book structured? From what character’s points of view does the author tell the story? Why do you think the author chose this structure for the book? What limitations would the author have had if she had only told the story from Auggie’s point of view? None of the chapters are told from Julian’s point of view. Why do you think the author made this choice? How do you think the book would have changed if Julian’s point of view had been included? What is one other character’s perspective would you have liked to have read about? Why? Auggie says at the very beginning of Wonder, “I know I’m not an ordinary ten-year-old kid.” What is different about Auggie? How do you define bullying? According to your definition, discuss 3 times in the book when Auggie is bullied. Who in the book is an active bystander and how? Auggie’s teacher Mr. Browne provides his English class with a monthly precept and encourages students to follow these monthly principles or rules when making decisions. Mr Browne’s first precept of the school year is: “When given the choice between being right or being kind, choose kind.” Who in this book chooses kind and how? When Julian calls Auggie a “freak,” Jack punches him in the mouth. Who do you think behaved most badly in this situation: Julian or Jack? Is Jack justified in the action he takes against Julian? Towards the end of the story, Auggie and Jack are attacked by some children from a different school and Julian’s friends Henry, Miles and Amos save them. Why do you think Henry, Miles and Amos chose to stick up for Auggie and Jack rather than join in with the bullies? Why do you think their attitude towards Auggie has changed from the way it was at the start of the story? How would you describe Auggie as a person in the first few chapters of the book? What about the final few chapters? Has he changed significantly? At the end of the book, there is an Appendix with a list of Mr. Browne’s precepts. What precept made the most impact on you and why? What did you learn about compassion from this novel? What is one way that you can show compassion?

Nonfiction

Gilded Age

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 strenghts: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 6, Lesson 2, “Learning Compassion from a Nonfiction Text,” students will learn examples of compassion from the life of Anandabai Joshee, the first Indian woman to earn a medical degree in the United States. Additionally, students will answer questions to develop their critical thinking skills and advance their academic dialogue skills through class discussion. SUGGESTED TIME: 50 min 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 sentences that demonstrate comprehension of the following concepts: compassion, growth mindset, and intellectual character Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Article: Spiegel, Taru. “Anandibai Joshee: The First Indian Woman to Earn a Medical Degree in the United States.” Library of Congress Blogs, Published March 30, 2020. Accessed December 5, 2024. Video: 2020 APA Legacy: Anandabai Joshee by Heritage Series (~1 min) Prohuman Grade 6 Unit 6 Worksheet 2: Learning Compassion 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.6.10 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.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 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 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 an article about Anandabai Joshee, the first Indian woman to earn a medical degree in the United States. Play the video: 2020 APA Legacy: Anandabai Joshee by Heritage Series (~1 min) Step 2: Have students complete the article either through in-class silent reading or as homework: Spiegel, Taru. “Anandibai Joshee: The First Indian Woman to Earn a Medical Degree in the United States.” Library of Congress Blogs, Published March 30, 2020. Have students complete the short-answer questions on the worksheet as they read the article. Step 3: Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 6 UNIT 6 WORKSHEET 2: LEARNING COMPASSION FROM A NONFICTION TEXT Vocabulary Compassion: I see when others are hurt or need help, and I try to help them. 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 THE ARTICLE “Anandibai Joshee: The First Indian Woman to Earn a Medical Degree in the United States,” by Taru Spiegel. Library of Congress Blogs. What tragedy did Anandibai Joshee experience, and how did she show compassion in deciding to focus on medicine? How did Anandibai show a growth mindset? What is one way that you can show a growth mindset? How did stereotyping, prejudice, and discrimination affect Anandibai in her desire to study medicine? How did Anandibai’s husband show compassion and support her study of medicine? How did Theodocia Carpenter show compassion and support Anandibai? In her public speech given in February 1883, what did Joshee state was her reason for seeking a medical degree in the United States? What intellectual character strengths did Anandibai develop and demonstrate to study medicine? What did Joshee accomplish in her short life? Write about and share a principle you want to live by that you learned from the life of Anandibai Joshee.

STEM

History

Social Studies

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 6, Lesson 3, “Writing a Narrative About Compassion,” students will write a narrative that portrays the compassion of a character. Students will choose to write a narrative that imaginatively engages with one of the two readings covered earlier in this unit: the novel Wonder by R. J. Palacio or the article about Anandabai Joshee, the first Indian woman to earn a medical degree in the United States. SUGGESTED TIME: 60-minutes of either in-class writing or a homework assignment RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and introducing a narrator and/or characters Organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Provide a conclusion that follows from the narrated experiences or events. REQUIRED MATERIALS: Prohuman Grade 6 Unit 6 Worksheet 3: Writing a Narrative About Compassion ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.6.3.A Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. CCSS.ELA-Literacy.W.6.3.B Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.6.3.C Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. CCSS.ELA-Literacy.W.6.3.D Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. CCSS.ELA-Literacy.W.6.3.E Provide a conclusion that follows from the narrated experiences or events. 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.6.10 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 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 Have students choose one of the following prompts to write a narrative that focuses specifically on compassion: What would you do to show compassion if Auggie, the main character from the novel Wonder by R. J. Palacio, sat down next to you at the lunch table? Imagine it is Anandabai Joshee’s first day in the United States. Invent one character she meets who is compassionate towards her and show how. Tell students that these narratives will be shared with 3 classmates for peer review. GRADE 6 UNIT 6 WORKSHEET 3: WRITING A NARRATIVE ABOUT COMPASSION Choose one of the following prompts to write a narrative that focuses on compassion: What would you do to show compassion if Auggie, the main character from the novel Wonder by R. J. Palacio, sat down next to you at the lunch table? Imagine it is Anandabai Joshee’s first day in the United States. Invent one character she meets who is compassionate towards her and show how. Your narrative will be shared with 3 classmates for peer review. Your narrative should: Be at least 3 pages. Develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and introducing a narrator and/or characters. Organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Provide a conclusion that follows from the narrated experiences or events.

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 6, Lesson 4, “Peer Review of Narratives About Compassion,” 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, following guidelines for collegial discussions Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing REQUIRED MATERIALS: Prohuman Grade 6 Unit 6 Worksheet 4: Peer Review of Narratives About Compassion 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 B2 Practice and receive feedback on the ability to be an “active listener” 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 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. 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 6 WORKSHEET 4: PEER REVIEW OF NARRATIVES ABOUT COMPASSION 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.