LESSONS

Fiction

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 7, Lesson 1, “Learning Fairness from Literature,” students will learn examples of fairness from a contemporary work of young adult literature, We Hereby Refuse: Japanese American Resistance to Wartime Incarceration. Additionally, students will answer questions to develop their critical thinking skills and advance their academic dialogue skills through class discussion. SUGGESTED TIME: The book, We Hereby Refuse: Japanese American Resistance to Wartime Incarceration by Frank Abe (Author), Tamiko Nimura (Author), Ross Ishikawa (Illustrator), and Matt Sasaki (Illustrator), is a graphic novel divided into 5 parts and is 147 pages total. The recommended reading assignment is that students complete one part throughout five in-class independent reading sessions or one part throughout five homework assignments. Students should complete the worksheet questions as they read the book. Please allow 50 minutes of class time to discuss the worksheet questions. 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: We Hereby Refuse: Japanese American Resistance to Wartime Incarceration by Frank Abe (Author), Tamiko Nimura (Author), Ross Ishikawa (Illustrator), and Matt Sasaki (Illustrator) Video: Japanese-American Internment During WWII by The History Channel (~3 min) Prohuman Grade 6 Unit 7 Worksheet 1: Learning Fairness from Literature VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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 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 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 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: Ask students the definition of fairness. Give students the definition: I treat everyone the same. If someone has been left out, I bring them in. Step 2: Explain that we will be reading a work of graphic nonfiction about the internment of people of Japanese descent in America during WWII. Ask students how many of them have read a graphic novel. Ask them how a work of graphic nonfiction is different than a graphic novel. Provide the definition of graphic nonfiction: a genre that combines visual art and written storytelling to convey factual narratives, presenting real-life events or concepts through a blend of illustrations and text. It is important to understand the historical context of this work. Play the video: Japanese-American Internment During WWII by The History Channel (~3 min) Step 3: Have students complete the book, either through multiple in-class silent reading sessions or as homework: We Hereby Refuse: Japanese American Resistance to Wartime Incarceration by Frank Abe (Author), Tamiko Nimura (Author), Ross Ishikawa (Illustrator), and Matt Sasaki (Illustrator) Have students complete the short-answer questions on the worksheet as they read the book. Step 4: Allow 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 6 UNIT 7 WORKSHEET 1: LEARNING FAIRNESS FROM LITERATURE Vocabulary Due process: A course of legal proceedings according to rules and principles that have been established in a system of jurisprudence for the enforcement and protection of individual rights. Enemy alien: Someone who is considered an enemy because of their nationality or allegiance. During World War II, Japanese Americans were considered enemy aliens and were forced to live in internment camps. Fairness: I treat everyone the same. If someone has been left out, I bring them in. Habeas Corpus: Literally means “you should have the body"—that is, the judge or court must have any person who is being detained brought forward so that the legality of that person's detention can be assessed. Issei: People who emigrated from Japan and were denied by law to become naturalized citizens because of their race. Kibei: People of Japanese descent who were born in America, with American citizenship, whose parents sent them to Japan for their schooling. Nisei: People of Japanese descent born in America who were U.S. citizens No-No Boy: Detained Japanese Americans who answered “no” to questions 27 and 28 on the so-called “loyalty questionnaire” during World War II. Those who answered no, or who were deemed disloyal, were segregated from other detainees and moved to the Tule Lake Relocation Camp in California. Question 27: “Are you willing to serve in the armed forces of the United States on combat duty, wherever ordered?” Question 28: “Will you swear unqualified allegiance to the United States of America and faithfully defend the United States from any and all attacks by foreign and domestic forces, and forswear any form of allegiance or disobedience to the Japanese Emperor, or any other foreign government, power, or organization.” Selective Training and Service Act of 1940: The first peacetime draft in the United States. It required men between the ages of 21 and 35 to register with the draft. After the attack on Pearl Harbor on December 7, 1941, the U.S. entered World War II and the draft was extended to last for the duration of the war plus six months. The age bracket for the draft was also expanded to include men between the ages of 18 and 45. By the end of the war, 10 million men had been inducted into the military. QUESTIONS TO ANSWER WHILE READING We Hereby Refuse: Japanese American Resistance to Wartime Incarceration by Frank Abe (Author), Tamiko Nimura (Author), Ross Ishikawa (Illustrator), and Matt Sasaki (Illustrator): What happened on December 7, 1941? What were some of the unfair justifications given for putting Japanese people in America into concentration camps? In Part 1, what were Japanese citizens and non-citizens forced to do? Who are the three main people whose stories are told in this book, and what is one thing you learned from each of them? On pages 45-6, what was James Purcell’s argument about the unfairness of putting people of Japanese descent into detention camps? What was unfair about classifying all Americans of Japanese descent as enemy aliens? Why were people sent to Tule Lake, and what were some of the injustices committed there? What was the outcome of Mitsuye Endo’s Supreme Court case? On page 124, what was the reaction to the Supreme Court ruling by those detained at Tule Lake, and why did they have this reaction? What was decided in the 1981 Commission on Wartime Relocation and Internment of Civilians? Do you think this did enough for fairness? What is one way that you can show fairness to others? Write about and share a principle you want to live by that you learned from the one or more of the people featured in this book.

Civics

History

Social Studies

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 7, Lesson 2, “Learning Fairness from Nonfiction Texts,” students will learn examples of fairness from the lives of real people: a WWII soldier named Susumu Ito and the members of the Lubetsky family he helped to rescue from the Dachau concentration camp. Additionally, students will answer questions to develop their critical thinking skills and advance their academic dialogue skills through class discussion. SUGGESTED TIME: For either in-class silent reading or homework, have students read the two articles and answer the worksheet questions. Allow at least 50 minutes of class time for an all-class discussion of the worksheet questions. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read two short nonfiction texts Determine the authors’ 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: Video: The 442nd Regimental Combat Team | WWII in 2 by The National WWII Museum (~2 min) Video: From Hawaii to the Holocaust by directcinemalimited (~2 min) Article 1: “Second Lieutenant Susumu ‘Sus’ Ito.” The Nisei Soldier Congressional Gold Medal Digital Exhibition. Smithsonian Asian Pacific American Center. Article 2: “Reflection on Veterans’ Day” by Daniel Lubetsky, Founder, KIND Snacks, Builders Movement. November 11, 2024. (Full text included on the worksheet) Prohuman Grade 6 Unit 7 Worksheet 2: Learning Fairness from Nonfiction Texts VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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 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 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 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 two short nonfiction texts that show examples of fairness from the lives of real people: a WWII soldier named Susumu Ito and the members of the Lubetsky family he helped to rescue from the Dachau concentration camp. We will watch two short videos that give the historical context: Video: The 442nd Regimental Combat Team | WWII in 2 by The National WWII Museum (~2 min) Video: From Hawaii to the Holocaust by directcinemalimited (~2 min) Step 2: Have students complete these two articles, either through in-class silent reading sessions or as homework: Article 1: “Second Lieutenant Susumu ‘Sus’ Ito.” The Nisei Soldier Congressional Gold Medal Digital Exhibition. Smithsonian Asian Pacific American Center. Article 2: “Reflection on Veterans’ Day,” by Daniel Lubetsky, Founder, KIND Snacks, Builders Movement. November 11, 2024. Have students complete the short-answer questions on the worksheet as they read the articles. Step 3: Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 6 UNIT 7 WORKSHEET 2: LEARNING FAIRNESS FROM NONFICTION TEXTS Vocabulary 442nd Regimental Combat Team: This US Army regiment was made up of Japanese Americans from the state of Hawaii and American concentration camps. Activated at Camp Shelby, Mississippi, on February 7, 1943, the 442nd fought in Italy, France, and Germany. The 442nd, together with the 100th Infantry Battalion, is the most decorated unit in US military history for its size and length of service. Fairness: I treat everyone the same. If someone has been left out, I bring them in. Nisei: People of Japanese descent born in America who were U.S. citizens Article 1: “Second Lieutenant Susumu ‘Sus’ Ito.” The Nisei Soldier Congressional Gold Medal Digital Exhibition. Smithsonian Asian Pacific American Center. Article 2: “Reflection on Veterans’ Day,” by Daniel Lubetsky, Founder, KIND Snacks, Builders Movement. November 11, 2024. Full text below: On a cold April day in 1945, my father, uncle, and grandfather saw tanks approaching the Dachau Concentration Camp. At first, they thought it was the Nazis. But out of the tanks came young men with facial features unlike any they had seen before. To my father, it was the most beautiful sight on earth. The men he saw were part of the 522nd Field Artillery Battalion and the 442nd Regimental Combat Team, composed of Japanese American soldiers, who came to liberate Dachau. One of those soldiers was Susumu Ito, a 26-year-old lieutenant, risking his life to free people like my 15-year-old father and 19-year-old uncle, even as his own family had been uprooted and placed in internment camps after the bombing of Pearl Harbor. The kindness that the Japanese American soldiers showed my father nourished him more than the first bite of food that filled his emaciated stomach. A Jewish Lithuanian, torn from his home, rescued by a Japanese American similarly relegated to the fringes of society: an unlikely, noble pair of human beings, unwilling to accept the fates that society insisted should be their own. This postcard is from my Uncle Larry to Susumu, thanking him for his courageous actions and marking the beginning of a long friendship. ​​ Today, on Veteran’s Day, I want to express my deepest gratitude to all veterans for their service and sacrifice. I am especially thankful to the heroic soldiers who gave so many a new chance at life after Dachau. Thank you, Susumu, for not only rescuing my family but also reminding me—just as my dad did—that seeing the humanity in others and striving toward the ideals we have yet to achieve, even under the grimmest of circumstances, is what will save us all. QUESTIONS TO ANSWER AFTER READING THE ARTICLES: What happened to Susumu’s family after the bombing of Pearl Harbor? What was Susumu’s role in the war and why was it dangerous? What happened in the rescue of the lost battalion and how many people were saved? What concentration camp did Susumu help to liberate? Where was it located and when did the liberation happen? Despite how they were treated by the U.S. government, how did Susumu and the other Japanese American soldiers demonstrate forgiveness for the unfair ways the U.S. government had treated them and work for fairness? In Daniel Lubetsky’s article, what do we learn about who Susumu helped? What did Daniel Lubetsky conclude in his article is the bigger meaning we can all learn from Susumu’s role in rescuing his family members? What is one way that you can show fairness to others? Write about and share a principle you want to live by that you learned from reading these articles.

Social Studies

History

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 7, Lesson 3, “Writing a Narrative About Fairness,” students will craft a Hero’s Journey, based on the work of Joseph Campbell and recent research. The Hero’s Journey story will feature one of the people we learned about—from one of the texts we read earlier in this unit—who faces challenges, overcomes adversity to seek fairness, and returns transformed. SUGGESTED TIME: 60 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Understand the seven core elements of the Hero’s Journey (protagonist, shift, quest, challenge, allies, transformation, legacy). Write a Hero’s Journey narrative containing all seven elements. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. REQUIRED MATERIALS: Video: The Hero's Journey according to Joseph Campbell - video by Matthew Winkler and Kirill Yeretsky by Ueber-Brands (~3 min) Prohuman Grade 6 Unit 7 Worksheet 3: Writing a Narrative About Fairness: Crafting A Hero’s Journey VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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.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 Today we will write a narrative, a Hero’s Journey. The Hero’s Journey is a narrative structure identified by mythologist Joseph Campbell. It is a story arc with a protagonist or main character who faces challenges, overcomes adversity, and returns transformed (Rogers et al. 2023). Play video: The Hero's Journey according to Joseph Campbell - video by Matthew Winkler and Kirill Yeretsky by Ueber-Brands (~3 min) Choose a person whose hero’s journey you would like to write from one of the three texts we read earlier in this unit. You will focus on how they faced challenges, overcame them, and focused on working for fairness: We Hereby Refuse: Japanese American Resistance to Wartime Incarceration by Frank Abe (Author), Tamiko Nimura (Author), Ross Ishikawa (Illustrator), and Matt Sasaki (Illustrator) “Second Lieutenant Susumu ‘Sus’ Ito.” The Nisei Soldier Congressional Gold Medal Digital Exhibition. Smithsonian Asian Pacific American Center. “Reflection on Veterans’ Day,” by Daniel Lubetsky, Founder, KIND Snacks, Builders Movement. November 11, 2024. Tell students that their narratives will be shared with 3 classmates for peer review. GRADE 6 UNIT 7 WORKSHEET 3: WRITING A NARRATIVE ABOUT FAIRNESS: CRAFTING A HERO’S JOURNEY Step 1: Before you begin writing the Hero’s Journey, identify the person whose journey you would like to write from one of the three texts we read earlier in this unit: We Hereby Refuse: Japanese American Resistance to Wartime Incarceration by Frank Abe (Author), Tamiko Nimura (Author), Ross Ishikawa (Illustrator), and Matt Sasaki (Illustrator) “Second Lieutenant Susumu ‘Sus’ Ito.” The Nisei Soldier Congressional Gold Medal Digital Exhibition. Smithsonian Asian Pacific American Center. “Reflection on Veterans’ Day,” by Daniel Lubetsky, Founder, KIND Snacks, Builders Movement. November 11, 2024. Step 2: Identify the seven core elements: Protagonist: The central character of the story Shift: A change in setting or life circumstances that initiates the journey Quest: A clear goal or mission to pursue for fairness Challenge: Obstacles or difficulties that must be overcome to achieve fairness Allies: Friends, mentors, or supporters who aid in the journey to achieve fairness Transformation: Personal growth or change resulting from the journey for fairness Legacy: How the hero's journey to achieve fairness positively impacts others Step 3: Write a Hero’s Journey of 3 pages about this person and do the following: Engage and orient the reader by establishing a context and point of view 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 capture the action and convey experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events about how the hero of your story worked to achieve fairness. Note: Your Hero’s Journey will be shared with 3 classmates for peer review.

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 7, Lesson 4, “Peer Review of Narratives About Fairness,” 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 7 Worksheet 4: Peer Review of Narratives About Fairness VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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 7 WORKSHEET 4: PEER REVIEW OF NARRATIVES ABOUT FAIRNESS 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.