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 8, Lesson 1, “Learning Understanding from Literature,” students will learn examples of understanding from a contemporary work of young adult literature, The Bletchley Riddle by Ruta Sepetys and Steve Sheinkin. Additionally, students will answer questions to develop their critical thinking skills and advance their academic dialogue skills through class discussion. SUGGESTED TIME: The Bletchley Riddle by Ruta Sepetys and Steve Sheinkin has 94 very short chapters and a total of 385 pages. Each chapter is approximately 4 pages long. The suggested reading assignment is 5 chapters per day for either in-class silent reading or homework. With this schedule, students will complete the book in 19 in-class reading sessions or 19 homework sessions. Students should complete the short-answer questions on the worksheet as they read the book. Allow at least 50 minutes for a class discussion of 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: The Bletchley Riddle by Ruta Sepetys and Steve Sheinkin Video: The enigma of WWII codebreaker Alan Turing by CBS Sunday Morning (~7 min) Prohuman Grade 6 Unit 8 Worksheet 1: Learning Understanding from Literature ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-Literacy.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-Literacy.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Moral Character A5 Understand and explain why caring (and helping others) should never be motivated by the likelihood of being recognized or rewarded for your help or support Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Intellectual Character A2 Identify individuals, fiction and real, past and present, who exemplify the different intellectual character strengths in a concrete and compelling manner Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Interpersonal/ Relationship Skills A5 Understand and practice positive collaboration and cooperation skills (e.g., teamwork) Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Explain that we will be reading a novel based on a true story: the work done at Bletchley Park during WWII. Ask if anyone has heard of Bletchley Park. Explain that it was a British government cryptological establishment in operation during WWII. Bletchley Park was where Alan Turing and other agents of the Ultra intelligence project decoded secret messages, most notably those that had been encrypted with the German Enigma machines. Experts have suggested that the Bletchley Park codebreakers may have shortened the war by as much as two years. (Source: “Bletchley Park.” Encyclopedia Britannica) This video explains the historical context. Play the video: The enigma of WWII codebreaker Alan Turing by CBS Sunday Morning (~7 min) Step 2: Have students complete the book, either through multiple in-class silent reading sessions or as homework: The Bletchley Riddle by Ruta Sepetys and Steve Sheinkin Have students complete the short-answer questions on the worksheet as they read the book. Step 3: Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 6 UNIT 8 WORKSHEET 1: LEARNING UNDERSTANDING FROM LITERATURE Vocabulary 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, evaluate and make a judgement about what you read, hear, say, or write. Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. QUESTIONS TO ANSWER WHILE READING The Bletchley Riddle by Ruta Sepetys and Steve Sheinkin: What was happening in England—and in Europe as a whole—at the time the novel The Bletchley Riddle took place? What was Bletchley Park and what type of work was done there? What was the Enigma machine and what did it do? Who was Alan Turing and what did he accomplish? In Chapter 45, what is the breakthrough that Jakob, John, and Beryl make to understand the Enigma’s ring settings? Other than cracking the code of the Enigma machine, what is the other mystery of this book? Explain how Lizzie’s intellectual character helps her to solve that mystery. In Chapter 67, what advice does the fictional Alan Turing give to Lizzie to help her crack the code? In Chapter 73, what do we learn about the Polish codebreakers? By the end of the novel, what do Jakob and Lizzie discover about their mother and father? In the Historical Note at the end of the book, what do historians estimate was the impact of work done at Bletchley Park on WWII? What did you learn about understanding from this novel?

Geography

History

Social Studies

STEM

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 8, Lesson 2, “Learning Understanding from a Nonfiction Text,” students will learn examples of understanding from the lives of the Navajo code talkers during WWII. Additionally, students will answer questions to develop their critical thinking skills and advance their academic dialogue skills through class discussion. SUGGESTED TIME: One class session or one homework assignment to read the article “Unbreakable: The incredible true story of the Navajo code talkers, the top-secret heroes of World War II” by Tod Olson As they read the article, students should complete the worksheet questions One class session to discuss the worksheet questions RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a short nonfiction text Determine the author’s purpose in the text Compose answers to questions about the text that demonstrate reading comprehension Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Article: “Unbreakable: The incredible true story of the Navajo code talkers, the top-secret heroes of World War II” by Tod Olson Video: Uncrackable! The Heroic Native American Code Talkers by Colossal Cranium (~4 min) Video: Behind the Scenes: Unbreakable by Scholastic — located at the bottom of this page, under Teaching Resources (~5 min) Prohuman Grade 6 Unit 8 Worksheet 2: Learning Understanding from a Nonfiction Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. CCSS.ELA-Literacy.RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1.A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-Literacy.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET 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 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 an article about the Navajo code talkers, who played an important role during WWII. Navajo Code Talkers were a group of Navajo men who used their native language to transmit messages for the US Marines during WWII. These two short videos provide more historical context: Uncrackable! The Heroic Native American Code Talkers by Colossal Cranium (~4 min) Behind the Scenes: Unbreakable by Scholastic - located at the bottom of this page, under Teaching Resources (~5 min) Step 2: Have students complete the article, either through an in-class silent reading session or as homework: “Unbreakable: The incredible true story of the Navajo code talkers, the top-secret heroes of World War II” by Tod Olson Have students complete the short-answer questions on the worksheet as they read the article. Step 3: Allow one class period for in-class discussion of the short-answer questions on the worksheet. GRADE 6 UNIT 8 WORKSHEET 2: LEARNING UNDERSTANDING FROM A NONFICTION TEXT Vocabulary Diné/Navajo: A Native American tribe in the Southwest United States. While the tribe members call themselves Diné, the term Navajo comes from Spanish missionaries and historians. For centuries, the Diné have lived on land near where the corners of Utah, New Mexico, Arizona, and Colorado meet. In the 1860s, U.S. troops forced them off their land. Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. QUESTIONS TO ANSWER WHILE READING “Unbreakable: The incredible true story of the Navajo code talkers, the top-secret heroes of World War II” by Tod Olson: What was happening in the Pacific Ocean in 1942? How had the U.S. government treated Chester’s people? What did the Marines ask the Diné soldiers to do? Despite how they were treated by the U.S. government, how did the code talkers serve the common good of America and its allies during WWII by using their understanding? What was Chester’s first message about? How did it help? What kinds of messages did the code talkers send? Who won the war and when did it end? Why couldn’t Chester tell anyone about his role in the war? In what ways were the code talkers honored? What is one way that you can show understanding in your own life, to Native Americans or to others who are different from you? Write about and share a principle you want to live by that you learned from reading this article.

Social Studies

History

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 8, Lesson 3, “Writing an Informative Text about Understanding,” students will write an informative text about one of the two people we learned about earlier in this unit—either Alan Turing or Chester Nez—focusing on how the person they choose demonstrated understanding. This informative text will examine the subject and convey information clearly. SUGGESTED TIME: 50 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Conduct a short research project on a person of interest who demonstrates understanding and locate three sources on the chosen subject. Write an informative text that examines a topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a list of 3 sources. REQUIRED MATERIALS: Prohuman Grade 6 Unit 8 Worksheet 3: Writing an Informative Text about Understanding ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.2.A Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.6.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-Literacy.W.6.2.C Use appropriate transitions to clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.W.6.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.6.2.E Establish and maintain a formal style. CCSS.ELA-Literacy.W.6.2.F Provide a concluding statement or section that follows from the information or explanation presented. CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character A2 Identify individuals, fiction and real, past and present, who exemplify the different intellectual character strengths in a concrete and compelling manner Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support Intellectual Character A5 Understand the difference between facts and opinions (or feelings) Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Today you will write an informative text of 2-3 pages about one of the two people we learned about earlier in this unit, who demonstrated understanding, either Alan Turing or Chester Nez. Find three different articles about your person and read them. Then write your informative text. The informative texts we write should do 10 things: Use 3 sources. Establish and maintain a formal style. Introduce a topic clearly, previewing what is to follow. Organize ideas, concepts, and information into broader categories. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section that follows from and supports the information or explanation presented. Provide a list of 3 sources. Your informative text will be shared with 3 classmates for peer review. GRADE 6 UNIT 8 WORKSHEET 3: WRITING AN INFORMATIVE TEXT ABOUT UNDERSTANDING Write a 2-3 page informative text about one of the two people we learned about earlier in this unit, who demonstrated understanding, either Alan Turing or Chester Nez. Your text should do the following things: Find and use three sources. Establish and maintain a formal style. Introduce a topic clearly, previewing what is to follow. Explain how the person showed understanding. Organize ideas, concepts, and information into broader categories. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section that follows from and supports the information or explanation presented. Explain what their understanding helped them to accomplish and what you learned from them. Include a list of 3 sources at the end. Your informative text 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 8, Lesson 4, “Peer Review of Informative Texts,” students will participate in a peer review of 3 classmates’ writings. Students will write a one-page peer review letter for each student in their group and participate in respectful discussions where they share the successful aspects of their classmates’ writing and provide constructive feedback for revision. SUGGESTED TIME: 1 class period for students to read their peer review group’s writings and write a peer review letter for each classmate (letters they don’t complete in class can be finished as homework); 1 class period for peer review workshops RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read classmates’ writings and write a one-page peer review letter, for each classmate, to develop assessment and constructive feedback skills Engage in collaborative discussions with peers With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing REQUIRED MATERIALS: Prohuman Grade 6 Unit 8 Worksheet 4: Peer Review of Informative Texts 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 A2 Identify individuals, fiction and real, past and present, who exemplify the different intellectual character strengths in a concrete and compelling manner Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support Intellectual Character A4 Understand what it means to be an “active listener” (e.g., intellectual humility) Intellectual Character A5 Understand the difference between facts and opinions (or feelings) Intellectual Character B2 Practice and receive feedback on the ability to be an “active listener” Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Interpersonal/ Relationship Skills A1 Recognize and monitor how your facial expressions, body language, and tone impact your interactions with others Interpersonal/ Relationship Skills A5 Understand and practice positive collaboration and cooperation skills (e.g., teamwork) Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Explain that peer review is the process of sharing one's writing with and receiving feedback from fellow students. Peer review helps you to become a better reader, writer, and collaborator. The peer review process will also help you to develop your evaluation skills. 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 8 WORKSHEET 4: PEER REVIEW OF INFORMATIVE TEXTS 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.