LESSONS

The Prohuman Grade 7 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 1, Lesson 1, “Learning Optimism from Literature,” students will learn examples of optimism from a contemporary work of young adult literature, A Long Walk to Water by Linda Sue Park. Students will develop their critical thinking and writing skills by answering questions about the text. Additionally, students will advance their academic dialogue skills by discussing the book with classmates. SUGGESTED TIME: 1 class period to introduce the text; 1 class period to discuss the text; if desired, additional class periods can be devoted to in-class silent reading of the text A Long Walk to Water by Linda Sue Park is 120 pages. It contains 18 chapters; a message from the subject of the book, Salva Dut; and an author’s note. The suggested reading assignment is 2 chapters per day for either in-class silent reading or homework. With this schedule, students will complete the book in 10 in-class reading sessions or 10 homework sessions. Students should complete the short-answer questions on the worksheet as they read the book. Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a contemporary work of young adult literature Identify and analyze the book’s genre, point of view, characters, setting, and plot Identify and analyze the book’s central ideas 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: Video: Founder’s Story by Water for South Sudan (~4 min) Video: The War in Sudan, Explained by The Economist (~4 min) Website: Story Map of Salva Dut's Journey by ArcGIS StoryMaps Website: Water for South Sudan: Iron Giraffe Challenge Book: A Long Walk to Water by Linda Sue Park Prohuman Grade 7 Unit 1 Worksheet 1: Learning Optimism from Literature ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.10 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.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.7.1.A Come to discussions prepared, having read or researched material under study; 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.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.7.1.C Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. CCSS.ELA-Literacy.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.L.7.1 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 Step 1: Introduce the novel, A Long Walk to Water by Linda Sue Park. Explain that this novel is set in Sudan. Show the students the location of Sudan on a map. Explain that Sudan used to be one country, but it went through two civil wars, the first from 1955–72 and the second from 1983–2005. Both wars were fought between the central government and the southern regions of Sudan. In 2011, South Sudan became an independent state, following 98.8% support for independence in a referendum, which is a general vote by the electorate on a single political question that has been referred to them for a direct decision. Explain that the novel follows the story of a real person, Salva Dut, who was 11 in 1985 during the second Sudanese Civil War. The book also interweaves the story of another eleven-year-old, a girl named Nya, from the year 2008, who had to get water from a pond that is two hours’ walk from her home. Step 2: Explain that this video briefly explains the story of Salva Dut: Founder’s Story by Water for South Sudan (~4 min) Explain that there is also a website called a story map that traces Salva’s journey. Show the website: Story Map of Salva Dut's Journey by ArcGIS StoryMaps Step 3: Explain that, unfortunately, armed conflict in Sudan continues to this day. Play the video: The War in Sudan, Explained by The Economist (~4 min) Step 4: Explain that there is an opportunity to help the people of Sudan. Play the video: Water for South Sudan: Iron Giraffe Challenge Step 5: Have students complete the book, A Long Walk to Water by Linda Sue Park, either through multiple in-class silent reading sessions or as homework. Students should complete the short-answer questions on the worksheet as they read the book. Step 6: After students have completed the book and short answer questions, allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. EXTENSION ACTIVITY: Participate in the Iron Giraffe Challenge 11 years ago, Salva Dut began the Iron Giraffe Challenge to help raise funds toward the purchase of a new drilling rig, or “Iron Giraffe” as villagers call it in the book A Long Walk to Water. Since 2014, more than 2,027 schools from across the United States and 38 countries have raised $3.4 million total. The Iron Giraffe Challenge calls on schools to each raise a minimum of $1,000. All participating schools will be recognized, and all who complete the Challenge will be entered into a drawing to win a visit from Salva Dut. GRADE 7 UNIT 1 WORKSHEET 1: LEARNING OPTIMISM FROM LITERATURE Vocabulary Sudan: Sudan is a large country in Africa. For many years it was divided into northern and southern regions. Different groups of people lived in the two regions. Fighting between the two groups led to a long civil war. In 2005, however, the fighting stopped. The peace agreement led to an official split between the two parts of Sudan in 2011. The new country of South Sudan came into being in July of that year. In the early 21st century another area of conflict was the region called Darfur, in western Sudan. Armed groups called militias killed tens of thousands of people and forced many others to leave. Sudan’s government supported the militias. (Source: Britannica Kids) As you read the book, A Long Walk to Water by Linda Sue Park, look at this website to help you understand his journey: Story Map of Salva Dut's Journey by ArcGIS StoryMaps QUESTIONS TO ANSWER WHILE READING A Long Walk to Water by Linda Sue Park: How is this novel structured and why do you think the author chose this structure to tell the story? Who is the protagonist of this story, where does he live, what tribe is he from, and how would you describe his culture in terms of language, gender roles, and work? What is the major conflict in this novel, and how does Salva describe it? Where does Salva go in Ethiopia, and what are some of the tragedies he experiences on his journey? When Salva is leaving the Itang refugee camp in Ethiopia to go to Kenya, how does he show optimism to help his group of boys make it safely to Kenya? What was the name given to Salva and the group of boys from Sudan? Why were they given this name? Where does Salva go after Kenya and what does he want to do to help Sudan? Fortunately, Salva is reunited with his father. What illness did Salva’s father have and what caused it? What was Salva’s project and how did it help Nya and her community? At the end of the book, what does Salva Dut say about hope and perseverance? What is a principle about optimism you learned from Salva Dut that you would like to live by?

Social Studies

Geography

History

Nonfiction

The Prohuman Grade 7 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 1, Lesson 2, “Learning Optimism from a Nonfiction Text,” students will learn examples of optimism from a contemporary work of young adult nonfiction, Echoes of the Lost Boys of Sudan by Susan Clark, James Disco, and illustrated by Niki Singleton. Students will improve their reading comprehension skills by reading a nonfiction text. Additionally, students will develop their critical thinking skills by answering questions about the text and advance their academic dialogue skills by participating in a class discussion about the book. SUGGESTED TIME: 1 class period to introduce the text; 1 class period to discuss the text; if desired, additional class periods can be devoted to in-class silent reading of the text The book for this lesson, Echoes of the Lost Boys of Sudan by Susan Clark, James Disco, and illustrated by Niki Singleton, is a work of graphic nonfiction. Suggested reading assignments, to be completed either in class or for homework are: Assignment 1: Chapter 1 Assignment 2: Chapter 2 Assignment 3: Chapter 3 Assignment 4: Chapter 4 and Afterword Have students complete the worksheet questions as they read. Allow at least 50 minutes for in-class discussion of the book. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction text and demonstrate an understanding of the central ideas Write answers to questions about the book, demonstrating an understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the book REQUIRED MATERIALS: Video: The Lost Boys, part one by CBS News (~12 min) Video: CBL Presents: Echoes of the Lost Boys of Sudan by Comic Book Literacy (~2 min) Book: Echoes of the Lost Boys of Sudan by Susan Clark, James Disco, and illustrated by Niki Singleton Prohuman Grade 7 Unit 1 Worksheet 2: Learning Optimism from a Nonfiction Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RL.7.10 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.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). CCSS.ELA-Literacy.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. CCSS.ELA-Literacy.RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. CCSS.ELA-Literacy.RI.7.10 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.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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 Step 1: Explain that this video explains the historical context of the Lost Boys of Sudan. Play the video: The Lost Boys, part one by CBS News (~12 min) Step 2: Explain that we will be reading a work of graphic nonfiction: Echoes of the Lost Boys of Sudan by Susan Clark, James Disco, and illustrated by Niki Singleton. 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. Explain that this video is an introduction to the book. Play the video: CBL Presents: Echoes of the Lost Boys of Sudan by Comic Book Literacy (~2 min) Step 3: Have students read the book, Echoes of the Lost Boys of Sudan, written by Susan Clark and James Disco, and illustrated by Niki Singleton, either as a series of in-class reading assignments or for homework. The book is 130 pages, divided into four chapters and an afterword. Have students write the answers to the worksheet questions while reading the book. The suggested reading assignments are: Assignment 1: Chapter 1 Assignment 2: Chapter 2 Assignment 3: Chapter 3 Assignment 4: Chapter 4 and Afterword Step 4: Set aside an entire class period to discuss the book. Invite students to a whole-class discussion of the worksheet questions. GRADE 7 UNIT 1 WORKSHEET 2: LEARNING OPTIMISM FROM A NONFICTION TEXT Vocabulary Lost Boys of Sudan - In 1987, civil war drove an estimated 20,000 young boys from their families and villages in southern Sudan. Most just six or seven years old, they fled to Ethiopia to escape death or induction into the northern army. They walked more than a thousand miles, half of them dying before reaching Kakuma refugee camp in Kenya. The survivors of this tragic exodus became known as the Lost Boys of Sudan. In 2001, close to four thousand Lost Boys came to the United States seeking peace, freedom and education. (Source: International Rescue Committee) QUESTIONS TO ANSWER WHILE READING THE BOOK Echoes of the Lost Boys of Sudan by Susan Clark, James Disco, and illustrated by Niki Singleton: This is a work of graphic nonfiction. How would you describe the style of illustrations and how do they contribute to the story? What do you think was the most powerful illustration in this book and why? Who are the four “Lost Boys” of Sudan whose stories are featured in this book? What are at least 2 similarities in their stories? Why do you think the authors chose to interweave their stories, going from one to the next? What are the benefits of this structure? What are the drawbacks of the structure going back and forth between the four boys’ stories? What are 2 similarities between the stories told in this book and the story of Salva Dut, as portrayed in A Long Walk to Water by Linda Sue Park? What are 2 differences between the stories told in this book and the story of Salva Dut, as portrayed in A Long Walk to Water by Linda Sue Park? What are 3 ways you see optimism being shown in this book? What did you learn about optimism from reading the boys’ stories? How can you show more optimism in your life?

Social Studies

Geography

History

Nonfiction

The Prohuman Grade 7 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 1, Lesson 3, “Writing a Fundraising Letter,” students will learn tried and true techniques for writing effective fundraising letters and put their knowledge into practice by writing a fundraising letter to help raise money for the nonprofit organization discussed in the first lesson of this unit: Water for South Sudan. SUGGESTED TIME: 50 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Write a fundraising letter Provide evidence to support claims from the nonprofit organization website Water for South Sudan and the organization’s school-specific fundraising effort: The Iron Giraffe Challenge REQUIRED MATERIALS: Prohuman Grade 7 Unit 1 Worksheet 3: Writing a Fundraising Letter ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.7.1.C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. CCSS.ELA-Literacy.W.7.1.E Provide a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.L.7.2 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 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 students will write a fundraising letter in response to the following prompt on the worksheet. Explain that students will share their letters with three classmates for peer review. It is recommended that the teacher assign the groups. Explain that students' essays will be evaluated on the criteria listed on the worksheet. Step 2: Discuss seven best practices for writing a fundraising letter (adapted from The Storytelling Nonprofit): 1. Know your audience Why would the person care about this letter? What would they consider important about the message? What can create a connection between my writing and the reader? 2. Make it easy to read. Make sure that all paragraphs are concise and easy to scan. Sometimes, paragraphs may just only be one sentence. You’ll also want to strategically use bolding or italics to call extra attention to key points in your letter. Keep the readers’ eyes moving. 3. Get to the point early. Make sure people know why you’re writing to them, what's in it for them, and why they should continue to read. 4. Write as if you’re having a conversation. No one wants to read an impersonal letter that sounds like it was written from a template. As freelance direct mail writer Harry B. Walsh wrote, “The tone of a good direct mail letter is as direct and personal as the writer’s skill can make it … It’s a message from one letter writer to one letter reader.” 5. Create a sense of urgency. One of the ways to do this is by giving a deadline on which the fundraiser ends. You could also talk about the need for something getting done sooner rather than later, and actually giving people good reasons why that needs to happen today. 6. Show donors they’re part of the change. Good fundraising writing communicates to donors how they're going to make a difference. 7. Tell an interesting story. We will look at an example of how a fundraising letter did this. Step 3: The letter on the next page is considered by many to be one of the greatest fundraising letters ever written. It was written to raise money for Covenant House, a shelter for homeless children. The letter was mailed repeatedly for years and turned Covenant House into a well-funded organization. GRADE 7 UNIT 1 WORKSHEET 3: WRITING A FUNDRAISING LETTER Assignment: Write a fundraising letter of 1-2 pages with the goal of inspiring readers to donate to the nonprofit organization Water for South Sudan's school-specific fundraising effort: The Iron Giraffe Challenge. Fundraising Letter Evaluation Criteria: Your essay will be evaluated on the extent to which it does the following: Meets the 1-2 page length requirement. Makes it clear why the reader should care about this organization. Is easy to read. Gets to the point early. Uses a conversational tone. Creates a sense of urgency. Shows readers how they’re part of the change. Tells an interesting story.

The Prohuman Grade 7 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 1, Lesson 4, “Peer Review of Fundraising Letters,” students will participate in a peer review of 3 classmates’ fundraising letters. 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 to develop assessment and constructive feedback skills Engage in collaborative discussions with peers With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing REQUIRED MATERIALS: Video: No One Writes Alone: Peer Review in the Classroom - A Guide for Students by MIT Comparative Media Studies/Writing (~6 min) Prohuman Grade 7 Unit 1 Worksheet 4: Peer Review of Fundraising Letters ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.7.1.A Come to discussions prepared, having read or researched material under study; 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.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.7.1.C Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. CCSS.ELA-Literacy.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views. CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character A4 Understand what it means to be an “active listener” (e.g., intellectual humility) Intellectual Character B2 Practice and receive feedback on the ability to be an “active listener” Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Interpersonal/ Relationship Skills A1 Recognize and monitor how your facial expressions, body language, and tone impact your interactions with others Interpersonal/ Relationship Skills A5 Understand and practice positive collaboration and cooperation skills (e.g., teamwork) Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Explain that peer review is the process of sharing one's writing with and receiving feedback from fellow students. Peer review helps you to become a better reader, writer, and collaborator. The peer review process will also help you to develop your evaluation skills. Play video: No One Writes Alone: Peer Review in the Classroom - A Guide for Students by MIT Comparative Media Studies/Writing (~6 min) Step 2: Break students into peer review groups of 4. Each student will make/give copies of their writing to the 3 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 before 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 peer review 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 7 UNIT 1 WORKSHEET 4: PEER REVIEW OF FUNDRAISING LETTERS Write a one-page peer review 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.