LESSONS

Post-WWII

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 5, Lesson 1, “Learning Courage from Literature,” students will learn examples of courage from a contemporary work of young adult literature, I Must Betray You by Ruta Sepetys. Students will develop their reading comprehension, critical thinking, and writing skills by answering questions about the text. Additionally, students will develop their academic dialogue skills by participating in class discussions. 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 I Must Betray You by Ruta Sepetys is 310 pages, divided into 80 very short chapters. The suggested reading assignment is 8 chapters daily 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: Official Book Trailer: I Must Betray You by Ruta Sepetys by Penguin Teen (~30 sec) Video: Rise and Fall of Ceaușescu by The Cold War (~18 min) Book: I Must Betray You by Ruta Sepetys Prohuman Grade 7 Unit 5 Worksheet 1: Learning Courage 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.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 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 Moral Character A1 Understand and explain why “white lies” often lead to bigger lies Moral Character A2 Understand and explain why it’s important to do the right thing, even when no one is looking Moral Character A3 List and explain the reasons why people sometimes lie, steal, or cheat (e.g., “everybody is doing it”) Moral Character A5 Understand and explain why caring (and helping others) should never be motivated by the likelihood of being recognized or rewarded for your help or support Moral Character A6 List and explain the reasons why people sometimes do not care or help others Civic Character A4 Explain why protest and civil disobedience are essential to the democratic process 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 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 book to the students by explaining that we will be reading a novel, I Must Betray You by Ruta Sepetys, that takes place in Romania in 1989. Explain that there is a short book trailer: Official Book Trailer: I Must Betray You by Ruta Sepetys by Penguin Teen (~30 sec) Explain that it is important to understand the historical context of this novel. Have students take notes on the key historical events as they watch the following video: Rise and Fall of Ceaușescu by The Cold War (~18 min) Step 2: Have students complete the book, I Must Betray You by Ruta Sepetys, 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 3: Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 7 UNIT 5 WORKSHEET 1: LEARNING COURAGE FROM LITERATURE Vocabulary Ceaușescu - Nicolae Ceaușescu (1918-89) was a Communist official who was the leader of Romania from 1965 until he was killed in a revolution in 1989. Cult of personality - A deliberately created system of art, symbolism, and ritual centred on the institutionalized quasi-religious glorification of a specific individual. Dissident - During the Soviet Union, a person who disagreed with Soviet ideology and who spoke out against it. Glasnost - A Soviet policy declared by Gorbachev in the mid-1980s allowing open discussion of political and social issues and freer dissemination of news and information. Iron Curtain - The political, military, and ideological barrier erected by the Soviet Union after World War II to seal off itself and its dependent eastern and central European allies from open contact with the West and other noncommunist areas. Perestroika - In the former Soviet Union, the policy or practice of restructuring or reforming the economic and political system. First proposed by Leonid Brezhnev in 1979 and actively promoted by Mikhail Gorbachev, it came to entail greater awareness of economic markets and the ending of central planning. Securitate - Established in Romania in 1948 by the communist regime as a Soviet-style secret political police entrusted with eliminating opponents to consolidate power, ensuring compliance to the regime, and gaining acceptance for public policies. Scholars estimate that political police employed about 14,000 full-time agents and 400,000-700,000 part-time informers from all walks of life. Socialist Republic of Romania - A Marxist–Leninist one-party socialist state that existed officially in Romania from 1947 to 1989. Romania was not part of the Union of Soviet Socialist Republics (U.S.S.R.), but it was a satellite state of the U.S.S.R. from 1948 to 1964. Soviet Union - A former northern Eurasian empire (1917/22–1991) consisting of 15 Soviet Socialist Republics: Armenia, Azerbaijan, Belorussia (now Belarus), Estonia, Georgia, Kazakhstan, Kirgiziya (now Kyrgyzstan), Latvia, Lithuania, Moldavia (now Moldova), Russia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan. QUESTIONS TO ANSWER WHILE READING I Must Betray You by Ruta Sepetys: How did the author choose to structure this book? Explain at least three unique aspects of this novel’s structure. Who is the protagonist of this story, where does he live, and what is happening in his country at the time of the story? What were the living conditions like in Romania at the time of this story? In Chapter 3, what was Bunu’s advice about power and control of the mind? How is Cristian recruited to be an informer and why does he agree to do it? What is the “double bind” that Cristian finds himself in (pg. 124)? In Chapter 39-40, what is happening to nearby Communist countries? Bunu says: “We can’t join together in solidarity because we never know whom we can trust or who might be an informer” (pg. 60). What are some examples of how we see this truth play out in the book? On page 148, what is the maxim about courage and how does Cristian show courage? In Chapter 46, what do we find out about Bunu’s death? Who is Cristian inspired by and what does he hope to achieve with his notebook, Screaming Whispers: An American Teenager in Bucharest? In Chapter 58, what does Cristian discover about his sister? In Chapter 62, what are the demands of the people? At the end of this book, what happened to Ceaușescu? What do we learn in the Epilogue about Cristian’s mother? What is a principle about courage that you learned from this book, and how can you show courage in your life?

Social Studies

Geography

History

Nonfiction

Post-WWII

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 5, Lesson 2, “Learning Courage from a Nonfiction Text,” students will read a classic memoir Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang. Students will develop their critical thinking and academic dialogue skills by answering questions about the text and engaging in class discussion. SUGGESTED TIME: 1 class period to introduce the book; 1 class period to discuss the book Students can be assigned to read the book either in-class as a series of silent reading sessions or for homework The suggested reading assignments for the book, Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang, are: Assignment 1: Note to the Reader, Note on Pronunciation, Foreword, Prologue, The Liberation Army Dancer Assignment 2: Destroy the Four Olds!, Writing Da-zi-bao Assignment 3: The Red Successors, Graduation Assignment 4: The Sound of Drums and Gongs, The Propaganda Wall Assignment 5: A Search in Passing, Fate Assignment 6: Junior High School at Last, Locked Up Assignment 7: An Educable Child, Half-City Jiangs Assignment 8: The Class Education Exhibition, The Rice Harvest Assignment 9: The Incriminating Letter, Sweeping, Epilogue Have students answer the worksheet questions as they read the book. Allow at least 50 min of class time to have a class discussion of the worksheet questions. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction text and demonstrate understanding of the central ideas Understand the difference between the genres memoir and autobiography Determine the author’s purposes in the text Understand how the author portrays examples of courage 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: Nonfiction text: Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang. Video: This photo triggered China's Cultural Revolution by Vox (~6 min) Prohuman Grade 7 Unit 5 Worksheet 2: Learning Courage from a Nonfiction Text ELA COMMON CORE STANDARDS MET 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.7.10 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.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 Moral Character A6 List and explain the reasons why people sometimes do not care or help others 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 A1 Recognize and monitor how your facial expressions, body language, and tone impact your interactions with others 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 memoir, a first-person text that records a writer’s reaction to important events in their life. Explain that memoirs are different from autobiographies in several ways: Autobiographies usually encompass the author’s entire life, while memoirs cover specific moments from the author’s life. Autobiographies usually follow a more straightforward path that usually starts with the writer’s childhood and continues through to the different stages of life. Memoirs don’t always follow a linear path and can shift back and forth in time. Autobiographies are usually written later in life, when the author looks back and portrays experiences. A memoir can be written at any point in life. Step 2: Explain that the memoir we will be reading, Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang, is about the author’s experiences of the Chinese Cultural Revolution, which took place from 1966-76. To understand the historical context of this event, we will watch a video: This photo triggered China's Cultural Revolution by Vox (~6 min) Step 3: Have students read the book, Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang, either as a series of in-class silent reading assignments or for homework. Have students answer the worksheet questions while reading the book. Step 4: Reserve an entire class period to facilitate a whole-class discussion of the worksheet questions. EXTENSION ACTIVITY Show the students the documentary film “Morning Sun,” or have them watch it at home for extra credit Morning Sun presents a history of the Great Proletarian Cultural Revolution (c.1964-1976). It provides a multi-perspective view of a tumultuous period as seen through the eyes—and reflected in the hearts and minds—of members of the high-school generation that was born around the time of the founding of the People’s Republic of China in 1949, and that came of age in the 1960s. Short excerpt from the film: Morning Sun - opening excerpt (~8 min) Full length film (available as of 1/27/25): Morning Sun - documentary film by Long Bow Group Films (Running time 1 hour, 57 minutes) For extra credit, students should write a two-page essay response to the following prompt: You have read and viewed two cultural artifacts about the Chinese Cultural Revolution: a memoir, Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang, and a documentary film, “Morning Sun.” Which of these do you think more effectively showed the impact of this historical event? Write a 2-page essay in which you explain your position and support it with three reasons, citing specific examples from either the book or the film. GRADE 7 UNIT 5 WORKSHEET 2: LEARNING COURAGE FROM A NONFICTION TEXT Vocabulary Black - In the context of the Cultural Revolution, the term black meant opposed to the Communist Party. Communism was symbolized by the color red. Black, seen as the opposite of red, was used to symbolize oppponents of Communism and became a negative in general. Black whelp - An insulting term for a child of a family belonging to any one of the “Five Black Categories:” landlords, rich peasants, counterrevolutionaries, criminals, and rightists. Bourgeois - A member of the middle class. In socialist countries, this term was used in a negative manner to describe a person who enjoyed avluxurious capitalist lifestyle. Cultural Revolution - The social and political upheaval that overtook China from 1966 to 1976. The Cultural Revolution was launchced by Chairman Mao, supposedly to rid the county of anti-Communist influences. During this time many innocent people were ruthlessly persecuted. Long afterward it was revealed that Chairman Mao unleashed this chaos in order to protect his own political position. Communist Party - China’s ruling political party, led by Chairman Mao Zedong from 1949-76. Da-zi-bao - A form of propaganda in the shape of a large handwritten poster presenting an important issue. During the Cultural Revolution, da-zi-bao were used to attack and humilate people. Four Olds - Old ideas, old culture, old customs, old habits. According to the propaganda, these remnants of the old society interfered with the creation of a modern, socialist society. Ideology - A system of beliefs. Communist theory held that in order to change social conditions, people needed to change their patterns of thought. Someone with “bad” ideology was dragging society backward. The Cultural Revolution focused on changing “old thinking.” Red Book - The common name for a pocket-sized edition of Selected Quotations from the Writings of Chairman Mao. During the Cultural Revolution, it was quoted frequently in schools, workplaces, and political meetings. Red Guards - During the Cultural Revolution, a very popular, semiformal organization of high school and college students who were Chairman Mao’s loyal supporters. Rightist - A member of a conservative party who disagreed with or opposed the Communist party. QUESTIONS TO ANSWER WHILE READING THE BOOK Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang: In the chapter “The Liberation Army Dancer,” how does the author describe her family’s living conditions compared to many of her classmates? In the chapter, “Destroy the Four Olds!” what were the four olds and why were those who participated in the Cultural Revolution trying to destroy the four olds? In the chapter, “Destroy the Four Olds!” why does the author feel that the battle with the four olds was even harder than a physical battle? What was the purpose of the da-zi-baos? How were Ji-Li and her friend An Yi humiliated by da-zi-baos? What is Ji-Li’s challenge in joining the Red Successors? What does Ji-Li’s family do to her grandmother’s dowry—the trunks and ancestral clothing? Why do they burn these items from their family history and their family photographs? Who are three people who were publicly humiliated? What was the purpose of public humiliation in the Cultural Revolution? What is Ji-Li’s father accused of? How do her parents show courage in the face of this accusation? What does Teacher Zhange mean when he tells Ji-Li that she is an “educable child”? How is Ji-Li’s family humiliated by the article published in The Worker’s Revolt? What are the two choices the Communist leaders present Ji-Li with? How does Ji-Li show courage? What does the author conclude about what happened during the Chinese Cultural Revolution? What observations did the author make about America in the 1980s? Do you think America is still as free as it was in the 1980s? Why or why not? In an interview, the author of this book said that one of her main reasons for writing the book is so “you have the courage to do your own thinking, use your own heart and make right decisions. When we put someone in power we have the responsibility of making sure they don’t abuse that power.” If you saw a leader coming into power that you saw was causing them to mistreat others, how could you show courage to help others? EXTRA CREDIT OPPORTUNITY The documentary film “Morning Sun” presents a history of the Great Proletarian Cultural Revolution (c.1964-1976). It provides a multi-perspective view of a tumultuous period as seen through the eyes—and reflected in the hearts and minds—of members of the high-school generation that was born around the time of the founding of the People’s Republic of China in 1949, and that came of age in the 1960s. Short excerpt from the film: Morning Sun - opening excerpt (~8 min) Full length film (available as of 1/27/25): Morning Sun - documentary film by Long Bow Group Films (Running time 1 hour, 57 minutes) For extra credit, students can write a two page essay response to the following prompt: You have read and viewed two cultural artifacts about the Chinese Cultural Revolution: a memoir, Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang, and a documentary film, “Morning Sun.” Which of these do you think more effectively showed the impact of this historical event? Write a 2-page essay in which you explain your position and support it with three reasons, citing specific examples from either the book or the film.

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: gratitude, optimism, grit, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 5, Lesson 3, “Writing an Argumentative Essay About Courage,” students will write an argumentative essay based on thinking analytically about the books we read in Lessons 1 and 2 of this unit: I Must Betray You by Ruta Sepetys and Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang. SUGGESTED TIME: 50 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate comprehension of the word courage Write an argumentative essay Provide textual evidence to support claims REQUIRED MATERIALS: Prohuman Grade 7 Unit 5 Worksheet 3: Writing an Argumentative Essay About Courage 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.A Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. 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.D Establish and maintain a formal style. 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 Intellectual Character B4 Compare and contrast perspectives and defend a position (e.g., intellectual autonomy) Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Explain that students will write an argumentative essay of 2-3 pages, either in class or as part of a homework assignment, in response to the following prompt on the worksheet. Explain that students will share their essays 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. GRADE 7 UNIT 5 WORKSHEET 3: WRITING AN ARGUMENTATIVE ESSAY ABOUT COURAGE Essay Prompt: Write an argumentative essay of 2-3 pages in response to the following prompt: In our unit on courage, we read two books about life in two different Communist countries: I Must Betray You by Ruta Sepetys, which is about Communist Romania, and Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-li Jiang, which is about Communist China. In Sepetys' novel about Romania, the Communist state relies on informers, while during China’s Cultural Revolution, the Communist state, particularly the Red Guards, engaged in public humiliation. Which system do you think required more courage for people to stand up against the government? Provide at least three reasons for your argument, with evidence from the text, including page numbers. Essay Evaluation Criteria: Your essay will be evaluated on the extent to which it does the following: Meets the length requirement. Introduces claim(s), acknowledges and distinguishes the claim(s) from alternate or opposing claims, and organizes the reasons and evidence logically. Supports claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Uses words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establishes and maintains a formal style. Provides a concluding statement or section that follows from and supports the argument presented. Demonstrates command of the conventions of standard English grammar and usage.

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 5, Lesson 4, “Peer Review of Argumentative Essays,” students will review three classmates’ texts. They will write a one-page peer review letter for each student in their group and participate in respectful discussions in which 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: Prohuman Grade 7 Unit 5 Worksheet 4: Peer Review of Argumentative Essays 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. 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/give copies of their writing 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 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 5 WORKSHEET 4: PEER REVIEW OF ARGUMENTATIVE ESSAYS 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.