LESSONS

Fiction

World War II

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 7, Lesson 1, “Learning Fairness from Literature,” students will learn examples of fairness from a contemporary work of young adult literature, Ajay and the Mumbai Sun by Varsha Shah. 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 The book, Ajay and the Mumbai Sun by Varsha Shah, is 52 chapters and 193 pages. The suggested reading schedule is 4 chapters per day, either as in-class reading time or for homework (each chapter is short, between 2 and 4 pages). With this schedule, students will complete the book in 13 in-class reading sessions or 13 homework sessions. Students can complete the short-answer questions on the worksheet as they read the book. Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a contemporary work of young adult literature Identify and analyze the book’s central ideas Identify and analyze the book’s genre, point of view, characters, setting, and plot 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: Book: Ajay and the Mumbai Sun by Varsha Shah Prohuman Grade 7 Unit 7 Worksheet 1: Learning Fairness from Literature VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RL.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 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 A6 List and explain the reasons why people sometimes do not care or help others Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Civic Character A2 Explain why friends have a responsibility to speak up or take action to prevent or stop others from engaging in disrespectful, dangerous, harmful, or illegal conduct Civic Character B1 Explain why some citizens do not respect authority or obey rules and laws Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A4 Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond) Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants LESSON PROCEDURE Step 1: Ask students what fairness means. Give the definition of fairness: I treat everyone the same. If someone has been left out, I bring them in. Step 2: Explain that we will be reading a contemporary work of fiction, Ajay and the Mumbai Sun by Varsha Shah. Explain that book is a good example of an allegory about fairness. Ask students to define allegory as a class. Provide students with this definition: Allegory: A story, play, poem, picture, or other work in which the characters and events represent particular qualities or ideas that relate to morals, religion, or politics. Step 3: Have students complete the book, 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 4: Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 7 UNIT 7 WORKSHEET 1: LEARNING FAIRNESS FROM LITERATURE Vocabulary Allegory: A story, play, poem, picture, or other work in which the characters and events represent particular qualities or ideas that relate to morals, religion, or politics. Fairness: I treat everyone the same. If someone has been left out, I bring them in. Oligarch: A very rich business leader with a great deal of political influence. QUESTIONS TO ANSWER AS YOU READ Ajay and the Mumbai Sun by Varsha Shah: Who are the main characters in this story and what is the dream of each one? How does Ajay demonstrate a positive attitude, effort, and grit? What was the impact of stereotyping, discrimination, and prejudice in this story? Why do friends have a responsibility to speak up or take action to prevent or stop others from engaging in disrespectful, dangerous, harmful, or illegal conduct? In Chapter 20, what is the quote about justice that Niresh shows Ajay? What is the dilemma about fairness that Ajay finds himself in with the factory? In Chapter 32, what is the disagreement Ajay and Jai have about the nature of evil? In this novel, why did some people lie and not care about others? Discuss at least two aspects of this book that show it is an allegory. In Chapter 47, what does Ajay conclude about Jai’s belief that “people are worth more than the worst thing they have done”? What role does this belief play in forgiveness? In what ways is there fairness at the end of this story? How can you show fairness to others? Why is it important to do the right thing, even when no one is looking? Write about a time when you did the right thing, even when no one was looking.

Social Studies

History

Geography

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 7, Lesson 2, students will learn an example of fairness, and other character strengths, from the life of Claudette Colvin. At the age of 15, Colvin refused to give up her seat on a Montgomery bus nine months before Rosa Parks and the infamous Montgomery bus boycott. 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 topic and watch the short videos Several sessions of in-class silent readings or several homework assignments to complete the book, Claudette Colvin: Twice Toward Justice by Phillip Hoose. The book is 107 pages divided into 10 chapters, an epilogue, and an author’s note. Suggested reading assignments: Assignment 1: Chapters 1-2 Assignment 2: Chapters 3-4 Assignment 3: Chapters 5-6 Assignment 4: Chapters 7-8 Assignment 5: Chapters 9-10 Assignment 6: Epilogue, Author’s Note 1 class period to discuss the book 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. VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction text and demonstrate understanding of the central ideas Determine the author’s purposes in the text 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: Book: Claudette Colvin: Twice Toward Justice by Phillip Hoose Video: Jim Crow Laws In the South by NBC News Learn (~3 min) Video: The Montgomery Bus Boycott of 1955 | Black American Heroes by History Channel (~5 min) Video: Civil rights pioneer Claudette Colvin honored for bus protest by ABC News (~ 4 min) Prohuman Grade 7 Unit 7 Worksheet 2: Learning Fairness 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.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: Ask the students who has heard about Rosa Parks. Ask what they know about Rosa Parks and write a list on the board. Ask students if anyone has heard of Claudette Colvin. Explain that we will be reading a book about Claudette Colvin who, at the age of 15, refused to give up her seat on a Montgomery bus nine months before Rosa Parks and the infamous Montgomery bus boycott. Step 2: To understand the historical context and significance of this event, we first need to understand the meaning of the term Jim Crow. Ask who knows the meaning of this term. Play video: Jim Crow Laws In the South by NBC News Learn (~3 min) We also need to understand the Montgomery bus boycott. Play video: The Montgomery Bus Boycott of 1955 | Black American Heroes by History Channel (~5 min) In our final video, we will learn about the role Claudette Colvin played. Play video: Civil rights pioneer Claudette Colvin honored for bus protest by ABC News (~ 4 min) Step 3: Have the students read the book, Claudette Colvin: Twice Toward Justice by Phillip Hoose, 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. GRADE 7 UNIT 7 WORKSHEET 2: LEARNING FAIRNESS FROM A NONFICTION TEXT Vocabulary Boycott - to engage in a concerted refusal to have dealings with (a person, a store, an organization, etc.) usually to express disapproval or to force acceptance of certain conditions Brown v. Board - A landmark 1954 Supreme Court decision ruling that separating children in public schools on the basis of race was unconstitutional. It signaled the end of legalized racial segregation in the schools of the United States, overruling the "separate but equal" principle set forth in the 1896 Plessy v. Ferguson case. Fairness - I treat everyone the same. If someone has been left out, I bring them in. Jim Crow - Racial segregation and discrimination enforced by laws, customs, and practices in especially the southern states of the U.S. from the end of Reconstruction in 1877 until the mid-20th century. NAACP - National Association for the Advancement of Colored People, an American civil rights organization formed in 1909 as an interracial endeavor to advance justice for African Americans. QUESTIONS TO ANSWER WHILE READING Claudette Colvin: Twice Toward Justice by Phillip Hoose: What were the economic conditions for Claudette Colvin and other African Americans in Alabama in the 1950s? How were African Americans discriminated against on public buses? What historical event happened on May 17, 1954, and why was this important? How did Claudette’s teachers who focused on African American history inspire Claudette? What did Claudette say she thought about when deciding to remain in her seat? How did Claudette’s refusal to give up her seat cause her to connect with both Rosa Parks and Martin Luther King, Jr.? What was the MIA network and what did it do? What was the ruling announced in Browder v. Gayle? How did segregationists retaliate against the African American community? What do we learn in the author’s note about how the author wrote this book? How does this give the book credibility? What did Claudette tell the students at the Q&A at Booker T. Washington Magnet High School in 2005? What did you learn about fairness from the life of Claudette Colvin? How can you show fairness to others in your life?

Social Studies

Civics

History

UNIT 7: FAIRNESS LESSON 3: WRITING A NARRATIVE ABOUT FAIRNESS SUMMARY: 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 7, Lesson 3, “Writing a Narrative About Fairness,” students will write a narrative in which a character shows the character strength of fairness. Students will write a narrative that imaginatively engages with one of the readings covered earlier in this unit: Ajay and the Mumbai Sun by Varsha Shah or Claudette Colvin: Twice Toward Justice by Phillip Hoose. SUGGESTED TIME: 60 minutes of either in-class writing or a homework assignment RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Write a narrative that develops an imagined experience with effective technique, relevant descriptive details, and well-structured event sequences. Demonstrate understanding of the character strength of fairness. REQUIRED MATERIALS: Prohuman Grade 7 Unit 7 Worksheet 3: Writing a Narrative About Fairness VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.3.A Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. CCSS.ELA-Literacy.W.7.3.B Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.7.3.C Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. CCSS.ELA-Literacy.W.7.3.D Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. CCSS.ELA-Literacy.W.7.3.E Provide a conclusion that follows from and reflects on the narrated experiences or events. 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.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. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Have students choose one of the following prompts to write a 2-3 page narrative that focuses on fairness: Imagine you are writing a sequel to Ajay and the Mumbai Sun. Write the opening scene of the next book in which you are one of the main characters who tells Ajay what you think should be the next step to achieve fairness for the slum dwellers. Be sure to write how Ajay responds to your suggestions. Imagine that you were a student at Claudette Colvin’s school and that she had just returned to school after having been arrested and put in jail on March 2, 1955 for refusing to give up her seat to a white woman on a crowded, segregated bus. Write a scene in which you see her and have a conversation with her about fairness. What would you say? How do you think she would have responded? Tell students their narratives will be shared with 3 classmates for peer review. GRADE 7 UNIT 7 WORKSHEET 3: WRITING A NARRATIVE ABOUT FAIRNESS Choose one of the following prompts to write a narrative that focuses on fairness: Imagine you are writing a sequel to Ajay and the Mumbai Sun. Write the opening scene of the next book in which you are one of the main characters who tells Ajay what you think should be the next step to achieve fairness for the slum dwellers. Be sure to write how Ajay responds to your suggestions. Imagine that you were a student at Claudette Colvin’s school and that she had just returned to school after having been arrested and put in jail on March 2, 1955 for refusing to give up her seat to a white woman on a crowded, segregated bus. Write a scene in which you see her and have a conversation with her about fairness. What would you say? How do you think she would have responded? Your narrative will be shared with 3 classmates for peer review. Your narrative will be graded on the extent to which it does the following: Meets the length requirement of 2-3 pages. Develops real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Engages and orients the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Uses narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Uses a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Uses precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Provides a conclusion that follows from and reflects on the narrated experiences or events. Has clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Demonstrates command of the conventions of standard English grammar and usage when writing or speaking. Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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 7, Lesson 4, “Peer Review of Narratives,” students will participate in a peer review of 3 classmates’ narratives. 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: Prohuman Grade 7 Unit 7 Worksheet 4: Peer Review of Narratives VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.SL.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 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 7 WORKSHEET 4: PEER REVIEW OF NARRATIVES 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.