LESSONS

Fiction

Islamic Golden Age

UNIT 8: UNDERSTANDING LESSON 1: LEARNING UNDERSTANDING FROM LITERATURE 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 core values: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 8, Lesson 1, “Learning Understanding from Literature,” students will learn examples of understanding and other character strengths from a classic work of world literature: One Thousand and One Arabian Nights adapted by Geraldine McCaughrean. 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, multiple class periods can be devoted to in-class silent reading of the text. The book, One Thousand and One Arabian Nights adapted by Geraldine McCaughrean and illustrated by Rosamund Fowler, is 275 pages and contains 35 chapters. The suggested reading schedule is 3 chapters per day, either as in-class reading or for homework. With this schedule, students will complete the book in 12 in-class reading sessions or 12 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 classic work of world 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: One Thousand and One Arabian Nights adapted by Geraldine McCaughrean and illustrated by Rosamund Fowler Prohuman Grade 7 Unit 8 Worksheet 1: Learning Understanding 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 A2 Understand and explain why it’s important to do the right thing, even when no one is looking 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 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 how many of them have heard of the story Aladdin. Explain that Aladdin is part of a classic work of world literature, One Thousand and One Arabian Nights. The story of Aladdin was added to One Thousand and One Nights in the early 18th century by the French translator Antoine Galland, who was told the story by Hanna Diyab, a Syrian storyteller. One Thousand and One Nights is known in Arabic as Alf Laylah wa-Laylah. These stories were told first by storytellers in the 600s-900s CE. The stories draw on the cultural traditions of the Middle East and regions the Middle East had been in contact with through trade, travel, invasions, or war. The tales contain elements from Persia, India, Greece, Turkey, and Central Asia. The first, definitive, complete edition in Arabic was published in 1835. The first complete translation in French was finished by Antoine Galland in the early 18th century. Translations into other languages followed. (Source: “A Thousand and One Nights: Arabian Story-telling in World Literature” by Muhannad Salhi) Step 2: 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 3: Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 7 UNIT 8 WORKSHEET 1: LEARNING UNDERSTANDING FROM LITERATURE QUESTIONS TO ANSWER AS YOU READ One Thousand and One Arabian Nights adapted by Geraldine McCaughrean and illustrated by Rosamund Fowler: In the first sentence of Chapter One, what kingdoms does the narrator say these stories come from? What is the problem that both King Shahryar and King Shahzaman face? How do the kings respond to their problems, and what does this say about their attitudes toward women? What is the Wazir’s dilemma? What is Shahrazad’s and Dunyazad’s plan? What do you think is the greatest of all the stories and why? Explain your answer by providing at least three reasons and three pieces of evidence from the text. How does Shahrazad use the power of storytelling to foster understanding and achieve a successful outcome? What did you learn about understanding from reading these stories?

Social Studies

History

Geography

Nonfiction

Islamic Golden Age

UNIT 8: UNDERSTANDING LESSON 2: LEARNING UNDERSTANDING FROM A NONFICTION TEXT 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 8, Lesson 2, “Learning Understanding from a Nonfiction Text,” students will learn examples of understanding from a historical figure: the 14th century Muslim traveler, Ibn Battuta. 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 For each reading assignment, students should read the following articles from the interactive website The Travels of Ibn Battuta by UC Berkeley, either for in-class reading or for homework: Assignment 1: Introduction Across North Africa to Cairo: 1325 Assignment 2: In Cairo: 1326 Cairo to Jerusalem, Damascus, Medina, and Mecca: 1326 Assignment 3: The Hajj - from Medina to Mecca: 1326 Iraq and Persia: 1326 - 1327 Assignment 4: The Red Sea to East Africa and the Arabian Sea: 1328 - 1330 Anatolia: 1330 - 1331 Assignment 5: Lands of the Golden Horde & the Chagatai: 1332 - 1333 Delhi, the Capital of Muslim India: 1334 - 1341 Assignment 6: Escape from Delhi to the Maldive Islands and Sri Lanka: 1341 - 1344 Through the Strait of Malacca to China: 1345 - 1346 Assignment 7: Return Home: 1346 - 1349 On to al-Andalus and Morocco: 1349 - 1350 Assignment 8: Journey to Mali: 1350 - 1351 Writing the Rihla: 1355 The Travels of Ibn Battuta: Side Trips Have students answer the worksheet questions as they read the articles. 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 understand the central ideas Determine the author’s purpose in the text Compose sentences that demonstrate comprehension of the word understanding 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: The Travels of Ibn Battuta by UC Berkeley Video: Ibn Battuta by PBS World Explorers (~4 min) Prohuman Grade 7 Unit 8 Worksheet 2: Learning Understanding 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.7.5 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.7.10 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 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 lesson by stating that we will learn about one of the greatest explorers of all time, Ibn Battuta, who traveled the Medieval Islamic world. Explain that Ibn Battuta wrote a type of literature called a rihla. Meaning "voyage" in Arabic, rihla is a genre (type) of Arab literature that combines a description of travel (travelogue) with commentary on the people and practices of Islam throughout the Muslim world. Have students take notes on the key facts they learn from the following video: Ibn Battuta by PBS World Explorers (~4 min) Step 2: Have students read the articles on The Travels of Ibn Battuta by UC Berkeley over several sessions of in-class reading or for homework. Have students answer the worksheet questions while reading the articles. Step 3: Invite students to a whole-class discussion of the worksheet questions. GRADE 7 UNIT 8 WORKSHEET 2: LEARNING UNDERSTANDING FROM A NONFICTION TEXT Vocabulary Dar al-Islam - World of Islam Hajj - In Islam, the pilgrimage to the holy city of Mecca in Saudi Arabia, which every adult Muslim must make at least once in his or her lifetime. The hajj is the fifth of the fundamental Muslim practices and institutions known as the Five Pillars of Islam. Rihla - Meaning "voyage" in Arabic, Rihla is a genre (type) of Arab literature that combines a description of travel (travelogue) with commentary on the people and practices of Islam throughout the Muslim world. QUESTIONS TO ANSWER WHILE READING The Travels of Ibn Battuta by UC Berkeley. Reading Assignments: Assignment 1: Introduction Across North Africa to Cairo: 1325 Assignment 2: In Cairo: 1326 Cairo to Jerusalem, Damascus, Medina, and Mecca: 1326 Assignment 3: The Hajj - from Medina to Mecca: 1326 Iraq and Persia: 1326 - 1327 Assignment 4: The Red Sea to East Africa and the Arabian Sea: 1328 - 1330 Anatolia: 1330 - 1331 Assignment 5: Lands of the Golden Horde & the Chagatai: 1332 - 1333 Delhi, the Capital of Muslim India: 1334 - 1341 Assignment 6: Escape from Delhi to the Maldive Islands and Sri Lanka: 1341 - 1344 Through the Strait of Malacca to China: 1345 - 1346 Assignment 7: Return Home: 1346 - 1349 On to al-Andalus and Morocco: 1349 - 1350 Assignment 8: Journey to Mali: 1350 - 1351 Writing the Rihla: 1355 The Travels of Ibn Battuta: Side Trips Where and in which century was Ibn Battuta born? What were some reasons the text gave for why Ibn Battuta wanted to travel? What was the main religion of the places where Ibn Battuta traveled? At the time Ibn Battuta traveled, how large was the Mamluk Empire, and what modern countries were part of it? About 100 years before Ibn Battuta's travels, what was the impact on the people of Persia and Iraq of the Mongol Invasion, led by Genghis Khan's grandson Hulagu? Look at the map of the Mongol Empire during this period. What modern-day countries were part of this empire? What do we learn from Ibn Battuta's book about his attitudes toward slavery in the Medieval Islamic World in these passages? Ibn Battuta’s return trip coincided with the spread of the bubonic plague from Central Asia to the Mediterranean and into Europe and North Africa. What was the bubonic plague, how did it spread, and how many people died from it? In 1453, about 120 years after Ibn Battuta visited Constantinople, what historical event happened to change that city? What are the modern names of the places Ibn Battuta visited? Ibn Battuta put his stories into the form of a travel book called a “rihla.” What does this genre of literature do? In what century was the Arabic version found and translated into French, German, and then English? What did you learn about understanding from Ibn Battuta? If you could visit any three of the places Ibn Battuta saw, which would you choose and why? What would you like to understand about those places?

Geography

History

Social Studies

UNIT 4: CURIOSITY LESSON 3: WRITING AN INFORMATIVE TEXT 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 4, Lesson 3, “Writing an Informative Text,” students will identify a topic that interests them, conduct research, identify three sources about the topic, and write an informative text that conveys information clearly. SUGGESTED TIME: 50 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Conduct a short research project on a topic of interest Locate three sources on the chosen topic Write an informative text that examines the topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content REQUIRED MATERIALS: Prohuman Grade 7 Unit 4 Worksheet 3: Writing an Informative Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.7.2.A Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.7.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-Literacy.W.7.2.C Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.W.7.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.7.2.E Establish and maintain a formal style. CCSS.ELA-Literacy.W.7.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented. 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.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 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 Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support Intellectual Character A5 Understand the difference between facts and opinions (or feelings) LESSON PROCEDURE You will write an informative text about a topic you find interesting. Identify a topic that interests you. Find and read at least three different articles about your topic. Your informative text will be shared with three classmates for peer review. Informative texts will be graded on the following criteria: Meets the length requirement of at least 2-3 pages. Includes at least 3 sources with a list of sources at the end. Examines a topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduces a topic clearly, previewing what is to follow. Organizes ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect. Includes formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Uses appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Uses precise language and domain-specific vocabulary to inform about or explain the topic. Establishes and maintains a formal style. Provides a concluding statement or section. Demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. GRADE 7 UNIT 4 WORKSHEET 3: WRITING AN INFORMATIVE TEXT Write an informative text about a topic you find interesting. Your text will be shared with three classmates for peer review. The informative texts will be graded on the following criteria: Meets the length requirement of at least 2-3 pages. Includes at least 3 sources with a list of sources at the end. Examines a topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduces a topic clearly, previewing what is to follow. Organizes ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect. Includes formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Uses appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Uses precise language and domain-specific vocabulary to inform about or explain the topic. Establishes and maintains a formal style. Provides a concluding statement or section. Demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

UNIT 8: UNDERSTANDING LESSON 4: PEER REVIEW OF INFORMATIVE TEXTS 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 8, Lesson 4, “Peer Review of Informative Texts,” students will participate in a peer review of 3 classmates’ texts. 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 8 Worksheet 4: Peer Review of Informative Texts 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 8 WORKSHEET 4: PEER REVIEW OF INFORMATIVE TEXTS 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.