LESSONS

Fiction

Post-WWII

UNIT 9: HUMANITY LESSON 1: LEARNING HUMANITY 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 character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 9, Lesson 1, “Learning Humanity from Literature,” students will learn examples of humanity from a contemporary work of young adult literature, Orange for the Sunsets by Tina Athaide. 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 Orange for the Sunsets by Tina Athaide is a total of 300 pages, divided into 59 short chapters. The suggested reading assignment is 5 chapters per day for either in-class silent reading or homework. With this schedule, students will complete the book in 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 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: Idi Amin: Violent Ugandan President - Fast Facts by History Channel (~4 min) Video: Why former Uganda dictator Idi Amin expelled thousands of Ugandan Asians by BBC News (~4 min) Book: Orange for the Sunsets by Tina Athaide Prohuman Grade 7 Unit 9 Worksheet 1: Learning Humanity 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 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 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 Introduce the lesson by stating that the book we will be reading—Orange for the Sunsets by Tina Athaide—takes place in Uganda in 1972. Play the following videos, and have students take notes on the key facts in these videos: Idi Amin: Violent Ugandan President - Fast Facts by History Channel (~4 min) Why former Uganda dictator Idi Amin expelled thousands of Ugandan Asians by BBC News (~4 min) Have students complete the book, Orange for the Sunsets by Tina Athaide, 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. Set aside a class session of at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. Have students discuss their answers with a small group, then bring the students back together for a large group discussion. GRADE 7 UNIT 9 WORKSHEET 1: LEARNING HUMANITY FROM LITERATURE Vocabulary Expulsion of Asians - In early August 1972, the President of Uganda Idi Amin ordered the expulsion of his country's Indian minority, giving them 90 days to leave the country. Humanity - I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. Idi Amin - The third president of Uganda from 1971 until his overthrow in 1979. He ruled as a military dictator and is considered one of the most brutal despots in modern world history. Uganda - A landlocked country in east-central Africa. Its borders, drawn in an artificial and arbitrary manner in the late 19th century, encompassed two essentially different types of societies: the relatively centralized Bantu kingdoms of the south and the more decentralized Nilotic and Sudanic peoples to the north. Uganda gained independence from Britain in 1962. Uganda is populated by dozens of ethnic groups. The English language and Christianity help unite these diverse peoples. The Swahili language unites the country with its East African neighbours Kenya and Tanzania. QUESTIONS TO ANSWER WHILE READING Orange for the Sunsets by Tina Athaide: What is the setting of this novel? What is the issue that this novel focuses on? Who are the two main characters of this story? How are they alike? How are they different? One of the characters, Neela, says, “Indian. African. We’re different, so what? If people stopped making such a big deal of it, then it wouldn’t matter so much” (pg. 28). To what extent do you agree with this statement? Give three reasons to support your answer. In Chapter 10, what do Yesofu and Akello point out about the status of Ugandans compared to Indians? Read the Author’s Note. How did the history of Uganda impact the status of Ugandans and Indians? In Chapter 16, Asha thinks, “There was that word again. Different. She’d never given much thought to it before—opposites. Boy-girl. Black-brown. Rich-poor. . . she wasn’t rich like those Indian families that lived on the hills in Kampala, but compared to Yesofu, yes. She’d never been to his place, but he talked about getting water from the well and having to share a room with Esi. Was she being foolish to think that those things didn’t matter?” (pg. 84) What is the conflict that Asha struggles with about differences? In Chapter 19, what is the conflict that Yesofu struggles with? How does Yesofu stand up for Asha? How does this show the power of friendship? In Chapter 33, Asha discovers that her father is giving out illegal passports to Indians who want to leave. Do you think this is wrong since Indians are being forced to leave? Both Asha and Yesofu break promises to their parents by continuing to meet each other, putting their families in danger. To what extent do you understand why they continue to meet? In Chapter 47, Asha goes to Yesofu’s house for the first time. What does she realize? In Chapter 52, why does Yesofu say he told Akello about what Asha’s father is doing? In Chapter 54, what does Asha realize she had never thought about? Must all citizens of a country share the same ethnic origin? What are two advantages of such a definition of citizenship? What are two disadvantages? What is a principle about showing humanity that you learned from this book, and how can you show humanity in your life?

Social Studies

History

Geography

Nonfiction

Post-WWII

UNIT 9: HUMANITY LESSON 2: LEARNING HUMANITY 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 9, Lesson 2, “Learning Humanity from a Nonfiction Text,” students will learn examples of Humanity from a contemporary work of creative nonfiction: All Thirteen: The Incredible Cave Rescue of the Thai Boys' Soccer Team by Christina Soontornvat. 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, All Thirteen: The Incredible Cave Rescue of the Thai Boys' Soccer Team by Christina Soontornvat, has 31 chapters, plus an author’s note. The suggested reading assignment is 2 chapters per reading session, so students will complete the book in 16 sessions of either in-class silent reading or for homework. 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 understand the central ideas Determine the author’s purpose in the text Compose sentences that demonstrate comprehension of the word humanity 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: All Thirteen: The Incredible Cave Rescue of the Thai Boys' Soccer Team by Christina Soontornvat Video: Thailand Cave: How the Thai cave boys were rescued by BBC News (~4 min) Video: Rescued Thai cave survivor shares update 5 years later by TODAY (~5 min) Prohuman Grade 7 Unit 9 Worksheet 2: Learning Humanity 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.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 Moral Character A5 Understand and explain why caring (and helping others) should never be motivated by the likelihood of being recognized or rewarded for your help or support Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Civic Character A5 Explain what community service entails Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Interpersonal/ Relationship Skills A5 Understand and practice positive collaboration and cooperation skills (e.g., teamwork) Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Introduce the lesson by stating that we will be reading a book, All Thirteen: The Incredible Cave Rescue of the Thai Boys' Soccer Team, by Christina Soontornvat. This book is about an international rescue effort that happened in June 2018 when a boys’ soccer team in Thailand, along with their coach, became trapped in a cave after heavy rains flooded the cave system. The boys were trapped for 18 days until they were eventually rescued by a multinational team of divers in a complex and dangerous operation; the incident garnered worldwide attention due to the extreme conditions of the rescue effort. Step 2: This video gives brief explanation about what happened: Thailand Cave: How the Thai cave boys were rescued by BBC News (~4 min) This video shows updates from one of the boys, five years after he was rescued: Video: Rescued Thai cave survivor shares update 5 years later by TODAY (~5 min) Step 3: Have students read the book, either as a series of in-class silent reading activities or as homework. Have students complete the worksheet questions as they read the book. Step 4: Invite students to a whole-class discussion of the worksheet questions. GRADE 7 UNIT 9 WORKSHEET 2: LEARNING HUMANITY FROM A NONFICTION TEXT QUESTIONS TO ANSWER WHILE READING All Thirteen: The Incredible Cave Rescue of the Thai Boys' Soccer Team by Christina Soontornvat: What is the name of the cave system in Thailand where the boys became trapped? Why did the boys become trapped? How did the practice of meditation help the boys and their coach? In Chapter 10, what were four things about good leaders that Major Hodges learned from his training? In Chapter 12, what do we learn about the citizenship status of Coach Ek and three other members of the Wild Boars team? In Chapter 12, what are the key things we learn about Buddhism in Thailand? Describe the preparations for the dive rescue, including rehearsals. Lay out the steps of the rescue itself. What were some of the dangers? What problems did the divers and others on the team encounter during the rescue? What different types of technologies did the volunteers use to help rescue the boys and their coach? How does the author structure the story to build suspense? What lesson does the author emphasize in the Author’s Note as the most significant from this story? One definition of the character strength of humanity is: “I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better.” In this rescue operation, ten thousand volunteers participated, including people from all over the world. What were the different countries from which rescuers came to help the boys and their coach? What does this story teach us about humanity? What is one way that you can show humanity to help others?

STEM

Geography

History

Social Studies

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 9, Lesson 3, “Writing a Narrative About Humanity,” students will write a narrative that imaginatively engages with one of the readings covered earlier in this unit: Orange for the Sunsets by Tina Athaide or All Thirteen: The Incredible Cave Rescue of the Thai Boys' Soccer Team by Christina Soontornvat. 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 humanity. REQUIRED MATERIALS: Prohuman Grade 7 Unit 9 Worksheet 3: Writing a Narrative About Humanity 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 humanity: Imagine you are a student at the school attended by the main characters Asha and Yesofu in the novel Orange for the Sunsets by Tina Athaide. Write a scene in which you meet the character Akello. Write the dialogue of the conversation you would have with him in which you explain that you understand his view that Ugandans have been treated unfairly, and persuade him to show humanity to Indians in Uganda. Be sure to include how you imagine he would respond. Imagine you are a volunteer who has come to help the soccer team we learned about in the nonfiction book All Thirteen: The Incredible Cave Rescue of the Thai Boys' Soccer Team by Christina Soontornvat. In this book, the author describes a wide range of different jobs done by volunteers from cooking to diving into the cave to help rescue the boys. Write a scene in which you arrive at the scene of the rescue and work as a volunteer. Show the work you do and how you feel about showing humanity. Tell students their narratives will be shared with 3 classmates for peer review. GRADE 7 UNIT 9 WORKSHEET 3: WRITING A NARRATIVE ABOUT HUMANITY Choose one of the following prompts to write a narrative that focuses on humanity: Imagine you are a student at the school attended by the main characters Asha and Yesofu in the novel Orange for the Sunsets by Tina Athaide. Write a scene in which you meet the character Akello. Write the dialogue of the conversation you would have with him in which you explain that you understand his view that Ugandans have been treated unfairly, and persuade him to show humanity to Indians in Uganda. Be sure to include how you imagine he would respond. Imagine you are a volunteer who has come to help the soccer team we learned about in the nonfiction book All Thirteen: The Incredible Cave Rescue of the Thai Boys' Soccer Team by Christina Soontornvat. In this book, the author describes a wide range of different jobs done by volunteers from cooking to diving into the cave to help rescue the boys. Write a scene in which you arrive at the scene of the rescue and work as a volunteer. Show the work you do and how you feel about showing humanity. 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.

UNIT 9: HUMANITY LESSON 4: PEER REVIEW OF NARRATIVES 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 9, Lesson 4, “Peer Review of Narratives,” students will participate in a peer review of three 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 9 Worksheet 4: Peer Review of Narratives 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 9 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.