LESSONS

Fiction

UNIT 1: OPTIMISM LESSON 1: LEARNING OPTIMISM FROM LITERATURE SUMMARY: The Prohuman Grade 8 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 1, Lesson 1, “Learning Optimism from Literature,” students will learn examples of optimism from a classic work of literature, The Alchemist by Paulo Coelho. Students will develop their critical thinking and writing skills by answering questions about the text. Additionally, students will advance their academic dialogue skills by discussing the book with classmates. SUGGESTED TIME: 1 class period to introduce the text; 1 class period to discuss the text If desired, additional class periods can be devoted to in-class silent reading of the text Page numbers of different editions of The Alchemist by Paulo Coelho will vary. Suggested reading assignments are approximately 25 pages per session, for a total of 7 reading sessions, for either in-class silent reading or homework: Assignment 1: Beginning to the middle of Part One to “And he vanished around the corner of the plaza.” Assignment 2: Begin with “The boy began again to read his book…” to the end of Part One Assignment 3: Beginning of Part Two to “‘And I’d better read your books,’ said the boy.” Assignment 4: Begin with “They were strange books” and end with “And he decided he would go to see the chiefs of the tribes.” Assignment 5: Begin with “The boy approached the guard at the front of the huge white tent at the center of the oasis” to “‘Listen to your heart. It knows all things, because it came from the Soul of the World, and it will one day return there.’” Assignment 6: Begin with “They crossed the desert for another two days in silence” to “And that he, a boy, could perform miracles.” Assignment 7: Begin with “The simum blew that day as it had never blown before” to end 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 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 an understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the book REQUIRED MATERIALS: Book: The Alchemist by Paulo Coelho Video: What Is a Personal Legend—and Are You Living It? (Interview with Paulo Coelho) by Oprah Winfrey Network (~2 min) Prohuman Grade 8 Unit 1 Worksheet 1: Learning Optimism from Literature ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-Literacy.RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.8.1.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.8.1.B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. CCSS.ELA-Literacy.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. CCSS.ELA-Literacy.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A5 Explain why goal setting is a character strength 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 novel The Alchemist by Brazilian author Paulo Coelho, first published in 1988. Originally written in Portuguese, it became a widely translated international bestseller. Step 2: Explain that this brief excerpt from an interview with the author explains the central concept of the novel. Play video: What Is a Personal Legend—and Are You Living It? (Interview with Paulo Coelho) by Oprah Winfrey Network (~2 min) Ask students to freewrite for 5 minutes in response to the following questions: What makes you feel enthusiastic? How might this be your personal legend? What is the next step you can take to honor your personal legend? Step 3: Explain that there is a website that traces the protagonist’s journey. Show the website: The Alchemist Journey Map Step 4: Have students complete the book, The Alchemist by Paulo Coelho, 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 5: After students have completed the book and short-answer questions, set aside 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 8 UNIT 1 WORKSHEET 1: LEARNING OPTIMISM FROM LITERATURE QUESTIONS TO ANSWER WHILE READING The Alchemist by Paulo Coelho: AS YOU READ, A HELPFUL RESOURCE IS: The Alchemist Journey Map The Hero’s Journey is a narrative structure identified by mythologist Joseph Campbell. It is a story arc with a protagonist or main character who faces challenges, overcomes adversity, and returns transformed (Rogers et al. 2023). There are 7 core elements of a Hero’s Journey. Identify each of them for The Alchemist: Protagonist: The central character of the story Shift: A change in setting or life circumstances that initiates the journey Quest: A clear goal or mission Challenge: Obstacles or difficulties that must be overcome Allies: Friends, mentors, or supporters who aid in the journey Transformation: Personal growth or change resulting from the journey Legacy: How the hero's journey positively impacts himself and others What is a principle about optimism you learned from this book that you would like to live by?

Nonfiction

Roaring Twenties

UNIT 1: OPTIMISM LESSON 2: LEARNING OPTIMISM FROM A NONFICTION TEXT SUMMARY: The Prohuman Grade 8 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 1, Lesson 2, “Learning Optimism from a Nonfiction Text,” students will learn examples of optimism from a contemporary work of young adult nonfiction: Born to Fly: The First Women's Air Race Across America by Steve Sheinkin and illustrated by Bijou Karman. Students will develop their reading comprehension skills by reading this text. Additionally, they will develop their critical thinking skills by answering questions about the text and advance their academic dialogue skills by participating in a class discussion about the book. SUGGESTED TIME: 1 class period to introduce the text; 1 class period to discuss the text; if desired, additional class periods can be devoted to in-class silent reading of the text The book for this lesson, Born to Fly: The First Women's Air Race Across America by Steve Sheinkin and illustrated by Bijou Karman, is 228 pages and 20 chapters. Suggested reading assignments, to be completed either in class or for homework are: Assignment 1: Chapters 1-3 Assignment 2: Chapters 4-6 Assignment 3: Chapters 7-9 Assignment 4: Chapters 10-12 Assignment 5: Chapters 13-15 Assignment 6: Chapters 16-18 Assignment 7: Chapters 19-20 Have students complete the worksheet questions as they read. Allow at least 50 min for in-class discussion of the book. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction text and demonstrate an understanding of the central ideas Write answers to questions about the book, demonstrating an understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the book REQUIRED MATERIALS: Book: Born to Fly: The First Women's Air Race Across America by Steve Sheinkin and illustrated by Bijou Karman Video: Book Trailer for Born to Fly by MacKids Books (~1 min) Video: Film Trailer for Breaking Through the Clouds Documentary by Breaking Through the Clouds (~1 min) Prohuman Grade 8 Unit 1 Worksheet 2: Learning Optimism from a Nonfiction Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). CCSS.ELA-Literacy.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-Literacy.RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-Literacy.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. CCSS.ELA-Literacy.W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A4 Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Show students the second image in this article (the one that shows a lineup of airplanes) — “A 1929 Air Derby Helped Female Pilots Break Barriers,” by Mark Athitakis. HUMANITIES, Spring 2023, Volume 44, Number 2, published by the National Endowment for the Humanities. Without providing any information about the image, ask the students what they notice about the photograph. Ask the students what they wonder about when viewing the photograph. Step 2: Explain that we will be reading a book about the twenty female pilots who competed in the 1929 Women’s Air Derby. Play the book trailer video: Book Trailer for Born to Fly by MacKids Books (~1 min) Step 3: Explain that this short video shows some original footage from the event. Play the video: Film Trailer for Breaking Through the Clouds Documentary by Breaking Through the Clouds (~1 min) Step 4: Have students read the book, Born to Fly: The First Women's Air Race Across America by Steve Sheinkin and illustrated by Bijou Karman, either as a series of in-class reading assignments or for homework. Have students write the answers to the worksheet questions while reading the book. Step 5: Set aside a class period to discuss the book. Invite students to a whole-class discussion of the worksheet questions. EXTENSION ACTIVITY For extra credit, students can watch the documentary “Beyond the Powder” (the story of the first women's cross-country air race in 1929 also called the “Powder Puff Derby”) by Stash - Free Documentaries (~56 min) Students should write a two-page essay response to this prompt: You have read and viewed two cultural artifacts about the first women's cross-country air race in 1929: the book Born to Fly: The First Women's Air Race Across America by Steve Sheinkin and illustrated by Bijou Karman, and the documentary film “Beyond the Powder.” Does the film add any new interpretations or insights not present in the book? Write a 2-page essay in which you explain your position and support it with three reasons, citing specific examples from the book and/or the film. GRADE 8 UNIT 1 WORKSHEET 2: LEARNING OPTIMISM FROM A NONFICTION TEXT QUESTIONS TO ANSWER WHILE READING THE BOOK Born to Fly: The First Women's Air Race Across America by Steve Sheinkin and illustrated by Bijou Karman: How does the author describe what life was like for American women in the late nineteenth and early twentieth centuries? Why do pilots and historians refer to the years between World War I and World War II the “Golden Age” of aviation? Select two female pilots who interest you the most and create a Venn Diagram to compare and contrast their stories. Why did female pilots fight for an air race to compete in? Why was having the same opportunities as male pilots important to them? What were the other names used when covering the race in the media? How did the racers react to the nicknames for the race and themselves? Do you think the issues the pilots found with their planes were unintentional or sabotage? Provide evidence from the text to support your position. After the death of Marvel during the race, critics argued the race was too dangerous for female pilots and should be ended immediately. Why did the female racers continue with the race? Halliburton said, “women are lacking certain qualities that men possess, as men are lacking in certain qualities that women possess. Handling essential to safe flying is one of the qualifications women have not mastered successfully.” How did the female pilots who raced in 1929 refute his claim? How did the women who competed in this race pave the way for women in aviation? What are 3 ways you see optimism being shown in this book? What did you learn about optimism from reading this book, and how can you show more optimism in your life?

STEM

Geography

History

Social Studies

Nonfiction

The Prohuman Grade 8 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 1, Lesson 3, “Writing Your Hero’s Journey,” students will craft their Hero’s Journey, based on the work of Joseph Campbell and recent research. The Hero’s Journey story will feature themselves as a protagonist who faces challenges, overcomes adversity, and returns transformed. SUGGESTED TIME: 1 class period to begin prewriting; the rest can be completed as homework RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Understand the seven core elements of the Hero’s Journey (protagonist, shift, quest, challenge, allies, transformation, legacy). Write a Hero’s Journey narrative containing all seven elements. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. REQUIRED MATERIALS: Video: The Hero's Journey according to Joseph Campbell - video by Matthew Winkler and Kirill Yeretsky by Ueber-Brands (~3 min) Video: The Hero with a Thousand Faces by The Joseph Campbell Foundation (~3 min) Prohuman Grade 8 Unit 1 Worksheet 3: Writing Your Hero’s Journey ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.8.3 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.8.3.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.8.3.B Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.8.3.C Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. CCSS.ELA-Literacy.W.8.3.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.8.3.E Provide a conclusion that follows from and reflects on the narrated experiences or events. CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience CCSS.ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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 Part 1: In the novel we read earlier in this unit, The Alchemist by Paulo Coelho, the narrator says, “Everyone, when they are young, knows what their Personal Legend is. At that point in their lives, everything is clear and everything is possible. They are not afraid to dream, and to yearn for everything they would like to see happen to them in their lives." Ask the class: What is a Personal Legend? In an interview, the author Paulo Coelho said: “A Personal Legend is the reason you are here. It's as simple as that. You can fill your hours and days with things that are meaningless. But you know you have a reason to be here. It is the only thing that gives you enthusiasm.” Part 2: In this writing assignment, tell students that they will first identify their Personal Legend. To find their personal legend, they should ask themselves what gives them enthusiasm. Then students will write a narrative, a Hero’s Journey, based on how they imagine them achieving their Personal Legend. The Hero’s Journey is a narrative structure identified by mythologist Joseph Campbell. It is a story arc with a protagonist or main character who faces challenges, overcomes adversity, and returns transformed (Rogers et al. 2023). Show students the diagram of the Hero’s Journey on this website: Joseph Campbell - The Hero’s Journey Play a couple of short videos about the Hero’s Journey. Play video: The Hero's Journey according to Joseph Campbell - video by Matthew Winkler and Kirill Yeretsky by Ueber-Brands (~3 min) Play video: The Hero with a Thousand Faces by The Joseph Campbell Foundation (~3 min) Part 3: Have students start the writing process by answering the questions on the worksheet. Explain that they will write the narrative for homework. Tell students that their Hero’s Journey narratives will be shared with 3 classmates for peer review. GRADE 8 UNIT 1 WORKSHEET 3: WRITING YOUR HERO’S JOURNEY Step 1: Before you begin writing your Hero’s Journey, identify your Personal Legend. Step 2: Identify the seven core elements of your Hero’s Journey: Protagonist: The central character of the story Shift: A change in setting or life circumstances that initiates the journey Quest: A clear goal or mission to pursue Challenge: Obstacles or difficulties that must be overcome Allies: Friends, mentors, or supporters who aid in the journey Transformation: Personal growth or change resulting from the journey Legacy: How the hero's journey positively impacts others Step 3: Write a Hero’s Journey of 3 pages and do the following: 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. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events. Note: Your Hero’s Journey will be shared with 3 classmates for peer review.

The Prohuman Grade 8 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 1, Lesson 4, “Peer Review of Hero’s Journey Narratives,” students will participate in a peer review of 3 classmates’ writings. 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’ work and provide constructive feedback for revision. SUGGESTED TIME: 1 class period for students to read their peer review group’s writings and write a peer review letter for each classmate (letters they don’t complete in class can be finished as homework); 1 class period for peer review workshops RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read classmates’ writings and write a one-page peer review letter to develop assessment and constructive feedback skills Engage in collaborative discussions with peers With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing REQUIRED MATERIALS: Video: No One Writes Alone: Peer Review in the Classroom - A Guide for Students by MIT Comparative Media Studies/Writing (~6 min) Prohuman Grade 8 Unit 1 Worksheet 4: Peer Review of Narratives ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.8.5 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. CCSS.ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.8.1.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.8.1.B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. CCSS.ELA-Literacy.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. CCSS.ELA-Literacy.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character A4 Understand what it means to be an “active listener” (e.g., intellectual humility) Intellectual Character B2 Practice and receive feedback on the ability to be an “active listener” Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Interpersonal/ Relationship Skills A1 Recognize and monitor how your facial expressions, body language, and tone impact your interactions with others Interpersonal/ Relationship Skills A5 Understand and practice positive collaboration and cooperation skills (e.g., teamwork) Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Explain that peer review is the process of sharing one's writing with and receiving feedback from fellow students. Peer review helps you to become a better reader, writer, and collaborator. The peer review process will also help you to develop your evaluation skills. Play video: No One Writes Alone: Peer Review in the Classroom - A Guide for Students by MIT Comparative Media Studies/Writing (~6 min) Step 2: Break students into peer review groups of 4. Each student will make/give copies of their writing to the 3 other students in their group. Each student will be responsible for reading their classmates’ writing and writing a one-page peer review letter for each classmate before the peer review workshop. Peer review guidelines are on the worksheet. Step 3: Spend one class period on peer review. Each student’s writing should have 15 minutes of discussion in the peer review groups. Step 4: Students should read all their peer review letters and revise their writing. Students should submit the first draft, all peer review letters, and the second draft to the teacher for feedback. Step 5: Students should read teacher feedback, complete a final revision, and submit the revision—along with all previous drafts and peer review letters—to the teacher for a final grade. GRADE 8 UNIT 1 WORKSHEET 4: PEER REVIEW OF HERO’S JOURNEY 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.