LESSONS

Fiction

Post-WWII

UNIT 2: GRIT LESSON 1: LEARNING GRIT 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 2, Lesson 1, “Learning Grit from Literature,” students will learn examples of grit from a contemporary work of young adult literature, A Night Divided by Jennifer A. Nielsen. 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 book; 1 class period to discuss the book If desired, class periods can be devoted to in-class silent reading of the book. The book, A Night Divided by Jennifer A. Nielsen, is 317 pages and 47 chapters. The suggested reading assignment is 3 chapters per session for either in-class silent reading or homework. With this schedule, students will complete the book in 16 in-class reading sessions or 16 homework sessions. Students should complete the short-answer questions on the worksheet as they read the book. Allow 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 an understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the book REQUIRED MATERIALS: Book: A Night Divided by Jennifer A. Nielsen Video: The rise and fall of the Berlin Wall by Ted-Ed (~6 min) Prohuman Grade 8 Unit 2 Worksheet 1: Learning Grit 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 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 the students this photograph, without providing any information or context: Berlin Wall After One Year. Ask the students what they notice about this photograph. Ask the students what they wonder about this photograph. Tell students that this is a photograph of the Berlin Wall. Step 2: Explain that this short video discusses the history of the Berlin Wall: The rise and fall of the Berlin Wall by Ted-Ed (~6 min) Step 3: Explain that we will be reading a novel about the impact of the Berlin Wall called A Night Divided by Jennifer A. Nielsen. The novel is about a family that becomes separated by the Berlin Wall. Step 4: Have students complete the book, A Night Divided by Jennifer A. Nielsen, 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, allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 8 UNIT 2 WORKSHEET 1: LEARNING GRIT FROM LITERATURE QUESTIONS TO ANSWER WHILE READING A Night Divided by Jennifer A. Nielsen: Gerta describes Berlin as a “symphony of whispers” (pg. 8). What do you think she means by this? What were the living conditions like in East Germany? In Chapter 5, Gerta describes her apartment building as “drab.” How does the Communist government see beauty? What does the Communist government see as the problems of the West? In Chapter 6, what does Fritz say about courage? What was the status of freedom of speech in East Germany? How did Herr Krause take a stand for freedom of speech? In Chapter 19, what does Gerta say that she wants? In Chapter 29, Fritz says, “Some of what the state teaches is important.” What does Fritz conclude about the important things the state teaches? The author includes quotes at the beginning of each chapter. Which one do you think is the most meaningful and why? How do the characters in this story show grit? What is a principle about grit that you learned from this novel that you would like to live by?

Geography

History

Social Studies

Fiction

Progressive Era

UNIT 2: GRIT LESSON 2: LEARNING GRIT 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 2, Lesson 2, “Learning Grit from a Nonfiction Text,” students will develop their reading comprehension skills and learn examples of grit by reading a contemporary work of young adult nonfiction: Undefeated: Jim Thorpe and the Carlisle Indian School Football Team by Steve Sheinkin. Additionally, students 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, Undefeated: Jim Thorpe and the Carlisle Indian School Football Team by Steve Sheinkin, is 233 pages and 38 chapters. Suggested reading assignments, to be completed either in class or for homework are: Assignment 1: Tryout – The Coach Assignment 2: The Game – The Team Assignment 3: Restless Disposition – The Carlisle Rut Assignment 4: Football Imagination – Wild Horses Assignment 5: Haughty Crimson – High Jump Assignment 6: The Forward Pass – Crossroads Assignment 7: The Quarterback – All-American Assignment 8: Stockholm – Football Evolution Assignment 9: Carlisle vs. Army – Brutal Business Assignment 10: Undefeated – Epilogue: Back on Top 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: Undefeated: Jim Thorpe and the Carlisle Indian School Football Team by Steve Sheinkin Video: Undefeated: Jim Thorpe and the Carlisle Indian Football Team by BPLibraryKids (~3 min) Video: Jim Thorpe | The Top 100: NFL’s Greatest Players (2010) by NFL Films (~4 min) Prohuman Grade 8 Unit 2 Worksheet 2: Learning Grit 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 Performance Character B6 Present evidence to demonstrate your 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: Without providing any information, show students two photographs, a before and after: Photograph 1 Photograph 2 Ask students what they notice. Ask students what they wonder. Step 2: Explain that these photographs were taken in 1883; they are the before and after images of three students named Wounded Yellow Robe, Timber Yellow Robe, and Henry Standing Bear. The second photograph was taken 6 months after the first. Ask students what assimilation means. Provide the definition of assimilation: the process whereby individuals or groups of differing ethnic heritage are absorbed into the dominant culture of a society. The process of assimilating involves taking on the traits of the dominant culture to such a degree that the assimilating group becomes socially indistinguishable from other members of the society. (Source: Encyclopedia Britannica) Step 3: Explain that these students were enrolled in the Carlisle Indian Industrial School in Pennsylvania, the first federally funded off-reservation Indian boarding school. Operating from 1879-1918, CIS enrolled over 10,000 students from across the United States. The purpose of the school was to assimilate Native American children into Euro-American culture. Show this map: “Locations of Off-Reservation Indian Boarding Schools in the U.S” from the Carlisle Indian School Digital Resource Center. Explain that this map shows the locations of off-reservation Indian Boarding Schools throughout the United States, numbered in the order in which each began operations under government auspices. These 27 schools were fully managed and directed by the Bureau of Indian Affairs. There were more than 300 other schools, located both on and off reservations, many of which were managed by the Bureau, but some of which received subsidies from the federal government for their operations. Step 4: Explain that we will be reading a book about the Carlisle Indian Industrial School football team titled Undefeated: Jim Thorpe and the Carlisle Indian School Football Team by Steve Sheinkin. The team met in 1907 at the Carlisle school, where they forged one of the winningest teams in American football history. Called "the team that invented football," they took on the best opponents of their day, defeating much more privileged schools such as Harvard and the Army. Play the book trailer video: Undefeated: Jim Thorpe and the Carlisle Indian Football Team by BPLibraryKids (~3 min) Play the video: Jim Thorpe | The Top 100: NFL’s Greatest Players (2010) by NFL Films (~4 min) Step 5: Have students read the book, Undefeated: Jim Thorpe and the Carlisle Indian School Football Team by Steve Sheinkin, 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 6 Set aside a class period to discuss the book. Invite students to a whole-class discussion of the worksheet questions. GRADE 8 UNIT 2 WORKSHEET 2: LEARNING GRIT FROM A NONFICTION TEXT QUESTIONS TO ANSWER WHILE READING THE BOOK Undefeated: Jim Thorpe and the Carlisle Indian School Football Team by Steve Sheinkin: What was the Indian Removal Act of 1830 and what happened on the Trail of Tears? In the chapter “The School,” what happened to the treaty the U.S. government had signed with the Lakota? In the chapter “Football on Trial,” what does the author say is “football’s real problem”? In 1905, what did the Intercollegiate Athletic Association do to save football? In the chapter “The Quarterback,” what is a “soul wound” and how did it affect the students who attended Carlisle? In the chapter “All American,” what was the “awkward position” that Jim Thorpe was in as a Native American in the Olympics? In the chapter “One More Year,” when did Congress pass a law extending citizenship to all American Indians? In the Epilogue, what does the author conclude about the impact of Carlisle and other government-run Indian boarding schools? What are 3 ways you see grit being shown in this book? What did you learn about grit from reading this book, and how can you show more grit in your life?

History

Social Studies

Nonfiction

UNIT 2: GRIT LESSON 3: WRITING AN ARGUMENTATIVE ESSAY 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 2, Lesson 3, “Writing an Argumentative Essay,” students will choose to respond to one of two prompts based on the two books covered in Lessons 1 and 2 of this unit: A Night Divided by Jennifer A. Nielsen or Undefeated: Jim Thorpe and the Carlisle Indian School Football Team by Steve Sheinkin. SUGGESTED TIME: 1 class period to introduce the assignment and to start on in-class brainstorming RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Write an argumentative essay Provide textual evidence to support claims Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. REQUIRED MATERIALS: Prohuman Grade 8 Unit 2 Worksheet 3: Writing an Argumentative Essay ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence CCSS.ELA-Literacy.W.8.1.A Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy.W.8.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.8.1.C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.W.8.1.D Establish and maintain a formal style. CCSS.ELA-Literacy.W.8.1.E Provide a concluding statement or section that follows from and supports the argument presented. 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.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 Intellectual Character B4 Compare and contrast perspectives and defend a position (e.g., intellectual autonomy) 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 Explain that students will write an argumentative essay of 2-3 pages in response to the prompt on the worksheet. Explain that we will spend one in-class session for each student to decide which prompt they want to write about, to ask any questions, and to start brainstorming. Explain that students will share their essays with three classmates for peer review. It is recommended that the teacher assign the groups. Explain that students' essays will be evaluated on the criteria listed on the worksheet. GRADE 8 UNIT 2 WORKSHEET 3: WRITING AN ARGUMENTATIVE ESSAY Essay Prompt: In our unit on grit, we read two books: A Night Divided by Jennifer A. Nielsen and Undefeated: Jim Thorpe and the Carlisle Indian School Football Team by Steve Sheinkin. Write an argumentative essay of 2-3 pages in response to one of the following prompts: Option 1: The word grit means a person persists toward their goals despite obstacles or disappointments. They don’t give up easily and are willing to work hard to achieve results. In the novel A Night Divided by Jennifer A. Nielsen, which character shows the most grit and why? Provide reasons for your position and cite evidence from the book to support your argument. Option 2: In Undefeated: Jim Thorpe and the Carlisle Indian School Football Team, the author Steve Sheinkin argues that the attacks against Jim Thorpe and his summer baseball season negating his amateur status for the Olympic Games “would not be happening to a student from Harvard” (218). Explain why you agree or disagree with Sheinkin, citing evidence from the text. 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.

UNIT 2: GRIT LESSON 4: PEER REVIEW OF ARGUMENTATIVE ESSAYS 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 2, Lesson 4, “Peer Review of Argumentative Essays,” students will review three classmates’ essays. They will write a one-page peer review letter for each student in their group and participate in respectful discussions in which they share the successful aspects of their classmates’ writing and provide constructive feedback for revision. SUGGESTED TIME: 1 class period for students to read their peer review group’s writings and write a peer review letter for each classmate (letters they don’t complete in class can be finished as homework); 1 class period for peer review workshops RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read classmates’ writings and write a one-page peer review letter, for each classmate, 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: What it Means to be a Peer Reviewer by Odyssey Learning (~3 min) Prohuman Grade 8 Unit 2 Worksheet 4: Peer Review of Argumentative Essays 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.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.8.9.B Apply grade 8 reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced"). 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.8.6 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 the video: Video: What it Means to be a Peer Reviewer by Odyssey Learning (~3 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, 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 8 UNIT 2 WORKSHEET 4: PEER REVIEW OF ARGUMENTATIVE ESSAYS Write a one-page peer review letter for each member of your group. Provide feedback as though you were speaking to the writer directly. Be kind! In the first paragraph, explain what you see as the writer’s goals for the piece. In the second paragraph, explain what you think the writer did well. In the third paragraph, explain what you think the writer can improve.