LESSONS

Fiction

Victorian Era

UNIT 4: CURIOSITY LESSON 1: LEARNING CURIOSITY 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 4, Lesson 1, “Learning Curiosity from Literature,” students will learn examples of curiosity from a classic short story, “The Adventure of the Speckled Band” from The Adventures of Sherlock Holmes by Arthur Conan Doyle. Students will develop their critical thinking and writing skills by answering questions about the story. Additionally, students will advance their academic dialogue skills by discussing the story with classmates. SUGGESTED TIME: 1 class period to introduce the story 1 class period to discuss the story If desired, a class period can be devoted to in-class silent reading of the story, or students can read the story for homework Students should complete the short-answer questions on the worksheet as they read the story. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a classic short story Identify and analyze the story’s genre, point of view, characters, setting, and plot Identify and analyze the story’s central ideas Write answers to questions about the story, demonstrating an understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the story REQUIRED MATERIALS: Short story: “The Adventure of the Speckled Band” from The Adventures of Sherlock Holmes (1892) by Arthur Conan Doyle Video: Sherlock Holmes 3 (2025) - First Trailer posted by KH Studio (~1 min) Video: Arthur Conan Doyle by Oxford Digital Media (~5 min) Video: The Sherlock Holmes Book: Sherlock's Method of Deduction by DK Books (~2 min) Video: How to Think Like Sherlock Holmes by Thomas Frank (~11 min) Worksheet: Prohuman Grade 8 Unit 4 Worksheet 1: Learning Curiosity 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 Intellectual Character A2 Identify individuals, fiction and real, past and present, who exemplify the different intellectual character strengths in a concrete and compelling manner Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support Intellectual Character A4 Understand what it means to be an “active listener” (e.g., intellectual humility) 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: Without providing any context or showing any information on the page, show students the first image on this Encyclopedia Britannica article: https://www.britannica.com/topic/Sherlock-Holmes Ask the students: Who is this? Ask the students what they know about Sherlock Holmes. Explain that Sherlock Holmes is a fictional character created by the Scottish writer Arthur Conan Doyle. The prototype for the modern mastermind detective, Holmes first appeared in Conan Doyle’s story “A Study in Scarlet,” published in 1887. The first collection of Holmes’ stories, The Adventures of Sherlock Holmes, was published in 1892. We will be reading one of the short stories from that collection: “The Adventure of the Speckled Band,” which Conan Doyle said was his favorite of his stories. Explain that the actor in the image we saw is Basil Rathbone, who played Sherlock Holmes in movies from 1939 to 1946. Sherlock Holmes is still popular today. Here is a recent film trailer. Play video: Sherlock Holmes 3 (2025) - First Trailer by KH Studio (~1 min) Step 2: This video presents background about Conan Doyle. Play video: Arthur Conan Doyle by Oxford Digital Media (~5 min) Step 3: One of the most important legacies of Conan Doyle’s work is how the character he created, Sherlock Holmes, uses the scientific method to solve mysteries. There is a bestselling book titled Mastermind: How to Think Like Sherlock Holmes (2013). We will watch two short videos about this method. Have students take notes on the key points of the videos. Play video: The Sherlock Holmes Book: Sherlock's Method of Deduction by DK Books (~2 min) Play video: How to Think Like Sherlock Holmes by Thomas Frank (~11 min) Step 4: Have students read the short story, “The Adventure of the Speckled Band” from The Adventures of Sherlock Holmes, during an in-class silent reading session or as homework. Students should complete the short-answer questions on the worksheet as they read the story. Step 5: After students have completed the story and short answer questions, set aside 50 minutes for in-class discussion of the short-answer questions on the worksheet. EXTENSION ACTIVITY: Watch the film adaptation of “The Speckled Band” Watch the film adaptation of “The Speckled Band” posted by Your Daily Brew (Not rated, ~52 min) For extra credit, students should write a response to the following prompt: Does the short story or the film version tell a more impactful version of the story? Write a 2-page essay in which you explain your position and support it with three reasons, citing specific examples from the text and/or the film. GRADE 8 UNIT 4 WORKSHEET 1: LEARNING CURIOSITY FROM LITERATURE Vocabulary Intellectual character - Someone who has intellectual character shows the strengths of curiosity, carefulness, intellectual autonomy, intellectual humility, open-mindedness, and critical thinking. Intellectual autonomy means you can think for yourself, especially when it might go against what is popular at the time. Intellectual humility means you recognize that your knowledge is limited and that your beliefs might be wrong. Critical thinking means you question, analyze, interpret, and evaluate what you read, hear, say, or write. Scientific Method - A researcher develops a hypothesis, tests it, and then modifies the hypothesis based on the outcome of the tests and experiments. The modified hypothesis is then retested, further modified, and tested again, until it becomes consistent with observed phenomena and testing outcomes. (Learn more: Encyclopedia Britannica - entry on the scientific method) QUESTIONS TO ANSWER WHILE READING “The Adventure of the Speckled Band” from The Adventures of Sherlock Holmes by Arthur Conan Doyle: On the first page, what are the reasons Watson gives for why he takes “pleasure in following Holmes in his professional investigations”? What back story or exposition does Helen Stoner tell Holmes and Watson about her stepfather, mother, and sister? When is Mrs. Stoner’s money supposed to be given to her daughters? Why is Helen Stoner afraid of her stepfather, Dr. Roylott? On page 5, Holmes gathers the evidence and makes a hypothesis about what happened to Julia Stoner. What is his hypothesis? On pages 6-10, Holmes and Watson gather the data. What data do they gather? What does Holmes realize about how Julia and Dr. Roylott died? On page 11, why does Holmes say, “I had come to an entirely erroneous conclusion which shows, my dear Watson, how dangerous it always is to reason from insufficient data”? Why does Holmes say, “I am no doubt indirectly responsible for Dr. Grimesby Roylott’s death, and I cannot say that it is likely to weigh very heavily upon my conscience”? How does the way Conan Doyle structured the story create suspense and heighten the reader’s curiosity? What did you learn about using the scientific method from this story? What is something you are curious about? EXTENSION ACTIVITY: Watch the film adaptation of “The Speckled Band” Watch the film adaptation of “The Speckled Band” posted by Your Daily Brew (Not rated, ~52 min) For extra credit, write a response to the following prompt: Does the short story or the film version tell a more impactful version of the story? Write a 2-page essay in which you explain your position and support it with three reasons, citing specific examples from the text and/or the film.

Nonfiction

Enlightenment

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 4, Lesson 2, “Learning About Curiosity from a Nonfiction Text,” students will develop their reading comprehension skills and learn examples of curiosity by reading a contemporary work of graphic nonfiction, Introducing the Enlightenment: A Graphic Guide, written by Lloyd Spencer and illustrated by Andrzej Krauze. 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 book; 1 class period to discuss the book If desired, additional class periods can be devoted to in-class silent reading of the book. The book, Introducing the Enlightenment: A Graphic Guide, written by Lloyd Spencer and illustrated by Andrzej Krauze, is 173 pages. It is a work of graphic nonfiction. Suggested reading assignments, to be completed either in class or for homework, are approximately 20 pages per session: Assignment 1: pp. 3- 23 Assignment 2: pp. 24-44 Assignment 3: pp. 45-65 Assignment 4: pp. 66-86 Assignment 5: pp. 87-106 Assignment 6: pp. 107-27 Assignment 7: pp. 128-47 Assignment 8: pp. 148-73 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: Introducing the Enlightenment: A Graphic Guide, written by Lloyd Spencer and illustrated by Andrzej Krauze Video: Essential Enlightenment: What was the Enlightenment? by The Fraser Institute (~2 min) Prohuman Grade 8 Unit 4 Worksheet 2: Learning About Curiosity 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 Intellectual Character A2 Identify individuals, fiction and real, past and present, who exemplify the different intellectual character strengths in a concrete and compelling manner Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support 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 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 or showing the caption, show students this painting: https://www.worldhistory.org/image/18461/salon-of-madame-geoffrin/ Ask students what they notice about this painting. Ask students what they wonder about this painting. Step 2: Explain that this is an 1814 oil painting by Anocet Lemonnier showing the Parisian salon of Madame Geoffrin (1699-1777). Original title: Une soirée chez Mme Geoffrin. The sitters include Jean-Jacques Rousseau, Denis Diderot, Montesquieu, and Fontenelle. Madame Geoffrin is shown seated in the front row, third from the right. Step 3: Ask students if they have ever heard the term “the Enlightenment.” Explain that we will be reading a work of graphic nonfiction about this historical period: Introducing the Enlightenment: A Graphic Guide, written by Lloyd Spencer and illustrated by Andrzej Krauze. Step 4: Have students read the book, Introducing the Enlightenment: A Graphic Guide, written by Lloyd Spencer and illustrated by Andrzej Krauze, 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. GRADE 8 UNIT 4 WORKSHEET 2: LEARNING ABOUT CURIOSITY FROM A NONFICTION TEXT QUESTIONS TO ANSWER WHILE READING THE BOOK Introducing the Enlightenment: A Graphic Guide, written by Lloyd Spencer and illustrated by Andrzej Krauze: Vocabulary Intellectual character - Someone who has intellectual character shows the strengths of curiosity, carefulness, intellectual autonomy, intellectual humility, open-mindedness, and critical thinking. Intellectual autonomy means you can think for yourself, especially when it might go against what is popular at the time. Intellectual humility means you recognize that your knowledge is limited and that your beliefs might be wrong. Critical thinking means you question, analyze, interpret, and evaluate what you read, hear, say, or write. How does the author define the Enlightenment? What two revolutions attempted to put the principles of the Enlightenment into practice? What did Voltaire admire about England? Who does the author call the “patron saints” of the Enlightenment? What was Bacon’s main contribution? What was Locke’s idea of the tabula rasa? What was his main contribution to political thought? What were Newton’s main accomplishments? What was Diderot’s major accomplishment? What did Rousseau see as the origin of inequality? What was the main argument in Montesquieu’s Spirit of the Laws, and who was influenced by it? What does the author emphasize as Hume’s major contribution? What were Adam Smith’s two major works and ideas? How does the Declaration of Independence build on the ideas of John Locke? How did Kant define Enlightenment, and what does “Sapere aude” mean? What does the author conclude about whether our age is an enlightened one? To what extent do you agree with the author?

Philosophy

Social Studies

History

Social Studies

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 4, Lesson 3, “Writing an Informative Text,” students will choose a philosopher that interests them from the book read earlier in this unit: Introducing the Enlightenment: A Graphic Guide, written by Lloyd Spencer and illustrated by Andrzej Krauze. Students will conduct research to find three sources about one of the philosopher’s major ideas and write an informative text that conveys information about the philosopher’s idea. SUGGESTED TIME: 1 class period to introduce the assignment and for students to begin research; the informative text can be written as homework RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Conduct a short research project to find three articles about a philosopher of interest covered in the book Introducing the Enlightenment: A Graphic Guide, written by Lloyd Spencer and illustrated by Andrzej Krauze. Write an informative text that examines the topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content REQUIRED MATERIALS: Prohuman Grade 8 Unit 4 Worksheet 3: Writing an Informative Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.8.2.A Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.8.2.B Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-Literacy.W.8.2.C Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.W.8.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.8.2.E Establish and maintain a formal style. CCSS.ELA-Literacy.W.8.2.F Provide a concluding statement or section that follows from and supports the information or explanation 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.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.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.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character A2 Identify individuals, fiction and real, past and present, who exemplify the different intellectual character strengths in a concrete and compelling manner Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives LESSON PROCEDURE Explain that students will write an informative text. First, students will choose a philosopher that interests them from the book read earlier in this unit: Introducing the Enlightenment: A Graphic Guide, written by Lloyd Spencer and illustrated by Andrzej Krauze. Second, students will choose one of the philosopher's ideas that interests them. Third, students will conduct research to find three sources about this idea. Fourth, students will write an informative text that conveys information about the philosopher’s idea, from the three sources. The grading criteria are listed on the worksheet, and students’ informative texts will be shared with three classmates for peer review. GRADE 8 UNIT 4 WORKSHEET 3: WRITING AN INFORMATIVE TEXT First, choose a philosopher that interests you from the book read earlier in this unit: Introducing the Enlightenment: A Graphic Guide, written by Lloyd Spencer and illustrated by Andrzej Krauze. Second, choose one of the philosopher's ideas that interests you. Third, conduct research to find three sources about this idea. Fourth, write an informative text that conveys information about the philosopher’s idea from the three sources. Note: Your text will be shared with three classmates for peer review. The informative texts will be graded on the following criteria: Meets the length requirement of at least 2-3 pages. Includes a list of 3 sources at the end. Examines a topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduces a topic clearly, previewing what is to follow. Organizes ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect. Includes formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Uses appropriate transitions to create cohesion and clarifies the relationships among ideas and concepts. Uses precise language and domain-specific vocabulary to inform about or explain the topic. Establishes and maintains a formal style. Provides a concluding statement or section. Demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

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 4, Lesson 4, “Peer Review of Informative Texts,” students will participate in a peer review of 3 classmates’ texts. Students will write a one-page peer review letter for each student in their group and participate in respectful discussions where they share the successful aspects of their classmates’ writing and provide constructive feedback for revision. SUGGESTED TIME: 1 class period for students to read their peer review group’s writings and write a peer review letter for each classmate (letters they don’t complete in class can be finished as homework); 1 class period for peer review workshops RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read classmates’ writings and write a one-page peer review letter to develop assessment and constructive feedback skills Engage in collaborative discussions with peers With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing REQUIRED MATERIALS: Video: How to Write Effective Peer Review Comments by Odyssey Learning (~5 min) Prohuman Grade 8 Unit 4 Worksheet 4: Peer Review of Informative Texts 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: How to Write Effective Peer Review Comments by Odyssey Learning (~5 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 4 WORKSHEET 4: PEER REVIEW OF INFORMATIVE TEXTS Write a one-page peer review letter for each member of your group. Provide feedback as though you were speaking to the writer directly. Be kind! In the first paragraph, explain what you see as the writer’s goals for the piece. In the second paragraph, explain what you think the writer did well. In the third paragraph, explain what you think the writer can improve.