LESSONS

Fiction

Victorian Era

UNIT 5: COURAGE LESSON 1: LEARNING ABOUT COURAGE 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 5, Lesson 1, “Learning About Courage from Literature,” students will learn examples of courage from a classic work of literature, Lord of the Flies by William Golding. 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, Lord of the Flies by William Golding, is 285 pages and 12 chapters. The suggested reading assignment is 1 chapter per session for either in-class silent reading or homework. With this schedule, students will complete the book in 12 in-class reading sessions or 12 homework sessions. Students should complete the short-answer questions on the worksheet as they read the book. Allow 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: Lord of the Flies by William Golding Video: Why should you read “Lord of the Flies” by William Golding? - Jill Dash by Ted-Ed (~5 min) Prohuman Grade 8 Unit 5 Worksheet 1: Learning About Courage 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.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. 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 Moral Character A6 List and explain the reasons why people sometimes do not care or help others Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Civic Character A6 Explain what the “common good” means and offer examples Civic Character B1 Explain why some citizens do not respect authority or obey rules and laws Social-Awareness A1 Experience and demonstrate empathy Social-Awareness 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: Tell students that we will be reading a classic work of literature, Lord of the Flies by William Golding. This video provides a brief introduction to the book. Play video: Why should you read “Lord of the Flies” by William Golding? - Jill Dash by Ted-Ed (~5 min) Step 2: Have students complete the book, Lord of the Flies by William Golding, either through multiple in-class silent reading sessions or as homework. Students should complete the short-answer questions on the worksheet as they read the book. Step 3: 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. EXTENSION ACTIVITY: Watch the film adaptation Lord of the Flies Watch one of two film adaptations of Lord of the Flies: Lord of the Flies film (1963) posted by Xen Oldies (1 hr 30 min) Lord of the Flies film (1990) posted by YouTube Movies & TV (1 hr 30 min) For extra credit, students should write a two-page essay response to the following prompt: Does the book 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 book and/or the film. GRADE 8 UNIT 5 WORKSHEET 1: LEARNING ABOUT COURAGE FROM LITERATURE QUESTIONS TO ANSWER WHILE READING Lord of the Flies by William Golding: In Chapter 2, what is the importance of Ralph blowing the conch shell and the boys having the assembly? Fear is one of the central themes throughout this book. What are the boys afraid of? In Chapter 4, Golding describes how Roger throws stones, but avoids hitting Henry: “Here, invisible yet strong, was the taboo of the old life. Round the squatting child was the protection of parents and school and policemen and the law. Roger’s arm was conditioned by a civilization that knew nothing of him and was in ruins.” Explain what Golding is saying here in your own words. In Chapter 4, Jack paints his face. What impact does this have on him? Why do you think it has this impact? In Chapter 5, Golding shows a conflict about rules. What are Ralph and Piggy’s views on rules? What is Jack’s view on rules? How does this conflict show Golding’s observation: “The world, that understandable and lawful world, was slipping away”? In Chapter 6, Golding uses dramatic irony, a literary device by which the reader’s understanding of events in a work surpasses that of its characters. What does Golding show readers about the “beast” that the boys do not know? How does the “beast” serve as a form of dramatic irony? How does Golding use dramatic irony to create suspense? In Chapter 8, what do we learn about the significance of the book’s title? In Chapter 8, what events and emotions motivate Jack to form a tribe? In Chapter 10, how do Ralph and Piggy respond to Simon’s death? In Chapter 11, Ralph asks, “Which is better, law and rescue, or hunting and breaking things up?” How does this question show two aspects of human nature? In Chapter 7 Golding writes that Ralph “fused his fear and loathing into a hatred.” The famous African American musician Daryl Davis often states that "Ignorance breeds fear, fear breeds hatred, hatred breeds anger, anger breeds destruction.” How do you see this cycle playing out in Lord of the Flies? What do you think may have happened if Ralph and the other boys had learned and showed courage, rather than allowing their ignorance and fears to control them? EXTENSION ACTIVITY: Watch the film adaptation Lord of the Flies Watch one of two film adaptations of Lord of the Flies: Lord of the Flies film (1963) posted by Xen Oldies (1 hr 30 min) Lord of the Flies film (1990) posted by YouTube Movies & TV (1 hr 30 min) For extra credit, students should write a two-page essay response to the following prompt: Does the book 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 book and/or the film.

Nonfiction

UNIT 5: COURAGE LESSON 2: LEARNING COURAGE 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 5, Lesson 2, “Learning Courage from a Nonfiction Text,” students will develop their reading comprehension skills and learn examples of courage by reading a memoir about the youngest Nobel Laureate: I Am Malala: How One Girl Stood Up for Education and Changed the World by Malala Yousafzai and Patricia McCormick. 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, I Am Malala: How One Girl Stood Up for Education and Changed the World by Malala Yousafzai and Patricia McCormick, is 265 pages and is divided into five parts: “Before the Taliban,” “A Shadow Over Our Valley,” “Finding My Voice,” “Targeted,” and “A New Life, Far From Home.” Suggested reading assignments, to be completed either in class or for homework, are 3 chapters per session: Assignment 1: Prologue-Chapter 2 Assignment 2: Chapters 3-5 Assignment 3: Chapters 6-8 Assignment 4: Chapters 9-11 Assignment 5: Chapters 12-14 Assignment 6: Chapters 15-17 Assignment 7: Chapters 18-20 Assignment 8: Chapters 21-23 Assignment 9: Chapters 24-26 Assignment 10: Chapters 27-29 Assignment 11: Chapters 30-32 Assignment 12: 33-34 Assignment 13: 35-Epilogue 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: I Am Malala: How One Girl Stood Up for Education and Changed the World by Malala Yousafzai and Patricia McCormick Video: Malala Yousafzai On Her Life's Work To Help Girls Around The World by the Today Show (~6 min) Video: Malala Yousafzai Nobel Peace Prize Speech (2014) posted by Malala Fund (~27 min) Prohuman Grade 8 Unit 5 Worksheet 2: Learning Courage 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 Moral Character A5 Understand and explain why caring (and helping others) should never be motivated by the likelihood of being recognized or rewarded for your help or support Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit 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 Civic Character A4 Explain why protest and civil disobedience are essential to the democratic process Civic Character B2 Describe how a role model challenged an unjust law 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 or showing the caption, show students this photograph: https://www.cnn.com/2023/08/15/asia/afghanistan-taliban-takeover-anniversary-women-intl-hnk-dst/index.html Ask students what they wonder about this photograph. Step 2: Explain that this photo was taken on August 12, 2023. It shows women in Afghanistan holding signs protesting for their right to education. In Afghanistan under the rule of the Taliban, women are banned from going to high school and college. (Background: “Taking a Terrible Toll: The Taliban’s Education Ban.” The United States Institute of Peace.) Explain that another group of Taliban militants was active in Pakistan, and they banned women’s education in 2007. Show a map of Afghanistan and Pakistan. Step 3: Explain that we will be learning about a young woman from Pakistan named Malala Yousafzai who, while a teenager, spoke out publicly against the prohibition on the education of girls by the Pakistani Taliban. Malala gained global attention when she survived an assassination attempt at age 15. In 2014, she was the youngest person awarded the Nobel Peace Prize. Play video: Malala Yousafzai On Her Life's Work To Help Girls Around The World by the Today Show (~6 min) Step 4: Explain that this is a video of the speech she gave when she received the Nobel Peace Prize. Have students take notes as they watch the video on the answers to these two questions: What are the problems that Malala explains? What does Malala say she is fighting for? Play video: Malala Yousafzai Nobel Peace Prize Speech (2014) posted by Malala Fund (~27 min) Step 5: Explain that we will be reading Malala’s memoir: I Am Malala: How One Girl Stood Up for Education and Changed the World. Step 6: Have students read the book, I Am Malala: How One Girl Stood Up for Education and Changed the World, 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 7: Set aside a class period to discuss the book. Invite students to a whole-class discussion of the worksheet questions. GRADE 8 UNIT 5 WORKSHEET 2: LEARNING COURAGE FROM A NONFICTION TEXT QUESTIONS TO ANSWER WHILE READING THE BOOK I Am Malala: How One Girl Stood Up for Education and Changed the World by Malala Yousafzai and Patricia McCormick: 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. Who was Malala named for, and how did this person inspire her countrymen? What does Malala’s father say about how women are treated in Pakistan? What is purdah? How did Malala’s father encourage her? In Chapter 2, what does Malala explain happened in Afghanistan under the Taliban? In Chapter 5, why was Malala’s father’s school threatened? In Chapter 5, what does Malala say is the meaning of education for her? In Chapters 6 and 7, what does Malala explain that Radio Mullah banned and how they enforced their rules? In Chapter 8, how did Malala’s father show courage in his response to the Taliban’s threat to close his school? In Chapters 11-19, Malala explains how she became an activist. What was she fighting for? In Chapter 22, what does Malala say she wants to be when she grows up? Why did Malala end up in the hospital? In Chapter 31, what does Malala see as the moral of The Wizard of Oz? Why does Malala say that the Taliban will not stop her and what is her goal? In the Epilogue, what does Malala say about courage? Look at the Malala’s Fund website: https://malala.org/ and explain one thing you learned from it.

Civics

Geography

History

Social Studies

UNIT 5: COURAGE 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 5, 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: Lord of the Flies by William Golding and I Am Malala: How One Girl Stood Up for Education and Changed the World by Malala Yousafzai with Patricia McCormick. 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 5 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 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 5 WORKSHEET 3: WRITING AN ARGUMENTATIVE ESSAY Essay Prompt: In our unit on courage, we read two books: Lord of the Flies by William Golding and I Am Malala: How One Girl Stood Up for Education and Changed the World by Malala Yousafzai with Patricia McCormick. Write an argumentative essay of 2-3 pages in response to one of the following prompts: Option 1: In the novel Lord of the Flies by William Golding, what message do you think is the author’s main message about courage? Provide reasons for your position and cite evidence from the novel to support your argument. Option 2: We read the memoir of Malala Yousafzai, I Am Malala: How One Girl Stood Up for Education and Changed the World. In her 2014 Nobel Prize speech, Malala thanked her parents for teaching her three character strengths: “Thank you to my father for not clipping my wings and for letting me fly. Thank you to my mother for inspiring me to be patient and to always speak the truth.” Write an essay in which you explain how Malala was able to show courage due to those three character strengths. Provide reasons for your position and cite evidence from the book to support your argument.

UNIT 5: COURAGE 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 5, 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: Prohuman Grade 8 Unit 5 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. 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 5 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.