LESSONS

Fiction

Great Depression

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 7, Lesson 1, “Learning About Fairness from Literature,” students will learn examples of fairness from a classic work of literature, To Kill a Mockingbird by Harper Lee. 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. The book, To Kill a Mockingbird by Harper Lee, has 31 chapters. The suggested reading assignment is 2 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 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: To Kill a Mockingbird by Harper Lee Prohuman Grade 8 Unit 7 Worksheet 1: Learning About Fairness from Literature VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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 A3 List and explain the reasons why people sometimes lie, steal, or cheat (e.g., “everybody is doing it”) Moral Character A5 Understand and explain why caring (and helping others) should never be motivated by the likelihood of being recognized or rewarded for your help or support Moral Character A6 List and explain the reasons why people sometimes do not care or help others 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 A1 Explain why it is important for all citizens to respect authority by following the rules and laws Civic Character A2 Explain why friends have a responsibility to speak up or take action to prevent or stop others from engaging in disrespectful, dangerous, harmful, or illegal conduct 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 Civic Character B6 Describe how a role model actively participates in the democratic process (either as an elected official or in another capacity) 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 context, show students this image. (Tell students to ignore the word “Alamy” and the letter “a” – explain that it is a stock photo and these words are intended to prevent unauthorized printing of the image.) Ask students what they notice about this image. Ask students what they wonder about this image. Step 2: Explain that this image is from the film version of the 1960 Pulitzer Prize-winning novel, To Kill a Mockingbird by Harper Lee A 2018 survey of 7,200 Americans found that this book is America's best-loved novel. (Source: “To Kill a Mockingbird' is America's favorite novel, reports PBS 'The Great American Read’”) Step 3: Have students complete To Kill a Mockingbird 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 4: 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 of To Kill a Mockingbird To Kill a Mockingbird film (1962) posted by Internet Archive (2 hours, 8 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 7 WORKSHEET 1: LEARNING ABOUT FAIRNESS FROM LITERATURE Vocabulary Fairness - I treat everyone the same. If someone has been left out, I bring them in. 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. QUESTIONS TO ANSWER WHILE READING To Kill a Mockingbird by Harper Lee: What point of view did Harper Lee choose to tell this story? What are the benefits of this point of view and what are the drawbacks? In Chapter 3, what does Calpurnia teach Scout about treating others with fairness? In Chapter 3, what does Atticus teach Scout about treating others with fairness? In Chapter 9, what does Atticus say about why it is wrong to use the N-word? In Chapter 9, what does Atticus say about the case and its meaning for him? In Chapter 9, How does Lee create suspense by having Scout overhear Atticus’s conversation? In Chapter 11, Atticus says, “one thing that doesn’t abide by majority rule is a person’s conscience.” How does this show his intellectual character? In Chapter 16, what does Atticus say about mobs? In Chapter 20, what does Atticus say is a “truth that applies to the human race and to no particular race”? What is Atticus’s view of American courts? What is unfair about the verdict? What does Atticus see in the slowness of the jury’s deliberations? In Chapter 10, why does Atticus say it’s a sin to kill a mockingbird? Why do you think Lee chose this title for the book? What did you learn about fairness from reading this book, and how can you show fairness? EXTENSION ACTIVITY: Watch the film adaptation of To Kill a Mockingbird To Kill a Mockingbird film (1962) posted by Internet Archive (2 hours, 8 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.

Civics

History

Social Studies

Nonfiction

World War II

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 7, Lesson 2, “Learning Fairness from a Nonfiction Text,” students will develop their reading comprehension skills and learn examples of fairness by reading a contemporary work of young adult nonfiction, The Port Chicago 50: Disaster, Mutiny, and the Fight for Civil Rights 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 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 for this lesson, The Port Chicago 50: Disaster, Mutiny, and the Fight for Civil Rights by Steve Sheinkin, is 170 pages and 18 chapters. Suggested reading assignments are three chapters per session, to be completed either in class or for homework: Assignment 1: First Hero – Port Chicago Assignment 2: Work and Liberty – Hot Cargo Assignment 3: The Explosion – Column Left Assignment 4: Prison Barge – Treasure Island Assignment 5: Prosecution – The Verdict Assignment 6: Hard Labor – Epilogue: Civil Rights Heroes 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: The Port Chicago 50: Disaster, Mutiny, and the Fight for Civil Rights by Steve Sheinkin. Video: 1944 Port Chicago Explosion: What happened at Port Chicago? by The National WWII Museum (~2 min) Video: Navy exonerates Black sailors 80 years after Port Chicago disaster, broadcast on July 20, 2024, by CBS Evening News (~3 min) Prohuman Grade 8 Unit 7 Worksheet 2: Learning Fairness from a Nonfiction Text VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). CCSS.ELA-Literacy.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-Literacy.RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-Literacy.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. CCSS.ELA-Literacy.W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A4 Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Without providing any information or showing the caption, show students the second image in this article: “The Port Chicago 50 at 76: Time for Exoneration” published by The National WWII Museum on July 17, 2020. Ask students what they notice about this photograph. Ask students what they wonder about this photograph. Step 2: Explain that this photograph was taken of the aftermath of the explosions at Port Chicago, which happened on July 17, 1944. It was the largest man-made detonation in history to that point. It happened while sailors were loading munitions on ships. Instantly, 320 sailors, two-thirds of them African American, were killed and hundreds more were injured. Step 3: Explain that we will be reading a book about this incident: The Port Chicago 50: Disaster, Mutiny, and the Fight for Civil Rights by Steve Sheinkin. Step 4: Have students read the book, The Port Chicago 50: Disaster, Mutiny, and the Fight for Civil Rights 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 5 Set aside a class period to discuss the book. Invite students to a whole-class discussion of the worksheet questions. GRADE 8 UNIT 7 WORKSHEET 2: LEARNING FAIRNESS FROM A NONFICTION TEXT QUESTIONS TO ANSWER WHILE READING THE BOOK The Port Chicago 50: Disaster, Mutiny, and the Fight for Civil Rights by Steve Sheinkin: How was the Navy prejudiced against African Americans during WWII? In the chapter “The Inquiry” the author documents several instances of unfairness. Provide at least two examples of unfairness. In the chapter “Column Left” how many sailors refused to follow orders and load ammunition? What was the consequence of their refusal? In the chapter “Prison Barge” what were the two elements of Joseph Small’s fight for fairness? In the chapter “The Fifty,” how does the author explain why the Navy’s definition of mutiny did not apply in this case? In the chapter “Prosecution” what experiment did the Secretary of the Navy, James Forrestal, and the Chief of Naval Operations, Admiral Ernest King, begin? In the chapter “Joe Small” what didn’t Thurgood Marshall like about the defense’s strategy? In the chapter “The Verdict” what did Thurgood Marshall say was the larger meaning of this case? What was the verdict in this case and the sentence? How long of this sentence did the men actually serve, as the author explains in the chapter “Small Goes to Sea”? In the chapter “Hard Labor” what does the author present as the results of the Navy’s experiment with integration? What did the Bureau of Naval Personnel inform all officers of in February 1945? What did the Navy become to first branch of the U.S. military to do? What did Executive Order 9981 issued by President Harry Truman in July 1948 do? In the Epilogue, what did the Navy conclude in 1994 after it reviewed the Port Chicago case? Do you think the Navy’s conclusion was fair? Why or why not? What did you learn about fairness from reading this book, and how can you show more fairness?

History

Social Studies

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 7, Lesson 3, “Writing an Informative Text,” students will write an informative text about unfairness and the fight for justice in the two books read earlier in this unit: To Kill a Mockingbird by Harper Lee and The Port Chicago 50: Disaster, Mutiny, and the Fight for Civil Rights by Steve Sheinkin. 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: 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 7 Worksheet 3: Writing an Informative Text VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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 about unfairness and the fight for justice in the books read earlier in this unit: To Kill a Mockingbird by Harper Lee and The Port Chicago 50: Disaster, Mutiny, and the Fight for Civil Rights by Steve Sheinkin. While one book is fiction and the other is nonfiction, both authors focus on people’s fight for fairness. Read the assignment prompt on the worksheet. Students’ informative texts will be shared with three classmates for peer review. GRADE 8 UNIT 7 WORKSHEET 3: WRITING AN INFORMATIVE TEXT Prompt: We read two books in this unit: To Kill a Mockingbird by Harper Lee and The Port Chicago 50: Disaster, Mutiny, and the Fight for Civil Rights by Steve Sheinkin. While the first book is fiction and the second is nonfiction, both focus on unfairness and people’s fight for justice. Write an informative text in which you explain what was unfair in each book, and how people in each book (in Lee’s book, fictional characters, and in Sheinkin’s book, real people) fought for justice. 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. 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 7, 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 VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. REQUIRED MATERIALS: Prohuman Grade 8 Unit 7 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. 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 7 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.