LESSONS

Nonfiction

UNIT 8: UNDERSTANDING LESSON 1: LEARNING UNDERSTANDING 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 8, Lesson 1, “Learning Understanding from Literature,” students will learn examples of understanding from a contemporary work of literature, Witness by Karen Hesse. 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 The book, Witness by Karen Hesse, is 158 pages and has 5 parts. It was written to be read aloud as reader’s theater. If desired, 3 class periods can be devoted to in-class reading the book aloud, with 1-2 students assigned to the role of one of the 11 characters. Alternatively, students can complete the book in 5 homework sessions. Students should complete the short-answer questions on the worksheet as they read the book. Allow 50 minutes for in-class discussion of the short-answer questions on the worksheet. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a contemporary work of 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: Witness by Karen Hesse Video: The Early Ku Klux Klan and White Supremacy by NBC News Learn (~3 min) Prohuman Grade 8 Unit 8 Worksheet 1: Learning Understanding 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 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: Explain that we will be reading a novel, Witness by Karen Hesse, set in Vermont in 1924. The novel has a unique structure. It is told by 11 characters in a series of free verse narrative poems. Free verse is poetry that does not rhyme or have a regular meter. Each poem is a monologue. A monologue is a speech delivered by a single character in a play or a film addressing themself, another character, or the audience. The novel is intended to be read as reader’s theater, as a play in five acts. The book explores how the residents of one small Vermont town reacted to the arrival and infiltration of the Ku Klux Klan or KKK. Step 2: Let’s learn some background about the KKK. Play video: The Early Ku Klux Klan and White Supremacy by NBC News Learn (~3 min) Step 3: Have students complete Witness by Karen Hesse through one of two options: Option 1: Perform the whole book as reader’s theater in class, by having 1 or 2 students read the part of one of the 11 characters. The audiobook is 2 hours and 21 minutes, so assume it will take 3 class periods to complete an in-class reading of the entire book. Option 2: Have students complete the book through 5 homework sessions. 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. GRADE 8 UNIT 8 WORKSHEET 1: LEARNING UNDERSTANDING FROM LITERATURE QUESTIONS TO ANSWER WHILE READING Witness by Karen Hesse: What is unique about this novel’s structure? Why do you think the author chose this structure to tell the story? Why do you think the author chose not to capitalize sentences? Why do you think Leanora feels like “a wide brown island”? How does she experience racism? How does Sara Chickering show an understanding about the similarities between Esther and Leanora? What is the conflict between Harvey and Viola about the Klan? In Act Two, what is the impact of Mr. Field’s story on Leanora? In Act Two, what are Sara Chickering’s thoughts about the Klan? In Act Four, what tragedy happens, and how does the author create a mystery around it? In Act Five, what do we learn from the characters about what happened in the shooting? Which characters support the Klan and why? Which characters oppose the Klan and why? The book traces Reynard Alexander’s journey of understanding the Klan, from Act One, where he says, “I have attempted to remain neutral in the face of the Klan question, to Act Four, when he says, “The Ku Klux Klan must go.” What makes his perspective change as the story progresses? What did you learn about understanding from this novel, and how can you show more understanding in your own life?

History

Social Studies

Nonfiction

UNIT 8: UNDERSTANDING LESSON 2: LEARNING UNDERSTANDING 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 8, Lesson 2, “Learning Understanding from a Nonfiction Text,” students will develop their reading comprehension skills and learn examples of understanding by watching a lecture and reading an interview with Daryl Davis, who inspired over 200 members of the KKK to leave the organization. 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 interview. SUGGESTED TIME: 1 class period to introduce the topic and watch the videos 1 homework session to read the article and answer the worksheet questions 1 class period to have a dialogue about the worksheet questions 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 interview, demonstrating an understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the interview REQUIRED MATERIALS: Article: “In the Lions' Den: A Conversation with Daryl Davis.” Harvard International Review. Published on August 9, 2020. Video: The KKK: Its history and lasting legacy by CNN (~7 min) Video: Why I, as a black man, attend KKK rallies. | Daryl Davis from TEDxNaperville (~19 min) Video: Daryl Davis Breaks Down His Technique for Talking to Klan Members from The Joe Rogan Experience (~15 min) Prohuman Grade 8 Unit 8 Worksheet 2: Learning Understanding 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 Intellectual Character A4 Understand what it means to be an “active listener” (e.g., intellectual humility) 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 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 text from the article, show students the image published in this article: “In the Lions' Den: A Conversation with Daryl Davis.” Harvard International Review. Published on August 9, 2020. Ask students if they know what organization is shown in this photograph. Ask students what they wonder about this photograph. Step 2: Explain that this photograph was taken of a member of the Ku Klux Klan (KKK) with Daryl Davis, an African American musician who inspired over 200 people to leave the KKK. Explain that this video explains the history of the KKK. Play the video: The KKK: Its history and lasting legacy by CNN (~7 min) Step 3: Explain that we will watch a couple of videos about how Daryl Davis explains how he has inspired over 200 people to leave the KKK. Play the video: Why I, as a black man, attend KKK rallies. | Daryl Davis from TEDxNaperville (~19 min) Play the video: Daryl Davis Breaks Down His Technique for Talking to Klan Members from The Joe Rogan Experience (~15 min) Step 4: For homework, have students read the article “In the Lions' Den: A Conversation with Daryl Davis.” Harvard International Review. Published on August 9, 2020. Have students write the answers to the worksheet questions while reading the article. Step 5 Set aside a class period to discuss the article. Invite students to a whole-class discussion of the worksheet questions. EXTENSION ACTIVITY: Watch the film Accidental Courtesy Accidental Courtesy: Daryl Davis, Race & America (2017) on Apple TV (Not rated; 1 hour, 38 minutes) — Available to rent for 99 cents. For extra credit, students should write a response to the following prompt: Write a 2-page essay in which you explain three things you learned from watching this documentary film. GRADE 8 UNIT 8 WORKSHEET 2: LEARNING ABOUT UNDERSTANDING FROM A NONFICTION TEXT 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. QUESTIONS TO ANSWER WHILE READING THE ARTICLE “In the Lions' Den: A Conversation with Daryl Davis.” Harvard International Review. Published on August 9, 2020: Why didn’t Daryl experience racism until he was 10? What is the key question that Daryl wanted to ask the “Grand Dragon” of the KKK in Maryland? What does Daryl say about the “chain” that starts with ignorance? What does Daryl point out are the things all human beings want? How did Daryl’s conversations with KKK members “plant a seed”? What does Daryl say about the importance of dialogue? What is the quote Daryl brings up from Mark Twain? Why do you think this quote is important? How does Daryl show intellectual character in talking to KKK members? How does Daryl show understanding in talking to KKK members? How can you show understanding when talking to people who might have racist views, or who might disagree with you on political issues? EXTENSION ACTIVITY: Watch the film Accidental Courtesy Accidental Courtesy: Daryl Davis, Race & America (2017) on Apple TV (Not rated; 1 hour, 38 minutes) — Available to rent for 99 cents. For extra credit, students should write a response to the following prompt: Write a 2-page essay in which you explain three things you learned from watching this documentary film.

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 8, Lesson 3, “Writing an Informative Text,” students will interview someone with a different point of view on an issue and write an informative essay about the topic(s) discussed, what the person believes, the reasons the person gave for holding those beliefs, and what the student learned from doing the interview. 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 8 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.8.10 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 A4 Understand what it means to be an “active listener” (e.g., intellectual humility) 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 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 Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants 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 In an interview with Daryl Davis we read in the previous lesson, he said, “We human beings all want the same things. We want to be respected. We want to be loved. We want to be heard.” It is important to listen to others who have different perspectives. For this assignment, you will interview someone with a different perspective from you on a political, social, or economic issue. You could also interview someone from a different faith tradition. Have a respectful conversation with the person and ask what they believe and why. Your task is not to debate or argue with the person, but to understand why they believe what they do. Then you will write an informative text about the process of interviewing this person. Be sure to cover: The topic(s) discussed What they believe The reasons they give for their beliefs What you learned from doing this interview The grading criteria can be found on the worksheet. Students’ informative texts will be shared with three classmates for peer review. GRADE 8 UNIT 8 WORKSHEET 3: WRITING AN INFORMATIVE TEXT Prompt: In an interview with Daryl Davis we read in the previous lesson, he said, “We human beings all want the same things. We want to be respected. We want to be loved. We want to be heard.” It is important to listen to others who have different perspectives. For this assignment, you will interview someone with a different perspective from you on a political, social, or economic issue. You could also interview someone from a different faith tradition. Have a respectful conversation with the person and ask what they believe and why. Your task is not to debate or argue with the person, but to understand why they believe what they do. Then you will write an informative text about the process of interviewing this person. Be sure to cover: The topic(s) discussed What they believe The reasons they give for their beliefs What you learned from doing this interview 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 8, 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: Prohuman Grade 8 Unit 8 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 four. Each student will make/give copies of their writing to the three 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 8 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.