LESSONS

Fiction

Roaring Twenties

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 9, Lesson 1, “Learning Humanity from Harlem Renaissance Poetry,” students will learn examples of humanity from three poems. Students will develop their critical thinking and writing skills by answering questions about the poems. Additionally, students will advance their academic dialogue skills by discussing the sonnets with classmates. SUGGESTED TIME: 1 class period RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read three Harlem Renaissance poems Analyze the structure of the poems Identify and analyze the poems’ central themes and ideas Write answers to questions about the poems, demonstrating an understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the poems REQUIRED MATERIALS: Poem: “If We Must Die” by Claude McKay (1919) Poem: “The Lynching” by Claude McKay (1922) Poem: “Strange Fruit” (1939) by Abel Meeropol, performed by Billie Holiday Video: Ida B. Wells: Fearless Investigative Reporter of Southern Horrors by Black History in Two Minutes or so (~2 min) Video: The Harlem Renaissance by Black History in Two Minutes or So (~2 min) Video: Audio recording of “If We Must Die” by Claude McKay posted by Poets Speak (~1 min) Video: “The Lynching” by Claude McKay read by Vincent Powell posted by Vincent Powell (Stop video at 1 min) Video: Billie Holiday "Strange Fruit" Live 1959 posted by ReelinInTheYears66 (~3 min) Worksheet: Prohuman Grade 8 Unit 9 Worksheet 1: Harlem Renaissance Poetry 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.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-Literacy.RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-Literacy.SL.8.1.B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. CCSS.ELA-Literacy.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. CCSS.ELA-Literacy.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET 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 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 three poems that respond to the injustice of lynching. Explain that lynching is the public killing of an individual who has not received any due process (a trial) From 1882 to 1968, 4,743 lynchings occurred in the U.S., according to records maintained by the NAACP. (Source: “History of Lynching in America” by the NAACP.) Black people were the primary victims of lynching: 3,446, or about 72 percent of the people lynched, were Black. But they weren't the only victims of lynching. Some white people were lynched for helping Black people or for being anti-lynching. Immigrants from Mexico, China, Australia, and other countries were also lynched. The highest number of lynchings during occurred in Mississippi, Georgia, and Texas. Lynchings did not occur in every state. There are no recorded lynchings in Arizona, Idaho, Maine, Nevada, South Dakota, Vermont, and Wisconsin. Explain that many people worked to expose and stop lynching, including Ida B. Wells. Play video: Ida B. Wells: Fearless Investigative Reporter of Southern Horrors by Black History in Two Minutes or so (~2 min) Step 2: Explain that many poets, especially those in the Harlem Renaissance movement, wrote to expose the injustice of lynchings. Play this video, which briefly explains the meaning and history of the Harlem Renaissance: Video: The Harlem Renaissance by Black History in Two Minutes or so (~2 min) Step 3: Have the students read “If We Must Die” by Claude McKay silently (~1 min) Have a different student read each line of “If We Must Die” by Claude McKay out loud. (~1 min) Play the video: Audio recording of “If We Must Die” by Claude McKay posted by Poets Speak. (~1 min) Have students talk with a partner about what type of rhyme scheme and structure they see in this poem. (~2 min) Explain that the poem is a Shakespearean sonnet. This means that the poem follows 3 quatrains (four-line stanzas) with one rhyming couplet (two-line stanza) that concludes the poem. The sonnet follows the meter of iambic pentameter in which each line has ten syllables. Have students reflect on and write about what McKay is saying in this sonnet. Remind them that the poem was published in 1919. Have them write on their worksheets. (~3 min) Have a class discussion about what students wrote about this sonnet. (~5 min) Step 4: Have the students read “The Lynching” by Claude McKay silently. (~1 min) Have a different student read each line of “The Lynching” out loud. (~1 min) Play the video: “The Lynching” by Claude McKay read by Vincent Powell posted by Vincent Powell (Stop video at 1 min) Have students talk with a partner about what type of rhyme scheme and structure they see in this poem. (~2 min) Explain that “The Lynching” mixes elements of the Shakespearean sonnet and the Petrarchan sonnet; the middle two lines of each quatrain rhyme with each other while the last two lines are a rhyming couplet, and the poem as a whole keeps perfect iambic pentameter. (To learn more, see: Jensen, Lily. “Claude McKay's Protest Sonnets.” Criterion: A Journal of Literary Criticism. 16.1 (2023). Available at: https://scholarsarchive.byu.edu/criterion/vol16/iss1/11) Have students reflect on and write about what McKay is saying in this sonnet. Have them write on their worksheets. (~3 min) Have a class discussion about what students wrote about this sonnet. (~5 min) Step 5: Have the students silently read “Strange Fruit” (1939) by Abel Meeropol. (~1 min) Have a different student read each line of “Strange Fruit” out loud. (~1 min) Have students talk with a partner about what type of rhyme scheme and structure they see in this poem. Also, ask students how the poet uses alliteration (the occurrence of the same letter or sound at the beginning of adjacent or closely connected words). (2 min) Explain that “Strange Fruit” has a simple structure: three stanzas with four lines in each. The rhyme scheme of the poem is AABB. Show students the alliteration and ask what effect it has on the reader. Play the video: Billie Holiday "Strange Fruit" Live 1959 posted by ReelinInTheYears66 (~3 min) Ask students to reflect on and write about what the poet is saying. Have them write on their worksheets. (~3 min) Have a class discussion about what students wrote about this poem. (~5 min) GRADE 8 UNIT 9 WORKSHEET 1: HARLEM RENAISSANCE POETRY “If We Must Die” by Claude McKay (1919) — What do you see as the central message McKay is communicating in this poem? “The Lynching” by Claude McKay (1922) — What do you see as the central message McKay is communicating in this poem? “Strange Fruit” (1939) by Abel Meeropol, performed by Billie Holiday— What do you see as the central message the poet is communicating in this poem?

History

Social Studies

Nonfiction

Roaring Twenties

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 9, Lesson 2, “The Tulsa Race Massacre of 1921,” students will learn about one of the worst incidents of racial violence in American history. Students will develop their reading comprehension skills by reading a contemporary work of young adult nonfiction, The Burning: Black Wall Street and the Tulsa Race Massacre of 1921 by Tim Madigan, adapted by Hilary Beard. 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 Burning: Black Wall Street and the Tulsa Race Massacre of 1921 by Tim Madigan, adapted by Hilary Beard, is 254 pages and 23 chapters. Suggested reading assignments are two chapters per session, to be completed either in class or for homework: Assignment 1: Prologue-Chapter 1 Assignment 2: Chapters 2-3 Assignment 3: Chapters 4-5 Assignment 4: Chapters 6-7 Assignment 5: Chapters 8-9 Assignment 6: Chapters 10-11 Assignment 7: Chapters 12-13 Assignment 8: Chapters 13-14 Assignment 9: Chapters 15-16 Assignment 10: Chapters 17-18 Assignment 11: Chapters 19-20 Assignment 12: Chapters 21-23 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 Burning: Black Wall Street and the Tulsa Race Massacre of 1921 by Tim Madigan, adapted by Hilary Beard Video: The massacre of Tulsa's "Black Wall Street" by Vox (~ 9 min) Prohuman Grade 8 Unit 9 Lesson 2: The Tulsa Race Massacre of 1921 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 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 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: Without providing any information or showing the caption, show students this image from the Tulsa History Museum. (Note: It is not an image of violence.) 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 a temporary law office set up in a tent following the 1921 Tulsa Race Massacre, which was one of the worst incidents of racial violence in American history. Pictured are attorneys Isaiah H. Spears and Buck Colbert Franklin with their secretary, Effie Thompson. By 1922, they had a building for their firm. Step 3: Explain that we will be reading a book about this incident: The Burning: Black Wall Street and the Tulsa Race Massacre of 1921 by Tim Madigan, adapted by Hilary Beard. Explain that this incident is very difficult to learn about, but it is important to understand a history that was for far too long not discussed or included in history books. Step 4: Explain that this video gives a brief overview of the Tulsa Race Massacre and that it contains some difficult images. Play the video: The massacre of Tulsa's "Black Wall Street" by Vox (~ 9 min). Step 5: Have students read the book, The Burning: Black Wall Street and the Tulsa Race Massacre of 1921 by Tim Madigan, adapted by Hilary Beard, either as a series of in-class reading assignments or for homework. Tell students that as they read, this story map will be useful: Mapping Greenwood A Virtual Tour of the events of the Tulsa Race Massacre and Current Sites of Commemoration by Tulsa Community College students in support of The John Hope Franklin Center for Reconciliation. Have students write the answers to the worksheet questions while reading the book. Step 6 Set aside a class period to discuss the book. Invite students to a whole-class discussion of the worksheet questions. GRADE 8 UNIT 9 WORKSHEET 2: LEARNING HUMANITY FROM A NONFICTION TEXT — The Burning: Black Wall Street and the Tulsa Race Massacre of 1921 by Tim Madigan, adapted by Hilary Beard. As you read, this story map will be useful: Mapping Greenwood A Virtual Tour of the events of the Tulsa Race Massacre and Current Sites of Commemoration by Tulsa Community College students in support of The John Hope Franklin Center for Reconciliation What was the Greenwood district of Tulsa called and why? What was chattel slavery, how did it deny African Americans their humanity, and where was it practiced in America? What was Reconstruction, what years did it take place, and how many Black men were elected to office during this period? What did the Thirteenth, Fourteenth, and Fifteenth Amendments guarantee? How many Black people were lynched in America from 1865 to 1950? How did Jim Crow laws deny African Americans their humanity? What is the main difference between Booker T. Washington’s and W. E. B. Du Bois’s approaches to education? Which one do you think better serves Black people? Why do you think this? What did the Tulsa Tribune publish on the front page on May 31, 1921, and what was the consequence? In Chapter 15, the author connects the Tulsa Massacre to several other historical injustices. What are those injustices? What does the word complicit mean, and how were many authorities in Tulsa complicit in the violence? What was the overall scale of destruction in terms of the number of deaths, number of people who lost their homes, the number of blocks burned, and the amount of savings lost? How does Chapter 21 portray the resilience of Black people? Chapter 23 makes the case for reparations for the families of the Greenwood residents. Which piece of information would you say makes the strongest argument for reparations? What did you learn about humanity from reading this book, and how can you show more humanity?

History

Social Studies

The Prohuman Grade 8 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 9, Lesson 3, “Writing a Hero’s Journey,” students will craft a Hero’s Journey, based on the work of Joseph Campbell. Students will choose a person who interests them from the book read earlier in this unit: The Burning: Black Wall Street and the Tulsa Race Massacre of 1921 by Tim Madigan, adapted by Hilary Beard. They will write a Hero’s Journey narrative featuring a protagonist who faces challenges, overcomes adversity, and returns transformed. SUGGESTED TIME: 1 class period to begin prewriting; the rest can be completed as homework RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Understand the seven core elements of the Hero’s Journey (protagonist, shift, quest, challenge, allies, transformation, legacy). Write a Hero’s Journey narrative containing all seven elements. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. REQUIRED MATERIALS: Video: The Hero's Journey according to Joseph Campbell - video by Matthew Winkler and Kirill Yeretsky by Ueber-Brands (~3 min) Video: The Hero with a Thousand Faces by The Joseph Campbell Foundation (~3 min) Prohuman Grade 8 Unit 9 Worksheet 3: Writing a Hero’s Journey ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.8.3.A Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. CCSS.ELA-Literacy.W.8.3.B Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.8.3.C Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. CCSS.ELA-Literacy.W.8.3.D Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. CCSS.ELA-Literacy.W.8.3.E Provide a conclusion that follows from and reflects on the narrated experiences or events. CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience CCSS.ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Part 1: In the nonfiction book we read earlier in this unit, The Burning: Black Wall Street and the Tulsa Race Massacre of 1921 by Tim Madigan, adapted by Hilary Beard, the author features many people’s stories. Choose one person who interests you and write that person’s Hero’s Journey. Part 2: The Hero’s Journey is a narrative structure identified by mythologist Joseph Campbell. It is a story arc with a protagonist or main character who faces challenges, overcomes adversity, and returns transformed (Rogers et al. 2023). Show students the diagram of the Hero’s Journey on this website: Joseph Campbell - The Hero’s Journey Play a couple of short videos about the Hero’s Journey. Play video: The Hero's Journey according to Joseph Campbell - video by Matthew Winkler and Kirill Yeretsky by Ueber-Brands (~3 min) Play video: The Hero with a Thousand Faces by The Joseph Campbell Foundation (~3 min) Part 3: Have students start the writing process by answering the questions on their worksheets. Explain that they will write the narrative for homework. Tell students that their Hero’s Journey narratives will be shared with 3 classmates for peer review. GRADE 8 UNIT 9 WORKSHEET 3: WRITING A HERO’S JOURNEY Step 1: Before you begin writing your Hero’s Journey, identify the person who will be your protagonist. Step 2: Identify the seven core elements of the Hero’s Journey: Protagonist: The central character of the story Shift: A change in setting or life circumstances that initiates the journey Quest: A clear goal or mission Challenge: Obstacles or difficulties that must be overcome Allies: Friends, mentors, or supporters who aid in the journey Transformation: Personal growth or change resulting from the journey Legacy: How the hero's journey positively impacts others Step 3: Write a Hero’s Journey of 3 pages and do the following: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events. Note: Your Hero’s Journey will be shared with 3 classmates for peer review.

Poetry

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 9, Lesson 4, “Peer Review of Hero’s Journey Narratives,” students will participate in a peer review of 3 classmates’ writings. 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’ work 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 9 Worksheet 4: Peer Review of Narratives 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 before 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 9 WORKSHEET 4: PEER REVIEW OF HERO’S JOURNEY NARRATIVES 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.