Unpacking Privilege

Essential Questions:

What is privilege?

In what ways are you privileged?

How can we justify and understand tragedies like the Holocaust?

How does one man’s experience represent the experience of millions?

What makes you unique?

How can feelings of sadness or anger affect someone’s life?

What does living the norm mean??

What are the different types of privilege?

Is liberty and justice for all attainable?

What does it mean to be human?

Why do bad things happen to good people?

How does one overcome difficult situations?

How can an author’s personal experiences influence his/her work?

How do you plan on bettering yourself and your life regardless of your status or lack of privilege?

In what ways can you use your privilege to positively impact our country?

How can we work as a society to help change the stigmas associated with privilege?

Honors English I: 9th grade

Shaquayah McEwen

CI 435E

Fall 2017

RATIONALE

Overview and Text Selection

When planning my Unpacking Privilege Unit, I wanted to address a very controversial topic in a

very inviting and stimulating way to ensure that my students will learn, grow, and benefit from

the different strategies, assessments, discussions and text that have been incorporated. To

maintain a healthy classroom environment during this unit I took a step back to look at how I

could introduce a unit over privilege in the most beneficial way; Harry Wong and Rosemary

Wong talk about the importance of being invitational versus disinvitational in the classroom.

Wong and Wong state that, “intentionally inviting teachers have a professional attitude, work

diligently and consistently, and strive to be more effective teachers. They have a sound

philosophy of education and can analyze the process of student learning. Most important, they

are purposively and explicitly invitational…” (Wong & Wong, 67).

My philosophy is to be as open and inviting with my students while encouraging them to open

their eyes to the bigger picture of life and the advantages, disadvantages and benefits that they

have, given their many backgrounds and the progressive world in which they are living in. With

this unit students are given the opportunity to see the differences amongst each other, learn from

those differences and embrace those differences to strive for a bigger and brighter future.

The poems: A Question of Privilege, This Society is Messed Up and Playground Elegy and as

well as the articles: Living the Norm and The Perils of Indifference that have been selected are

the perfect addition to incorporate into a unit such as this one, because it allows students the

opportunity to notice the many ways in which they are privileged while embracing their

differences and acknowledging the differences of their peers. These poems and articles

encourage deep thinking from my students and the opportunity to question the authors ideas and

messages being conveyed as well as their peers to see the text in a way that they may not have

seen before.

Having students choose a book to focus their “Shaping the Future by Unpacking Privilege”

writing assignment on allows them the chance to connect with a person from history in a way

that is comfortable and stimulating for each student individually.

Night allows students to empathize with its characters by looking at life during a terrifying time

through the eyes of a boy who was underprivileged in a way that my students may not have even

considered before. Night as well as the topic of privilege gave me the chance to ask my students

some very intellectually stimulating questions to assess their understanding of the text and

themselves as individuals in our society.

Students’ Existing Literacies

This unit is completely student based, so there is no pressure to make students write or read at a

level that is uncomfortable for them. All the readings that we cover throughout this unit will be

discussed in an open and stimulating way amongst the students and their peers with several

literacy strategies to encourage student growth and development. Randy Bomer states that

“understanding the architecture of text can make reading experiences more deliberate, strategic,

and rich” (Bomer, 223). The literacy strategies that are being used - such as popcorn review,

collaborative conversation and value line discussion- throughout the unit are a terrific way for

students to hold meaningful discussion and allow me to assess students’ understanding of the

material as well as for students to assess themselves and each other.

This unit has many writing activites to encourage students comprehension while developing

voice and creativity; according to Randy Bomer, “literate activity connects to other things in life

that matter to them” (Bomer, 3). Students are given several opportunities to help each other

improve their writing through peer editing and in class workshops where they can get help from

me as well, while developing their own writing voice. There is a lot of freedom given to the

students throughout this unit which takes off the pressures to perform in a specific way and helps

strengthen their reading and writing skills in a way that is comfortable and beneficial for each

student.

Reading, Writing and Language Instruction

Education is something that is constantly changing, and teachers have gone from using the pre-

process approach which revolves around the teachers wants and needs to a process approach

which is education centered around the students’ needs. With so many students from so many

diverse backgrounds it is important to make education inclusive for everyone and as an English

teacher there are no greater tools than reading and writing.

Instead of focusing the text around grammar lessons, students can improve their grammar and

writing skills in a way that is beneficial for them by learning through writing which coincides

with Bomer’s idea that, “English should, instead, become about reading and writing lives, about

participation in literate communities within the classroom and beyond its door” (Bomer, 9).

Using a plethora of literacy strategies to assist students’ comprehension throughout the unit

ensures that every student can understand and follow along on the journey of Unpacking

Privilege. Implementing strategies like the vocabulary cards gives students the opportunity to

ask questions and learn about unfamiliar words as a class before reading, so that they are better

able to understand the text without getting stuck on unfamiliar words. The tossed terms strategy

is a fantastic way for students to follow up with their vocabulary cards and check their

understanding as well as giving me the opportunity to assess students understanding through a

student led activity. Something that makes this unit so fun and stimulating for the students is that

it is very much student based, it allows the students the opportunity to lead at a pace that is meant

for them.

Along with literacy strategies, students are encouraged to have a partner to share a dialogue

journal with. The dialogue journal encourages students to discuss issues, share questions and

share thoughts with someone who they are comfortable with and this allows students the freedom

to talk amongst their peers and anyone else they wish to involve without having to worry about

being grammatically correct or speaking in a dialect that is expected in the classroom.

There are several opportunities for my students to learn and grow through reading and writing

activities throughout the unit; along with two books that will promote meaningful discussions,

there are several articles and poems that will encourage critical thinking as well.

New Literacies

As the world evolves, our youth evolves, and it is important to give them an inviting place to

learn in which they may feel welcomed regardless of their level of learning. There are so many

new literacy strategies that are made with every level of student in mind; taking a controversial

and important topic such as privilege and interlacing it with literacy strategies that are fun,

inviting and unique allow students to enjoy learning while growing intellectually.

Some examples of the literacy strategies that will be used in this unit plan are the value line

discussion which gives students the opportunity to share their opinions while listening to the

opinions of their peers in a respectful way. Exit tickets are a formative assessment that allows

me the opportunity to see what the students have learned for the days lesson and another

meaningful form of assessment is the popcorn review which gives students the chance to ask

questions, share important parts from the text and lead the class in discussion over the reading.

With each of these strategies, students are encouraged to share their own opinions, thoughts and

ideas which will then be discussed as a class so that all the students will be able to learn and

grow from each other in a way that is inviting and safe. With these literacy strategies students

can take the lead during discussion over a topic that is very controversial, and these strategies

allow students the chance to move at a pace that is catered around each of them individually;

there is no pressure to perform at a certain level.

Social Justice

This unit is such a powerful and rewarding unit for my students because it encourages students to

step into the lives of people from history who have had to struggle and fight to make it to where

they are today, help improve our society and embrace differences whether they be cultural,

religious, racial, economic, political, gender, etc. By allowing students the choice of choosing

who to write their “Shaping the Future by Unpacking Privilege” writing assignment about and

what ways they see this person from history being underprivileged, this promotes students’ deep

thinking; students are also given the opportunity to relate their own life experiences and ways in

which they are privileged or underprivileged to a person from history that they found inspiring.

With this unit plan, students are not only encouraged to understand how privilege worked from

the past, but open their minds to the many ways that they can help improve our society in the

future by embracing their privilege and breaking the stigmas associated with social, political and

economic injustice.

This unit is important in helping students understand the role they play in our society, just as the

people that they will be learning about throughout the unit played a key role in their community

and beliefs. Peter Smagorinsky explains, “that throughout history, citizens have taken action to

achieve what they feel is just, and that these actions have been driven by different social goals,

different types of conscience and different understandings of law” (Smagorinsky, 143). With

this unit students can see the action taken by people they may look up to in history and think of

ways that they may take action to achieve what they feel is right.

Student Identities and Languages

Discussing privilege gives students from diverse backgrounds the chance to assess themselves in

a way that they may not have thought about before and allows them the opportunity to view their

peers in a way that they may not have seen them before. Privilege does not discriminate, but the

diverse ways in which my students are privileged varies and by considering the world of

privilege, students will be able to empathize with their peers, notice their differences and learn to

embrace those differences while expanding their minds to the many ways that they can use their

privilege to make the world a more united place.

Using the several types of text: “Living the Norm”, “The Perils of Indifference”, “A Question of

Privilege”, “Society is Messed Up”, “Playground Elegy” and Night, allow students to see

privilege being addressed in many ways; with these diverse ways, the students will be able to

connect with the content and gain a better understanding of what privilege is and how to use their

privilege in a way that will benefit them and others in the future.

Assessment of Student Learning

There are many reading and writing assessments and goals that I have set for my students to help

make them aware of my expectations throughout the unit; as well as giving me the opportunity to

check student comprehension and allow students to assess their own understandings of the

content and their growth throughout the unit.

Having a lot of in class work days, reading days and discussion allows students the chance to ask

me and their peers for help in a stress free and stimulating environment. While students are

reading in class I can conference with them and while students are writing and researching in

class I am able to assist them and make sure that they are all keeping up with the work and

understanding what is expected of them throughout the unit. Students can use their peer

feedback to help improve their writing before submitting their final drafts in to me for a grade

which gives them the advantage of having two other pair of eyes edit their work. Students get

helpful tips from me and their peers during the class share circle to help encourage their writing

and thinking process as they creatively write their RAFT letters using empathy to put themselves

in the shoes of other people. Another way to communicate with students is to provide constant

feedback during class discussions to help inspire students to keep thinking outside the box as

well as helpful comments from me on their rubrics when I grade their assignments, so they can

see where they excelled and where they could improve for future assignments.

BACKWARD DESIGN TEMPLATE

Shaquayah McEwen

Grade Level/Course: 9th Grade Honors English I

Unit Title: Unpacking Privilege

Unit Texts (print and non-print): Book(s): Night by Elie Wiesel, Students choice book Poems: A Question of Privilege by: Patrick H, Society is Messed Up by Amy,

Playground Elegy by: Clint Smith Videos/Film: What is Privilege (https://www.youtube.com/watch?v=hD5f8GuNuGQ),

Students Learn a Powerful Lesson about Privilege ( https://www.youtube.com/watch?v=2KlmvmuxzYE), Interview with Elie Wiesel at Auschwitz ( https://www.youtube.com/watch?v=uOXqTJ3nqCU&t=53s), Introduction into Night (https://www.youtube.com/watch?v=rRAEEf9i9Qc )

Artwork/Images: Pictures taken during the Holocaust, the swastika Articles: Living the Norm, The perils of Indifference by Elie Wiesel Other: Privilege Walk

Stage 1 – Desired Results

Established Goals (National/Professional Standards – NCTE/IRA): Students read a wide range of literature from many periods in many genres to build an

understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

Established Goals (State Standards – Kansas College and Career Ready Standards):RL.9-10.2 - Determine a theme or central idea of a text and analyze in detail its development.

RL.9-10.10 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.RL.9-10.11 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategiesRL.9-10.12 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.RL.9-10.12a - Interpret figures of speech in context and analyze their role in the text.RL.9-10.13 - Read and comprehend high quality dramas, prose, and poetry of appropriate quantitative and qualitative complexity for Grades 9-10.RI.9-10.2 - Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RI.9-10.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.RI.9-10.5 - Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.RI.9-10.6- Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.SL.9-10.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.SL.9-10.6 - Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.SL.9-10.7 - Demonstrate command of the conventions of standard English grammar and usage when speaking.SL.9-10.8 - Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.W.9-10.2b - Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.9-10.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.9-10.6 - Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.9-10.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9-10.10 - Demonstrate command of the conventions of standard English grammar and

usage when writing.W.9-10.11 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.W.9-10.12 - 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 tasks, purposes, and audiences.UnderstandingsStudents will understand that:

Privilege is nothing to be ashamed of. The ways in which they are

privileged. Their privilege doesn’t define them. They are all privileged in some way.

Essential Questions What does living the norm mean? How can feelings of sadness or anger

affect someone’s life? What are the different types of

privilege? What makes you unique? How do you plan on bettering yourself

and your life regardless of your status or lack of privilege?

In what ways can you use your privilege to positively impact our country?

How can we work as a society to help change the stigmas associated with privilege?

Is liberty and justice for all attainable? What does it mean to be human? Why do bad things happen to good

people? How does one man’s experience

represent the experience of millions? How does one overcome difficult

situations? How can we justify and understand

tragedies like the Holocaust? Does absolute power corrupt

absolutely? How can an author’s personal

experiences influence his/her work?KnowledgeStudents will know:

How to use their privilege to make a difference.

What privilege is and the different ways a person may be privileged.

Why privilege is important. What the Holocaust is. The trials and tribulations of those

taken prisoner during the Holocaust.

SkillsStudents will be able to:

Recognize their privilege. Write an essay explaining their views,

and opinions while using facts to support them.

Use evidence from the text during class discussion.

Listen to their peers in a respectful manner and share their opinions and

beliefs in a respectful way.

Stage 2 – Assessment Evidence

Performance Tasks Process Portfolio to show students’

individual growth throughout the unit to share with peers (optional).

Letter s to Elie Wiesel using the RAFT strategy expressing apologies on behalf of a Nazi Soldier during the Holocaust and another Holocaust survivor. Have students share their letters.

Other Evidence Popcorn Review Writing Assignment over a person who

has struggled due to their lack of privilege.

Class Discussion Dialogue Journal Exit Tickets Word Wall Vocabulary Value Line Discussion Free Writing Exercises Analyze Poetry Analyze Articles Peer Editing Tossed Terms Collaborative Conversation Questioning the Author Writing Activities

Stage 3—Learning Plan

Learning Activities Tossed Terms Dialogue Journal Privilege Walk Mini-lecture on the Holocaust Peer Editing Word Wall Vocabulary Analyzing Poetry Free Writing Exercises Opinionnaire Analyzing Articles Annotation Modeling Comprehension Questioning the Author Value Line Discussion

WRITING ASSIGNMENT

Shaping the Future by Unpacking Privilege (40 points)

ASSIGNMENT OVERVIEW: For this assignment you will choose a book that shares the story of a famous name from history who fought for equality due to their underprivileged

background. I will provide you with several autobiographies from the school library for you to choose from and you may feel free to choose any book from the options I have given you or choose a book from the school library on your own. You will read this book in class, do online research and then prepare a paper over the person you chose to read and research about. We will have several in class opportunities for writing, editing, revising and discussion. Some examples of people you may want to write your paper about are: Frederick Douglass, Susan B. Anthony, Ida B. Wells, Martin Luther King Jr., Nelson Mandela, Craig Rodwell, Sylvia Rivera and Anne Frank. Again, these are just some of the many examples of people you may choose to write about.In this paper you will need to:

Write in MLA format (12-point font size, Times New Roman, double spaced). Answer the following questions in your paper in a clean and organized way with section

headings as follows:1. The Underprivileged

Who is the person you are writing about and give a summary about their life?

In what ways was this person underprivileged?2. Looking Below the Surface

Why did you choose this person? How has this person’s actions and beliefs influenced society?

3. Our Progression Do you think this person would be satisfied or dissatisfied with the way

things are now and why? (Think in terms of sexism, feminism, racism, etc.)

Are you satisfied with the way things are now as opposed to how they were and why? (Think in terms of sexism, feminism, racism, etc.)

4. Finding Myself What impact does this person and their actions have on you? In what ways can you relate to this person? How do you plan on bettering yourself and your life regardless of your

status or lack of privilege? In what ways can you use your privilege to positively impact our country? What did you learn from the unit?

WHY THIS IS IMPORTANT: This assignment is important because I want all of you to take notice of the many ways in which you are different and the different struggles that you, your peers and others have had to face to be successful in the classroom and in life.

HOW WILL YOU COMPLETE THIS ASSIGNMENT AND IMPORTANT DATES TO REMEMBER:

There are several ways for you to complete this assignment effectively and ON TIME. To receive full credit for this assignment you will be expected to:

Come prepared to discuss the person that you have chosen to write about and the book that you will be using for the writing assignment on Wednesday, January 31 st .

Come prepared to discuss ideas for your paper, your person of interest and your book with the class on Wednesday, January 31 st and Thursday, February 1 st .

Come prepared with your individual book for a writing workshop on Wednesday January 31 st , Thursday February 1 st and Monday, February 5 th .

Come to class with a COMPLETED rough draft for peer editing and revision on Monday February 5th.

Come to class with your completed revision to begin typing final draft on Wednesday February 7th.

Turn in rough draft, peer review notes, revision and final draft of writing assignment stapled in this order to Ms. McEwen on Thursday February 8 th by 3:30 pm.

Name: _______________________________________________ Date: __________________

Peer Review

DIRECTIONS: Every student will have two peers edit their writing assignment in class. While editing the writing assignment for your peers, look for spelling mistakes, grammar errors, smooth

transitions from paragraph to paragraph, proper headings, a thesis statement and a clear introduction, body and conclusion; provide praise for something that your peer did well and something to polish or something that your peer could improve.

Peer Reviewer #1: ___________________________________ Date: _____________________

Praise:

Polish:

Peer Reviewer #2: _____________________________________ Date: ___________________

Praise:

Polish:

Shaping the Future by Unpacking Privilege Rubric

Workshops/Peer Review/Discussions

Contributes to workshops, peer review and receiving feedback while remaining

ContentThe presence of ideas

developed through facts, examples, anecdotes,

details, opinions, statistics,

OrganizationThe order developed and

sustained throughout sentences and paragraphs using transitional devices

StyleThe choice, use and

arrangement of words and sentence structures that create tone and voice.

on task. reasons and/or explanations.

and including introduction and conclusion.

4 Gives respectful, helpful feedback to peers with a minimum of 3 critiques, is on task during workshop and always contributes to class discussion.

Substantial, specific and/or illustrative content demonstrating strong development and sophisticated ideas.

Sophisticated arrangement of content with evident and/or subtle transitions.

Precise illustrative use of a variety of words and sentence structures to create consistent writers voice and tone appropriate to audience.

3 Gives respectful feedback to peers with a minimum of 2 critiques, is on task during workshop and contributes often to class discussion.

Sufficiently developed content with adequate explanation or elaboration.

Functional arrangement of content that sustains a logical order with some evidence of transitions.

Generic use of a variety of words and sentence structures that may or may not create writers voice and tone appropriate to audience.

2 Is on task during workshop, gives respectful feedback to peers with a minimum of 1 critique and rarely contributes to class discussion.

Limited content with inadequate explanation or elaboration.

Confused or inconsistent arrangement of content with or without attempts at transition.

Limited word choice and control of sentence structures that inhibit voice and tone.

1 Is off task during workshop, does not give any critiques during peer review, is unprepared and does not contribute to class discussion.

Superficial and/or minimal content.

Minimal control of content arrangement.

Minimal variety in word choice and minimal control of sentence structures.

Possible 20 points x 2 for a total of 40 points ____________________/ 40 points

PERFORMANCE TASK

RAFT Writing (36 points)ASSIGNMENT OVERVIEW

For this assignment you will use RAFT to write two letters addressed to Mr. Elie Wiesel regarding his story from the perspective of one of the Nazi soldiers from the Holocaust and one

of the Holocaust survivors. You will have the opportunity to have two peers edit your letters during a writing workshop on Monday, January 22nd, so please bring both of your written drafts. After your drafts have been edited, you will have the chance to revise your letters, before typing your final drafts. Please, use 12-point font size and double space when you type your final drafts and submit to google classroom by 10 pm on Wednesday, January 24th. Hand in rough drafts, peer reviews and revised copies of letters, stapled in this order on Thursday, January 25th.

R= role (who is the writer, what is the role of the writer?)

A= audience (who is the writer writing to?)

F= format (what format should the writing be in?)

T= topic (what are you writing about?)

WHY THIS IS IMPORTANT:

Night, allowed you the opportunity to expand your mind regarding privilege, diversity, the mistakes made in history and understanding the difference between right and wrong. Elie Wiesel was a very brave man for coming forward and sharing the horror that he had to endure during the Holocaust, with this assignment I would like you to place yourself into two people’s shoes to try and understand the issues that they faced during the Holocaust and empathize with the decisions they made regarding their actions.

1.) The first letter will be written as an apology by a Nazi soldier during the Holocaust who captured Elie Wiesel and held him prisoner. (15 points)

R= A Nazi Soldier who helped capture and imprison the Jewish people during the Holocaust.

A= Elie Wiesel

F= letter

T= I ask for your forgiveness and understanding

Performance task graded by the following:

STYLE: ______/5

CONVENTIONS: ______/5

ORGANIZATION: ______/5

Total: ______/15

2.) The second letter will be written as one of the other Jewish prisoners during the Holocaust. This letter should be addressed to Elie Wiesel regarding his story and their reasoning for choosing not to come forward and share their own story. (15 points)

R= A Jewish prisoner during the Holocaust

A= Elie Wiesel

F= letter

T= I ask for your forgiveness and understanding

Performance task graded by the following:

STYLE: ______/5

CONVENTIONS: ______/5

ORGANIZATION: ______/5

Total: ______/15

After writing your two letters, please answer the following questions; your answers may be written in on this sheet of paper, use the back side if you need more room to write. You should use complete sentences to get full points for this portion of the assignment. (Each question is worth 2 points for a total of 6 points)

1.) What impact did this assignment have on you?

2.) How do you think privilege played a part in Elie Wiesel’s, the Nazi soldier’s and the Holocaust survivor’s lives after the Holocaust?

3.) If you were Elie Wiesel, would you be able to forgive these two people who wrote the letters? Why or why not?

Name: _______________________________________________ Date: __________________

Peer Review

DIRECTIONS: Every student will have two peers edit both of their letters to Elie Wiesel in class. While editing letters for your peers, look for spelling mistakes, grammar errors, smooth transitions from paragraph to paragraph, a proper salutation (greeting) and proper closing; provide praise for something that your peer did well and something to polish or something that your peer could improve.

Peer Reviewer #1: __________________________________ Date: _____________________

Praise:

Polish:

Peer Reviewer #2: _____________________________________ Date: ___________________

Praise:

Polish:

WORKS CITED/REFERNCES

Wong, Harry K. & Wong, Rosemary T. The First Days of School. Mountain View, CA. Harry

K. Wong Publications, Inc. 2004.

Smagorinsky, Peter. Teaching English by Design. Portsmouth, NH. Heinemann. 2008.

Brozo, William G.; Fisher, Douglas; Frey, Nancy; Ivey, Gay. 50 Instructional Routines to

Develop Content Literacy. 3rd Edition. Upper Saddle River, NJ. Pearson Education,

Inc. 2015.

Bomer, Randy. Building Adolescent Literacy in Today’s English Classrooms. Heinemann, 2011.

Urbanski, Cynthia D. Using the Workshop Approach in the High School English Classroom.

Corwin Press, 2006.

Wiesel, Elie & Wiesel, Marion. Night. New York: Hill And Wang. 2006

Wiesel, Elie. The Perils of Indifference. 1999.

Amy. Society is Messed Up. https://hellopoetry.com/poem/924874/society-is-messed-up/ .

2014.

H. Patrick. A Question of Privilege. https://hellopoetry.com/words/privilege/ . 2014.

Smith, Clint. Playground Elegy. http://www.stilljournal.net/clint-smith-poetry.php .