Lessons

Grade 5

Lesson

1

:

Learning Optimism from Literature

Lesson
1
:

Learning Optimism from Literature

Grade

Grade 5

UNIT

1

•

Optimism

Last Updated:

June 10, 2025

In Unit 1, Lesson 1, “Learning Optimism from Literature,” students will learn examples of optimism from a contemporary work of children’s literature. Additionally, students will create their own sentences that demonstrate their comprehension of the word optimism. Finally, students will practice their reading and conversation skills by sharing sentences with classmates.

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SUGGESTED TIME:

20 minutes

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RELATED SUBJECT:

English Language Arts

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LEARNING OUTCOMES:

  • Listen to a read aloud to improve understanding of English sentence structure and comprehension 
  • Ask and answer questions to understand the meaning of a text 
  • Determine the central message, lesson, or moral of a story and explain how it is conveyed through key details in the text
  • Demonstrate understanding of the following vocabulary words: slavery, Civil Rights Movement
  • Demonstrate understanding of the character strength of optimism
  • Demonstrate understanding of standard English sentence structure and grammar  
  • Engage effectively in collaborative discussions

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REQUIRED MATERIALS:

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VOCABULARY:

  • Slavery: The practice of people owning other people. Enslaved people had to work for the owners, doing whatever the owners asked them to do. In the past, many societies had slavery, including America. Now, almost all societies consider slavery to be wrong. Freedom is a basic human right. (Source: Britannica Kids)
  • Civil Rights Movement: A time in America in the 1950s and 1960s when Black Americans fought for equal rights, like the right to vote, go to the same schools, and use the same places as everyone else.
  • Optimism: I have hope and believe that my actions will help things to turn out well

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ELA COMMON CORE STANDARDS MET

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CCSS.ELA-LITERACY.RL.5.2

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

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CCSS.ELA-LITERACY.RL.5.4

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

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CCSS.ELA-LITERACY.RL.5.5

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

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CCSS.ELA-LITERACY.RL.5.10

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

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CCSS.ELA-LITERACY.RF.5.3

Know and apply grade-level phonics and word analysis skills in decoding words.

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CCSS.ELA-LITERACY.RF.5.3.A

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

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CCSS.ELA-LITERACY.RF.5.4

Read with sufficient accuracy and fluency to support comprehension.

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CCSS.ELA-LITERACY.RF.5.4.A

Read grade-level text with purpose and understanding.

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CCSS.ELA-LITERACY.RF.5.4.C

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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CCSS.ELA-LITERACY.W.5.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

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CCSS.ELA-LITERACY.SL.5.1.B

Follow agreed-upon rules for discussions and carry out assigned roles.

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CCSS.ELA-LITERACY.SL.5.1.C

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

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CCSS.ELA-LITERACY.L.5.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET

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Moral Character A3

Understand and explain the expression “I have the courage to stand up for what is wrong or unfair”

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Moral Character A4

Offer examples of caring and compassionate behaviors (at home, in school, in the community)

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Moral Character B3

Provide an example of a friend or role model who “stood up” for what he or she thought was wrong or unfair

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Moral Character B4

Provide an example of a friend or role model who demonstrates caring and compassion

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Civic Character A1

Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others

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Civic Character A4

Explain why it is important for everyone to serve and contribute to their family, school, community, nation, globally

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Civic Character B1

Describe how a role model exemplifies fairness

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Civic Character B6

Describe how a role model volunteers and contributes to the common good

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Civic Character A1

Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others

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Civic Character A1

Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others

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Civic Character A1

Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others

✔

Civic Character A1

Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others

✔

Civic Character A1

Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others

✔

Civic Character A1

Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others

✔

Civic Character A1

Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others

✔

Civic Character A1

Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others

✔

Civic Character A1

Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others

✔

Civic Character A1

Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others

✔

Civic Character A1

Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others

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LESSON PROCEDURE

  1. Tell students that in the past, many societies had slavery. Slavery is the practice of people owning other people. Enslaved people had to work for the owners, doing whatever the owners asked them to do. 
  2. In America, there was slavery until 1865. In America, the vast majority of slaves were brought from Africa and owned by Americans of European descent, mostly in Southern states.
  3. Now, almost all societies consider slavery to be wrong. Freedom is a basic human right. (Source: Britannica Kids)
  4. Today, we will read a book about an important song in the fight for freedom called “We Shall Overcome.” 
  5. Read the book: We Shall Overcome: The Story of a Song by Debbie Levy and Vanessa Brantley-Newton. It is recommended to play the video, which is very well done and has a singer: Read aloud of We Shall Overcome by Allison Vanderslice (~11 min)
  6. Tell students that many kids played a role in the Civil Rights Movement, a time in America in the 1950s and 1960s when Black Americans fought for equal rights, like the right to vote, go to the same schools, and use the same places as everyone else.
  7. Play the video: Can Kids Change the World? | The Civil Rights Movement by Scholastic (~7 min)   
  8. Have students complete the questions on their worksheets. 
  9. Have students read their sentences to a partner.

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GRADE 5 UNIT 1 WORKSHEET 1: LEARNING OPTIMISM FROM LITERATURE

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  • Vocabulary
  • Slavery: The practice of people owning other people. Enslaved people had to work for the owners, doing whatever the owners asked them to do. In the past, many societies had slavery, including America. Now, almost all societies consider slavery to be wrong. Freedom is a basic human right. (Source: Britannica Kids)
  • Civil Rights Movement: A time in America in the 1950s and 1960s when Black Americans fought for equal rights, like the right to vote, go to the same schools, and use the same places as everyone else.
  • Optimism: Ihave hope and believe my actions will help things turn out well.

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ACTIVITY: 

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  1. What is the song “We Shall Overcome” about?

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  1. What are the injustices that African Americans experienced?

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  1. How did the African Americans featured in this book use the power of optimism to fight for their rights? 

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  1. What in this story could be an ethical principle (a rule for doing good) that everyone in the world could follow all the time?

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Prohuman K-12 Curriculum © 2025 by Prohuman Foundation is licensed under CC BY-NC 4.0.
To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/

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