Lessons

Grade 6

Lesson

1

:

Learning Gratitude from Literature

Lesson
1
:

Learning Gratitude from Literature

Grade

Grade 6

UNIT

3

•

Gratitude

Last Updated:

June 10, 2025

In Unit 2, Lesson 1, “Learning Grit from Literature,” students will learn examples of grit from a classic work of young adult literature, The Giver by Lois Lowry. Students will practice their critical thinking and writing skills by answering questions about the text. Additionally, students will practice their conversation skills by sharing their thoughts about the book with classmates.

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SUGGESTED TIME:

  • The book, Island of the Blue Dolphins by Scott O’Dell, is 177 pages and consists of an introduction, 29 chapters, and an author’s note (a total of 33 chapters)
  • The suggested reading assignment is 3 chapters per day for either in-class silent reading or homework. 
  • With this schedule, students will complete the book in 11 in-class reading sessions or 11 homework sessions.
  • Students should complete the short-answer questions on the worksheet as they read the book. 
  • Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet.

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RELATED SUBJECT:

English Language Arts

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LEARNING OUTCOMES:

  • Read a classic work of young adult literature 
  • Identify and analyze the book’s central ideas 
  • Identify and analyze the book’s genre, point of view, characters, setting, and plot 
  • Write answers to questions about the book, demonstrating understanding of standard English sentence structure and grammar   
  • Engage effectively in collaborative discussions about the book

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REQUIRED MATERIALS:

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ELA COMMON CORE STANDARDS MET

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CCSS.ELA-Literacy.RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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CSS.ELA-Literacy.RL.6.2

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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CSS.ELA-Literacy.RL.6.3

Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

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CSS.ELA-Literacy.RL.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

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CSS.ELA-Literacy.RL.6.5

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

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CSS.ELA-Literacy.RL.6.6

Explain how an author develops the point of view of the narrator or speaker in a text.

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CSS.ELA-Literacy.RL.6.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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CCSS.ELA-Literacy.SL.6.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

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CCSS.ELA-Literacy.SL.6.1.A

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

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CCSS.ELA-Literacy.SL.6.1.B

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

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CCSS.ELA-Literacy.SL.6.1.C

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

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CCSS.ELA-Literacy.SL.6.1.D

Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

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CCSS.ELA-Literacy.L.6.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET

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Performance Character A6

Describe a role model who demonstrates a positive attitude, effort, and grit

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Social-Awareness A1

Experience and demonstrate empathy

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Social-Awareness A3

Demonstrate respect for other people’s opinions and perspectives

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Social-Awareness A4

Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond)

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Social-Awareness A5

Practice “perspective taking” as a strategy to strengthen your acceptance of others

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Social-Awareness A6

Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants

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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

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LESSON PROCEDURE

Step 1: 

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Step 2: 

  • Have students complete the book, either through multiple in-class silent reading sessions or as homework.
  • Students should complete the short-answer questions on the worksheet as they read the book. 

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Step 3: 

  • Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet.

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GRADE 6 UNIT 2 WORKSHEET 1: LEARNING GRIT FROM LITERATURE

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Vocabulary

  • Gratitude:I am thankful for many things, big and small.

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QUESTIONS TO ANSWER WHILE READING ‍ by Scott O’Dell:

  1. In the Introduction, what do we learn about the real person on whom this book was based?

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  1. What changes did the author make to the historical figure when creating the main character? Why do you think he made those changes?

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  1. What is the point of view from which this novel is told? Why do you think the author chose to tell the story from this point of view?

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  1. Who were the Aleuts and why did they come to the island?

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  1. In Chapter 7, why does Karana leap from the ship?

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  1. What tragedy happens in Chapter 8 and how does Karana respond? 

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  1. What does the tribe forbid and what does Karana decide about this, in Chapter 9?

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  1. What are three ways in which Karana expresses her gratitude? 

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  1. At the end of the novel, why do you think Karana goes with the white men?

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  1. What is a principle you learned from this book about gratitude that you would like to live by? 

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EXTRA CREDIT: Each day, for the next 30 days, write something for which you are grateful. It should be something different each day. There is a place for you to write on the next page.

30 DAY GRATITUDE CHALLENGE

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Day 1 __________________________________________________________________________________________________

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Day 2 __________________________________________________________________________________________________

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Day 3 __________________________________________________________________________________________________

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Day 4 __________________________________________________________________________________________________

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Day 5 __________________________________________________________________________________________________

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Day 6 __________________________________________________________________________________________________

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Day 7 __________________________________________________________________________________________________

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Day 8 __________________________________________________________________________________________________

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Day 9 __________________________________________________________________________________________________

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Day 10 __________________________________________________________________________________________________

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Day 11 __________________________________________________________________________________________________

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Day 12 __________________________________________________________________________________________________

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Day 13 __________________________________________________________________________________________________

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Day 14 __________________________________________________________________________________________________

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Day 15 __________________________________________________________________________________________________

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Day 16 __________________________________________________________________________________________________

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Day 17 __________________________________________________________________________________________________

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Day 18 __________________________________________________________________________________________________

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Day 19 __________________________________________________________________________________________________

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Day 20 __________________________________________________________________________________________________

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Day 21 __________________________________________________________________________________________________

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Day 22 __________________________________________________________________________________________________

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Day 23 __________________________________________________________________________________________________

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Day 24 __________________________________________________________________________________________________

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Day 25 __________________________________________________________________________________________________

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Day 26 __________________________________________________________________________________________________

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Day 27 __________________________________________________________________________________________________

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Day 28 __________________________________________________________________________________________________

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Day 29 __________________________________________________________________________________________________

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Day 30 __________________________________________________________________________________________________

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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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