LESSONS

Fiction

The Prohuman Grade 2 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. Unit 1, Lesson 1, “Learning Optimism from Literature,” reinforces the vocabulary word optimism. Students will learn the correct spelling of optimism, its definition, and examples from a classic 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. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Listen to a read aloud to improve understanding of English sentence structure and comprehension Practice reading aloud to a partner to support understanding of English sentence structure and comprehension Spell, define, and give an example of optimism Compose several sentences that demonstrate comprehension of the word optimism Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Book: Frog and Toad are Friends by Arnold Lobel or Video: Read aloud of Frog and Toad are Friends by Sarah’s Storytime (~10 min) Prohuman Grade 2 Unit 1 Worksheet 1: Learning Optimism from Literature VOCABULARY: Optimism: I have hope and believe that my actions will help things to turn out well. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. CCSS.ELA-LITERACY.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. CCSS.ELA-LITERACY.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-LITERACY.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.2.3.A Distinguish long and short vowels when reading regularly spelled one-syllable words. CCSS.ELA-LITERACY.RF.2.3.C Decode regularly spelled two-syllable words with long vowels. CCSS.ELA-LITERACY.RF.2.3.D Decode words with common prefixes and suffixes. CCSS.ELA-LITERACY.RF.2.3.E Identify words with inconsistent but common spelling-sound correspondences. CCSS.ELA-LITERACY.RF.2.3.F Recognize and read grade-appropriate irregularly spelled words. CCSS.ELA-LITERACY.RF.2.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.2.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.2.1.A Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.2.1.B Build on others' talk in conversations by linking their comments to the remarks of others. CCSS.ELA-LITERACY.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-LITERACY.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-LITERACY.L.2.4.A Use sentence-level context as a clue to the meaning of a word or phrase. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Moral Character A5 Understand why caring and being concerned for the well-being of others is a character strength Self-Awareness A1 Identify and name different emotions (e.g., positive emotions, negative emotions, intense emotions) Self-Awareness A2 Identify personal strengths (e.g., honesty, curiosity, listening) Self-Management A3 Explain the different ways people respond to problems and challenges (e.g., ask for help, try harder, learn from mistakes) Social-Awareness A Demonstrate the ability to empathize and take the perspective of others, including demonstrating awareness of cultural differences and respect for human dignity Social-Awareness A1 Demonstrate the ability to understand what another person is feeling (e.g., happy, sad, disappointed, confused, angry) Social-Awareness A3 Demonstrate the ability to listen carefully and intentionally to others Social-Awareness A6 Be able to tell stories and listen to stories told by others Interpersonal/ Relationship Skills 1 Initiate and engage in conversation and social interactions with classmates, peers, and adults Interpersonal/ Relationship Skills 7 Play games and appropriately participate in small group classroom activities Responsible and Ethical Decision-Making 1 Describe a rule or principle that everyone should strive to live by (e.g., be kind, be honest, try your best) LESSON PROCEDURE Today we will learn about optimism. Write optimism on the board. Ask students to spell optimism in their worksheet. Read the first chapter of Frog and Toad are Friends to the class or play the video Read aloud of Frog and Toad are Friends by Sarah’s Storytime (~10 min) Have students read the second chapter of Frog and Toad, “The Story,” aloud, quietly. Circle the room to support the students. Ask students how the story shows how the characters show optimism. Activity: Have students contribute to a class picture on a large posterboard, drawing the times they saw optimism in Frog and Toad. Have students complete their worksheets. Have students read their sentences to a partner. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times that you have seen examples of people demonstrating optimism. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times in your life that you have demonstrated optimism, despite hardships. GRADE 2 UNIT 1 WORKSHEET 1: LEARNING OPTIMISM FROM LITERATURE Optimism: I have hope and believe that my actions will help things to turn out well. Write the word optimism: ACTIVITY: Write 3 sentences that explain 3 times when you saw optimism in Frog and Toad are Friends: Write 1 sentence that explains a time when you showed optimism.

Nonfiction

The Prohuman Grade 2 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. Unit 1, Lesson 2, “Learning Optimism from a Nonfiction Text,” reinforces the vocabulary word optimism. Students will learn an example of optimism from the life of a real person. Students will also have the opportunity to practice their reading comprehension skills by reading alone and hearing a reading from the teacher. Finally, students will create their own sentences that demonstrate their reading comprehension. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Practice reading aloud to a partner to support reading comprehension Spell, define, and give an example of optimism Compose 2 sentences that demonstrate comprehension of the word optimism Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: CNN Hero: Yash Gupta by CNN (~2 min) Prohuman Grade 2 Unit 1 Worksheet 2: Learning Optimism from a Nonfiction Text VOCABULARY: Optimism: I have hope and believe my actions will help things turn out well. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. CCSS.ELA-LITERACY.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CCSS.ELA-LITERACY.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.2.3.A Distinguish long and short vowels when reading regularly spelled one-syllable words. CCSS.ELA-LITERACY.RF.2.3.C Decode regularly spelled two-syllable words with long vowels. CCSS.ELA-LITERACY.RF.2.3.D Decode words with common prefixes and suffixes. CCSS.ELA-LITERACY.RF.2.3.E Identify words with inconsistent but common spelling-sound correspondences. CCSS.ELA-LITERACY.RF.2.3.F Recognize and read grade-appropriate irregularly spelled words. CCSS.ELA-LITERACY.RF.2.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.2.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-LITERACY.RF.2.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.2.1.A Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.2.1.B Build on others' talk in conversations by linking their comments to the remarks of others. CCSS.ELA-LITERACY.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-LITERACY.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-LITERACY.L.2.4.A Use sentence-level context as a clue to the meaning of a word or phrase. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Moral Character A Know, understand, and practice the character strengths of honesty and integrity, caring and compassion, gratitude, and the courage to take initiative Moral Character A5 Understand why caring and being concerned for the well-being of others is a character strength Moral Character B Apply and demonstrate the character strengths of honesty and integrity, caring and compassion, gratitude, and the courage to take initiative Self-Management A3 Explain the different ways people respond to problems and challenges (e.g., ask for help, try harder, learn from mistakes) Social-Awareness A Demonstrate the ability to empathize and take the perspective of others, including demonstrating awareness of cultural differences and respect for human dignity Social-Awareness A3 Demonstrate the ability to listen carefully and intentionally to others Social-Awareness A6 Be able to tell stories and listen to stories told by others Interpersonal/ Relationship Skills 1 Initiate and engage in conversation and social interactions with classmates, peers, and adults Interpersonal/ Relationship Skills 7 Play games and appropriately participate in small group classroom activities Responsible and Ethical Decision-Making 1 Describe a rule or principle that everyone should strive to live by (e.g., be kind, be honest, try your best) Civic Character A Know, understand, and practice the character strengths of fairness, respect, volunteering and contributing to the common good LESSON PROCEDURE Today we will continue to learn about optimism. Write optimism on the board. Ask students to spell optimism on their worksheets Play the video: CNN Hero: Yash Gupta by CNN (~2 min) Tell students that Yash Gupta’s group Sight Learning has now collected and distributed more than 2 million dollars worth of used eyeglasses to students around the world in Mexico, Honduras, Haiti, and India. (Source: Sight Learning website) Ask students if anyone knows where those countries are on the map. Show students those countries on the map. Have students read the nonfiction text on their worksheets independently, quietly to themselves. Circle the room to support the students. After giving the students 10 minutes to practice reading, then read the text aloud to the whole class. Have students write the answers to the worksheet questions. Ask students to share their sentences with a classmate, and to discuss the reasons for their answers. GRADE 2 UNIT 1 WORKSHEET 2: LEARNING OPTIMISM FROM A NONFICTION TEXT Optimism: I have hope and believe my actions will help things turn out well. NONFICTION TEXT: YASH’S OPTIMISM Yash Gupta has worn glasses since he was 5 years old. When he was in the 9th grade, he broke his glasses in a martial arts class and had to go to school without them for about a week as a new pair was made. He began to value glasses and their impact on his education. Yash found that, without his glasses, it was not possible for him to focus, see, or learn in the classroom. He learned the importance that glasses had on his life. After some research, he learned that there were millions of children who lacked a pair of glasses, even though millions of pairs were thrown out each year. Yash believed that his actions could make a difference. He started Sight Learning, a non-profit organization that collects and gives out used eyeglasses to students around the world who need them and makes sure that every child has the chance to receive a good education. Sight Learning has now collected and given out more than $2 million worth of used eyeglasses—that is over 60,000 pairs of glasses—to students around the world in Mexico, Honduras, Haiti, and India Source: https://sightlearning.com/ ACTIVITY: Write a sentence that explains how Yash showed optimism. Write a sentence that explains how Yash’s optimism helped others.

Social Studies

Geography

The Prohuman Grade 2 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. Unit 1, Lesson 3, “Writing a Narrative About Optimism,” reinforces the vocabulary word optimism. Students will have the opportunity to write narratives about how they, or a character they create, have shown optimism. Students will recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate comprehension of the word optimism Create a narrative that recounts a well-elaborated event or short sequence of events Include details to describe actions, thoughts, and feelings Use temporal words to signal event order Provide a sense of closure Demonstrate understanding of standard English sentence structure and grammar REQUIRED MATERIALS: Prohuman Grade 2 Unit 1 Worksheet 3: Writing a Narrative About Optimism VOCABULARY: Optimism: I have hope and believe that my actions will help things to turn out well. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. CCSS.ELA-LITERACY.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Self-Awareness A1 Identify and name different emotions (e.g., positive emotions, negative emotions, intense emotions) Self-Awareness A2 Identify personal strengths (e.g., honesty, curiosity, listening) Self-Awareness A3 Develop an emotional vocabulary to describe your feelings (e.g., anxious, bored, confident, confused, disappointed, embarrassed, excited, frustrated, hopeful, hurt, ignored, joyful, lonely, mad, proud, rejected, scared, worried) Self-Awareness A4 Describe how your feelings influence and shape your thoughts and behaviors Self-Management A3 Explain the different ways people respond to problems and challenges (e.g., ask for help, try harder, learn from mistakes) Social-Awareness A Demonstrate the ability to empathize and take the perspective of others, including demonstrating awareness of cultural differences and respect for human dignity Social-Awareness A1 Demonstrate the ability to understand what another person is feeling (e.g., happy, sad, disappointed, confused, angry) Social-Awareness A3 Demonstrate the ability to listen carefully and intentionally to others Social-Awareness A6 Be able to tell stories and listen to stories told by others Responsible and Ethical Decision-Making 1 Describe a rule or principle that everyone should strive to live by (e.g., be kind, be honest, try your best) LESSON PROCEDURE Today we will write a story about optimism, with a beginning, middle, and end. Write optimism on the board. Tell students that we read two stories about optimism, one about the characters frog and toad, the other a true story about Yash Gupta. The stories we write should do four things. Let’s go through all four things with an example story. First, the story should focus on either one event in detail, or a short sequence of events. I am going to write a story about one event when my grandma showed optimism. My grandma took me to the arcade to play games and she believed I would win a prize. Second, the story should include details to describe actions, thoughts, and feelings. Third, the story should use temporal words to signal event order. Beginning: My grandma drove me in her red car to the arcade. I was happy to be with my grandma and excited to play games. Middle: After I played the first three games, I was sad because I didn’t win, but my grandma was optimistic. She believed that things would turn out well and that I would win the fourth game. Finally, the story should provide a sense of closure. End: I won the fourth game! I was very happy and glad that my grandma believed that things would turn out well for me. Now you will write your own story on your worksheet. NOTE: Collect and keep the worksheet on the following page for the next day’s lesson in which students will share their stories with a partner GRADE 2 UNIT 1 WORKSHEET 3: WRITING A NARRATIVE ABOUT OPTIMISM Optimism: I have hope and believe that my actions will help things to turn out well. ACTIVITY: Write a story about how you—or a character you create—show optimism. Beginning: Middle: End:

Social Studies

Geography

The Prohuman Grade 2 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. Unit 1, Lesson 4, “Sharing Stories About Optimism,” reinforces the vocabulary word optimism. Students will practice their reading skills by reading their stories to a partner and their listening skills by listening to their partner’s stories. Then, students will participate in a class discussion about the different ways students showed optimism. Finally, students will write two examples, on their worksheets, using complete sentences, of how other students showed optimism. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read aloud to a partner to support development of English pronunciation, syntax, and grammar Listen to a partners’ reading to develop active listening skills Participate in a class discussion to develop active listening and conversation skills Write complete sentences to practice correct English syntax and grammar REQUIRED MATERIALS: Prohuman Grade 2 Unit 1 Worksheet 4: Sharing Stories About Optimism VOCABULARY: Optimism: I have hope and believe that my actions will help things to turn out well. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.2.3.A Distinguish long and short vowels when reading regularly spelled one-syllable words. CCSS.ELA-LITERACY.RF.2.3.B Know spelling-sound correspondences for additional common vowel teams. CCSS.ELA-LITERACY.RF.2.4 Read with sufficient accuracy and fluency to support comprehension CCSS.ELA-LITERACY.RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups CCSS.ELA-LITERACY.SL.2.1.A Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.2.1.B Build on others' talk in conversations by linking their comments to the remarks of others. CCSS.ELA-LITERACY.SL.2.1.C Ask for clarification and further explanation as needed about the topics and texts under discussion. CCSS.ELA-LITERACY.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. CCSS.ELA-LITERACY.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. CCSS.ELA-LITERACY.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. CCSS.ELA-LITERACY.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Self-Awareness A2 Identify personal strengths (e.g., honesty, curiosity, listening) Self-Management A3 Explain the different ways people respond to problems and challenges (e.g., ask for help, try harder, learn from mistakes) Social-Awareness A3 Demonstrate the ability to listen carefully and intentionally to others Social-Awareness A6 Be able to tell stories and listen to stories told by others Interpersonal/ Relationship Skills 1 Initiate and engage in conversation and social interactions with classmates, peers, and adults Interpersonal/ Relationship Skills 7 Play games and appropriately participate in small group classroom activities Responsible and Ethical Decision-Making 1 Describe a rule or principle that everyone should strive to live by (e.g., be kind, be honest, try your best) Civic Character A Know, understand, and practice the character strengths of fairness, respect, volunteering and contributing to the common good LESSON PROCEDURE Today we will read our stories about optimism with a partner. Circle the room to support the students as they take turns reading their sentences to their partner. (10 min) Now we will talk about how students in our class showed optimism. Who would like to raise their hand and tell me how they showed optimism? Write 3 examples on the board, with the student’s name and a brief description of what they said. (5 min) Finally, we will write on our worksheet two sentences about what we’ve heard. For example, a sentence could be, “Terrance showed optimism by thinking he could ride his bike and learning how to ride it.” GRADE 2 UNIT 1 WORKSHEET 4: SHARING STORIES ABOUT OPTIMISM Optimism: I have hope and believe that my actions will help things to turn out well. ACTIVITY: Write 2 complete sentences about how your classmates showed optimism. 1. 2.