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 2, Lesson 1, “Learning Grit from Literature,” reinforces the vocabulary word grit. Students will learn examples of grit from a contemporary work of children’s literature. Additionally, students will create their own sentences that demonstrate their comprehension of the word grit and their understanding of what it means to be a volunteer to help one’s community. 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 reinforce understanding of English sentence structure, syntax, and grammar Practice reading aloud to a partner to support reading comprehension Spell, define, and give an example of grit Compose sentences that demonstrate comprehension of the word grit Compose sentences that demonstrate comprehension of the word volunteer Demonstrate understanding of standard English sentence structure and grammar in writing and speaking Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: An empty garbage can and some child-safe balls or bean bags Book: Marvelous Cornelius: Hurricane Katrina and the Spirit of New Orleans by Phil Bildner and/or Video: Read aloud of Marvelous Cornelius by Vooks (~8 min) Prohuman Grade 2 Unit 2 Worksheet 1: Learning Grit from Literature VOCABULARY: Grit: I keep trying to reach my goals even when it is hard. I don’t give up. Volunteer: A person who freely helps others. 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.2.7 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.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 Performance Character A Know, understand, and practice the character strengths of self-discipline, responsibility, goal setting and grit Performance Character B Apply and demonstrate the character strengths of self-discipline, responsibility, goal setting and grit Civic Character A Know, understand, and practice the character strengths of fairness, respect, volunteering and contributing to the common good Civic Character A4 Describe what it means to be a volunteer (at home, school, in the community) Civic Character B1 Demonstrate the ability to share, take turns and follow rules (of a game, at home or school) Civic Character B2 Demonstrate the ability to be respectful, courteous and polite Civic Character B4 Share with family, teachers and friends the ways in which you volunteer at home, school, and in the community 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 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 grit and about being a volunteer. Write grit on the board and ask students to write the word grit on their worksheets. Read the definition of grit. Write the word volunteer on the board and ask students to write the word volunteer on their worksheet. Read the definition of volunteer. Read Marvelous Cornelius: Hurricane Katrina and the Spirit of New Orleans by Phil Bildner and/or play the Video: Read aloud of Marvelous Cornelius by Vooks (~8 min). Ask students how Cornelius in the story showed grit. Ask students how Cornelius was a volunteer. Have students complete their worksheets, and tell them we will do a fun activity if they complete all the questions. Have students read their sentences to a partner. Activity: Let’s do an activity where we will show grit. In the book we read, Cornelius was a garbage collector who showed grit. Set up an empty garbage can and have each student take turns attempting to toss their bean bag or child-safe tennis ball into the garbage can. Ask the students how they showed grit in this activity. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times that you have seen examples of people demonstrating grit. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times in your life when you have demonstrated grit, despite hardships. GRADE 2 UNIT 2 WORKSHEET 1: LEARNING GRIT FROM LITERATURE Grit: I keep trying to reach my goals even when it is hard. I don’t give up. Volunteer: A person who freely helps others. ACTIVITY: Write 1 sentence that explains how Cornelius showed grit. Write 1 sentence that explains a time when you showed grit. Write 1 sentence that explains how Cornelius worked as a volunteer to help his community. Write 1 sentence that explains how you have been a volunteer to help your school or community, or how you would like to be a volunteer to help your school or community in the future.

Social Studies

Geography

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 2, Lesson 2, “Learning Grit from a Nonfiction Text,” reinforces the vocabulary word grit. Students will learn an example of grit from the life of a real person. Students will also practice their reading comprehension skills by reading independently 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 grit Compose sentences that demonstrate comprehension of the word grit Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: A child-safe dart board Video: Iditarod Winner Shares Her Victory Story by Princess Cruises (~3 min) Book: Storm Run: The Story of the First Woman to Win the Iditarod Sled Dog Race by Libby Riddles Prohuman Grade 2 Unit 2 Worksheet 2: Learning Grit from a Nonfiction Text VOCABULARY: Grit: I keep trying to reach my goals even when it is hard. I don’t give up. Iditarod: A very difficult sled dog race in Alaska that is 1,049 miles long. 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.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. 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 Performance Character A Know, understand, and practice the character strengths of self-discipline, responsibility, goal setting and grit Performance Character B Apply and demonstrate the character strengths of self-discipline, responsibility, goal setting and grit Civic Character B1 Demonstrate the ability to share, take turns and follow rules (of a game, at home or school) Civic Character B2 Demonstrate the ability to be respectful, courteous and polite 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) LESSON PROCEDURE Today we will continue to learn about grit. We will learn about grit by learning the story of the first woman who won a very difficult race called the Iditarod, an annual long-distance sled dog race held in the state of Alaska every year in early March. Ask students to show the location of Alaska on a map. Play the video: Iditarod Winner Shares Her Victory Story by Princess Cruises (~3 min) Read the book Storm Run: The Story of the First Woman to Win the Iditarod Sled Dog Race by Libby Riddles 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 on the worksheet aloud to the whole class. Have students write the answers to the worksheet questions. Tell them that once they finish and, after they share their answers, there will be a fun activity. Have students share their answers with a classmate. Set up the child-safe dart board and give each student a few tries to get the 100-points with their dart or ball. Ask the students how they showed grit in this activity. GRADE 2 UNIT 1 WORKSHEET 2: LEARNING GRIT FROM A NONFICTION TEXT Grit: I keep trying to reach my goals even when it is hard. I don’t give up. Iditarod: A very difficult sled dog race in Alaska that is 1,049 miles long. NONFICTION TEXT: LIBBY’S GRIT Libby Riddles knew at 5 years old that she wanted to live with animals in the wilderness. When Libby Riddles was a teenager, she saved her money and moved to Alaska. She saw a sprint race and fell in love with mushing, which is when a team of dogs pulls a sled, typically on snow. One day, a friend said that Libby should enter a five-dog sprint race. Libby won! As Libby said later, “After that I got it in my head I could do this Iditarod thing.” In 1980, Libby raced in her first Iditarod, a very difficult sled dog race that is 1,049 miles long. She came in 18th place and was very proud of that. Libby thought about what she could do better next time. She ran the race again in 1981, finishing 2 days faster but in 20th place. Libby knew she was going to have to step up and get serious. In 1985, she ran the Iditarod again. That year, there were bad storms. But Libby didn’t give up. Libby and her dogs made a path through blowing snow in a numbing cold. She zipped herself into her sled bag and spent a nervous night alone in the wilderness. When the storm ended, Riddles stayed in the lead, finishing in 18 days. The headline on the first page of the Anchorage Times said: “LIBBY DID IT!” On March 20th, 1985, Libby Riddles made history. She became the first woman to win the Iditarod Sled Dog Race. Sources: https://alaskasportshall.org/inductee/libby-riddles-victory/ https://www.alaskawomenshalloffame.org/alumnae/libby-riddles/ ACTIVITY: Write a sentence that explains how Libby showed grit. Write a sentence that explains how Libby’s grit made an impact on the world.

Social Studies

Geography

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 2, Lesson 3, “Writing an Informative Text About Grit,” reinforces the vocabulary word grit. Students will write an informative text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate comprehension of the word grit. Write an informative text about grit that introduces the topic, uses facts and definitions to develop points, and provides a concluding statement or section Demonstrate understanding of standard English sentence structure and grammar REQUIRED MATERIALS: Prohuman Grade 2 Unit 2 Worksheet 3: Writing an Informative Text About Grit VOCABULARY: Grit: I keep trying to reach my goals even when it is hard. I don’t give up. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 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.2.2 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 Performance Character A Know, understand, and practice the character strengths of self-discipline, responsibility, goal setting and grit Civic Character B1 Demonstrate the ability to share, take turns and follow rules (of a game, at home or school) Self-Management A3 Explain the different ways people respond to problems and challenges (e.g., ask for help, try harder, learn from mistakes) 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 write an informative text about how Libby Riddles showed grit. An informative text introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section. Write on the board: Writing an Informative Text about Grit Here is an example of an informative text about grit: Topic: Grit is when a person keeps trying to reach his or her goals even when it is hard. They don’t give up. Fact 1: Math is difficult for me and I want to pass my math test. Fact 2: I completed all my math homework. Fact 3: I studied for the math test. Closure: My grit helped me pass my math test. Now each student will write their own informative text, on their worksheet, about how Libby Riddles showed grit. NOTE: Collect and keep the worksheet on the following page for the next day’s lesson in which students will share their informative texts with a partner. GRADE 2 UNIT 2 WORKSHEET 3: WRITING AN INFORMATIVE TEXT ABOUT GRIT Grit: I keep trying to reach my goals even when it is hard. I don’t give up. ACTIVITY: Write an informative text about how Libby Riddles showed grit. Topic: Fact 1: Fact 2: Closure:

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 2, Lesson 4, “Sharing Informative Texts About Grit,” reinforces the vocabulary word grit. Students will practice their reading skills by reading their informative texts to a partner and their listening skills by listening to their partner’s informative texts. Then, students will write two sentences that name two ways they have shown grit. Finally, students will participate in a class discussion about how they have shown grit. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read aloud to a partner to support the development of English pronunciation, syntax, and grammar Listen to a partner’s 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 2 Worksheet 4: Sharing Informative Texts About Grit VOCABULARY: Grit: I keep trying to reach my goals even when it is hard. I don’t give up. ELA COMMON CORE STANDARDS MET 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.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.2.6 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. CCSS.ELA-LITERACY.W.2.8 Recall information from experiences or gather information from provided sources to answer a question. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A Know, understand, and practice the character strengths of self-discipline, responsibility, goal setting and grit Performance Character B Apply and demonstrate the character strengths of self-discipline, responsibility, goal setting and grit Civic Character B1 Demonstrate the ability to share, take turns and follow rules (of a game, at home or school) Civic Character B2 Demonstrate the ability to be respectful, courteous and polite 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 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 read our informative texts about grit (from the previous lesson’s worksheet) with a partner. Circle the room to support the students as they take turns reading their informative texts (written in Lesson 3) with their partners. (10 min) Now we will write one sentence on our worksheet that explains how we showed grit in the past. Finally, we will write one sentence on our worksheet that explains how we will show grit in the future. Ask students who would like to raise their hands and share how they have shown grit. GRADE 2 UNIT 2 WORKSHEET 4: SHARING INFORMATIVE TEXTS ABOUT GRIT Grit: I keep trying to reach my goals even when it is hard. I don’t give up. ACTIVITY: Write a sentence about a time in the past when you showed grit. Write a sentence about how you can show grit in the future.