LESSONS

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 3, Lesson 1, “Learning Gratitude from Literature,” reinforces the vocabulary word gratitude. Students will learn examples of gratitude from a contemporary work of children’s literature. Additionally, students will create their own sentences that demonstrate their comprehension of the word gratitude. 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 gratitude Compose sentences that demonstrate comprehension of the word gratitude 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: Book: I Am Thankful: A Positive Power Story by Suzy Capozzi and/or Video: Read aloud of I Am Thankful by Storyville Kids (~5 min) Prohuman Grade 2 Unit 3 Worksheet 1: Learning Gratitude from Literature VOCABULARY: Gratitude: I am thankful for many things, big and small. 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.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.2.4 Read with sufficient accuracy and fluency to support comprehension. 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.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. 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 Moral Character A6 Understand what gratitude is (the ability to recognize and express appreciation) and why practicing gratitude is a character strength Moral Character B4 Share an example of when you practiced gratitude as a character strength Self-Awareness A2 Identify personal strengths (e.g., honesty, curiosity, listening) 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 gratitude. Write gratitude on the board. Read the book I Am Thankful: A Positive Power Story by Suzy Capozzi or play the video Read aloud of I Am Thankful by Storyville Kids (~5 min) Ask students how the characters in the story showed gratitude. Have students complete their worksheets. Have students read their sentences to a partner. Have students complete the 30-day gratitude challenge worksheet for a special prize or extra credit. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times that you have seen examples of people demonstrating gratitude. 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 gratitude, despite hardships. GRADE 2 UNIT 3 WORKSHEET 1: LEARNING GRATITUDE FROM LITERATURE Gratitude: I am thankful for many things, big and small. ACTIVITY: Write 1 sentence that explains how the characters in the book showed gratitude: Trace your hand and write five things you are thankful for on each finger.

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 3, Lesson 2, “Learning Gratitude from a Nonfiction Text,” reinforces the vocabulary word gratitude. Students will learn examples of gratitude from a nonfiction text. Additionally, students will 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 independently to support reading comprehension Compose sentences that demonstrate comprehension of the word gratitude Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: George Mason students build 3D-printed prosthetic bow arm for 10-year-old violinist by the Washington Post (~2 min) Prohuman Grade 2 Unit 3 Worksheet 2: Learning Gratitude from a Nonfiction Text VOCABULARY: Gratitude: I am thankful for many things, big and small. Prosthetic: an artificial body part. 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.1.4.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 Moral Character A6 Understand what gratitude is (the ability to recognize and express appreciation) and why practicing gratitude is a character strength 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 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 continue to learn about gratitude. Play the video: George Mason students build 3D-printed prosthetic bow arm for 10-year-old violinist by the Washington Post (~2 min) Have students read the nonfiction text on their worksheet independently, quietly to themselves. Circle the room to support the students. After giving the students 10 minutes to practice reading, read the text aloud to the class. Ask students how Isabella showed gratitude. Have students answer the questions on the worksheet. Have students take turns sharing their sentences with a partner. GRADE 2 UNIT 3 WORKSHEET 2: LEARNING GRATITUDE FROM A NONFICTION TEXT Gratitude: I am thankful for many things, big and small. Prosthetic: an artificial body part. NONFICTION TEXT: ISABELLA’S GRATITUDE Isabella Nicola Cabrera was born with no left hand and a severely deformed forearm. When she was in fourth grade, Isabella wanted to learn the violin, and she didn’t let her disability stop her. A music teacher at her school, Mr. Baldwin, built her a prosthetic arm, which means an artificial body part, but it was too heavy and didn’t allow the full range of motion needed to play the violin. Mr. Baldwin wrote his alma mater, which means the college he graduated from, and a group of students wanted to create a new prosthetic for Isabella. A team of five students worked with a music professor at George Mason University. They used 3-D printing technology to design and create a custom prosthetic bow arm for Isabella called the VioArm. The VioArm weighs less than 12 ounces and is made of plastic. The arm holds Isabella’s bow, and she uses muscles in her shortened forearm and shoulder to move it. Isabella expressed gratitude to the team who helped make her prosthetic arm. "I feel very blessed that I have this amazing group of people," she said. Sources: https://www.mprnews.org/story/2017/04/21/thanks-to-a-failed-senior-project-a-violinist-is-born https://www.washingtonpost.com/news/morning-mix/wp/2017/04/24/a-10-year-old-virginia-girl-without-a-hand-wanted-to-play-violin-now-she-can/ ACTIVITY: Write 1 sentence that explains how Isabella showed gratitude: How do you think Isabella’s commitment to playing the violin with her prosthetic arm might help other kids?

STEM

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 3, Lesson 3, “Writing an Opinion Piece About Gratitude,” reinforces the vocabulary word gratitude. Students will write an opinion piece in which they introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect their opinion and reasons, and provide a concluding statement or section. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate comprehension of the word gratitude Write an opinion piece that introduces the topic they are writing about, states an opinion, supplies reasons that support their opinion, uses linking words (e.g., because, and, also) to connect their opinion and reasons, and provides a concluding statement or section Demonstrate understanding of standard English sentence structure and grammar REQUIRED MATERIALS: Prohuman Grade 2 Unit 3 Worksheet 3: Writing an Opinion Piece About Gratitude VOCABULARY: Gratitude: I am thankful for many things, big and small. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, 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.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 Moral Character A6 Understand what gratitude is (the ability to recognize and express appreciation) and why practicing gratitude 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 Social-Awareness A3 Demonstrate the ability to listen carefully and intentionally to others 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, you will write an opinion piece that identifies what you are most grateful for and why. An opinion piece does five things. First, it introduces the topic you are writing about. Second, it states your opinion. Third, it supplies reasons that support your opinion. Fourth, it uses linking words (e.g., because, and, also) to connect opinion and reasons. Finally, it provides a concluding statement or section. Here is an example of an opinion piece. Write on the board: Topic: I am grateful for sports. There are many different types of sports such as baseball, basketball, soccer, football, volleyball, and more. Opinion: I am most grateful for the sport of basketball. Reason 1: Basketball has a lot of action such as running, jumping, and shooting the ball. Reason 2: Playing basketball is a fast-moving game, which is exciting. Conclusion: In my opinion, I am most grateful for the sport of basketball because it involves a lot of action and it is a fast-moving game. Now each student will write their own opinion piece on their worksheet. NOTE: Collect and keep the worksheet on the following page for the next day’s lesson in which students will share their opinion pieces with a partner. GRADE 2 UNIT 3 WORKSHEET 3: WRITING AN OPINION PIECE ABOUT GRATITUDE Gratitude: I am thankful for many things, big and small. ACTIVITY: Write an opinion piece that identifies what you are most grateful for and why. Using complete sentences, you will identify your topic, state your opinion, write two reasons, and provide a closing statement. Topic: Opinion: Reason 1: Reason 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 3, Lesson 4, “Sharing Opinion Pieces About Gratitude,” reinforces the vocabulary word gratitude. Students will practice their reading skills by reading their opinion pieces to a partner and their listening skills by listening to their partner’s opinion pieces. Then, students will write two sentences that name two ways they have shown gratitude. Finally, students will participate in a class discussion focused on how they have shown gratitude. 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 3 Worksheet 4: Sharing Opinion Pieces About Gratitude VOCABULARY: Gratitude: I am thankful for many things, big and small. ELA COMMON CORE STANDARDS MET 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.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 Moral Character A6 Understand what gratitude is (the ability to recognize and express appreciation) and why practicing gratitude is a character strength Moral Character B4 Share an example of when you practiced gratitude as a character strength Self-Awareness A2 Identify personal strengths (e.g., honesty, curiosity, listening) 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 opinion pieces about gratitude (from the previous lesson’s worksheet) with a partner. Circle the room to support the students as they take turns reading their opinion pieces (written in Lesson 3) with their partner. (10 min) Now we will write one sentence on our worksheet that explains how we showed gratitude in the past. Finally, we will write one sentence on our worksheet that explains who we will show gratitude to in the future. Ask students who would like to raise their hands and share how they have shown gratitude. GRADE 2 UNIT 3 WORKSHEET 4: SHARING OPINION PIECES ABOUT GRATITUDE Gratitude: I am thankful for many things, big and small. ACTIVITY: Write a sentence about a time in the past when you showed gratitude. Write a sentence about someone who you will show gratitude to in the future.