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 7, Lesson 1, “Learning Fairness from Literature,” reinforces the vocabulary word fairness. Students will learn an example of fairness from a contemporary work of children’s literature. Additionally, students will write their own sentences about fairness. Finally, students will practice their reading and conversation skills by sharing their 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 Compose sentences about the text and about fairness 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: A bag of mixed candy and bowls or containers enough for each group of four students to hold their candy Book: Grace for President by Kelly DiPucchio and/or Video: Read aloud of Grace for President by Voices by Paul: Story Time (~7 min) Prohuman Grade 2 Unit 7 Worksheet 1: Learning Fairness from Literature VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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.2.3.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.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. 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.2.6 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 Civic Character A Know, understand, and practice the character strengths of fairness, respect, volunteering and contributing to the common good Civic Character B Apply and demonstrate the character strengths of fairness, respect, volunteering and contributing to the common good 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 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 fairness. Ask students what fairness means. Tell students the definition of fairness: I treat everyone the same. If someone has been left out, I bring them in. Divide students into groups with four students in each group. Give them a bowl filled with candy and tell them they have 5 minutes to find a way to divide it fairly. Ask the groups if they found a fair solution. Why or why not? Tell students we will be reading a book about fairness. Read the book: Grace for President by Kelly DiPucchio and/or Play the video: Read aloud of Grace for President by Voices by Paul: Story Time (~7 min) Ask students the who, what, where, when, why, and how of the book. Ask students to explain how characters in the story responded to major events and challenges. Ask students to describe the overall structure of the story, including describing how the beginning introduces the story and the ending concludes the action. Ask students to answer the questions on their worksheet. Ask students to read their sentences to a partner. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times you have seen people demonstrating fairness. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times when you have demonstrated fairness, despite hardships. GRADE 2 UNIT 7 WORKSHEET 1: LEARNING FAIRNESS FROM LITERATURE Fairness: I treat everyone the same. If someone has been left out, I bring them in. ACTIVITY: What did you learn about fairness from the book, Grace for President? What is one way that you have shown fairness, in the past? What is one way that you can show fairness, in the future?

Social Studies

Geography

Civics

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 7, Lesson 2, “Learning Fairness from a Nonfiction Text,” reinforces the vocabulary word fairness. Students will learn an example of fairness 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 aloud to a partner to support reading comprehension Compose sentences that demonstrate comprehension of the word fairness Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Inexpensive prizes (50-100 is suggested) for a class treasure hunt Video: Gail Johnson Honors Adopted Son Nkosi by ABC News (~3 min) Prohuman Grade 2 Unit 7 Worksheet 2: Learning Fairness from a Nonfiction Text VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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 Moral Character A5 Understand why caring and being concerned for the well-being of others is a character strength 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 B Apply and demonstrate the character strengths of fairness, respect, volunteering and contributing to the common good 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 Tell the students that we will have a class scavenger hunt to learn about fairness. Tell them that there are (give them the number) of prizes hidden throughout our classroom. Give them 10 minutes to find the prizes and put them on their desks once they find them. When the 10 minutes have passed, ask the students if how the prizes are distributed now is fair. Tell them that we need to find a way to divide the prizes fairly. Does anyone have any ideas? Give the students some time to figure out how to divide them evenly. Let’s continue to learn about fairness. Play the video: Gail Johnson Honors Adopted Son Nkosi by ABC News (~3 min) 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 answer the questions on the worksheet. Have students take turns sharing their sentences with a partner. GRADE 2 UNIT 7 WORKSHEET 2: LEARNING FAIRNESS FROM A NONFICTION TEXT Fairness: I treat everyone the same. If someone has been left out, I bring them in. NONFICTION TEXT: NKOSI’S FAIRNESS Nkosi Johnson was born in 1989 in South Africa. His mother had a virus called HIV and passed that virus to him when he was still in the womb. HIV is a virus that weakens your immune system. The final stage of HIV is called AIDS. At that time, many people in South Africa had HIV and AIDS. People were afraid of HIV and AIDS, even though you cannot catch it from being around another person. In 1997, Nkosi’s mother tried to enroll him in school. When the boy’s HIV status was discovered, many teachers and parents did not want him to attend. Half of them said he should be able to attend and the other half said that he should not. His mother fought to get a new law passed to allow children with HIV to go to school. Nkosi helped children with HIV and AIDS to be treated with fairness. His big moment came in July 2000, when he spoke at the 13th International AIDS Conference. A tiny figure in a suit and sneakers, 11-year-old Nkosi spoke to 10,000 people. “Care for us and accept us – we are all human beings,” he said. “We are normal. We have hands. We have feet. We can walk, we can talk, we have needs just like everyone else. Don’t be afraid of us – we are all the same.” Nkosi passed away in 2001. Part of him lives on through Nkosi’s Haven, which houses and supports HIV-positive mothers and children. Source: https://nkosishaven.org/nkosi-johnsons-history/ ACTIVITY: Write 1 sentence that explains how Nkosi showed fairness: How do you think Nkosi’s fairness made a difference for other kids?

Social Studies

Geography

Civics

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 7, Lesson 3, “Writing a Narrative About Fairness,” reinforces the vocabulary word fairness. Students will write narratives about how they, or a character they create, have shown fairness. 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 fairness 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 7 Worksheet 3: Writing a Narrative About Fairness VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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 Civic Character A Know, understand, and practice the character strengths of fairness, respect, volunteering and contributing to the common good Civic Character B Apply and demonstrate the character strengths of fairness, respect, volunteering and contributing to the common good 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 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 write a narrative about fairness, with a beginning, middle, and end. We read two stories about fairness, one about the character Grace from Grace for President, the other a true story about Nkosi Johnson. Our stories should do four things. Let’s go through all four things with an example story. First, the story should focus on one event in detail, or a short sequence of events. I am going to write a story about a short sequence of events that explain how a character that I create, named Ricardo, showed fairness. Second, the story should include details to describe actions, thoughts, and feelings. Third, the story should use temporal words to signal event order. Beginning: Ricardo felt that his friends were not being fair on the playground. There were three candy bars and three friends—Ricardo, Javier, and Lucien—but one of the friends, Javier, wanted to take all three candy bars. Ricardo felt that each friend should have one candy bar. Middle: Ricardo said nicely to Javier that it is good to be fair to others. He asked him, “Javier, would you please give one candy bar to Lucien and one to me? Then we will all have one each.” Finally, the story should provide a sense of closure. End: Javier said that he really liked the candy bars, but he wanted to be fair. He gave one candy bar to Lucien and one to Ricardo. The friends were happy that Javier had shown fairness and that they all enjoyed a candy bar. 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 7 WORKSHEET 3: WRITING A NARRATIVE ABOUT FAIRNESS Fairness: I treat everyone the same. If someone has been left out, I bring them in. ACTIVITY: Write a story about how you, or a character you create, show fairness. Beginning: Middle: End:

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 7, Lesson 4, “Sharing Stories About Fairness,” reinforces the vocabulary word fairness. 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 different ways students showed fairness. Finally, students will write two examples, on their worksheets, using complete sentences, of how other students’ stories showed fairness. 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 7 Worksheet 4: Sharing Stories About Fairness VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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.2.4 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.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Civic Character A Know, understand, and practice the character strengths of fairness, respect, volunteering and contributing to the common good Civic Character B Apply and demonstrate the character strengths of fairness, respect, volunteering and contributing to the common good 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 stories about fairness (from the previous lesson’s worksheet) with a partner. Circle the room to support the students as they take turns reading their stories to their partner. (10 min) Now we will discuss our stories about fairness. Who would like to raise their hand and tell me how they, or the character in their story, showed fairness? 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, “Mikayla showed fairness by making sure that all of her friends had the same number of Skittles.” GRADE 2 UNIT 7 WORKSHEET 4: SHARING STORIES OF FAIRNESS Fairness: I treat everyone the same. If someone has been left out, I bring them in. ACTIVITY: Write 2 complete sentences about how your classmates’ stories showed fairness. 1. 2.