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 8, Lesson 1, “Learning Understanding from Literature,” reinforces the vocabulary word understanding. Students will learn an example of understanding from a contemporary work of children’s literature. Additionally, students will write their own sentences about understanding. 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 Compose sentences about the text and about understanding 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: The Doctor with an Eye for Eyes: The Story of Dr. Patricia Bath by Julia Finley Mosca or Video: Read aloud of The Doctor with an Eye for Eyes by Mrs. K’s Bookworm Adventures (~7 min) Prohuman Grade 2 Unit 8 Worksheet 1: Learning Understanding from Literature VOCABULARY: Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. 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.2.10 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.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.2.2 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 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 Performance Character A Know, understand, and practice the character strengths of self-discipline, responsibility, goal setting and grit Intellectual Character A Know, understand, and practice the character strengths of curiosity, carefulness, intellectual autonomy and humility, open-mindedness, and critical thinking Intellectual Character A3 Recognize different approaches to problem-solving Intellectual Character B Apply and demonstrate the character strengths of curiosity, carefulness, intellectual autonomy and humility, open-mindedness, and critical thinking 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 A2 Demonstrate the ability to care about how others are feeling 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 understanding. Ask students what understanding means. Give students the definition of understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. Without providing any information, show students this optical illusion: Shepard elephant. Ask students how many legs the elephant has. Explain that it is an optical illusion, something that tricks your eyes and makes you think you see something that is not really there, or see it differently from how it really is. This elephant is a good example of how the way we look at something can change our perspective, so it is important to listen to everyone’s point of view to understand something. Today we will read a book about a doctor who developed her understanding to help people with blindness. Read the book: The Doctor with an Eye for Eyes: The Story of Dr. Patricia Bath by Julia Finley Mosca or Play the video: Read aloud of The Doctor with an Eye for Eyes by Mrs. K’s Bookworm Adventures (~7 min) Ask students the who, what, where, when, why, and how of the book. Ask students how characters in the story responded to major events and challenges. Ask students to describe the story's overall structure, including 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 understanding. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times when you have demonstrated understanding, despite hardships. GRADE 2 UNIT 8 WORKSHEET 1: LEARNING UNDERSTANDING FROM LITERATURE Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. ACTIVITY: How did Dr. Patricia Bath show understanding? What is one way that you have shown understanding, in the past? What is one way that you can show understanding, in the future?

STEM

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 8, Lesson 2, “Learning Understanding from a Nonfiction Text,” reinforces the vocabulary word understanding. Students will learn an example of understanding 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: Compose sentences that demonstrate comprehension of the word understanding Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: Easton and Momo Meet by Microsoft (~7 min) Prohuman Grade 2 Unit 8 Worksheet 2: Learning Understanding from a Nonfiction Text VOCABULARY: Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. 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 Moral Character B Apply and demonstrate the character strengths of honesty and integrity, caring and compassion, gratitude, and the courage to take initiative Performance Character A Know, understand, and practice the character strengths of self-discipline, responsibility, goal setting and grit Intellectual Character A Know, understand, and practice the character strengths of curiosity, carefulness, intellectual autonomy and humility, open-mindedness, and critical thinking Intellectual Character A3 Recognize different approaches to problem-solving Intellectual Character B Apply and demonstrate the character strengths of curiosity, carefulness, intellectual autonomy and humility, open-mindedness, and critical thinking 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 Play the video: Easton and Momo Meet by Microsoft (~7 min) Have students read the nonfiction text on their worksheets independently, quietly to themselves. Circle the room to support the students. (10 min) After giving the students 10 minutes to practice reading, then read the text aloud to the whole class. Ask students the who, what, where, when, and why of the text. Have students write the answers to the worksheet questions. Have students take turns sharing their sentences with a partner, reading aloud. GRADE 2 UNIT 8 WORKSHEET 2: LEARNING UNDERSTANDING FROM A NONFICTION TEXT Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. NONFICTION TEXT: EASTON’S UNDERSTANDING Easton LaChappelle used his understanding to build a better prosthetic arm. A prosthetic is an artificial body part that replaces a missing part. As a teenager, he built a robotic arm. He won second place in engineering at the International Science Fair. Easton met former President Barack Obama, interned with NASA, and spoke to audiences around the world. In 2014, when Easton was only 17, he founded a company called Unlimited Tomorrow. In 2017, Easton helped to create a prosthetic arm for a girl named Momo. The 100 Tomorrows campaign launched in 2019 and helped 100 limb different people who needed a below-the-elbow prosthetic. Unlimited Tomorrow’s goal is to help people from all around the world, who need prosthetic limbs, to get them. Source: https://www.unlimitedtomorrow.com/about-unlimited-tomorrow/ ACTIVITY: Write 1 sentence that explains how Easton showed understanding: Write 1 sentence that explains how Easton’s understanding helped people.

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 8, Lesson 3, “Writing an Opinion Piece About Understanding,” reinforces the vocabulary word understanding. 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 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 understanding. Write an opinion piece that introduces the topic they are writing about, states an opinion, supplies reasons that support the opinion, uses linking words (e.g., because, and, also) to connect 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 8 Worksheet 3: Writing an Opinion Piece About Understanding VOCABULARY: Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. 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 Intellectual Character A Know, understand, and practice the character strengths of curiosity, carefulness, intellectual autonomy and humility, open-mindedness, and critical thinking Intellectual Character A3 Recognize different approaches to problem-solving Intellectual Character B Apply and demonstrate the character strengths of curiosity, carefulness, intellectual autonomy and humility, open-mindedness, and critical thinking Self-Awareness A2 Identify personal strengths (e.g., honesty, curiosity, listening) Social-Awareness A3 Demonstrate the ability to listen carefully and intentionally to 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 an opinion piece about what you think is the most important way you can show understanding 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 the opinion and reasons Finally, it provides a concluding statement or section Here is an example of an opinion piece about this topic. Write on the board: Topic: Understanding is when a person seeks knowledge and tries to learn the truth. They think about other people’s views that might be different from their own. Opinion: I think the most important way I can show understanding is by listening to a parent or guardian’s views. Reason 1: My parents or guardians are older than me and have more life experience. Reason 2: My parents or guardians care about me and want me to be well. Conclusion: In my opinion, the most important way I can show understanding is by listening to my parents or guardians when it comes to making decisions. 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 8 WORKSHEET 3: WRITING AN OPINION PIECE ABOUT UNDERSTANDING Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. ACTIVITY: Write an opinion piece about what you think is the most important way you can show understanding in your own life 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 8, Lesson 4, “Sharing Opinion Pieces About Understanding,” reinforces the vocabulary word understanding. 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 sentences that demonstrate their comprehension of the character strength of understanding. Finally, students will participate in a class discussion focused on how they have shown understanding. 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 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 8 Worksheet 4: Sharing Opinion Pieces About Understanding VOCABULARY: Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. 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 Intellectual Character A Know, understand, and practice the character strengths of curiosity, carefulness, intellectual autonomy and humility, open-mindedness, and critical thinking Intellectual Character B Apply and demonstrate the character strengths of curiosity, carefulness, intellectual autonomy and humility, open-mindedness, and critical thinking Civic Character B2 Demonstrate the ability to be respectful, courteous and polite Self-Awareness A2 Identify personal strengths (e.g., honesty, curiosity, listening) Social-Awareness A3 Demonstrate the ability to listen carefully and intentionally to 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) 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 LESSON PROCEDURE Today, we will read our opinion pieces about understanding (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 three sentences on our worksheet explaining what three other students thought was the most important way they could show understanding. Ask students who would like to raise their hands and share how they have shown understanding. GRADE 2 UNIT 8 WORKSHEET 4: SHARING OPINION PIECES ABOUT UNDERSTANDING Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. ACTIVITY: Write three sentences that explain what three other students think is the most important way they can show understanding. 1. 2. 3.