LESSONS

Fiction

PROHUMAN CURRICULUM - GRADE 3 OVERVIEW OF UNITS: Unit 1 September Optimism Unit 2 October Grit Unit 3 November Gratitude Unit 4 December Curiosity Unit 5 January Courage Unit 6 February Compassion Unit 7 March Fairness Unit 8 April Understanding Unit 9 May Humanity UNIT 2: GRIT LESSON 1: LEARNING GRIT FROM LITERATURE SUMMARY: The Prohuman Grade 3 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. In Unit 2, Lesson 1, “Learning Grit from Literature,” students will learn examples of grit from a classic work of children’s literature. Students will also create their own sentences demonstrating their comprehension of the word grit. Finally, students will practice reading and conversation skills by sharing sentences with classmates. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Listen to a read aloud to improve understanding of English sentence structure and comprehension Ask and answer questions to understand the meaning of a text Determine the central message, lesson, or moral of a story and explain how it is conveyed through key details in the text Demonstrate understanding of standard English sentence structure and grammar Engage effectively in a range of collaborative discussions REQUIRED MATERIALS: Tug of war rope (optional) Book: The Wonderful Wizard of Oz (Penguin Young Readers, Level 4), by Deborah Hautzig (Adapter), L. Frank Baum Video: The Wizard of Oz in under 5 min by Debi Profeta Prohuman Grade 3 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. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. CCSS.ELA-LITERACY.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA-LITERACY.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. CCSS.ELA-LITERACY.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.3.3.D Read grade-appropriate irregularly spelled words. CCSS.ELA-LITERACY.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.3.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.3.1.B 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.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-LITERACY.SL.3.1.D Explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. CCSS.ELA-LITERACY.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.3.1.C Use abstract nouns (e.g., childhood). CCSS.ELA-LITERACY.L.3.1.D Form and use regular and irregular verbs. CCSS.ELA-LITERACY.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A5 Define grit (e.g., perseverance and passion for a long-term goal) Performance Character B5 Provide an example of a role model who demonstrates grit (perseverance and passion for a long-term goal) Self-Awareness A3 Explain the ways in which you use and practice your personal strengths (e.g., your willingness to help others, your positivity) Social-Awareness A1 Use “I-statements” to let others know that you have heard them Social-Awareness A4 Explain a time when you put yourself in “someone else’s shoes” in order to understand their perspective and point of view Responsible and Ethical Decision-Making A1 Write and share with your classmates an ethical principle you wish everyone in the world would follow all the time (e.g., all people are created equal, be honest, be kind) LESSON PROCEDURE Write grit on the board. Ask students what grit means. Give students the definition: grit means we keep trying to reach our goals even when it is hard. We don’t give up. Let’s do an activity where you have to show grit for your team to win. Take kids outside to have a tug of war. Ask students how many of them have seen the movie The Wizard of Oz. For those who haven’t seen it, let’s watch a version of it cut down to 5 minutes. Play the video: The Wizard of Oz in under 5 min by Debi Profeta Read the book: The Wonderful Wizard of Oz (Penguin Young Readers, Level 4), by Deborah Hautzig (Adapter), L. Frank Baum Ask students to complete the questions on their worksheet. Have students read their sentences to a partner. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times 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 3 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. ACTIVITY: Who are this story's 4 main characters, and what did they use their grit to seek? What is the story’s main message about grit? What in this story could be an ethical principle that everyone in the world could follow all the time?

Nonfiction

PROHUMAN CURRICULUM - GRADE 3 OVERVIEW OF UNITS: Unit 1 September Optimism Unit 2 October Grit Unit 3 November Gratitude Unit 4 December Curiosity Unit 5 January Courage Unit 6 February Compassion Unit 7 March Fairness Unit 8 April Understanding Unit 9 May Humanity UNIT 2: GRIT LESSON 2: LEARNING GRIT FROM A NONFICTION TEXT SUMMARY: The Prohuman Grade 3 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. In Unit 2, Lesson 2, “Learning Grit from a Nonfiction Text,” students will learn an example of grit from the life of a real person. Additionally, students will practice their reading comprehension skills by hearing a read aloud. Finally, students will create their own sentences that demonstrate their reading comprehension and share their sentences with a partner. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Hear a read aloud to support reading comprehension Demonstrate understanding of the main idea of a nonfiction text 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 set of bean bags and a corn hole board (optional) Book: The Boy Who Grew a Forest: The True Story of Jadav Payeng by Sophia Gholz and/or Video: Read aloud of The Boy Who Grew a Forest by Vooks (~9 min) Prohuman Grade 3 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. Growth mindset: I believe that I can develop my skills through hard work. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-LITERACY.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. CCSS.ELA-LITERACY.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.3.3.C Decode multisyllable words. CCSS.ELA-LITERACY.RF.3.3.D Read grade-appropriate irregularly spelled words. CCSS.ELA-LITERACY.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.3.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.3.1.B 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.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-LITERACY.SL.3.1.D Explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. CCSS.ELA-LITERACY.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.3.1.C Use abstract nouns (e.g., childhood). CCSS.ELA-LITERACY.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A5 Define grit (e.g., perseverance and passion for a long-term goal) Performance Character B1 Provide an example of a friend or role model who demonstrates self-discipline (the ability to forgo instant and immediate gratification for a larger goal or commitment) Performance Character B2 Provide an example of a friend or role model who is dependable, reliable, and conscientious (responsible) Performance Character B4 Provide an example of a role model who demonstrates grit (perseverance and passion for a long-term goal) Civic Character A4 Explain why it is important for everyone to serve and contribute to their family, school, community, nation, globally Civic Character B6 Describe how a role model volunteers and contributes to the common good Self-Awareness A1 Understand and explain why different situations may set in motion or give rise to different emotions (e.g., learning something new or difficult, meeting someone new) Self-Management A4 Explain what it means to have either a “fixed” or “growth” mindset Responsible and Ethical Decision-Making A1 Write and share with your classmates an ethical principle you wish everyone in the world would follow all the time (e.g., all people are created equal, be honest, be kind) LESSON PROCEDURE Tell the students that in the last lesson, we learned about grit. Ask: Who wants to tell us what grit means? Remind students that grit means that we keep trying to reach our goals even when it is hard. We don’t give up. Ask students what they think a growth mindset means. Tell them that a growth mindset means we believe we can develop our skills through hard work. Today we will read a book about a boy who showed both grit and a growth mindset. Read the book: The Boy Who Grew a Forest: The True Story of Jadav Payeng by Sophia Gholz or Play the video: Read aloud of The Boy Who Grew a Forest by Vooks (~9 min) Have students write the answers to the worksheet questions. Have students share their answers with a partner. Optional activity: Take students outside or to the gym to play cornhole. Explain that to do well you have to show grit. GRADE 3 UNIT 2 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. Growth mindset: I believe that I can develop my skills through hard work. ACTIVITY: What was the goal that Jadav Payeng wanted to achieve? How did Jadav show grit? How did Jadav show a growth mindset? Why is it important for everyone to serve and contribute to their family, school, community, nation, and the world? Write and share with your classmates an ethical principle you wish everyone in the world would follow all the time (e.g., all people are created equal, be honest, be kind)

In Unit 2, Lesson 3, “Writing a Narrative About Grit,” students will write narratives about how they, or a character they create, have shown grit. Students will develop real or imagined experiences or events with a narrator and/or characters. Their narratives will include dialogue, descriptions of actions, thoughts, and feelings, temporal words and phrases to signal event order, and a sense of closure. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate comprehension of the word grit Create a narrative that develops real or imagined experiences or events using effective technique, descriptive details, and clear event sequences Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations Use temporal words and phrases to signal event order Provide a sense of closure Demonstrate understanding of standard English sentence structure and grammar REQUIRED MATERIALS: Prohuman Grade 3 Unit 2 Worksheet 3: Writing a Narrative 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.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.W.3.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-LITERACY.W.3.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. CCSS.ELA-LITERACY.W.3.3.C Use temporal words and phrases to signal event order. CCSS.ELA-LITERACY.W.3.3.D Provide a sense of closure. CCSS.ELA-LITERACY.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.3.1.F Ensure subject-verb and pronoun-antecedent agreement. CCSS.ELA-LITERACY.L.3.1.I Produce simple, compound, and complex sentences. CCSS.ELA-LITERACY.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.3.2.C Use commas and quotation marks in dialogue. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A5 Define grit (e.g., perseverance and passion for a long-term goal) Performance Character B1 Provide an example of a friend or role model who demonstrates self-discipline (the ability to forgo instant and immediate gratification for a larger goal or commitment) Performance Character B2 Provide an example of a friend or role model who is dependable, reliable, and conscientious (responsible) Performance Character B4 Provide an example of a role model who demonstrates grit (perseverance and passion for a long-term goal) Civic Character A4 Explain why it is important for everyone to serve and contribute to their family, school, community, nation, globally Civic Character B6 Describe how a role model volunteers and contributes to the common good Self-Awareness A1 Understand and explain why different situations may set in motion or give rise to different emotions (e.g., learning something new or difficult, meeting someone new) LESSON PROCEDURE Today we will write a narrative about grit. We read two stories about grit, one about the characters in The Wizard of Oz, the other a true story about Jadav Payeng. Our stories should do five things. Let’s go through all five things and provide examples of each. First, our stories should establish a situation. Example: On the playground, in front of a grove of tall pine trees, there is a tall rock wall that many kids find difficult to climb. Second, our stories should introduce a narrator and/or characters. Example: Leila stood with her friends, Mirabel and Ezra, in front of the rock wall. Mirabel was a short girl, with dark hair and green eyes. Ezra was tall and wore glasses. All three friends were in the third grade. Third, our stories should use dialogue to show the response of characters to situations. Example: “I want to climb the wall today,” said Leila. Mirabel nodded. “I want to climb it too and reach the top,” she said. “I am afraid I won’t be able to reach the top,” said Ezra. “Yes, you can,” said Leila. “You can show grit. Come on, let’s climb it together!” Fourth, our stories should use temporal words and phrases to signal event order. Then, Leila ran to the rock wall. Mirabel followed her and they began to climb. Ezra stood watching them, looking unsure if he would join. Fifth, our stories should provide a sense of closure. After a few minutes, Leila and Mirabel reached the top. They called down to Ezra. “Come try, Ezra, you can do it!” Ezra went to the wall and began to climb. After a few minutes of showing grit, he had reached the top. 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 3 UNIT 2 WORKSHEET 3: WRITING A NARRATIVE ABOUT GRIT Grit: I keep trying to reach my goals even when it is hard. I don’t give up. ACTIVITY: Write a story about how grit is shown by either you or a character you create. Beginning: Middle: End:

Geography

Social Studies

STEM

LESSON 4: SHARING STORIES ABOUT GRIT SUMMARY: The Prohuman Grade 3 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. In Unit 2, Lesson 4, “Sharing Stories About Grit,” students will practice their reading skills by reading their stories to a partner and their listening skills by listening to their partners’ stories. Then, students will participate in a class discussion about the different ways the stories showed grit. Finally, students will write two examples, on their worksheets, using complete sentences, of how other students’ stories showed grit. 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 3 Unit 2 Worksheet 4: Sharing Stories 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.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.3.1.B 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.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-LITERACY.SL.3.1.D Explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CCSS.ELA-LITERACY.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A5 Define grit (e.g., perseverance and passion for a long-term goal) Performance Character B1 Provide an example of a friend or role model who demonstrates self-discipline (the ability to forgo instant and immediate gratification for a larger goal or commitment) Performance Character B2 Provide an example of a friend or role model who is dependable, reliable, and conscientious (responsible) Performance Character B4 Provide an example of a role model who demonstrates grit (perseverance and passion for a long-term goal) Social Awareness A1 Use “I-statements” to let others know that you have heard them Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers LESSON PROCEDURE Today we will read our stories about grit (from Lesson 3) with a partner. Circle the room to support the students as they take turns reading their stories to their partners. (10 min) Now we will discuss our stories about grit. Who would like to raise their hand and tell me how they, or the character in their story, showed grit? Write 2-3 examples on the board, with the student’s name and briefly describe what they said. (5 min) Finally, we will write on our worksheet two sentences about what we’ve heard. GRADE 3 UNIT 2 WORKSHEET 4: SHARING STORIES ABOUT GRIT Grit: I keep trying to reach my goals even when it is hard. I don’t give up. ACTIVITY: Write 2 complete sentences about how your classmates’ stories showed grit. 1. 2.