LESSONS

Fiction

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. Unit 3, Lesson 1, “Learning Gratitude from Literature,” reinforces the vocabulary word gratitude. Students will learn examples of gratitude from a classic work of children’s literature. Students will also create their own sentences demonstrating their comprehension of the word gratitude. 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 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: Thank You, Mr. Falker by Patricia Polacco from the website of Orange Public Schools in Orange, NJ and/or Video: Read aloud of Thank You, Mr. Falker from I LOVE this book, with Mrs. Doyle (~13 min) Prohuman Grade 3 Unit 3 Worksheet 1: Learning Gratitude from Literature VOCABULARY: Gratitude: I am thankful for many things, big and small. Empathy: I understand the emotions, needs, and feelings of others 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.B Form and use regular and irregular plural nouns. 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 Moral Character A5 Offer examples of when you expressed gratitude to another person Moral Character B5 Provide an example of a friend or role model who demonstrates gratitude Intellectual Character A2 Understand the skills (being prepared, focused effort, diligent practice, attention to detail, etc.) that enable someone to acquire or polish a skill Intellectual Character A3 Recognize that making mistakes is an unavoidable part of learning (“failing forward”) Civic Character B2 Describe how a role model exemplifies respect 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 A3 Identify people, places and resources who can help you when you are having difficulty managing your thoughts and emotions (e.g., parents, family members, teachers) Social-Awareness A2 Describe how a person will likely feel when being bullied or left out of an activity or group 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 Interpersonal/ Relationship Skills A3 Understand and recognize the characteristics of healthy relationships (e.g., honesty, compromising, sharing, encouragement) Interpersonal/ Relationship Skills A4 Understand and recognize the characteristics of unhealthy relationships (e.g., hostility, intimidation, hitting) Interpersonal/ Relationship Skills A5 Identify a problem in a relationship and seek appropriate assistance from an adult Interpersonal/ Relationship Skills A9 Recognize and communicate to a trusted adult, any harmful individual and group behaviors LESSON PROCEDURE Write gratitude on the board. Ask students what gratitude means. Give the definition: We are thankful for many things, big and small. Ask students what empathy means. Give the definition: We understand the emotions, needs, and feelings of others. Activity: Take a gratitude walk around the school and/or outside, and have students write down 5 things they are grateful for. Read the book Thank You, Mr. Falker by Patricia Polacco from the website of Orange Public Schools in Orange, NJ or Play the video: Read aloud of Thank You, Mr. Falker from I LOVE this book, with Mrs. Doyle (~13 min) Ask students to answer the questions on their worksheets. Ask students to read their answers to a partner. Discuss the 30-day gratitude challenge. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times you have seen people demonstrating gratitude. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times when you have demonstrated gratitude, despite hardships. GRADE 3 UNIT 3 WORKSHEET 1: LEARNING GRATITUDE FROM LITERATURE Gratitude: I am thankful for many things, big and small. Empathy: I understand the emotions, needs, and feelings of others. ACTIVITY: Write 1 sentence that explains what Trisha struggled with: Trisha was bullied. How did Mr. Falker show empathy to Trisha? Write 1 sentence that explains who you can ask for help if you are being bullied or if you have a hard time with your thoughts and emotions: Write 1 sentence that explains how the main character in the book showed gratitude: Write 1 sentence that explains a time when you showed gratitude: EXTRA CREDIT: Each day, for the next 30 days, write something for which you are grateful. It should be something different each day. There is a place for you to write on the next page. 30-DAY GRATITUDE CHALLENGE Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14 Day 15 Day 16 Day 17 Day 18 Day 19 Day 20 Day 21 Day 22

Nonfiction

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 3, Lesson 2, “Learning Gratitude from a Nonfiction Text,” students will learn an example of gratitude from the life of a real person. By independently reading a nonfiction text, students will develop their reading comprehension skills. 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: Read a nonfiction text independently to develop reading comprehension skills Demonstrate understanding of the main idea of a nonfiction text 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: Alice Walker by Untold History (~2 min) Prohuman Grade 3 Unit 3 Worksheet 2: Learning Gratitude from a Nonfiction Text VOCABULARY: Gratitude: I am thankful for many things, big and small. Humility: I do not think I am better than anyone else. Segregation: The practice of separating people by race in businesses and public places such as pools, libraries, and schools. Segregation was outlawed in America by the Civil Rights Act of 1964. 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 Moral Character A5 Offer examples of when you expressed gratitude to another person Moral Character B5 Provide an example of a friend or role model who demonstrates gratitude 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) Intellectual Character A2 Understand the skills (being prepared, focused effort, diligent practice, attention to detail, etc.) that enable someone to acquire or polish a skill Intellectual Character B2 Provide evidence that a particular historical or contemporary person has intentionally worked to strengthen a particular intellectual skill (diligence, attention to detail, etc.) LESSON PROCEDURE Play video: Alice Walker by Untold History (~2 min) Ask students the question posed at the end of the video: Why do you think it is important for authors to write about their personal experiences? Have students read the nonfiction text on the worksheet, quietly to themselves. Circle the room to support the students. Have students write the answers to the worksheet questions. Have students share their answers with a partner. GRADE 3 UNIT 3 WORKSHEET 2: LEARNING GRATITUDE FROM A NONFICTION TEXT Gratitude: I am thankful for many things, big and small. Humility: I do not think I am better than anyone else. Segregation: The practice of separating people by race in businesses and public places such pools, libraries, and schools. Segregation was outlawed in America by the Civil Rights Act of 1964. NONFICTION TEXT: ALICE WALKER’S THOUGHTS ABOUT GRATITUDE In 1944, Alice Walker was born in Georgia. She overcame challenges such as childhood injury and segregation. In high school, she had the highest grades, which gave her the title of valedictorian. Alice graduated from Sarah Lawrence College. She became a writer and, in 1982, she became the first African American woman to win the Pulitzer Prize for Fiction for her novel The Color Purple. Alice shared her thoughts about the importance of gratitude. She said, “Thank you is the best prayer that anyone could say. I say that one a lot. Thank you expresses extreme gratitude, humility, understanding.” Alice’s gratitude helped her in life. She had self-discipline and used her skills such as being prepared, working hard, paying attention to detail. These skills helped Alice to have a very successful writing career. She published seventeen novels and short story collections, twelve non-fiction works, and several books of essays and poetry. ACTIVITY: Alice became a writer. What is one job that you might want to have when you grow up? Why might this job interest you? Write a sentence that explains one thing you are grateful for and why. Who is someone to whom you would like to express gratitude, and what is the thing for which you would like to express gratitude?

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 3, Lesson 3, “Writing an Opinion Piece About Gratitude,” students will write an opinion piece in which they introduce the topic they are writing about, state an opinion, create an organizational structure that lists reasons, use linking words and phrases, 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, states an opinion, creates an organizational structure that lists reasons, uses linking words and phrases, and provides a concluding statement or section. Demonstrate understanding of standard English sentence structure and grammar REQUIRED MATERIALS: Prohuman Grade 3 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.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-LITERACY.W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. CCSS.ELA-LITERACY.W.3.1.B Provide reasons that support the opinion. CCSS.ELA-LITERACY.W.3.1.C Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. CCSS.ELA-LITERACY.W.3.1.D Provide a concluding statement or section. 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.C Use abstract nouns (e.g., childhood). 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.E Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). 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 Moral Character A5 Offer examples of when you expressed gratitude to another person Intellectual Character B4 Demonstrate the ability to analyze data, facts, and information Self-Awareness A3 Explain the ways in which you use and practice your personal strengths (e.g., your willingness to help others, your positivity) LESSON PROCEDURE Today we will write an opinion piece about 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 about gratitude. Write on the board: Topic: There are many different things we can be grateful for. Opinion: I am most grateful for my family. Reason 1: My family is always there to help me have meals to eat. Reason 2: My family helps me to make sure I have clothes to wear. Reason 3: My family helps me to make sure I go to school and get a good education. Closure: In my opinion, I am most grateful for my family because they help to make sure I have food, clothing, and education, which are needed for my well-being. Now each student will write their 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 3 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 about what you are most grateful for and why. Topic: Opinion: Reason 1: Reason 2: Reason 3: Conclusion:

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 3, Lesson 4, “Sharing Opinion Pieces About Gratitude,” students will practice their reading skills by reading their opinion pieces 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 students demonstrated gratitude. Finally, students will write two examples, on their worksheets, using complete sentences, about how other students expressed gratitude in their opinion pieces. 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 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.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 Moral Character A5 Offer examples of when you expressed gratitude to another person Moral Character B5 Provide an example of a friend or role model who demonstrates gratitude Intellectual Character B4 Demonstrate the ability to analyze data, facts, and information Self-Awareness A3 Explain the ways in which you use and practice your personal strengths (e.g., your willingness to help others, your positivity) Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers LESSON PROCEDURE Today we will read our opinion pieces about gratitude (from Lesson 3) with a partner. Circle the room to support the students as they take turns reading their opinion pieces to their partners. (10 min) Now we will discuss our opinion pieces. Who would like to raise their hand and tell me what they are grateful for? Write 2-3 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. GRADE 3 UNIT 3 WORKSHEET 4: SHARING OPINION PIECES ABOUT GRATITUDE Gratitude: I am thankful for many things, big and small. ACTIVITY: Write 2 complete sentences about how your classmates expressed gratitude.