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. In Unit 5, Lesson 1, “Learning Courage from Literature,” students will learn examples of courage from a classic work of children’s literature. Students will also write sentences demonstrating their comprehension of the word courage. 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 courage Compose sentences that demonstrate comprehension of the word courage 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: Brave Irene by William Steig or Video: Read aloud of Brave Irene by Kali Eick (~ 10 min) Prohuman Grade 3 Unit 5 Worksheet 1: Learning Courage from Literature VOCABULARY: Courage: I do what I think is right even when I am afraid. Empathy: I understand the emotions, needs, and feelings of others. Self-discipline: I look past what I want right now, so I can reach a larger goal. 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.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 A4 Offer examples of caring and compassionate behaviors (at home, in school, in the community) Moral Character B4 Provide an example of a friend or role model who demonstrates caring and compassion 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) Social-Awareness A5 Explain what empathy means (e.g., the ability to sympathetically understand and personally identify with the emotional states, needs and feelings of others) LESSON PROCEDURE Write courage on the board. Ask students for the definition of courage. Give students the definition: We do what we think is right, even when we are afraid. Ask students for the definition of empathy. Give students the definition: We understand the emotions, needs, and feelings of others. Ask students for the definition of self-discipline. Give students the definition: We look past what we want right now, so we can reach a larger goal. Read the book Brave Irene by William Steig or Play the video: Read aloud of Brave Irene by Kali Eick (~ 10 min) Ask students to answer the questions on their worksheets. Ask students to read their answers to a partner. Ask students to show courage by reading one of their answers to the whole class. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times you have seen examples of people demonstrating courage. You could give examples of family, friends, historical figures, or current public figures. Talk with your students about times when you have demonstrated courage, despite hardships. GRADE 3 UNIT 5 WORKSHEET 1: LEARNING COURAGE FROM LITERATURE Courage: I do what I think is right even when I am afraid. Empathy: I understand the emotions, needs, and feelings of others. Self-discipline: I look past what I want right now, so I can reach a larger goal. ACTIVITY: How did Irene show caring behaviors? Use empathy to write how Irene must have felt during her walk. How did Irene show courage? How did Irene show self-discipline? What do you see as the central message of the story Brave Irene?

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 5, Lesson 2, “Learning Courage from a Nonfiction Text,” students will learn an example of courage from the life of a real person. By independently reading a nonfiction text, students will develop their reading comprehension skills. Finally, students will create 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 courage Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: Bessie Coleman by Biography (~2 min) Book: Fly High: The Story of Bessie Coleman by Louise Borden or Video: Read aloud of Fly High: The Story of Bessie Coleman by Miss Alivia Reads (~17 min) Prohuman Grade 3 Unit 5 Worksheet 2: Learning Courage from a Nonfiction Text VOCABULARY: Courage: I do what I think is right even when I am afraid. 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.3.1.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 Moral Character A3 Understand and explain the expression “I have the courage to stand up for what is wrong or unfair” 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 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 Social-Awareness A3 Recognize examples of stereotyping, discrimination and prejudice LESSON PROCEDURE Without giving any information, show students this image from a Biography article about Bessie Coleman. Ask students what they notice about this image. Ask students what they wonder about this image. Ask students if anyone knows who this is. Play the video: Bessie Coleman by Biography (~2 min) Read the book Fly High: The Story of Bessie Coleman by Louise Borden or Play the video: Read aloud of Fly High: The Story of Bessie Coleman by Miss Alivia Reads (~17 min) Have students write the answers to the worksheet questions. Have students share their answers with a partner. GRADE 3 UNIT 5 WORKSHEET 2: LEARNING COURAGE FROM A NONFICTION TEXT Courage: I do what I think is right even when I am afraid. ACTIVITY: How was Bessie Coleman treated unfairly because of her gender and race? How did Bessie show courage? How did Bessie help others? What did you learn about courage from Bessie and how can you apply it to your life to help yourself and others?

Social Studies

History

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 5, Lesson 3, “Writing a Narrative About Courage,” students will write narratives about how they, or a character they create, have shown courage. 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 feeling, 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 courage 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 5 Worksheet 3: Writing a Narrative About Courage VOCABULARY: Courage: I do what I think is right even when I am afraid. 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 Moral Character A3 Understand and explain the expression “I have the courage to stand up for what is wrong or unfair” 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) 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 Social-Awareness A5 Explain what empathy means (e.g., the ability to sympathetically understand and personally identify with the emotional states, needs and feelings of others) 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 Today we will write a narrative about courage. We read two stories about courage, one about the characters in Brave Irene by William Steig, the other a true story about Bessie Coleman. 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: Malik wanted to learn how to ride a dirt bike, but he felt afraid. Second, our stories should introduce a narrator and/or characters. Example: Malik stood with his older brother, Amir. Malik was eight and Amir was ten. Third, our stories should use dialogue to show the response of characters to situations. Example: “I want to ride the dirt bike today, but I am afraid,” said Malik. “I know the right thing to do is to face my fear and to learn.” “I will help you learn how to ride it,” said Amir. Fourth, our stories should use temporal words and phrases to signal event order. First, Amir sat on the dirt bike. Then, he showed Malik how to turn the key to start the engine. Next, he showed Malik how to push the pedal. Finally, he showed Malik how to turn the wheel to steer the dirt bike. Fifth, our stories should provide a sense of closure. After Malik watched Amir teach him about the dirt bike, he didn’t feel as afraid. “Are you ready to try to ride it, Malik?” Amir asked. Amir nodded. He sat on the dirt bike and turned the key. Then, even though he was still a bit afraid, he showed courage and gently pushed the pedal. He turned the wheel in the direction he wanted to go, and he rode down the street. 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 5 WORKSHEET 3: WRITING A NARRATIVE ABOUT COURAGE Courage: I do what I think is right even when I am afraid. ACTIVITY: Write a story about how courage is shown by either you or a character you create. Beginning: Middle: End:

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 5, Lesson 4, “Sharing Stories About Courage,” 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 courage. Finally, students will write two examples, on their worksheets, using complete sentences, of how other students’ stories showed courage. 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 5 Worksheet 4: Sharing Stories About Courage VOCABULARY: Courage: I do what I think is right even when I am afraid. 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 A3 Understand and explain the expression “I have the courage to stand up for what is wrong or unfair” 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) 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 Social-Awareness A5 Explain what empathy means (e.g., the ability to sympathetically understand and personally identify with the emotional states, needs and feelings of others) 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) Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers LESSON PROCEDURE Today we will read our stories about courage (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 courage. Who would like to raise their hand and tell me how they, or the character in their story, showed courage? 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 5 WORKSHEET 4: SHARING STORIES ABOUT COURAGE Courage: I do what I think is right even when I am afraid. ACTIVITY: Write 2 complete sentences about how your classmate’s stories showed courage. 1. 2.