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 8, Lesson 1, “Learning Understanding from Literature,” students will learn examples of understanding from a contemporary work of children’s literature. Students will also write sentences demonstrating their comprehension of the word understanding. 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 understanding Compose sentences that demonstrate comprehension of the word 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: Beatrice Zinker Upside Down Thinker by Shelley Johannes or Video: Read aloud: Chapter 1 of Beatrice Zinker Upside Down Thinker by teacher Nicole Angelo (~4 min) Prohuman Grade 3 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.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.3.2 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 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 B1 Explain how a particular historical or contemporary person practiced curiosity Intellectual Character B4 Demonstrate the ability to analyze data, facts, and information Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers LESSON PROCEDURE Today we will learn about understanding. Write understanding on the board. Ask students what understanding means. Give them the definition: Understanding means that we seek knowledge and try to learn the truth. We think about other people’s views that might be different from ours. Without giving them any information other than this is from an advertisement, show students the first image (the giraffe) in this Jeep advertisement and ask what they see. Show students the second image (the penguin) in the advertisement and ask what they see. Ask what they notice about the first and second pictures. Repeat this process for the third image (the deer) and the fourth image (the seal). Repeat this process for the fifth image (the elephant) and the final image (the swan). Ask students: What do these images teach us about understanding? Tell the students that it is important to look at things from different perspectives, even upside down. Today we will read about an upside-down thinker. Read the book Beatrice Zinker Upside Down Thinker by Shelley Johannes or Play the video: Read aloud of Chapter 1 of Beatrice Zinker Upside Down Thinker by teacher Nicole Angelo (~4 min) Ask students to answer the questions on their worksheet. Ask students to read their answers to a partner. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times you have seen examples of people demonstrating understanding. You could give examples of family, friends, historical figures, or current public figures. Talk with your students about times when you have demonstrated understanding, despite hardships. GRADE 3 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: Who is the main character in the story? How did Beatrice do her best thinking? What can be good about moving outside of boxes and boundaries? Why can it be good to think about maybes, what-ifs, and could-bes? How did Beatrice show understanding?

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 8, Lesson 2, “Learning Understanding from a Nonfiction Text,” students will learn an example of understanding from the life of a real person. By hearing a reading of 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: Hear a reading of a nonfiction text to develop reading comprehension skills Demonstrate understanding of the main idea of a nonfiction text 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: Book: Saving the Day: Garrett Morgan's Life-Changing Invention of the Traffic Signal by Karyn Parsons or Video: Read aloud of Saving the Day by Early Learning Adventures with Mrs. T (~ 8 min) Prohuman Grade 3 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.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.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET 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 B1 Explain how a particular historical or contemporary person practiced curiosity Intellectual Character B4 Demonstrate the ability to analyze data, facts, and information 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 Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers LESSON PROCEDURE Tell students that we will continue to learn about understanding. Today we will learn about someone who developed his understanding. Read the book Saving the Day: Garrett Morgan's Life-Changing Invention of the Traffic Signal by Karyn Parsons or Play the video: Read aloud of Saving the Day by Early Learning Adventures with Mrs. T (~ 8 min) Have students write the answers to the worksheet questions. Have students share their answers with a partner. GRADE 3 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. ACTIVITY: What was Garrett Morgan’s talent? How did Garrett Morgan show understanding? How did Garrett use his understanding to help others? What did you learn about understanding from Garrett, and how can this help yourself and others?

STEM

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 8, Lesson 3, “Writing a Narrative About Understanding,” students will write narratives about how they, or a character they create, have shown understanding. 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 understanding 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 8 Worksheet 3: Writing a Narrative 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.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 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 understanding. We read two stories about understanding, one about the characters in Beatrice Zinker, Upside Down Thinker, the other a true story about Garrett Morgan. 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: Zara wanted to understand how to bake a cake. She felt excited to learn. Second, our stories should introduce a narrator and/or characters. Example: Zara was in the kitchen with her mom. Third, our stories should use dialogue to show the response of characters to situations. Example: “I want to understand how to bake cookies,” said Zara. “I will help you to understand,” said her mom. Fourth, our stories should use temporal words and phrases to signal event order. Example: First, Zara’s mom took the ingredients out of the pantry. She took out flour, sugar, baking soda, salt, and chocolate chips and set them on the table. Then, she helped Zara measure each ingredient and dump them into the bowl. Next, Zara’s mom took out the eggs and showed Zara how to crack them into the bowl. After that, Zara mixed the batter with a spoon and put the dough in small balls on a baking pan. Finally, her mom taught her how to set the oven to 350 degrees and bake the cookies for ten minutes. Fifth, our stories should provide a sense of closure. Example: Zara was happy that she now understood how to bake cookies. “Thanks for helping me to understand how to bake cookies, mom,” said Zara. “You’re welcome,” said her mom. “It is great to understand new things.” 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 8 WORKSHEET 3: WRITING A NARRATIVE 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 a story about how understanding was shown by 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 8, Lesson 4, “Sharing Stories About Understanding,” 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 understanding. Finally, students will write two examples, on their worksheets, using complete sentences, of how other students’ stories showed 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 3 Unit 8 Worksheet 4: Sharing Stories 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.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 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 understanding (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 understanding. Who would like to raise their hand and tell me how they, or the character in their story, showed understanding? 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 8 WORKSHEET 4: SHARING STORIES 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 2 complete sentences about how your classmates’ stories showed understanding.