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 9, Lesson 1, “Learning Humanity from Literature,” students will learn examples of humanity from a contemporary work of children’s literature. Students will also write sentences demonstrating their comprehension of the word humanity. 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 humanity Compose sentences that demonstrate comprehension of the word humanity 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: A map or globe Book: A Ticket Around the World by Natalia Diaz or Video: Read aloud of A Ticket Around the World by Mr. Lohn, the McGinn School Librarian (~12 min — start at 1:21) Prohuman Grade 3 Unit 9 Worksheet 1: Learning Humanity from Literature VOCABULARY: Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. 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 B4 Demonstrate the ability to analyze data, facts, and information Interpersonal/ Relationship Skills A2 Recognize the needs of others and how those needs may differ from your own Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers 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) LESSON PROCEDURE Write humanity on the board. Ask students what humanity means. Give students the definition: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. Read the book A Ticket Around the World by Natalia Diaz or Play the video: Read aloud of A Ticket Around the World by Mr. Lohn, the McGinn School Librarian (~12 min — start at 1:21) As a class, locate each of the countries visited in the book on your map or globe. Ask students: Which one is the closest to our country? Which one is the farthest? 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 humanity. You could give examples of family, friends, historical figures, or current public figures. Talk with your students about times when you have demonstrated humanity, despite hardships. GRADE 3 UNIT 9 WORKSHEET 1: LEARNING HUMANITY FROM LITERATURE Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. ACTIVITY: What are the countries visited in the book? What do you think is the most interesting country in the book and why? What did you learn about humanity from this book? Why is it important to show humanity?

Geography

Social Studies

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 9, Lesson 2, “Learning Humanity from a Nonfiction Text,” students will learn an example of humanity 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 humanity Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: My Story: Joshua's Heart Foundation by Feed the Children (~2 min) Prohuman Grade 3 Unit 9 Worksheet 2: Learning Humanity from a Nonfiction Text VOCABULARY: Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. 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 B4 Demonstrate the ability to analyze data, facts, and information 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 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 A2 Recognize the needs of others and how those needs may differ from your own Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers 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) LESSON PROCEDURE Ask students: What does humanity mean? Give the definition of humanity: We see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. Let’s learn about someone who shows humanity. Play video: My Story: Joshua's Heart Foundation by Feed the Children (~2 min) Have students read the short text on their worksheets, quietly to themselves. Circle the room to support the students. Read the text aloud to the class. Have students write the answers to the worksheet questions. Have students share their answers with a partner. EXTENSION ACTIVITY: Hold a class fundraiser for Joshua’s Heart Foundation or a local food bank. GRADE 3 UNIT 9 WORKSHEET 2: LEARNING HUMANITY FROM A NONFICTION TEXT Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. NONFICTION TEXT: JOSHUA’S HUMANITY When Joshua Williams was 4 years old, he found out that some people in his neighborhood went without food. Joshua started Joshua’s Heart Foundation, a not-for-profit organization, to help people around the world who needed food and personal care items. Joshua’s Heart Foundation has more than 60,000 youth and 4,000 adult volunteers. To date, Joshua’s Heart Foundation has distributed more than 4.8 million pounds of food, served more than 4.9 million meals, raised over $3 million, and helped more than 600,000 people. Now a college student, Joshua continues to seek ways to inspire young people to make a difference in the lives of others and in their communities. Source: https://joshuasheart.org/about-founder-joshua-williams/ ACTIVITY: How did Joshua show humanity? How did Joshua help others? What did you learn about humanity from Joshua? How can you show humanity to help others?

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 9, Lesson 3, “Writing an Opinion Piece About Humanity,” 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 humanity 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 9 Worksheet 3: Writing an Opinion Piece About Humanity VOCABULARY: Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. 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.D Form and use regular and irregular verbs. CCSS.ELA-LITERACY.L.3.1.F Ensure subject-verb and pronoun-antecedent agreement. CCSS.ELA-LITERACY.L.3.1.H Use coordinating and subordinating conjunctions. 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 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 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 A2 Recognize the needs of others and how those needs may differ from your own Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers 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) LESSON PROCEDURE Today we will write an opinion piece about what you think is the best way to show humanity. 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 humanity. Write on the board: Topic: There are many different ways that we can show humanity. Opinion: I think the best way to show humanity is by saying nice things about others. I think this for three main reasons. Reason 1: First, saying nice things about others makes them happy. Reason 2: Second, saying nice things about others makes them feel special. Reason 3: Third, saying nice things about others makes them feel important. Closure: It is important to show humanity. In my opinion, the best way we can do that is by saying nice things to others. 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 9 WORKSHEET 3: WRITING AN OPINION PIECE ABOUT HUMANITY Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. ACTIVITY: Write an opinion piece about the best way you can show humanity. Topic: Opinion: Reason 1: Reason 2: Reason 3: Closure:

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 9, Lesson 4, “Sharing Opinion Pieces About Humanity,” 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 humanity. Finally, students will write two examples, on their worksheets, using complete sentences, about how other students discussed humanity 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 9 Worksheet 4: Sharing Opinion Pieces About Humanity VOCABULARY: Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. 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 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 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 A2 Recognize the needs of others and how those needs may differ from your own Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers 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) LESSON PROCEDURE Today we will read our opinion pieces about humanity (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 how they can best show humanity? 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 9 WORKSHEET 4: SHARING OPINION PIECES ABOUT HUMANITY Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. ACTIVITY: Write 2 complete sentences about how your classmates said they can show humanity: