LESSONS

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:

Fiction

The Prohuman Grade 4 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 1, Lesson 1, “Learning Optimism from Literature,” students will learn examples of optimism from a contemporary work of children’s literature. Additionally, students will create their own sentences that demonstrate their comprehension of the word optimism. Finally, students will practice their reading and conversation skills by sharing sentences with classmates. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Listen to a read aloud to improve understanding of English sentence structure and comprehension Ask and answer questions to understand the meaning of a text Determine the central message, lesson, or moral of a story and explain how it is conveyed through key details in the text Demonstrate an understanding of the word optimism Demonstrate understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions REQUIRED MATERIALS: A large posterboard or paper for a class mural Book: An Angel for Solomon Singer by Cynthia Rylant or Video: Read aloud of An Angel for Solomon Singer by Pachion Carlson (~5 min) Prohuman Grade 4 Unit 1 Worksheet 1: Learning Optimism from Literature VOCABULARY: Optimism: I have hope and believe my actions will help things turn out well. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). CCSS.ELA-LITERACY.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-LITERACY.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.4.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.4.9.A Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]."). CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.4.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. CCSS.ELA-LITERACY.SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.4.1.F Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. CCSS.ELA-LITERACY.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.4.2.A Use correct capitalization. CCSS.ELA-LITERACY.L.4.2.D Spell grade-appropriate words correctly, consulting references as needed. CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.4.3.A Choose words and phrases to convey ideas precisely. 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 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 A1 Use “I-statements” to let others know that you have heard them 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 Ask students what optimism means. Give students the definition: I have hope and believe my actions will help things turn out well. Read the book An Angel for Solomon Singer by Cynthia Rylant or Play the video: Read aloud of An Angel for Solomon Singer by Pachion Carlson (~5 min) Ask students to complete the questions on their worksheets. Have students read their sentences to a partner. Class activity: Have students imagine that the class opens a restaurant where they all work and show optimism to everyone. Have students draw or paint a mural of the restaurant. Have each student write a sentence about how their restaurant can promote optimism. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times you have seen examples of people demonstrating optimism. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times you have demonstrated optimism, despite hardships. GRADE 4 UNIT 1 WORKSHEET 1: LEARNING OPTIMISM FROM LITERATURE Optimism: I have hope and believe my actions will help things turn out well. ACTIVITY: Who are the main characters in this story and what did you learn from them? How did the Angel show empathy to Solomon Singer (the ability to understand and care about others’ feelings)? What is the story’s message about optimism? What in this story could be an ethical principle (a rule for doing good) that everyone in the world could follow all the time?

Nonfiction

Civil Rights

The Prohuman Grade 4 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 1, Lesson 2, “Learning Optimism from a Nonfiction Text,” reinforces the vocabulary word optimism. Students will learn an example of optimism from the life of a real person. Students will practice their reading comprehension skills by hearing a read aloud. Finally, students will create their own sentences that demonstrate their reading comprehension and share their sentences with a partner. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Hear a read-aloud to support reading comprehension Demonstrate understanding of the main idea of a nonfiction text Describe the relationship between a series of events in a nonfiction text Compose sentences that demonstrate comprehension of the word optimism Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Book: Doctor Esperanto and the Language of Hope by Mara Rockliff Video: Esperanto | Short History by Short History (~3 min) Prohuman Grade 4 Unit 1 Worksheet 2: Learning Optimism from a Nonfiction Text VOCABULARY: Optimism: I have hope and believe my actions will help things turn out well. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. CCSS.ELA-LITERACY.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. CCSS.ELA-LITERACY.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. CCSS.ELA-LITERACY.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.4.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. CCSS.ELA-LITERACY.SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.4.1.F Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. CCSS.ELA-LITERACY.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.4.2.A Use correct capitalization. CCSS.ELA-LITERACY.L.4.2.D Spell grade-appropriate words correctly, consulting references as needed. CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.4.3.A Choose words and phrases to convey ideas precisely. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET 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 Ask students to name some languages. Ask students how many languages are spoken in the world. Tell them that there are over 7,000 languages spoken in the world, but most people speak one of 10 languages. Ask them if they can name the top 10 most spoken languages. Show this image: Top 10 Languages in the World by Number of Native Speakers from Babbel. Tell students that today we will learn about a man who created a new language called Esperanto. Play the video: Esperanto | Short History by Short History (~3 min) Read the book Doctor Esperanto and the Language of Hope by Mara Rockliff Have students write the answers to the worksheet questions. Have students share their answers with a partner. GRADE 4 UNIT 1 WORKSHEET 2: LEARNING OPTIMISM FROM A NONFICTION TEXT Optimism: I have hope and believe my actions will help things turn out well. ACTIVITY: Why did Leyzer Zamenhof want to create a new language? How did Leyzer Zamenhof show optimism? What is Esperanto and how does it work? How did Leyzer Zamenhof’s creation of Esperanto contribute to the world? What is one way you can show optimism?

History

Social Studies

The Prohuman Grade 4 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 1, Lesson 3, “Writing an Informative Text about Optimism,” reinforces the vocabulary word optimism. Students will write an informative text about a nonfiction text. This informative text will examine a topic and convey ideas and information clearly. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate understanding of the word optimism Introduce a topic and group related information together Develop the topic with facts, definitions, and details Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information Provide a concluding statement or section Demonstrate understanding of standard English sentence structure and grammar REQUIRED MATERIALS: Prohuman Grade 4 Unit 1 Worksheet 3: Writing an Informative Text about Optimism VOCABULARY: Optimism: I have hope and believe my actions will help things turn out well. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-LITERACY.W.4.2.A Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.W.4.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS.ELA-LITERACY.W.4.2.C Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). CCSS.ELA-LITERACY.W.4.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-LITERACY.W.4.2.E Provide a concluding statement or section related to the information or explanation presented. CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.4.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. CCSS.ELA-LITERACY.SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.4.1.F Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. CCSS.ELA-LITERACY.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.4.2.A Use correct capitalization. CCSS.ELA-LITERACY.L.4.2.D Spell grade-appropriate words correctly, consulting references as needed. CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.4.3.A Choose words and phrases to convey ideas precisely. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET 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 LESSON PROCEDURE Today we will write an informative text about Leyzer Zamenhof, whom we learned about in the previous lesson from the book Doctor Esperanto and the Language of Hope by Mara Rockliff. Write informative text on the board. The informative texts we write should do six things: First, the informative text should introduce a topic clearly. Second, it should group related information in paragraphs. Third, it should develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Fourth, it should link ideas within categories of information using words and phrases (e.g., another, for example, also, because). Fifth, it should have clear language to inform about or explain the topic. Sixth and finally, it should provide a concluding statement or section. 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 4 UNIT 1 WORKSHEET 3: WRITING AN INFORMATIVE TEXT ABOUT OPTIMISM Optimism: I have hope and believe my actions will help things turn out well. ACTIVITY: Write an informative text about Leyzer Zamenhof, whom we learned about in the previous lesson from the book Doctor Esperanto and the Language of Hope by Mara Rockliff. Your informative text should be about what he did and how he showed optimism.