LESSONS

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 2, Lesson 1, “Learning Grit from Literature,” students will learn examples of grit from a contemporary work of children’s literature. Students will also create their own sentences demonstrating their comprehension of the word grit. 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 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 understanding of standard English sentence structure and grammar Demonstrate understanding of the word grit Engage effectively in a range of collaborative discussions REQUIRED MATERIALS: Several puzzles for students to work on as in teams of 4 (optional) or a game such as a child-safe dartboard (optional) Fiction text: A Thousand No’s by DJ Corchin or Video: Read aloud of A Thousand No’s by Gotham Reads (~3 min) Prohuman Grade 4 Unit 2 Worksheet 1: Learning Grit from Literature VOCABULARY: Grit: I keep trying to reach my goals even when it is hard. I don’t give up. 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 Performance Character A5 Define grit (e.g., perseverance and passion for a long-term goal) Performance Character B5 Provide an example of a role model who demonstrates grit (perseverance and passion for a long-term goal) Self-Awareness A3 Explain the ways in which you use and practice your personal strengths (e.g., your willingness to help others, your positivity) Social-Awareness A1 Use “I-statements” to let others know that you have heard them 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 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 grit means. Give them the definition: I keep trying to reach my goals even when it is hard. I don’t give up. Let’s read a book about grit. Read the book A Thousand No’s by DJ Corchin or Play the video Read aloud of A Thousand No’s by Gotham Reads (~3 min) Ask students to complete the questions on their worksheet. Have students read their sentences to a partner. Optional activity: Pass out puzzles for students to work in groups of 4 to practice their grit, or have students practice throwing darts at a child-safe dart board to practice their grit. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times you have seen examples of people demonstrating grit. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times you have demonstrated grit, despite hardships. GRADE 4 UNIT 2 WORKSHEET 1: LEARNING GRIT FROM LITERATURE Grit: I keep trying to reach my goals even when it is hard. I don’t give up. ACTIVITY: How did the main character in this story show grit? What is the story’s main message about grit? What in this story could be an ethical principle (a rule about 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. In Unit 2, Lesson 2, “Learning Grit from a Nonfiction Text,” students will learn an example of grit from the life of a real person. Additionally, 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 Compose sentences that demonstrate comprehension of the word grit Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: A Boston Marathon First: Bobbi Gibb On Her History-Making Run by CBS Boston (~3 min) Book: The Girl Who Ran: Bobbi Gibb, the First Woman to Run the Boston Marathon by Kristina Yee or Read aloud of The Girl Who Ran by Andie Townhouse (~8 min) Prohuman Grade 4 Unit 1 Worksheet 2: Learning Grit from a Nonfiction Text VOCABULARY: Grit: I keep trying to reach my goals even when it is hard. I don’t give up. Stereotype: A false belief about a group of people that is often negative. 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 Moral Character B3 Provide an example of a friend or role model who “stood up” for what he or she thought was wrong or unfair Performance Character A5 Define grit (e.g., perseverance and passion for a long-term goal) 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 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 A2 Describe how a person will likely feel when being bullied or left out of an activity or group Social-Awareness A3 Recognize examples of stereotyping, discrimination and prejudice LESSON PROCEDURE Ask students for the definition of grit. Reinforce the definition: I keep trying to reach my goals even when it is hard. I don’t give up. Ask students what a stereotype is. Give them the definition: A false belief about a group of people that is often negative. Today, we will learn about someone who showed grit. Play the video: A Boston Marathon First: Bobbi Gibb On Her History-Making Run by CBS Boston (~3 min) Read the book: The Girl Who Ran: Bobbi Gibb, the First Woman to Run the Boston Marathon by Kristina Yee or Play the video: Read aloud of The Girl Who Ran by Andie Townhouse (~8 min) Have students write the answers to the worksheet questions. Have students share their answers with a partner. Have students show their grit by taking them outside and seeing if they can run a lap around a track or a designated area. GRADE 4 UNIT 2 WORKSHEET 2: LEARNING GRIT FROM A NONFICTION TEXT Grit: I keep trying to reach my goals even when it is hard. I don’t give up. Stereotype: A false belief about a group of people that is often negative. ACTIVITY: What was the stereotype about women that Bobbi faced? What was the goal that Bobbi wanted to achieve? How did Bobbi show grit? How did Bobbi make a positive change for women in America? What is one way you can show grit?

History

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 2, Lesson 3, “Writing an Opinion Piece About Grit,” 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 grit 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 4 Unit 2 Worksheet 3: Writing an Opinion Piece About Grit VOCABULARY: Grit: I keep trying to reach my goals even when it is hard. I don’t give up. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-LITERACY.W.4.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. CCSS.ELA-LITERACY.W.4.1.B Provide reasons that are supported by facts and details. CCSS.ELA-LITERACY.W.4.1.C Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). CCSS.ELA-LITERACY.W.4.1.D Provide a concluding statement or section related to the opinion presented. 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 Performance Character A5 Define grit (e.g., perseverance and passion for a long-term goal) 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-Awareness A3 Explain the ways in which you use and practice your personal strengths (e.g., your willingness to help others, your positivity) 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 an opinion piece about the best way you can show grit and why it is important to show grit. 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 (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 grit. Write on the board: Topic: There are many different ways I can show grit. Opinion: The best way I can show grit is by grading all my students’ papers quickly. Reason 1: My students need me to grade their papers to help them become better writers. Reason 2: Grading my students’ papers on time gets them the help they need more quickly. Reason 3: The faster my students get their papers back, the faster they can improve their writing. Conclusion: In my opinion, the best way I can show grit is by grading my students’ papers quickly, even when it is difficult. 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 4 UNIT 2 WORKSHEET 3: WRITING AN OPINION PIECE ABOUT GRIT Grit: I keep trying to reach my goals even when it is hard. I don’t give up. ACTIVITY: Write an opinion piece about the best way you can show grit and 3 reasons it is important to show grit. Topic: Opinion: Reason 1: Reason 2: Reason 3: Closure:

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 2, Lesson 4, “Sharing Opinion Pieces About Grit,” students will practice their reading skills by reading their opinion pieces to a partner and their listening skills by listening to their partner’s stories. Then, students will participate in a class discussion about the different ways students demonstrated grit. Finally, students will write two examples, on their worksheets, using complete sentences, about how other students expressed grit 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 partners’ reading to develop active listening skills Demonstrate understanding of the word grit 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 4 Unit 2 Worksheet 4: Sharing Opinion Pieces About Grit VOCABULARY: Grit: I keep trying to reach my goals even when it is hard. I don’t give up. ELA COMMON CORE STANDARDS MET 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 Performance Character A5 Define grit (e.g., perseverance and passion for a long-term goal) 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-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 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 read our opinion pieces about grit (from Lesson 3) with a partner. Circle the room to support the students as they take turns reading their opinion pieces to their partner. (10 min) Now we will discuss our opinion pieces. Who would like to raise their hand and tell me the most important way you can show grit and why it is important to show grit? 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 4 UNIT 2 WORKSHEET 4: SHARING OPINION PIECES ABOUT GRIT Grit: I keep trying to reach my goals even when it is hard. I don’t give up. ACTIVITY: Write 2 complete sentences about how your classmates will show grit: 1. 2.