LESSONS

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 3, Lesson 1, “Learning Gratitude from Literature,” students will learn examples of gratitude from a contemporary work of children’s literature. Students will also write sentences demonstrating their comprehension of the word gratitude. 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 the word gratitude Demonstrate understanding of standard English sentence structure and grammar Engage effectively in a range of collaborative discussions REQUIRED MATERIALS: Fiction text: Gracias/Thanks by Pat Mora (English and Spanish edition) or Read aloud of Read aloud of Gracias/Thanks by Ms. Karina Reads A Book (~5 min) Prohuman Grade 4 Unit 3 Worksheet 1: Learning Gratitude from Literature VOCABULARY: Gratitude: I am thankful for many things, big and small. 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 A5 Offer examples of when you expressed gratitude to another person Moral Character B5 Provide an example of a friend or role model who demonstrates gratitude 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 gratitude means. Give them the definition: I am thankful for many things, big and small. Read the book Gracias/Thanks by Pat Mora (English and Spanish edition) or Play the video: Read aloud of Read aloud of Gracias/Thanks by Ms. Karina Reads A Book (~5 min) Have students complete the questions on their worksheet. Have students read their sentences to a partner. Discuss the 30-Day Gratitude Challenge. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times you have seen people demonstrating gratitude. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times in your life when you have demonstrated gratitude, despite hardships. GRADE 4 UNIT 3 WORKSHEET 1: LEARNING GRATITUDE FROM LITERATURE Gratitude: I am thankful for many things, big and small. ACTIVITY: How did the main character in this story show gratitude? What is the story’s main message about gratitude? What in this story could be an ethical principle (a rule about doing good) that everyone in the world could follow all the time? EXTRA CREDIT: Each day, for the next 30 days, write something for which you are grateful. It should be something different each day. There is a place for you to write on the next page. 30 DAY GRATITUDE CHALLENGE Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14 Day 15 Day 16 Day 17 Day 18 Day 19 Day 20 Day 21 Day 22 Day 23 Day 24 Day 25 Day 26

Social Studies

Nonfiction

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 3, Lesson 2, “Learning Gratitude from a Nonfiction Text,” students will learn an example of gratitude from the life of a real person. By independently reading a nonfiction text, students will develop their reading comprehension skills. 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: Read a nonfiction text independently to develop reading comprehension skills Demonstrate understanding of the main ideas of a nonfiction text Compose sentences that demonstrate comprehension of the word gratitude Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: Cicero and the Roman Republic by NBC News Learn (~4 min) Prohuman Grade 4 Unit 3 Worksheet 2: Learning Gratitude from a Nonfiction Text VOCABULARY: Gratitude: I am thankful for many things, big and small. 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.4.10 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 B5 Provide an example of a friend or role model who demonstrates gratitude Intellectual Character B4 Demonstrate the ability to analyze data, facts, and information LESSON PROCEDURE Tell the students that today we will be learning about an important historical figure, Cicero, who said about gratitude: “Gratitude is not only the greatest of virtues, but the parent of all others.” Ask students: What do you think Cicero meant by this? Explain that we will watch a short video to learn more about Cicero, the Roman Republic, and how it served as a model for the US government. Play the video: Cicero and the Roman Republic by NBC News Learn (~4 min) Have students read the nonfiction text on their worksheets quietly to themselves. Circle the room to support the students. Have students write the answers to the worksheet questions. Have students share their answers with a partner. GRADE 4 UNIT 3 WORKSHEET 2: LEARNING GRATITUDE FROM A NONFICTION TEXT Gratitude: I am thankful for many things, big and small. NONFICTION TEXT: CICERO’S THOUGHTS ABOUT GRATITUDE Marcus Tullius Cicero was a Roman citizen who lived about 2,000 years ago. He was a very important person in the Roman Republic, where power was held by the people and not by a king. Cicero was a lawyer, meaning he helped people in court. He was famous for his powerful speeches, called orations. He also wrote many books, letters, essays, and speeches about politics and how the government should work. Cicero is remembered for his great writing style. Cicero’s speaking and writing style became known as "Ciceronian rhetoric.” America’s founders were impressed and inspired by Cicero. The Roman orator’s words echoed in the Declaration of Independence. The Founding Fathers looked to the Roman Republic as the framework for the United States of America, which has a three-part government: legislative, executive, and judicial, with checks and balances so that no one part becomes more powerful than any other. Cicero wrote about many topics, including patriotic duty, honesty, justice, and gratitude. He said, “Gratitude is not only the greatest of virtues, but the parent of all the others." Source: Cicero and the Roman Republic by NBC News Learn ACTIVITY: About how many years ago did Cicero live? What republic did Cicero live in? What were Cicero’s speeches called? What were two ways the Roman Republic influenced the Founding Fathers of the United States? What do you think Cicero meant by his quote, “Gratitude is not only the greatest of virtues, but the parent of all the others." Do you agree with Cicero that gratitude is the greatest of virtues? Why or why not? What is one thing you are grateful for and why?

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 3, Lesson 3, “Writing a Narrative About Gratitude,” students will write narratives about how they, or a character they create, have shown gratitude. 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 gratitude Create a narrative that develops real or imagined experiences or events Demonstrate understanding of standard English sentence structure and grammar REQUIRED MATERIALS: Prohuman Grade 4 Unit 3 Worksheet 3: Writing a Narrative About Gratitude VOCABULARY: Gratitude: I am thankful for many things, big and small. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.W.4.3.A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-LITERACY.W.4.3.B Use dialogue and description to develop experiences and events or show the responses of characters to situations. CCSS.ELA-LITERACY.W.4.3.C Use a variety of transitional words and phrases to manage the sequence of events. CCSS.ELA-LITERACY.W.4.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely. CCSS.ELA-LITERACY.W.4.3.E Provide a conclusion that follows from the narrated experiences or events. 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 A5 Offer examples of when you expressed gratitude to another person Moral Character B5 Provide an example of a friend or role model who demonstrates gratitude 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) LESSON PROCEDURE Today we will write a narrative about gratitude. Our stories should do five things. Let’s go through all five things. First, our stories should orient the reader by establishing a situation and introducing a narrator and/or characters. For example: Maria was having a bad day. Her mother said she should think of something for which she is grateful. Second, our stories should use dialogue and description to develop experiences and events or show the responses of characters to situations. For example: “When I am sad,” Maria’s mom said, “I think of something I am grateful for, like the house that I live in.” “That’s a good idea,” said Maria. “I would like to think of something I am grateful for, too.” Third, our stories should use a variety of transitional words and phrases to manage the sequence of events. For example: Next, Maria sat down at her desk to think about the things for which she was grateful. Fourth, our stories should use concrete words and phrases and sensory details to convey experiences and events precisely. For example: Maria opened the cover of her pink notebook and picked up her yellow pencil. As she thought, she tapped the pencil on the hard, white-painted wooden desk. At last, she wrote, I am grateful for my family, my friends, and my school. Fifth and finally, our stories should provide a conclusion that follows from the narrated experiences or events. For example: Maria felt happier once she wrote down some things for which she was grateful. 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 4 UNIT 3 WORKSHEET 3: WRITING A NARRATIVE ABOUT GRATITUDE Gratitude: I am thankful for many things, big and small. ACTIVITY: Write a story about how you—or a character you create—have shown gratitude. Beginning: Middle: End:

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 3, Lesson 4, “Sharing Narratives About Gratitude,” students will practice their reading skills by reading their narratives 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 gratitude. Finally, students will write two examples, on their worksheets, using complete sentences, about how other students expressed gratitude in their narratives. 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 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 3 Worksheet 4: Sharing Narratives About Gratitude VOCABULARY: Gratitude: I am thankful for many things, big and small. 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.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 A5 Offer examples of when you expressed gratitude to another person Moral Character B5 Provide an example of a friend or role model who demonstrates gratitude 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 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 read our narratives about gratitude (from Lesson 3) with a partner. Circle the room to support the students as they take turns reading their narratives to their partners. (10 min) Now we will discuss our narratives. Who would like to raise their hand and tell me how they or a character in their story showed gratitude? 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 3 WORKSHEET 4: SHARING NARRATIVES ABOUT GRATITUDE Gratitude: I am thankful for many things, big and small. ACTIVITY: Write 2 complete sentences about how your classmates wrote about gratitude in their narratives: 1. 2.