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 5, Lesson 1, “Learning Courage from Literature,” students will learn examples of courage from a contemporary work of children’s literature. Students will also create their own sentences demonstrating their comprehension of the word courage. Finally, students will practice reading and conversation skills by sharing sentences with classmates. SUGGESTED TIME: 20 minutes to introduce the book I Survived the Sinking of the Titanic, 1912 by Lauren Tarshis The book is 116 pages and divided into 15 chapters. The recommended reading assignments are 3 chapters per session for either in-class silent reading or homework. 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 courage Demonstrate understanding of standard English sentence structure and grammar Engage effectively in a range of collaborative discussions REQUIRED MATERIALS: Video: How Did the 'Unsinkable' Titanic End Up at the Bottom of the Ocean? by National Geographic (~4 min) Book: I Survived the Sinking of the Titanic, 1912 by Lauren Tarshis or Video: Read aloud of I Survived the Sinking of the Titanic, 1912 by MrsMorrisReads (~1 hour, 14 min for the entire book) Prohuman Grade 4 Unit 5 Worksheet 1: Learning Courage from Literature VOCABULARY: Courage: I do what I think is right even when I am afraid. 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 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 Without giving any context, show students this image from National Geographic. Ask them what is happening in this picture. Ask them what they wonder about the sinking of the Titanic. Play the video: How Did the 'Unsinkable' Titanic End Up at the Bottom of the Ocean? by National Geographic (~4 min) Read the book: I Survived the Sinking of the Titanic, 1912 by Lauren Tarshis or Play the video: Read aloud of I Survived the Sinking of the Titanic, 1912 by MrsMorrisReads (~1 hour, 14 min for the entire book) Ask students to complete the questions on their worksheets. Have students read their sentences to a partner. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times you have seen people demonstrating courage. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times you have demonstrated courage despite hardships. GRADE 4 UNIT 5 WORKSHEET 1: LEARNING COURAGE FROM LITERATURE Courage: I do what I think is right even when I am afraid. ACTIVITY: How did the main character in this story show courage? What is the story’s main message about courage? What is one way that you can show courage?

Social Studies

History

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 5, Lesson 2, “Learning Courage from a Nonfiction Text,” students will learn an example of courage 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 courage Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: Day at Work: Ichthyologist (Fish Biologist) by ConnectEd (~3 min) Book: Shark Lady: The True Story of How Eugenie Clark Became the Ocean's Most Fearless Scientist by Jess Keating or Video: Read aloud of Shark Lady by Annie’s workshop - Books Read Aloud for Kids (~8 min) Prohuman Grade 4 Unit 5 Worksheet 2: Learning Courage from a Nonfiction Text VOCABULARY: Courage: I do what I think is right even when I am afraid. Ichthyologist: A scientist who studies fish, including their behavior, evolution, and habitats. They may also be called fish biologists. 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 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 B2 Provide an example of a friend or role model who is dependable, reliable, and conscientious (responsible) Performance Character B4 Provide an example of a role model who demonstrates grit (perseverance and passion for a long-term goal) Intellectual Character A1 Describe why it is important for learners to be curious 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 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 Without providing any context, show students this image of Eugenie Clark from the LA Times. Ask students what they wonder about in this photo. Tell students that this photo was taken of Dr. Eugenie Clark examining a bull shark, on assignment for National Geographic. The picture was taken by a fisherman in Isla Mujeres, Mexico. Tell students that Dr. Eugenie Clark was a fish biologist. Let’s learn more about fish biologists and what they do. Play video: Day at Work: Ichthyologist (Fish Biologist) by ConnectEd (~3 min) Read the book: Shark Lady: The True Story of How Eugenie Clark Became the Ocean's Most Fearless Scientist by Jess Keating or Play the video: Read aloud of Shark Lady by Annie’s workshop - Books Read Aloud for Kids (~8 min). Have students write the answers to the worksheet questions. Have students share their answers with a partner. GRADE 4 UNIT 5 WORKSHEET 2: LEARNING COURAGE FROM A NONFICTION TEXT Courage: I do what I think is right even when I am afraid. Ichthyologist: A scientist who studies fish, including their behavior, evolution, and habitats. They may also be called fish biologists. Stereotype: A false belief about a group of people that is often negative. ACTIVITY: What was the stereotype about women that Eugenie Clark faced? What was the goal that Eugenie wanted to achieve? How did Eugenie show courage? What are some things that Eugenie did in her career? What is one way you can show courage?

STEM

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 5, Lesson 3, “Writing an Opinion Piece About Courage,” 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 courage 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 5 Worksheet 3: Writing an Opinion Piece About Courage VOCABULARY: Courage: I do what I think is right even when I am afraid. 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 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) LESSON PROCEDURE Today we will write an opinion piece about a way you can show courage and why it is important to show courage. 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 courage. Write on the board: Topic: There are many different ways we can show courage. Opinion: The best way I can show courage is by giving a speech in front of a large audience. Reason 1: The best way to learn how to show courage is by doing something that makes us feel afraid. Reason 2: Giving a speech in front of a large audience makes me feel afraid. Reason 3: If I give a speech in front of a large audience, even though I am afraid, I will become a stronger person and not let fear control me. Conclusion: In my opinion, the best way I can show courage is by giving a speech in front of a large audience so that I can overcome my fear, become a stronger person, and gain more confidence. 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 5 WORKSHEET 3: WRITING AN OPINION PIECE ABOUT COURAGE Courage: I do what I think is right even when I am afraid. ACTIVITY: Write an opinion piece about one way you can show courage and 3 reasons it is important to show courage. 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 5, Lesson 4, “Sharing Opinion Pieces About Courage,” 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 courage. Finally, students will write two examples, on their worksheets, using complete sentences, about how other students expressed courage 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 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 5 Worksheet 4: Sharing Opinion Pieces About Courage VOCABULARY: Courage: I do what I think is right even when I am afraid. 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 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 LESSON PROCEDURE Today we will read our opinion pieces about courage with a partner. Circle the room to support the students as they take turns reading their opinion pieces (from Lesson 3) to their partners. (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 courage and why it is important to show courage? 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 5 WORKSHEET 4: SHARING OPINION PIECES ABOUT COURAGE Courage: I do what I think is right even when I am afraid. ACTIVITY: Write 2 complete sentences about how your classmates discussed how they can show courage: