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 6, Lesson 1, “Learning Compassion from Literature,” students will learn examples of compassion from a contemporary work of children’s literature. Students will also create their own sentences demonstrating their comprehension of the word compassion. Finally, students will practice reading and conversation skills by sharing sentences with classmates. SUGGESTED TIME: 20 minutes to introduce the book The book, Saving Winslow by Sharon Creech, is 176 pages, divided into 49 short chapters. Recommended reading assignments are 5 chapters per session for either in-class silent reading or homework. With this schedule, students will complete the book in 10 sessions. 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 compassion Demonstrate understanding of standard English sentence structure and grammar Engage effectively in a range of collaborative discussions REQUIRED MATERIALS: Book: Saving Winslow by Sharon Creech or Video: Read aloud of Saving Winslow (Chapters 1-5) by Allegany County Library (~9 min) Prohuman Grade 4 Unit 6 Worksheet 1: Learning Compassion from Literature VOCABULARY: Compassion: I see when others are hurt or need help, and I try to help them. 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.zLA-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 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 compassion means. Give them the definition: We see when others are hurt or need help, and we try to help them. Ask students: How many of you have pets at home? Ask students: What are all the things we need to do to take care of our pets and show compassion to them? Make a class list on the board. Today, we will start reading a book about how a boy showed compassion for a donkey named Winslow. Have students read Saving Winslow by Sharon Creech for either multiple in-class silent reading assignments or homework. Optional: Read aloud of Saving Winslow (Chapters 1-5) by Allegany County Library (~9 min) Have students answer the worksheet questions as they read the book. Have students read their sentences to a partner. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times you have seen people demonstrating compassion. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times you have demonstrated compassion, despite hardships. GRADE 4 UNIT 6 WORKSHEET 1: LEARNING COMPASSION FROM LITERATURE Compassion: I see when others are hurt or need help, and I try to help them. ACTIVITY: How did the main character in this story show compassion? What is the story’s main message about compassion? What is one way that you can show compassion?

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 6, Lesson 2, “Learning Compassion from a Nonfiction Text,” students will learn an example of compassion 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 compassion Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: Mary McLeod Bethune, Civil Rights Activist from Biography (~3 min) Prohuman Grade 4 Unit 6 Worksheet 2: Learning Compassion from a Nonfiction Text VOCABULARY: Compassion: I see when others are hurt or need help, and I try to help them. 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 A4 Offer examples of caring and compassionate behaviors (at home, in school, in the community) 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 Moral Character B4 Provide an example of a friend or role model who demonstrates caring and compassion 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 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 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 B1 Describe how a role model exemplifies fairness Civic Character B2 Describe how a role model exemplifies respect Civic Character B6 Describe how a role model volunteers and contributes to the common good LESSON PROCEDURE Tell students that today they will learn about an important person in American history who showed compassion. Without providing any context, show students this picture from Florida Memory, the Library and State Archives of Florida. Ask students what they wonder about when they see this picture. Tell students that this picture was taken around 1911. It is of Mary McLeod Bethune with a line of students from the school she founded, in Daytona, Florida. She started the school in 1904. Let’s learn more about Mary McLeod Bethune. Play video: Mary McLeod Bethune, Civil Rights Activist from Biography (~3 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 6 WORKSHEET 2: LEARNING COMPASSION FROM A NONFICTION TEXT Compassion: I see when others are hurt or need help, and I try to help them. NONFICTION TEXT: MARY MCLEOD BETHUNE’S COMPASSION Mary McLeod Bethune was born in 1875 in South Carolina to Samuel and Patsy, who had been enslaved. After the Civil War, her mother worked for her former owner until she could buy the land on which the family grew cotton. By age nine, Mary could pick 250 pounds of cotton a day. Mary graduated in 1894 from the Scotia Seminary, a boarding school in North Carolina. Then she became a teacher. She was compassionate and wanted to help others by teaching and opening a new school. In 1904, Mary opened a boarding school in Florida called the Daytona Beach Literary and Industrial School for Training Negro Girls. This school became a college and merged with the all-male Cookman Institute to form Bethune-Cookman College. The college she founded set standards for today’s black colleges. Mary worked for racial and gender equality. She founded many groups and led voter registration drives after women gained the vote in 1920. In 1924, Mary was elected president of the National Association of Colored Women’s Clubs. In 1936, she became the highest-ranking African American woman in government when President Franklin Roosevelt named her director of Negro Affairs of the National Youth Administration. In 1940, Mary became vice president of the National Association for the Advancement of Colored People (NAACP), a position she held for the rest of her life. Honored with many awards, Mary was celebrated with a statue in Washington DC in 1974 and a postage stamp in 1985. In 2002, Mary became the first African American to have a statue in the National Statuary Hall Collection in the U.S. Capitol. Mary was one of the most important black educators, civil and women’s rights leaders, and government officials of the twentieth century. Source: https://www.womenshistory.org/education-resources/biographies/mary-mcleod-bethune ACTIVITY: How did Mary show compassion? Name one thing Mary did that you find most interesting and explain why. Why is it important for everyone to serve and contribute to their family, school, community, nation, and globally? What is one way that you can show compassion?

Social Studies

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 6, Lesson 3, “Writing a Narrative About Compassion,” students will write narratives about how they, or a character they create, have shown compassion. 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 feeling, 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 compassion 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 6 Worksheet 3: Writing a Narrative About Compassion VOCABULARY: Compassion: I see when others are hurt or need help, and I try to help them. 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 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 Performance Character B2 Provide an example of a friend or role model who is dependable, reliable, and conscientious (responsible) 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 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-Management A1 Identify and develop a range of self-help and stress-reducing coping strategies (e.g., positive self-talk, deep breaths, taking a break, talking to someone about your feelings) 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 LESSON PROCEDURE Today, we will write a narrative about compassion. 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: Antonio was having trouble with his math assignment. He became so frustrated that he began to cry. Mario sat next to Antonio and felt that he wanted to show compassion to his classmate. Second, our stories should use dialogue and description to develop experiences and events or show the responses of characters to situations. For example: “What’s wrong, Antonio?” Mario asked. “I don’t understand this math worksheet about how to multiply fractions,” said Antonio. “I am so frustrated I want to give up.” “Don’t worry,” Mario said, “Take a deep breath to calm down. I will help you understand it.” Third, our stories should use a variety of transitional words and phrases to manage the sequence of events. For example: Then, Mario explained the steps for multiplying fractions. “First, find a common denominator,” said Mario. “Second, multiply the numerators. Third, multiply the denominators. Finally, simplify if needed.” Fourth, our stories should use concrete words and phrases and sensory details to convey experiences and events precisely. For example: Mario picked up his pencil and erased the mistakes that Antonio had made. He brushed away the small pink eraser shavings. Then Mario brought over his math worksheet and set it down on the wooden desk to show Antonio how he had solved the problem. Fifth and finally, our stories should provide a conclusion that follows from the narrated experiences or events. For example: Antonio felt happy that Mario had shown compassion by helping him to understand how to multiply fractions. At first, Antonio did not understand and felt frustrated, but after Mario helped Antonio understood and said, “Thank you for your help, Mario.” 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 6 WORKSHEET 3: WRITING A NARRATIVE ABOUT COMPASSION Compassion: I see when others are hurt or need help, and I try to help them. ACTIVITY: Write a story about how you—or a character you create—show compassion. 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 6, Lesson 4, “Sharing Narratives About Compassion,” 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 compassion. Finally, students will write two examples, on their worksheets, using complete sentences, about how other students expressed compassion 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 partner’s reading to develop active listening skills Demonstrate understanding of the word compassion 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 6 Worksheet 4: Sharing Narratives About Compassion VOCABULARY: Compassion: I see when others are hurt or need help, and I try to help them. 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 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 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 Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers LESSON PROCEDURE Today we will read our narratives about compassion with a partner. Circle the room to support the students as they take turns reading their narratives (from Lesson 3) 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 compassion? 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 6 WORKSHEET 4: SHARING NARRATIVES ABOUT COMPASSION Compassion: I see when others are hurt or need help, and I try to help them. ACTIVITY: Write 2 complete sentences about how your classmates wrote about compassion in their narratives: