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 7, Lesson 1, “Learning Fairness from Literature,” students will learn examples of fairness from a contemporary work of children’s literature. Students will also create their own sentences demonstrating their comprehension of the word fairness. 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 fairness Demonstrate understanding of standard English sentence structure and grammar Engage effectively in a range of collaborative discussions REQUIRED MATERIALS: A map or globe 1 sheet of red and 1 sheet of yellow construction paper for each student to make a Chinese paper lantern Child-safe scissors for each student A glue stick for each student A stapler Video: How to Make Simple Chinese Paper Lanterns DIY Craft by Welcome to Nana's (~1 min) Book: Ruby’s Wish by Shirin Yim Bridges or Video: Read aloud of Ruby’s Wish by Read Aloud Stories with Mrs. R. (~11 min) Video: Bet You Didn't Know: Chinese New Year by the History Channel (~3 min) Prohuman Grade 4 Unit 7 Worksheet 1: Learning Fairness from Literature VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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 A3 Understand and explain the expression “I have the courage to stand up for what is wrong or unfair” 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 Civic Character A1 Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others Civic Character B1 Describe how a role model exemplifies fairness 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 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 fairness means. Give students the definition: I treat everyone the same. If someone has been left out, I bring them in. Tell students that we will be reading a book about fairness. The setting of the book is in China. Ask students to find China on the map or globe. Ask students about how many miles China is from the United States. (About 7,000) Ask students to name the oceans and continents between the United States and China. Have students draw a picture of the shape of China on their worksheets. The book we will be reading talks about Chinese New Year. Let’s learn a bit about that by watching a short video. Play video: Bet You Didn't Know: Chinese New Year by the History Channel (~3 min) Read the book Ruby’s Wish by Shirin Yim Bridges or Play the video: Read aloud of Ruby’s Wish by Read Aloud Stories with Mrs. R. (~11 min) Have students complete the questions on their worksheets. Have students read their sentences to a partner. Activity: Making Chinese paper lanterns. Explain that the Lantern Festival is celebrated on the fifteenth day of the first month in the Chinese lunar calendar. This is typically in February or March. The Lantern Festival marks the end of the Lunar New Year celebrations. During Chinese New Year, lanterns, particularly red ones, are a symbol of good fortune and hope. Let’s make a Chinese paper lantern. Play video: How to Make Simple Chinese Paper Lanterns DIY Craft by Welcome to Nana's (~1 min) EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times you have seen people demonstrating fairness. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times when you have demonstrated fairness, despite hardships. GRADE 4 UNIT 7 WORKSHEET 1: LEARNING FAIRNESS FROM LITERATURE Fairness: I treat everyone the same. If someone has been left out, I bring them in. ACTIVITY: Draw a picture of the shape of China: What did the main character in this story, Ruby, feel was unfair? What is the story’s main message about fairness? What is one way that you can show fairness?

Social Studies

Geography

History

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 7, Lesson 2, “Learning Fairness from a Nonfiction Text,” students will learn examples of fairness from the lives of real people. 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 fairness Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: Civil Rights Act of 1964 | Montgomery Bus Boycott for Kids | Rosa Parks and Martin Luther King by Kids Academy (~5 min) Book: Hidden Figures: The True Story of Four Black Women and the Space Race by Margot Lee Shetterly or Read aloud of Hidden Figures by HarperKids (~10 min) Prohuman Grade 4 Unit 7 Worksheet 2: Learning Fairness from a Nonfiction Text VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. Segregation: The practice of separating people by race in businesses and public places such pools, libraries, and schools. Segregation was outlawed in the entire United States by the Civil Rights Act of 1964. 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 A3 Understand and explain the expression “I have the courage to stand up for what is wrong or unfair” 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 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 A1 Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others 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 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) 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 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 fairness means. Give them the definition: We treat everyone the same. If someone has been left out, we bring them in. Ask students what segregation means. Give them the definition: The practice of separating people by race in businesses and public places such pools, libraries, and schools. Segregation was outlawed in the entire United States by the Civil Rights Act of 1964. Let’s learn about how segregation was outlawed because of the Civil Rights Movement. Play video: Civil Rights Act of 1964 | Montgomery Bus Boycott for Kids | Rosa Parks and Martin Luther King by Kids Academy (~5 min) Let’s learn about four black women who lived during the time of segregation and succeeded in achieving their dreams. Read the book Hidden Figures: The True Story of Four Black Women and the Space Race by Margot Lee Shetterly or Play the video: Read aloud of Hidden Figures by HarperKids (~10 min) Have students write the answers to the worksheet questions. Have students share their answers with a partner. GRADE 4 UNIT 7 WORKSHEET 2: LEARNING FAIRNESS FROM A NONFICTION TEXT Fairness: I treat everyone the same. If someone has been left out, I bring them in. Segregation: The practice of separating people by race in businesses and public places such as pools, libraries, and schools. Segregation was outlawed in the entire United States by the Civil Rights Act of 1964. ACTIVITY: There were four people featured in this book: Dorothy Vaughan, Mary Jackson, Katherine Johnson, and Christine Darden. What was the talent they shared, and what were the jobs they did? How did these women contribute to our country? What was segregation, and why was it unfair? What is one way that you can show fairness?

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 7, Lesson 3, “Writing an Informative Text about Fairness,” 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: 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 fairness Demonstrate understanding of standard English sentence structure and grammar REQUIRED MATERIALS: Prohuman Grade 4 Unit 7 Worksheet 3: Writing an Informative Text about Fairness VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. Segregation: The practice of separating people by race in businesses and public places such as pools, libraries, and schools. Segregation was outlawed in the entire United States by the Civil Rights Act of 1964. 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 Moral Character A3 Understand and explain the expression “I have the courage to stand up for what is wrong or unfair” 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 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 A1 Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others 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 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) 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 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, you will write an informative text about the four women we learned about in the previous lesson: Dorothy Vaughan, Mary Jackson, Katherine Johnson, and Christine Darden. Your informative text should be about the segregation these women lived under, how they worked for fairness, and what they accomplished. Write informative text on the board. The informative texts we write should do six things: First, the informative text should introduce the 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 7 WORKSHEET 3: WRITING AN INFORMATIVE TEXT ABOUT FAIRNESS Fairness: I treat everyone the same. If someone has been left out, I bring them in. Segregation: The practice of separating people by race in businesses and public places such as pools, libraries, and schools. Segregation was outlawed in the entire United States by the Civil Rights Act of 1964. ACTIVITY: Write an informative text about the four women we learned about in the previous lesson: Dorothy Vaughan, Mary Jackson, Katherine Johnson, and Christine Darden. Your informative text should be about the segregation these women lived under, how they worked for fairness, and what they accomplished.

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 7, Lesson 4, “Sharing Informative Texts About Fairness,” students will practice their reading skills by reading their informative texts to a partner and their listening skills by listening to their partners’ informative texts. Then, students will write what they learned from writing their informative texts, both about the writing process and the topic. Finally, students will participate in a class discussion focusing on what they learned from writing their informative texts. 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 Engage in collaborative discussions with peers Demonstrate understanding of fairness With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing REQUIRED MATERIALS: Prohuman Grade 4 Unit 7 Worksheet 4: Sharing Informative Texts About Fairness VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. ELA COMMON CORE STANDARDS MET 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 A3 Understand and explain the expression “I have the courage to stand up for what is wrong or unfair” 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 Intellectual Character B4 Demonstrate the ability to analyze data, facts, and information Civic Character A1 Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others 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 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) Social-Awareness A1 Use “I-statements” to let others know that you have heard them 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 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 informative texts about fairness with a partner. Circle the room to support the students as they take turns reading their informative texts (written in Lesson 3) with their partners. (10 min) Ask students to complete the worksheet questions. Ask the class if anyone would like to share the answers to their worksheet questions. Collect students’ worksheets from both Lesson 3 and Lesson 4 to provide feedback. GRADE 4 UNIT 7 WORKSHEET 4: SHARING INFORMATIVE TEXTS ABOUT FAIRNESS Fairness: I treat everyone the same. If someone has been left out, I bring them in. ACTIVITY: What did you learn from writing your informative text about the writing process? What did you learn from writing your informative text about fairness? What is one way you can show fairness?