LESSONS

The Prohuman Grade 4 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 8, Lesson 1, “Learning Understanding from Literature,” students will learn examples of understanding from a classic work of children’s literature. Students will also create their own sentences demonstrating their comprehension of the word understanding. Finally, students will practice reading and conversation skills by sharing sentences with classmates. SUGGESTED TIME: 20 min — Introduction to the book and reading the first chapter of Sign of the Beaver by Elizabeth George Speare Multiple in-class sessions of independent reading or homework assignments (the book is 144 pages and has 25 chapters) 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 comprehension of the word understanding Demonstrate understanding of standard English sentence structure and grammar Engage effectively in a range of collaborative discussions REQUIRED MATERIALS: Book: Sign of the Beaver by Elizabeth George Speare or Video: Read aloud of Sign of the Beaver by Internet Grandpa (Chapter 1 is ~9 min) Prohuman Grade 4 Unit 8 Worksheet 1: Learning Understanding from Literature VOCABULARY: Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. 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 A2 Understand what it means to be trustworthy and how you earn someone’s trust 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 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 A3 Recognize that making mistakes is an unavoidable part of learning (“failing forward”) Intellectual Character B1 Explain how a particular historical or contemporary person practiced curiosity 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) Interpersonal/ Relationship Skills A3 Understand and recognize the characteristics of healthy relationships (e.g., honesty, compromising, sharing, encouragement) LESSON PROCEDURE Ask students what understanding means. Give students the definition: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. Without providing any context, show them this illustration by Nathan Greene, of the book Sign of the Beaver. Ask students what they see in this illustration. Ask students what they wonder about when looking at this illustration. Tell students that we will be reading a book about how two boys show understanding to each other. Have students read Sign of the Beaver by Elizabeth George Speare as a series of in-class silent reading assignments or as homework Optional: Read aloud of Sign of the Beaver by Reading Rescue (Chapter 1 is ~9 min) Have students complete the questions on their worksheet as they read the book. Have students read their sentences to a partner. EXTENSION ACTIVITIES - SUGGESTIONS Watch the film version of Sign of the Beaver (1999) – Rated G, Running time: 1 hour, 32 min Ask students about the differences between the book and the film. Ask students whether they thought the book or the film told the story more effectively, and ask them to give reasons to support their answer. Talk with your students about times that you have seen people demonstrating understanding. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times you have demonstrated understanding, despite hardships. GRADE 4 UNIT 8 WORKSHEET 1: LEARNING UNDERSTANDING FROM LITERATURE Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. ACTIVITY: How did the main characters in this story show understanding to each other? What is the story’s main message about understanding? What is one way that you can show understanding?

Social Studies

Geography

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 8, Lesson 2, “Learning Understanding from a Nonfiction Text,” students will learn an example of understanding 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 understanding Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: Official film trailer for The Boy Who Harnessed the Wind by Netflix (~2 min) Video: William and the Windmill by Toronto Star (~3 min) Book: The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer or Video: Read aloud of The Boy Who Harnessed the Wind by Mrs. Monnon’s Class (~5 min) Prohuman Grade 4 Unit 8 Worksheet 2: Learning Understanding from a Nonfiction Text VOCABULARY: Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. 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 B4 Provide an example of a friend or role model who demonstrates caring and compassion 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 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 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 Tell students that we will learn about a real person who demonstrated the character strength of understanding. Play the video: Official film trailer for The Boy Who Harnessed the Wind by Netflix (~2 min) Play the video: William and the Windmill by Toronto Star (~3 min) Read the book: The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer or Play the video: Read aloud of The Boy Who Harnessed the Wind by Mrs. Monnon’s Class (~5 min) Have students write the answers to the worksheet questions. Have students share their answers with a partner. Invite all students to participate in a class discussion about their answers to the worksheet questions. EXTENSION ACTIVITIES Watch the film version of The Boy Who Harnessed the Wind (2019) – Not Rated, Running time: 1 hour, 53 min Ask students about the differences between the book and the film. Ask students whether they thought the book or the film told the story more effectively, and ask them to give reasons to support their answer. Talk with your students about times that you have seen people demonstrating understanding. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times you have demonstrated understanding, despite hardships GRADE 4 UNIT 8 WORKSHEET 2: LEARNING UNDERSTANDING FROM A NONFICTION TEXT Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. ACTIVITY: What was the problem that William and his community faced? What did William want to understand? How did William use his understanding to solve the problem his community faced? What is something that you want to understand? How can you use your understanding of this thing to help yourself and others?

STEM

Geography

Social Studies

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 8, Lesson 3, “Writing an Opinion Piece About Understanding,” 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 understanding 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 8 Worksheet 3: Writing an Opinion Piece About Understanding VOCABULARY: Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. 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 A3 Explain the ways in which you use and practice your personal strengths (e.g., your willingness to help others, your positivity) Self-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 A3 Understand and recognize the characteristics of healthy relationships (e.g., honesty, compromising, sharing, encouragement) LESSON PROCEDURE Today we will write an opinion piece about how you can show understanding and why it is important to show understanding. 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 understanding. Write on the board: Topic: There are many different ways we can show understanding. Opinion: The best way I can show understanding is by listening to all my students and thinking about their different points of view, especially if they differ from mine. Reason 1: Because all my students are different, they have different points of view. I can understand everyone better, and can understand the whole class better, when I listen to and think about everyone’s different points of view. Reason 2: My students need to know that I care about them. Listening to their different points of view is an important way I can show that I care about them. Reason 3: Listening to my students’ points of view helps us to build good relationships and have a good classroom environment where we can all learn and grow to become the best people we can be. Conclusion: In my opinion, the best way I can show understanding is by listening to all my students’ different points of view to improve my understanding, show that I care, and create a good classroom environment. 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 8 WORKSHEET 3: WRITING AN OPINION PIECE ABOUT UNDERSTANDING Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. ACTIVITY: Write an opinion piece about how you can show understanding and 3 reasons why it is important to show understanding. Topic: Opinion: Reason 1: Reason 2: Reason 3: Conclusion:

SUMMARY: 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 8, Lesson 4, “Sharing Opinion Pieces About Understanding,” students will practice their reading skills by reading their opinion pieces to a partner and their listening skills by listening to their partners’ pieces. Then, students will participate in a class discussion about the different ways students demonstrated understanding. Finally, students will write two examples, on their worksheets, using complete sentences, about how other students expressed understanding 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 partner’s reading to develop active listening skills Participate in a class discussion to develop active listening and conversation skills Demonstrate comprehension of the word understanding Write complete sentences to practice correct English syntax and grammar REQUIRED MATERIALS: Prohuman Grade 4 Unit 8 Worksheet 4: Sharing Opinion Pieces About Understanding VOCABULARY: Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. 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 A3 Explain the ways in which you use and practice your personal strengths (e.g., your willingness to help others, your positivity) Self-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 A3 Understand and recognize the characteristics of healthy relationships (e.g., honesty, compromising, sharing, encouragement) Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers LESSON PROCEDURE Today we will read our opinion pieces about understanding (from Lesson 3) with a partner. Circle the room to support the students as they take turns reading their opinion pieces 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 understanding and why it is important to show understanding? 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 8 WORKSHEET 4: SHARING OPINION PIECES ABOUT UNDERSTANDING Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. ACTIVITY: Write 2 complete sentences about how your classmates discussed how they can show understanding: