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 9, Lesson 1, “Learning Humanity from Literature,” students will learn examples of humanity from a classic work of children’s literature. Students will also create their own sentences demonstrating their comprehension of the word humanity. Finally, students will practice reading and conversation skills by sharing sentences with classmates. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Listen to a read aloud to improve understanding of English sentence structure and comprehension Ask and answer questions to understand the meaning of a text Determine the central message, lesson, or moral of a story and explain how it is conveyed through key details in the text Demonstrate understanding of the word humanity Demonstrate understanding of standard English sentence structure and grammar Engage effectively in a range of collaborative discussions REQUIRED MATERIALS: A map or globe Book: La Frontera (English and Spanish Edition) by Alfredo Alva and Deborah Mills or Video: Read aloud of La Frontera by Alice Birney (~15 min) Prohuman Grade 4 Unit 9 Worksheet 1: Learning Humanity from Literature VOCABULARY: Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. 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 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 A5 Define grit (e.g., perseverance and passion for a long-term goal) Performance Character B4 Provide an example of a role model who demonstrates grit (perseverance and passion for a long-term goal) 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 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 humanity means. Give them the definition: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. Today we will read a book that will help us to learn the character strength of humanity. It is about a boy and his father who come from Mexico to America. Ask students to find Mexico on a map or a globe. Ask students to draw a picture of Mexico on their worksheets. Ask students why people from Mexico and other countries come to the United States. Explain that average income per person in Mexico is $16,269 (USD), while the average income per person is $51,147 in the United States. However, the cost of living in Mexico is 39% cheaper than it is in the US. (Source: “Cost of Living in Mexico in 2024” published by Western Union) Read the book: La Frontera (English and Spanish Edition) by Alfredo Alva and Deborah Mills or Play the video: Read aloud of La Frontera by Alice Birney (~15 min) Have the students complete the questions on their worksheets. Have the students read their sentences to a partner. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times that you have seen people demonstrating humanity. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times you have demonstrated humanity, despite hardships. GRADE 4 UNIT 9 WORKSHEET 1: LEARNING HUMANITY FROM LITERATURE Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. ACTIVITY: Draw a picture of Mexico: How did the main characters, Alfredo Alva and his father, show grit in their journey crossing over from Mexico into the United States? How did the children at school show humanity to Alfredo? What is one way that you can show humanity?

Geography

Social Studies

Nonfiction

The Prohuman Grade 4 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 9, Lesson 2, “Learning Humanity from a Nonfiction Text,” students will learn an example of humanity 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 humanity Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: A map or a globe Video: Uncovering the Story of a Pakistani Hero: Child Labor Activist Iqbal Masih by True Legacies (~2 min) Nonfiction text: Iqbal: The Little Carpet Boy, a short graphic novel by Magnus Bergmar, illustrated by Jan-Åke Winqvist Prohuman Grade 4 Unit 9 Worksheet 2: Learning Humanity from a Nonfiction Text VOCABULARY: Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. 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.

Geography

Social Studies

Civics

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 9, Lesson 3, “Writing a Narrative About Humanity,” students will write narratives about how they, or a character they create, have shown humanity. Students will develop real or imagined experiences or events with a narrator and/or characters. Their narratives will include dialogue, descriptions of actions, thoughts, and feelings, temporal words and phrases to signal event order, and a sense of closure. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate comprehension of the word humanity 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 9 Worksheet 3: Writing a Narrative About Humanity VOCABULARY: Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. 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 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) 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) Interpersonal/ Relationship Skills A4 Understand and recognize the characteristics of unhealthy relationships (e.g., hostility, intimidation, hitting) LESSON PROCEDURE Today we will write a narrative about humanity. 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: On the first day of school, there was a new student. His name was Hamza. English was a new language for him. He sat next to me. I thought that it must be very hard to learn a new language. I wanted to show humanity to him. I knew that we are more alike than unalike. Second, our stories should use dialogue and description to develop experiences and events or show the responses of characters to situations. For example: “Hello, Hamza,” I said. “I can help you.” Hamza nodded and said, “Thank you.” Third, our stories should use a variety of transitional words and phrases to manage the sequence of events. For example: Then, Hamza pointed to a sentence on his paper and looked confused. “Let me ask the teacher to help you,” I said. Next, I raised my hand and waited for the teacher to come over to help. Fourth, our stories should use concrete words and phrases and sensory details to convey experiences and events precisely. For example: The teacher, Mrs. Johnson, walked across the classroom which was filled with twenty-two students, all quietly reading at their desks. The walls were filled with colorful posters about English language arts, math, history, and science. Sunlight streamed through the windows, warming the air. Fifth and finally, our stories should provide a conclusion that follows from the narrated experiences or events. For example: Mrs. Johnson helped Hamza to read the sentence out loud. He said each word very clearly. He smiled, and I was happy that I showed him humanity. 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 9 WORKSHEET 3: WRITING A NARRATIVE ABOUT HUMANITY Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. ACTIVITY: Write a story about how you—or a character you create—show humanity. Beginning: Middle: End:

Geography

Social Studies

Civics

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 9, Lesson 4, “Sharing Narratives About Humanity,” students will practice their reading skills by reading their narratives to a partner and their listening skills by listening to their partners’ stories. Then, students will participate in a class discussion about the different ways students demonstrated humanity. Finally, students will write two examples, on their worksheets, using complete sentences, about how other students expressed humanity in their narratives. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate understanding of the word humanity 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 Write complete sentences to practice correct English syntax and grammar REQUIRED MATERIALS: Prohuman Grade 4 Unit 9 Worksheet 4: Sharing Narratives About Humanity VOCABULARY: Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. 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 Self-Awareness A1 Understand and explain why different situations may set in motion or give rise to different emotions (e.g., learning something new or difficult, meeting someone new) Social-Awareness A1 Use “I-statements” to let others know that you have heard them Social-Awareness A4 Explain a time when you put yourself in “someone else’s shoes” in order to understand their perspective and point of view Social-Awareness A5 Explain what empathy means (e.g., the ability to sympathetically understand and personally identify with the emotional states, needs and feelings of others) Interpersonal/ Relationship Skills A3 Understand and recognize the characteristics of healthy relationships (e.g., honesty, compromising, sharing, encouragement) Interpersonal/ Relationship Skills A4 Understand and recognize the characteristics of unhealthy relationships (e.g., hostility, intimidation, hitting) Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers LESSON PROCEDURE Today we will read our narratives about humanity (from Lesson 3) with a partner. Circle the room to support the students as they take turns reading their narratives to their partners. (10 min) Now we will discuss our narratives. Who would like to raise their hand and tell me how they or a character in their story showed humanity? 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 9 WORKSHEET 4: SHARING NARRATIVES ABOUT HUMANITY Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. ACTIVITY: Write 2 complete sentences about how your classmates wrote about humanity in their narratives: 1. 2.