LESSONS

UNIT 1: OPTIMISM LESSON 1: LEARNING OPTIMISM FROM LITERATURE SUMMARY: The Prohuman Grade 5 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 1, Lesson 1, “Learning Optimism from Literature,” students will learn examples of optimism from a contemporary work of children’s literature. Additionally, students will create their own sentences that demonstrate their comprehension of the word optimism. Finally, students will practice their 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 following vocabulary words: slavery, Civil Rights Movement Demonstrate understanding of the character strength of optimism Demonstrate understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions REQUIRED MATERIALS: Book: We Shall Overcome: The Story of a Song by Debbie Levy and Vanessa Brantley-Newton Video: Read aloud of We Shall Overcome by Allison Vanderslice (~11 min) Video: Can Kids Change the World? | The Civil Rights Movement by Scholastic (~7 min) Prohuman Grade 5 Unit 1 Worksheet 1: Learning Optimism from Literature VOCABULARY: Slavery: The practice of people owning other people. Enslaved people had to work for the owners, doing whatever the owners asked them to do. In the past, many societies had slavery, including America. Now, almost all societies consider slavery to be wrong. Freedom is a basic human right. (Source: Britannica Kids) Civil Rights Movement: A time in America in the 1950s and 1960s when Black Americans fought for equal rights, like the right to vote, go to the same schools, and use the same places as everyone else. Optimism: I have hope and believe my actions will help things turn out well. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CCSS.ELA-LITERACY.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. CCSS.ELA-LITERACY.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.5.3.A Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.5.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.RF.5.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSS.ELA-LITERACY.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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 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 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 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) Responsible and Ethical Decision-Making A1 Write and share with your classmates an ethical principle you wish everyone in the world would follow all the time (e.g., all people are created equal, be honest, be kind) LESSON PROCEDURE Tell students that in the past, many societies had slavery. Slavery is the practice of people owning other people. Enslaved people had to work for the owners, doing whatever the owners asked them to do. In America, there was slavery until 1865. In America, the vast majority of slaves were brought from Africa and owned by Americans of European descent, mostly in Southern states. Now, almost all societies consider slavery to be wrong. Freedom is a basic human right. (Source: Britannica Kids) Today, we will read a book about an important song in the fight for freedom called “We Shall Overcome.” Read the book: We Shall Overcome: The Story of a Song by Debbie Levy and Vanessa Brantley-Newton. It is recommended to play the video, which is very well done and has a singer: Read aloud of We Shall Overcome by Allison Vanderslice (~11 min) Tell students that many kids played a role in the Civil Rights Movement, a time in America in the 1950s and 1960s when Black Americans fought for equal rights, like the right to vote, go to the same schools, and use the same places as everyone else. Play the video: Can Kids Change the World? | The Civil Rights Movement by Scholastic (~7 min) Have students complete the questions on their worksheets. Have students read their sentences to a partner. GRADE 5 UNIT 1 WORKSHEET 1: LEARNING OPTIMISM FROM LITERATURE Vocabulary Slavery: The practice of people owning other people. Enslaved people had to work for the owners, doing whatever the owners asked them to do. In the past, many societies had slavery, including America. Now, almost all societies consider slavery to be wrong. Freedom is a basic human right. (Source: Britannica Kids) Civil Rights Movement: A time in America in the 1950s and 1960s when Black Americans fought for equal rights, like the right to vote, go to the same schools, and use the same places as everyone else. Optimism: I have hope and believe my actions will help things turn out well. ACTIVITY: What is the song “We Shall Overcome” about? What are the injustices that African Americans experienced? How did the African Americans featured in this book use the power of optimism to fight for their rights? What in this story could be an ethical principle (a rule for doing good) that everyone in the world could follow all the time?

Social Studies

Civics

History

UNIT 1: OPTIMISM LESSON 2: LEARNING OPTIMISM FROM A NONFICTION TEXT SUMMARY: The Prohuman Grade 5 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. Unit 1, Lesson 2, “Learning Optimism from a Nonfiction Text,” reinforces the vocabulary word optimism. Students will learn an example of optimism from the life of a real person. Students will practice their reading comprehension skills by listening to a read aloud and following along with a nonfiction text. 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: Listen to a read aloud of a nonfiction text, and follow along with the text, to support reading comprehension Demonstrate understanding of the main idea of a nonfiction text Describe the relationship between a series of events or ideas in a nonfiction text Demonstrate comprehension of the vocabulary words slavery and abolitionism Demonstrate understanding of the character strength of optimism Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: Frederick Douglass: First African American Nominated for Vice President by Biography (~3 min) Video: “What To The Slave Is The Fourth Of July?”: Descendants Read Frederick Douglass' Speech from NPR (~7 min) Prohuman Grade 5 Unit 1 Worksheet 2: Learning Optimism from a Nonfiction Text VOCABULARY: Slavery: The practice of people owning other people. Enslaved people had to work for the owners, doing whatever the owners asked them to do. In the past, many societies had slavery, including America. Now, almost all societies consider slavery to be wrong. Freedom is a basic human right. (Source: Britannica Kids) Abolitionism: The movement to end slavery and free enslaved people. Optimism: I have hope and believe my actions will help things turn out well. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CCSS.ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. CCSS.ELA-LITERACY.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). CCSS.ELA-LITERACY.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. CCSS.ELA-LITERACY.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.5.3.A Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.5.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.RF.5.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSS.ELA-LITERACY.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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 B6 Describe how a role model volunteers and contributes to the common good 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) Interpersonal/ Relationship Skills A4 Understand and recognize the characteristics of unhealthy relationships (e.g., hostility, intimidation, hitting) LESSON PROCEDURE Show students this photograph of Frederick Douglass and tell them that he was the most photographed man of the 19th century. He was photographed more than even Abraham Lincoln. Tell them that Frederick Douglass was an extremely important figure in American history. He was born into slavery and became a great writer and speaker who worked to end slavery. Write on the board: Abolitionism - The movement to end slavery and free enslaved people. Play the video: Frederick Douglass: First African American Nominated for Vice President by Biography (~3 min) Today, we will read one of Frederick Douglass’ most famous speeches called “What to the Slave is the Fourth of July,” which he gave in 1852. We will follow along with the text on our worksheets. This version of the speech is read by his descendants. Play the video: “What To The Slave Is The Fourth Of July?”: Descendants Read Frederick Douglass' Speech from NPR (~7 min) Have students follow along with the text on their worksheets. Have students write the answers to the worksheet questions. Have students share their answers with a partner. GRADE 5 UNIT 1 WORKSHEET 2: LEARNING OPTIMISM FROM A NONFICTION TEXT NONFICTION TEXT: EXCERPTS FROM “WHAT TO THE SLAVE IS THE FOURTH OF JULY?” SPEECH BY FREDERICK DOUGLASS (1852) The complete text of the speech is available here. This is the 4th of July. It is the birthday of your National Independence, and of your political freedom. Fellow-citizens, I shall not presume to dwell at length on the associations that cluster about this day. The simple story of it is that, 76 years ago, the people of this country were British subjects. Oppression makes a wise man mad. Your fathers were wise men, and if they did not go mad, they became restive under this treatment. With brave men there is always a remedy for oppression. They succeeded; and to-day you reap the fruits of their success. The freedom gained is yours; and you, therefore, may properly celebrate this anniversary. Fellow-citizens, pardon me, allow me to ask, why am I called upon to speak here today? What have I, or those I represent, to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? I am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you, this day, rejoice, are not enjoyed in common. The rich inheritance of justice, liberty, prosperity, and independence, bequeathed by your fathers, is shared by you, not by me. The sunlight that brought life and healing to you, has brought stripes and death to me. This Fourth of July is yours, not mine. You may rejoice, I must mourn. Fellow-citizens; above your national, tumultuous joy, I hear the mournful wail of millions! At a time like this, scorching irony, not convincing argument, is needed. O! had I the ability, and could reach the nation’s ear, I would, today, pour out a fiery stream of biting ridicule, blasting reproach, withering sarcasm, and stern rebuke. For it is not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake. The feeling of the nation must be quickened; the conscience of the nation must be roused; the propriety of the nation must be startled; the hypocrisy of the nation must be exposed; and its crimes against God and man must be proclaimed and denounced. What, to the American slave, is your 4th of July? I answer: a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. To him, your celebration is a sham; your boasted liberty, an unholy license; your national greatness, swelling vanity; your sounds of rejoicing are empty and heartless; your denunciations of tyrants, brass fronted impudence; your shouts of liberty and equality, hollow mockery; your prayers and hymns, your sermons and thanksgivings, with all your religious parade, and solemnity, are, to him, mere bombast, fraud, deception, impiety, and hypocrisy— There is not a nation on the earth guilty of practices, more shocking and bloody, than are the people of these United States, at this very hour. Allow me to say, in conclusion, notwithstanding the dark picture I have this day presented of the state of the nation, I do not despair of this country. What does Douglass praise about the American Founders? What does Douglass criticize about America? Why do you think Douglass expresses optimism at the end of the speech, saying, “I do not despair of this country”? Why do you think that many of the descendants of Douglass featured in this video have hope? 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 an understanding of the word optimism Demonstrate understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions REQUIRED MATERIALS: A large posterboard or paper for a class mural Book: An Angel for Solomon Singer by Cynthia Rylant or Video: Read aloud of An Angel for Solomon Singer by Pachion Carlson (~5 min) Prohuman Grade 4 Unit 1 Worksheet 1: Learning Optimism from Literature VOCABULARY: Optimism: I have hope and believe my actions will help things turn out well. 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 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 A5 Explain what empathy means (e.g., the ability to sympathetically understand and personally identify with the emotional states, needs and feelings of others) Responsible and Ethical Decision-Making A1 Write and share with your classmates an ethical principle you wish everyone in the world would follow all the time (e.g., all people are created equal, be honest, be kind) LESSON PROCEDURE Ask students what optimism means. Give students the definition: I have hope and believe my actions will help things turn out well. Read the book An Angel for Solomon Singer by Cynthia Rylant or Play the video: Read aloud of An Angel for Solomon Singer by Pachion Carlson (~5 min) Ask students to complete the questions on their worksheets. Have students read their sentences to a partner. Class activity: Have students imagine that the class opens a restaurant where they all work and show optimism to everyone. Have students draw or paint a mural of the restaurant. Have each student write a sentence about how their restaurant can promote optimism. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times you have seen examples of people demonstrating optimism. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times you have demonstrated optimism, despite hardships. GRADE 4 UNIT 1 WORKSHEET 1: LEARNING OPTIMISM FROM LITERATURE Optimism: I have hope and believe my actions will help things turn out well. ACTIVITY: Who are the main characters in this story and what did you learn from them? How did the Angel show empathy to Solomon Singer (the ability to understand and care about others’ feelings)? What is the story’s message about optimism? What in this story could be an ethical principle (a rule for doing good) that everyone in the world could follow all the time?

Social Studies

Civics

History

Fiction

UNIT 1: OPTIMISM LESSON 3: WRITING AN INFORMATIVE TEXT ABOUT OPTIMISM SUMMARY: The Prohuman Grade 5 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 1, Lesson 3, “Writing an Informative Text about Optimism,” students will write an informative text about a historical figure of interest that demonstrated optimism. This informative text will examine the subject and convey information clearly. SUGGESTED TIME: 45 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Conduct a short research project on a person of interest who demonstrated optimism and locate three sources on the chosen subject. Demonstrate understanding of the word optimism Introduce a topic clearly, provide a general observation and focus, and group related information logically. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. Provide a list of sources. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. REQUIRED MATERIALS: Prohuman Grade 5 Unit 1 Worksheet 3: Writing an Informative Text about Optimism VOCABULARY: Optimism: I have hope and believe my actions will help things turn out well. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CCSS.ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area CCSS.ELA-LITERACY.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CCSS.ELA-LITERACY.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. CCSS.ELA-LITERACY.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. CCSS.ELA-LITERACY.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.5.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-LITERACY.W.5.2.A Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.W.5.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS.ELA-LITERACY.W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). CCSS.ELA-LITERACY.W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-LITERACY.W.5.2.E Provide a concluding statement or section related to the information or explanation presented. CCSS.ELA-LITERACY.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. CCSS.ELA-LITERACY.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. CCSS.ELA-LITERACY.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character B4 Demonstrate the ability to analyze data, facts, and information Self-Awareness A1 Understand and explain why different situations may set in motion or give rise to different emotions (e.g., learning something new or difficult, meeting someone new) Self-Awareness A4 Practice and apply “I feel” statements to express your emotions LESSON PROCEDURE Today, you will write an informative text about a historical figure you find interesting who demonstrated optimism. Search online to find a person you would like to write about in your informative text. Find three different websites about your person and read them. Then write your informative text. Write informative text on the board. The informative texts we write should do six things: First, introduce a topic clearly, provide a general observation and focus, and group related information logically. Second, develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Third, link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Fourth, use precise language and domain-specific vocabulary to inform about or explain the topic. Fifth, provide a concluding statement or section related to the information or explanation presented. Sixth, provide a list of sources. 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 5 UNIT 1 WORKSHEET 3: WRITING AN INFORMATIVE TEXT ABOUT OPTIMISM Optimism: I have hope and believe my actions will help things turn out well. ACTIVITY: Write an informative text about a historical figure that you find interesting who demonstrated optimism. Your text should do the following things: Explain when and where the person was born. Explain how the person showed optimism. Explain what their optimism helped them to accomplish. Explain what you learned from them. Include a list of 3 sources at the end. 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 an understanding of the word optimism Demonstrate understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions REQUIRED MATERIALS: A large posterboard or paper for a class mural Book: An Angel for Solomon Singer by Cynthia Rylant or Video: Read aloud of An Angel for Solomon Singer by Pachion Carlson (~5 min) Prohuman Grade 4 Unit 1 Worksheet 1: Learning Optimism from Literature VOCABULARY: Optimism: I have hope and believe my actions will help things turn out well. 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 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 A5 Explain what empathy means (e.g., the ability to sympathetically understand and personally identify with the emotional states, needs and feelings of others) Responsible and Ethical Decision-Making A1 Write and share with your classmates an ethical principle you wish everyone in the world would follow all the time (e.g., all people are created equal, be honest, be kind) LESSON PROCEDURE Ask students what optimism means. Give students the definition: I have hope and believe my actions will help things turn out well. Read the book An Angel for Solomon Singer by Cynthia Rylant or Play the video: Read aloud of An Angel for Solomon Singer by Pachion Carlson (~5 min) Ask students to complete the questions on their worksheets. Have students read their sentences to a partner. Class activity: Have students imagine that the class opens a restaurant where they all work and show optimism to everyone. Have students draw or paint a mural of the restaurant. Have each student write a sentence about how their restaurant can promote optimism. EXTENSION ACTIVITIES - SUGGESTIONS Talk with your students about times you have seen examples of people demonstrating optimism. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times you have demonstrated optimism, despite hardships. GRADE 4 UNIT 1 WORKSHEET 1: LEARNING OPTIMISM FROM LITERATURE Optimism: I have hope and believe my actions will help things turn out well. ACTIVITY: Who are the main characters in this story and what did you learn from them? How did the Angel show empathy to Solomon Singer (the ability to understand and care about others’ feelings)? What is the story’s message about optimism? What in this story could be an ethical principle (a rule for doing good) that everyone in the world could follow all the time?

UNIT 1: OPTIMISM LESSON 4: SHARING INFORMATIVE TEXTS ABOUT OPTIMISM SUMMARY: The Prohuman Grade 5 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 1, Lesson 4, “Sharing Informative Texts About Optimism,” 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: 30 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read aloud to a partner to support reading and oral presentation skills Listen to a partner’s reading to develop active listening skills Engage in collaborative discussions with peers Demonstrate understanding of the word optimism With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing REQUIRED MATERIALS: Prohuman Grade 5 Unit 1 Worksheet 4: Sharing Informative Texts About Optimism VOCABULARY: Optimism: I have hope and believe my actions will help things turn out well. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. CCSS.ELA-LITERACY.SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. CCSS.ELA-LITERACY.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character B4 Demonstrate the ability to analyze data, facts, and information Self-Awareness A1 Understand and explain why different situations may set in motion or give rise to different emotions (e.g., learning something new or difficult, meeting someone new) Self-Awareness A3 Explain the ways in which you use and practice your personal strengths (e.g., your willingness to help others, your positivity) Self-Awareness A4 Practice and apply “I feel” statements to express your emotions 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 informative texts about optimism 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 5 UNIT 1 WORKSHEET 4: SHARING INFORMATIVE TEXTS ABOUT OPTIMISM Optimism: I have hope and believe my actions will help things turn out well. ACTIVITY: What did you learn from writing your informative text about the writing process? How was your classmate’s text about optimism supported by reasons and evidence? What did you learn from your classmate’s informative text about optimism? How can you apply what you learned about optimism from the subject of your informative text to your own life?