LESSONS

Fiction

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 3, Lesson 1, “Learning Gratitude from Literature,” students will learn examples of gratitude from a contemporary work of children’s literature. Students will also create their own sentences demonstrating their comprehension of the word gratitude. 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 character strength of gratitude Demonstrate understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions REQUIRED MATERIALS: Book: The Table Where Rich People Sit by Byrd Baylor, or Video: Read aloud of The Table Where Rich People Sit by Jennifer Khalil (~12 min) Prohuman Grade 5 Unit 3 Worksheet 1: Learning Gratitude from Literature VOCABULARY: Gratitude: I am thankful for many things, big and small. 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 A5 Offer examples of when you expressed gratitude to another person Moral Character B5 Provide an example of a friend or role model who demonstrates gratitude Self-Awareness A3 Explain the ways in which you use and practice your personal strengths (e.g., your willingness to help others, your positivity) 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 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 gratitude means. Give students the definition: I am thankful for many things, big and small. Tell students that today, we will be reading a book about gratitude. Read the book The Table Where Rich People Sit by Byrd Baylor, or Play the video: Read aloud of The Table Where Rich People Sit by Jennifer Khalil (~12 min) Ask students to complete the questions on their worksheets. Have students read their sentences to a partner. Discuss the 30-Day Gratitude Challenge. GRADE 5 UNIT 3 WORKSHEET 1: LEARNING GRATITUDE FROM LITERATURE Gratitude: I am thankful for many things, big and small. ACTIVITY: Why does the main character in this story think her family is not rich? Why does the main character’s family think they are rich? What is the story’s main message about gratitude? What in this story could be an ethical principle that everyone in the world could follow all the time? EXTRA CREDIT: Each day, for the next 30 days, write something for which you are grateful. It should be something different each day. There is a place for you to write on the next page. 30 DAY GRATITUDE CHALLENGE Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14 Day 15 Day 16 Day 17 Day 18 Day 19 Day 20 Day 21 Day 22 Day 23 Day 24 Day 25 Day 26 Day 27 Day 28 Day 29

Nonfiction

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 3, Lesson 2, “Learning Gratitude from a Nonfiction Text,” students will learn an example of gratitude from a quote by Native American leader Tecumseh. Students will also learn about two other important Native American leaders: Osceola and Cochise. By independently reading a nonfiction text, students will develop their reading comprehension skills. Finally, students will create their own sentences that demonstrate their reading comprehension and share their sentences with a partner. SUGGESTED TIME: One class period of 20 minutes: Play the video: So Live Your Life - Chief Tecumseh (A Native American Poem) by RedFrost Motivation (~3 min). Then have students complete the writing activity about the Tecumseh quote in the video (~15 min) Completing the book, Native American Heroes: Osceola, Tecumseh & Cochise by Ann McGovern, will take several class periods of either in-class independent reading or assignments for homework. The book is 128 pages total. The book is divided into 3 sections: Osceloa - 9 chapters, Tecumseh - 7 chapters, and Cochise - 6 chapters, for a total of 22 chapters. It is recommended to assign 1 or 2 chapters per class or homework assignment. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction text independently to develop reading comprehension skills Demonstrate understanding of the main ideas of a nonfiction text Compose sentences that demonstrate comprehension of the word gratitude Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: So Live Your Life - Chief Tecumseh (A Native American Poem) by RedFrost Motivation (~3 min) Book: Native American Heroes: Osceola, Tecumseh & Cochise by Ann McGovern Prohuman Grade 5 Unit 3 Worksheet 2: Learning Gratitude from a Nonfiction Text VOCABULARY: Gratitude: I am thankful for many things, big and small. 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 A1 Explain what it means for a person to act with integrity (e.g, “walk their talk”) Moral Character A4 Offer examples of caring and compassionate behaviors (at home, in school, in the community) Moral Character A5 Offer examples of when you expressed gratitude to another person Moral Character B2 Provide an example of a friend or role model who demonstrates integrity and trustworthiness 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 Moral Character B5 Provide an example of a friend or role model who demonstrates gratitude 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 B4 Provide an example of a role model who demonstrates grit (perseverance and passion for a long-term goal) Intellectual Character B1 Explain how a particular historical or contemporary person practiced curiosity 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 B1 Describe how a role model exemplifies fairness Civic Character B6 Describe how a role model volunteers and contributes to the common good 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 Play the video: So Life Your Life - Chief Tecumseh (A Native American Poem) by RedFrost Motivation (~3 min) Have students read the book: Native American Heroes: Osceola, Tecumseh & Cochise by Ann McGovern, which can be assigned as homework for the month or will require multiple days of in-class silent reading. Have students write the answers to the worksheet questions. Have students share their answers with a partner. GRADE 5 UNIT 3 WORKSHEET 2: LEARNING GRATITUDE FROM A NONFICTION TEXT Gratitude: I am thankful for many things, big and small. ACTIVITY 1 — QUESTIONS FOR THE VIDEO: How does Tecumseh express gratitude in this quote: “When you arise in the morning, give thanks for the morning light, for your life and strength. Give thanks for your food and the joy of living. If you see no reason for giving thanks, the fault lies with yourself.” -Tecumseh When was a time you expressed gratitude and what was it for? ACTIVITY 2 — QUESTIONS FOR THE BOOK Native American Heroes: Osceola, Tecumseh & Cochise by Ann McGovern What do you think was the strongest aspect of Osceola’s character and why? What do you think was the strongest aspect of Tecumseh’s character and why? What do you think was the strongest aspect of Cochise’s character and why? How can you apply what you learned about these Native American leaders to your own life to help yourself and others?

Social Studies

History

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 3, Lesson 3, “Writing an Opinion Piece About Gratitude,” students will write an opinion piece in which they introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. SUGGESTED TIME: 30 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate comprehension of the word gratitude. Write an opinion text on gratitude, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. REQUIRED MATERIALS: Prohuman Grade 5 Unit 3 Worksheet 3: Writing an Opinion Piece About Gratitude VOCABULARY: Gratitude: I am thankful for many things, big and small. ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-LITERACY.W.5.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose CCSS.ELA-LITERACY.W.5.1.B Provide logically ordered reasons that are supported by facts and details. CCSS.ELA-LITERACY.W.5.1.C Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). CCSS.ELA-LITERACY.W.5.1.D Provide a concluding statement or section related to the opinion 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.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 Moral Character A5 Offer examples of when you expressed gratitude to another person 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) LESSON PROCEDURE Today we will write an opinion piece about what you are most grateful for and why. An opinion piece does five things. Introduces a topic States an opinion Provides logically ordered reasons that are supported by facts and details. Links opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provides a concluding statement or section related to the opinion presented. 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 5 UNIT 3 WORKSHEET 3: WRITING AN OPINION PIECE ABOUT GRATITUDE Gratitude: I am thankful for many things, big and small. ACTIVITY: Write an opinion piece about what you are most grateful for and why. Topic: Opinion: Reason 1: Reason 2: Reason 3: Closure:

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 3, Lesson 4, “Sharing Opinion Pieces About Gratitude,” students will practice their reading skills by reading their opinion pieces about gratitude to a partner and their listening skills by listening to their partners’ opinion pieces. Then, students will write what they learned from writing their opinion pieces, both about the writing process and the topic. Finally, students will participate in a class discussion focusing on what they learned from writing their opinion pieces. SUGGESTED TIME: 30 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate understanding of the character strength of gratitude 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 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 3 Worksheet 4: Sharing Opinion Pieces About Gratitude VOCABULARY: Gratitude: I am thankful for many things, big and small. 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. CCSS.ELA-LITERACY.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Moral Character A5 Offer examples of when you expressed gratitude to another person 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) Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers LESSON PROCEDURE Today, we will read our opinion pieces about gratitude with a partner. Circle the room to support the students as they take turns reading their opinion pieces (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 3 WORKSHEET 4: SHARING OPINION PIECES ABOUT GRATITUDE Gratitude: I am thankful for many things, big and small. ACTIVITY: What did you learn from writing your opinion piece about the writing process? What did you learn from your classmate’s opinion piece about gratitude? How can you apply what you learned from writing your opinion piece about gratitude to improve your life going forward?