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 4, Lesson 1, “Learning Curiosity from Literature,” students will learn examples of curiosity from a contemporary work of children’s literature. Students will compose sentences demonstrating their comprehension of the word curiosity. Finally, students will practice reading and conversation skills by sharing sentences with classmates. SUGGESTED TIME: 15 minutes to introduce the book 1 month to complete the book, A Picture of Freedom: The Diary of Clotee, a Slave Girl by Patricia C. McKissack (read 7 pages per day either in class or for homework) 20 minutes to complete the worksheet in class 30 minutes to play the short film of the novel (optional) RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Independently read a Grade 5 level work of fiction or listen to a read aloud in class 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 curiosity Demonstrate understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions REQUIRED MATERIALS: Book: A Picture of Freedom: The Diary of Clotee, a Slave Girl by Patricia C. McKissack Video: Dear America: A Picture of Freedom – Short made for TV movie from Scholastic Productions (~28 min) Prohuman Grade 5 Unit 4 Worksheet 1: Learning Curiosity 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) Abolitionism: The movement to end slavery and free enslaved people. Curiosity: I want to learn new things. 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 A1 Describe why it is important for learners to be curious 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 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) Interpersonal/ Relationship Skills A4 Understand and recognize the characteristics of unhealthy relationships (e.g., hostility, intimidation, hitting) LESSON PROCEDURE Without providing any information, show the students this painting. Ask students what they see in this painting. Ask students what they wonder about. Tell students that this is a painting titled “Fugitive Slaves” by Theodor Kaufmann, and it was painted in 1867. Either read the book as an in-class read-aloud (7 pages per day to complete in one month) or assign 7 pages per day for homework: A Picture of Freedom: The Diary of Clotee, a Slave Girl by Patricia C. McKissack Have students complete the questions on their worksheets as they read the book. Have students read their sentences to a partner. EXTENSION ACTIVITY Play the video based on the book: Dear America: A Picture of Freedom – A short made-for-TV movie from Scholastic Productions (~28 min) Ask students to discuss: Differences between the book and the film Which medium told the story more effectively and why GRADE 5 UNIT 4 WORKSHEET 1: LEARNING CURIOSITY 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) Abolitionism: The movement to end slavery and free enslaved people. Curiosity: I want to learn new things. QUESTIONS TO ANSWER AFTER READING A Picture of Freedom: The Diary of Clotee, a Slave Girl by Patricia C. McKissack: What is the structure of this story, and why do you think the author chose this structure to tell the story? Why weren’t slaves allowed to read and write? Where are some places in the book where Clotee discusses her curiosity about abolitionism? On pages 58-60, what do you see in common between Clotee’s description of the Fourth of July and Frederick Douglass’s speech “What to the Slave is the Fourth of July?” What is the story’s theme about the relationship between curiosity and freedom? What do we learn from the Epilogue (pp. 170-172) about the real person on whom the character Clotee was based and about what she accomplished? What did you learn about curiosity from Clotee, and how can you use curiosity to improve your life and help others?

Social Studies

History

Nonfiction

American Revolution & Founding

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 4, Lesson 2, “Learning Curiosity from a Nonfiction Text,” students will learn an example of curiosity from the life of a real person. 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: 30 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction text independently to develop reading comprehension skills Demonstrate understanding of the main idea of a nonfiction text Compose sentences that demonstrate comprehension of the word curiosity Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: Benjamin Banneker, Astronomer by Biography (~3 min) Book: Dear Benjamin Banneker by Brian Pinkney or Video: Read aloud of Dear Benjamin Banneker by The Children’s Museum of Cleveland (~15 min) Prohuman Grade 5 Unit 4 Worksheet 2: Learning Curiosity from a Nonfiction Text VOCABULARY: Curiosity: I want to learn new things. 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 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) 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 Intellectual Character B4 Demonstrate the ability to analyze data, facts, and information Civic Character A4 Explain why it is important for everyone to serve and contribute to their family, school, community, nation, globally Civic Character A6 Describe how a role model volunteers and contributes to the common good Social-Awareness A3 Recognize examples of stereotyping, discrimination and prejudice LESSON PROCEDURE Tell the class that today, we will learn about an important person in American history who showed the character strength of curiosity. Play the video: Benjamin Banneker, Astronomer by Biography (~3 min) Read the book: Dear Benjamin Banneker by Brian Pinkney or Play the video: Read aloud of Dear Benjamin Banneker by The Children’s Museum of Cleveland (~15 min) Have students write the answers to the worksheet questions. Have students share their answers with a partner. GRADE 5 UNIT 4 WORKSHEET 2: LEARNING CURIOSITY FROM A NONFICTION TEXT Curiosity: I want to learn new things. ACTIVITY: How did Benjamin Banneker show curiosity? How did Benjamin Banneker experience prejudice and discrimination? What were some of Benjamin Banneker’s contributions to the fields of science and technology? What did Benjamin Banneker do that made him famous? How did Benjamin Banneker stand up for the rights of enslaved people? What is something you are curious about and why?

Social Studies

History

STEM

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 4, Lesson 3, “Writing an Informative Text about Curiosity,” students will write an informative text about a historical figure of interest who demonstrated curiosity. 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 curiosity and locate three sources on the chosen subject. Demonstrate understanding of the character strength of curiosity. 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 4 Worksheet 3: Writing an Informative Text about Curiosity VOCABULARY: Curiosity: I want to learn new things. 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 A1 Describe why it is important for learners to be curious 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 A4 Explain why it is important for everyone to serve and contribute to their family, school, community, nation, globally Civic Character A6 Describe how a role model volunteers and contributes to the common good LESSON PROCEDURE Tell students: Today, you will write an informative text about a historical figure you find interesting who demonstrated curiosity. First, you will search online to find a person you would like to write about in your informative text. Second, you will find three different websites about your person and read them. Then, you will write your informative text. Write informative text on the board. The informative texts 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 4 WORKSHEET 3: WRITING AN INFORMATIVE TEXT ABOUT CURIOSITY Curiosity: I want to learn new things. ACTIVITY: Write an informative text about a historical figure that you find interesting who demonstrated curiosity. Your text should do the following things: Explain when and where the person was born. Explain how the person showed curiosity. Explain what their curiosity helped them to accomplish. Explain what you learned from them. Include a list of 3 sources at the end.

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 4, Lesson 4, “Sharing Informative Texts About Curiosity,” 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: Demonstrate understanding of curiosity 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 4 Worksheet 4: Sharing Informative Texts About Curiosity VOCABULARY: Curiosity: I want to learn new things. 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 A1 Describe why it is important for learners to be curious 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 A4 Explain why it is important for everyone to serve and contribute to their family, school, community, nation, globally Civic Character A6 Describe how a role model volunteers and contributes to the common good 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 Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers LESSON PROCEDURE Today, we will read our informative texts about curiosity 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 4 WORKSHEET 4: SHARING INFORMATIVE TEXTS ABOUT CURIOSITY Curiosity: I want to learn new things. ACTIVITY: What did you learn from writing your informative text about the writing process? How was your classmate’s text about curiosity supported by reasons and evidence? What did you learn from your classmate’s informative text about curiosity? How can you apply what you learned about curiosity from the subject of your informative text to your own life?