LESSONS

Fiction

Civil War

UNIT 5: COURAGE LESSON 1: LEARNING COURAGE 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 5, Lesson 1, “Learning Courage from Literature,” students will learn examples of courage from a contemporary work of children’s literature. Additionally, students will create their own sentences that demonstrate their comprehension of the word courage. Finally, students will practice their reading and conversation skills by sharing sentences with classmates. SUGGESTED TIME: 20 minutes to introduce the book Steal Away Home by Lois Ruby 1 month to complete the book Steal Away Home by Lois Ruby (8 pages or about 2 chapters for in class silent reading or homework) RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Listen to a read aloud, or read independently, to improve understanding of English sentence structure and comprehension Ask and answer questions to understand the meaning of a text Determine the central message, lesson, or moral of a story and explain how it is conveyed through key details in the text Demonstrate understanding of the word courage Demonstrate understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions REQUIRED MATERIALS: Video: The Underground Railroad: On the Road to Freedom by Untold History (~2 min) Book: Steal Away Home by Lois Ruby or Video: Read aloud of Steal Away Home (Chapter 1) by Melissa Theune (~5 min) Prohuman Grade 5 Unit 5 Worksheet 1: Learning Courage 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. Underground Railroad: The Underground Railroad was not an actual railway. Instead, it was a secret organization that existed in the United States before the Civil War. The people of the Underground Railroad helped escaped enslaved people from the South to reach places of safety in the North or in Canada. (Source: Britannica Kids) Courage: I do what I think is right even when I am afraid. 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) LESSON PROCEDURE Ask students if they have ever heard of the Underground Railroad. Give students the definition: The Underground Railroad was not an actual railway. Instead, it was a secret organization that existed in the United States before the Civil War. The people of the Underground Railroad helped escaped enslaved people from the South to reach places of safety in the North or in Canada. (Source: Britannica Kids) Play the video: The Underground Railroad: On the Road to Freedom by Untold History (~2 min) Tell students that we will be reading a book about a girl who makes an important discovery about the Underground Railroad. Have students read the book Steal Away Home by Lois Ruby, either as a series of in class readings or for homework. Have students complete the questions on their worksheets as they read the book. Have students read their sentences to a partner. GRADE 5 UNIT 5 WORKSHEET 1: LEARNING COURAGE 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. Underground Railroad: The Underground Railroad was not an actual railway. Instead, it was a secret organization that existed in the United States before the Civil War. The people of the Underground Railroad helped escaped enslaved people from the South to reach places of safety in the North or in Canada. (Source: Britannica Kids) Courage: I do what I think is right even when I am afraid. QUESTIONS TO ANSWER WHILE READING THE BOOK Steal Away Home by Lois Ruby: How did Lizbet Charles show courage? How did Mrs. Weaver show courage? How was the life of the main character, Dana Shannon, changed by learning about Lizbet? According to James Weaver’s grandfather, "...a Quaker never raises his hand in wrath against another man...Neither does he roll over and play dead, son. Time comes, thee will know what to do." When does James have to decide how to act on his beliefs? What does he do? Why? In Chapter 16, Solomon Jeffrey, a free black man, could have used force against the slave trader who wanted to illegally capture him, but he didn't. Why? Would you have shown the same restraint if you were in Solomon's situation? Dana's friend Anh is a refugee from Vietnam, a country that suffered through an especially long and devastating war. Compare Anh’s twentieth-century experience to those of Lizbet Charles's back in the nineteenth-century. What are the important similarities? What are the important differences? What did you learn from this book about courage and how can you show courage?

Social Studies

History

Nonfiction

Civil War

UNIT 5: COURAGE LESSON 2: LEARNING COURAGE 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. In Unit 5, Lesson 2, “Learning Courage from a Nonfiction Text,” students will learn an example of courage 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 courage Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: William Still, The Underground Railroad by The Gist of Freedom (~2 min; end video at 1:49) Book: William Still and His Freedom Stories: The Father of the Underground Railroad by Don Tate or Video: Read aloud of William Still and His Freedom Stories by JoyLit (~16 min) Prohuman Grade 5 Unit 5 Worksheet 2: Learning Courage 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. Underground Railroad: The Underground Railroad was not an actual railway. Instead, it was a secret organization that existed in the United States before the Civil War. The people of the Underground Railroad helped escaped enslaved people from the South to reach places of safety in the North or in Canada. (Source: Britannica Kids) Courage: I do what I think is right even when I am afraid. 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.5.4 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 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 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 students that today they will learn about an important American who showed courage. His name was William Still. Play the video: William Still, The Underground Railroad by The Gist of Freedom (~2 min; end video at 1:49) Have students read the book: William Still and His Freedom Stories: The Father of the Underground Railroad by Don Tate or Play the video: Read aloud of William Still and His Freedom Stories by JoyLit (~16 min) Have students write the answers to the worksheet questions. Have students share their answers with a partner. GRADE 5 UNIT 5 WORKSHEET 2: LEARNING COURAGE 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. Underground Railroad: The Underground Railroad was not an actual railway. Instead, it was a secret organization that existed in the United States before the Civil War. The people of the Underground Railroad helped escaped enslaved people from the South to reach places of safety in the North or in Canada. (Source: Britannica Kids) Courage: I do what I think is right even when I am afraid. QUESTIONS TO ANSWER AFTER READING William Still and His Freedom Stories: The Father of the Underground Railroad by Don Tate: How did William Still and his family experience injustice, prejudice, and discrimination? What experience did William have as a child, which the book says “defined the rest of his life”? What did the Pennsylvania Anti-Slavery Society do to promote the abolition of slavery? What was the Fugitive Slave Act? How did it put William in danger, and how did he show courage? Why were the stories that William published in his 1872 book The Underground Railroad important? What did you learn about courage from William, and how can you show courage in your life?

Social Studies

History

UNIT 5: COURAGE LESSON 3: WRITING A NARRATIVE ABOUT COURAGE: CRAFTING A FORMERLY ENSLAVED PERSON’S HERO’S JOURNEY 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 5, Lesson 3, “Writing a Narrative About Courage: Crafting a Formerly Enslaved Person’s Hero’s Journey,” students will select a person that interests them from among the formerly enslaved people described in actual advertisements published in southern newspapers that William Still reproduced in his book, The Underground Railroad (1872). All of the cases refer to real men and women who reached the office of Still's Vigilance Committee in Philadelphia and received assistance. Students will craft a Hero’s Journey, based on the work of Joseph Campbell. The Hero’s Journey story will imagine the life of a formerly enslaved person who escaped, overcame adversity, and started a new life. SUGGESTED TIME: 45 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Understand the Fugitive Slave Act and its impact on the lives of enslaved people. Understand the character strength of courage Read and understand the historical context of advertisements placed in southern newspapers that William Still reproduced in his book, The Underground Railroad, published in 1872. Understand the seven core elements of the Hero’s Journey (protagonist, shift, quest, challenge, allies, transformation, legacy). Write a Hero’s Journey narrative containing all seven elements. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. REQUIRED MATERIALS: Video: The Hero's Journey according to Joseph Campbell - video by Matthew Winkler and Kirill Yeretsky by Ueber-Brands (~3 min) Prohuman Grade 5 Unit 5 Worksheet 3: Writing a Narrative About Courage: Crafting a Formerly Enslaved Person’s Hero’s Journey ELA COMMON CORE STANDARDS MET CCSS.ELA-LITERACY.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.W.5.3.A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-LITERACY.W.5.3.B Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. CCSS.ELA-LITERACY.W.5.3.C Use a variety of transitional words, phrases, and clauses to manage the sequence of events. CCSS.ELA-LITERACY.W.5.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely. CCSS.ELA-LITERACY.W.5.3.E Provide a conclusion that follows from the narrated experiences or events. 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 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) Performance Character B4 Provide an example of a role model who demonstrates grit (perseverance and passion for a long-term goal) 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 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 A4 Understand and recognize the characteristics of unhealthy relationships (e.g., hostility, intimidation, hitting) Responsible and Ethical Decision-Making A2 Recognize, compare and contrast safe and unsafe situations LESSON PROCEDURE We learned last time about how William Still helped to free enslaved people through the Underground Railroad. We also learned about the second federal Fugitive Slave Act, which aggressively extended the provisions of the original 1793 Act. The law required that slaves be returned to their owners, even if they were in a free state. Law enforcement officials were required to arrest people suspected of escaping enslavement on as little as a claimant’s sworn testimony of ownership. Today we will look at 6 real advertisements that slave owners placed in southern newspapers seeking the return of their former slaves. William Still reproduced these advertisements in his book, The Underground Railroad, published in 1872. All of the cases refer to real men and women who reached the office of Still's Vigilance Committee in Philadelphia and received assistance. You will read the advertisements, choose the person who interests you most, and then imagine and write their Hero’s Journey. The Hero’s Journey is a narrative structure identified by mythologist Joseph Campbell. It is a story arc with a protagonist or main character who faces challenges, overcomes adversity, and is transformed. Play video: The Hero's Journey according to Joseph Campbell - video by Matthew Winkler and Kirill Yeretsky by Ueber-Brands (~3 min) NOTE: Collect and keep the worksheet on the following page for the next lesson in which students will share their stories with a partner. GRADE 5 UNIT 5 WORKSHEET 3: WRITING A NARRATIVE ABOUT COURAGE: CRAFTING A FORMERLY ENSLAVED PERSON’S HERO’S JOURNEY Courage: I do what I think is right even when I am afraid. ACTIVITY: STEP 1: Choose one of the people featured in these 6 real advertisements placed in Southern newspapers for fugitive slaves. Choose the person and story that interests you most and whose Hero’s Journey you would like to write. ADVERTISEMENT #1 ADVERTISEMENT #2 ADVERTISEMENT #3 ADVERTISEMENT #4 ADVERTISEMENT #5 ADVERTISEMENT #6 STEP 2: Before you begin writing the person’s Hero’s Journey, identify the seven core elements of their story: Protagonist: The central character of the story. What are their likes and dislikes, their hopes and dreams? Shift: A change in setting or life circumstances that initiates the journey Quest: A clear goal or mission to pursue. What do they want to do when they reach freedom? Challenge: Obstacles or difficulties that must be overcome Allies: Friends, mentors, or supporters who aid in the journey Transformation: Personal growth or change resulting from the journey Legacy: How the hero's journey positively impacts others STEP 3: Write the person’s Hero’s Journey and do the following: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. 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:

UNIT 5: COURAGE LESSON 4: SHARING HERO’S JOURNEY NARRATIVES 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 5, Lesson 4, “Sharing Hero’s Journey Narratives,” students will practice their reading skills by reading their Hero’s Journey narratives to a partner and their listening skills by listening to their partners’ Hero’s Journeys. Then, students will write what they learned from writing their Hero’s Journeys, both about the writing process and the topic. Finally, students will participate in a class discussion focusing on what they learned from writing their Hero’s Journey stories. 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 courage Demonstrate understanding of the Hero’s Journey narrative 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 5 Worksheet 4: Sharing Hero’s Journey Narratives VOCABULARY: Courage: I do what I think is right even when I am afraid. 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 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) Performance Character B4 Provide an example of a role model who demonstrates grit (perseverance and passion for a long-term goal) 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 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 A4 Understand and recognize the characteristics of unhealthy relationships (e.g., hostility, intimidation, hitting) Responsible and Ethical Decision-Making A2 Recognize, compare and contrast safe and unsafe situations Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers LESSON PROCEDURE Today we will read our Hero’s Journey stories with a partner. Circle the room to support the students as they take turns reading their Hero’s Journey stories (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 5 WORKSHEET 4: SHARING HERO’S JOURNEY NARRATIVES Courage: I do what I think is right even when I am afraid. ACTIVITY: What did you learn from writing the Hero’s Journey story about the experience of slavery? What did you learn from writing the Hero’s Journey story about courage? What did you learn from your classmate’s Hero’s Journey about courage? How can you apply what you learned about courage from writing and hearing these Hero’s Journey stories to help yourself and others?