LESSONS

Fiction

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 6, Lesson 1, “Learning Compassion from Literature,” students will learn examples of compassion from a contemporary work of children’s literature. Additionally, students will create their own sentences that demonstrate their comprehension of the word compassion. Finally, students will practice their reading and conversation skills by sharing sentences with classmates. SUGGESTED TIME: 30 minutes 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 compassion Demonstrate understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions REQUIRED MATERIALS: Book: Crossing Bok Chitto: A Choctaw Tale of Friendship & Freedom by Tim Tingle or Video: Read aloud of Crossing Bok Chitto by William Fogg Library (~19 min) Prohuman Grade 5 Unit 6 Worksheet 1: Learning Compassion from Literature VOCABULARY: Compassion: I see when others are hurt or need help, and I try to help them. 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 A2 Understand what it means to be trustworthy and how you earn someone’s trust 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 Performance Character B2 Provide an example of a friend or role model who is dependable, reliable, and conscientious (responsible) 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 what compassion means. Give them the definition: We see when others are hurt or need help, and we try to help them. Today, we will be reading a book about how characters showed compassion. Read the book Crossing Bok Chitto: A Choctaw Tale of Friendship & Freedom by Tim Tingle or Play the video: Read aloud of Crossing Bok Chitto by William Fogg Library (~19 min) Ask students to complete the questions on their worksheet. Have students read their sentences to a partner. GRADE 5 UNIT 6 WORKSHEET 1: LEARNING COMPASSION FROM LITERATURE Compassion: I see when others are hurt or need help, and I try to help them. ACTIVITY: How did the main characters, Martha Tom and Little Mo, earn each other’s trust? How did Martha Tom and Little Mo’s interest in learning about each other’s cultures strengthen their friendship? How did Martha Tom show compassion to Little Mo and his family? What do you see as the overall theme of this story? What did you learn about compassion from this story, and how can you show compassion?

Social Studies

History

Nonfiction

Jacksonian Democracy

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 6, Lesson 2, “Learning Compassion from a Nonfiction Text,” students will learn examples of compassion from the life of John Ross, Principal Chief of the Cherokee Nation. 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: 15 minutes to play the videos and introduce the book, Timeline History of the Trail of Tears by Alison Behnke 30 minutes of class time to read Chapter 1 or assign for homework 30 minutes of class time to read Chapter 2 or assign for homework 30 minutes of class time to read Chapter 3 or assign for homework 30 minutes of class time to read Chapter 4 or assign for homework 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 text Demonstrate understanding of compassion Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: Trail of Tears: One Minute History by One Minute History (~1 min) Video: John Ross, Father of the Cherokee Nation | Georgia Stories by GPB Education (~3 min) Book: Timeline History of the Trail of Tears by Alison Behnke Prohuman Grade 5 Unit 6 Worksheet 2: Learning Compassion from a Nonfiction Text VOCABULARY: Trail of Tears: In the 1830s the U.S. government took away the homelands of many Native American groups in the Southeast. It then forced them to move to lands west of the Mississippi River. Most of them had to walk all the way. This event is known as the Trail of Tears. The term is used in particular to describe the journey of the Cherokee people. (Source: Britannica Kids) Compassion: I see when others are hurt or need help, and I try to help them. 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 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 Performance Character B2 Provide an example of a friend or role model who is dependable, reliable, and conscientious (responsible) 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 Without providing any information, show students this image from the Trail of Tears Association. Ask the students what they see. Ask the students what they wonder about the image. Explain that this artwork, called “The Trail of Tears,” was painted by Robert Lindneux in 1942. It commemorates the suffering of the Cherokee people under forced removal in the winter of 1838-39. The painting depicts the Cherokee’s arrival in their new country, which is now northeastern Oklahoma. Let’s learn more about the Trail of Tears by viewing a couple of short videos. Play the video: Trail of Tears: One Minute History by One Minute History (~1 min) Play the video: John Ross, Father of the Cherokee Nation | Georgia Stories by GPB Education (~3 min) Have students read the book Timeline History of the Trail of Tears by Alison Behnke, either in class over 5 class periods or as homework (the book has an introduction and four chapters total) Have students write the answers to the worksheet questions. Have students share their answers with a partner. GRADE 5 UNIT 6 WORKSHEET 2: LEARNING COMPASSION FROM A NONFICTION TEXT Vocabulary Trail of Tears: In the 1830s the U.S. government took away the homelands of many Native American groups in the Southeast. It then forced them to move to lands west of the Mississippi River. Most of them had to walk all the way. This event is known as the Trail of Tears. The term is used in particular to describe the journey of the Cherokee people. (Source: Britannica Kids) Compassion: I see when others are hurt or need help, and I try to help them. QUESTIONS TO ANSWER WHILE READING THE BOOK Timeline History of the Trail of Tears by Alison Behnke: ACTIVITY: Where was the original homeland of the Cherokee people? How did the first explorer reach the Cherokee homeland, and what year did this happen? What was one disease that Europeans brought that Native Americans had never been exposed to, that killed many Native Americans? What year was the Cherokee Nation formed? What type of government did it have? What was the Indian Removal Act of 1830? What was the Treaty of New Echota and how did it lead to the Trail of Tears? Who was John Ross and how did he show compassion for his people, the Cherokee? What injustices did the Cherokee people suffer on the Trail of Tears? Where is the Cherokee Nation located today? Complete the writing activity on page 44 of the book Timeline History of the Trail of Tears by Alison Behnke.

Social Studies

History

Geography

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 6, Lesson 3, “Writing an Opinion Piece About Compassion,” 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 compassion. Write an opinion text on compassion, 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 6 Worksheet 3: Writing an Opinion Piece About Compassion VOCABULARY: Compassion: I see when others are hurt or need help, and I try to help them. 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 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 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 In the previous lesson, we learned about John Ross, who served as Principal Chief of the Cherokee Nation from 1828-66. Today, we will write an opinion piece about what you think is the most important way John Ross showed compassion for his people. 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 6 WORKSHEET 3: WRITING AN OPINION PIECE ABOUT COMPASSION Compassion: I see when others are hurt or need help, and I try to help them. ACTIVITY: Write an opinion piece about what you think is the most important way that John Ross—the Principal Chief of the Cherokee Nation from 1828-66—showed compassion for his people. 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 6, Lesson 4, “Sharing Opinion Pieces About Compassion,” students will practice their reading skills by reading their opinion pieces about compassion 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: 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 compassion 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 6 Worksheet 4: Sharing Opinion Pieces About Compassion VOCABULARY: Compassion: I see when others are hurt or need help, and I try to help them. 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 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 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) 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 compassion 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 6 WORKSHEET 4: SHARING OPINION PIECES ABOUT COMPASSION Compassion: I see when others are hurt or need help, and I try to help them. 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 compassion? How can you apply what you learned from writing your opinion piece about compassion to improve your life and the lives of others going forward?