LESSONS

Fiction

American Revolution & Founding

UNIT 7: FAIRNESS LESSON 1: LEARNING FAIRNESS 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 7, Lesson 1, “Learning Fairness from Literature,” students will learn examples of fairness from a classic work of children’s literature. Additionally, students will create their own sentences that demonstrate their comprehension of the word fairness. Finally, students will practice their reading and conversation skills by sharing sentences with classmates. SUGGESTED TIME: First class period—10 minutes total to play the video about Deborah Sampson, introduce the book, and read the first chapter of the book, The Secret Soldier: The Story of Deborah Sampson by Ann McGovern or play the video of the first chapter Additional class periods—Devote in-class silent reading time over 12 class periods (there are a total of 13 chapters in The Secret Soldier), or assign one chapter per day for homework (each chapter is no longer than 8 pages; the book is 64 pages total) 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 standard English sentence structure and grammar Demonstrate understanding of fairness Engage effectively in collaborative discussions REQUIRED MATERIALS: Video: Deborah Sampson - The Brave Soldier Who Faked Her Identity by Weird History (~3 min) Book: The Secret Soldier: The Story of Deborah Sampson by Ann McGovern or Video: Read aloud of The Secret Soldier, Chapter 1 by Pom Pompom (~4 min) This channel has all 13 chapters, ranging from 2 to 5 minutes per chapter Prohuman Grade 5 Unit 7 Worksheet 1: Learning Fairness from Literature VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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 B3 Provide an example of a friend or role model who “stood up” for what he or she thought was wrong or unfair Intellectual Character B4 Demonstrate the ability to analyze data, facts, and information Civic Character A1 Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others Civic Character A4 Explain why it is important for everyone to serve and contribute to their family, school, community, nation, globally Civic Character 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 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) LESSON PROCEDURE Ask students what fairness means. Give them the definition: I treat everyone the same. If someone has been left out, I bring them in. In the Revolutionary War, women were left out and not allowed to fight. Let’s learn about a woman who wanted to fight in the war and what she had to do. Play the video: Deborah Sampson - The Brave Soldier Who Faked Her Identity by Weird History (~3 min) We will be reading a book about Deborah Sampson. Have students read the book either as a series of in class reading assignments or for homework: The Secret Soldier: The Story of Deborah Sampson by Ann McGovern or Optional: play the video Read aloud of The Secret Soldier, Chapter 1 by Pom Pompom (~4 min) (This channel has all 13 chapters of the book as read-alouds.) Ask students to complete the questions on their worksheets. Have students read their sentences to a partner. GRADE 5 UNIT 7 WORKSHEET 1: LEARNING FAIRNESS FROM LITERATURE Fairness: I treat everyone the same. If someone has been left out, I bring them in. ACTIVITY: When this book took place, why were the boys in Deborah’s family allowed to attend school but not girls? What did the people in the Thirteen Colonies think was unfair? What was unfair to women about the laws when this book took place? See page 27. What did Deborah want to do that she was not allowed to do? What was General Paterson’s reaction when he found out Deborah’s secret? Why do you think he reacted this way? What was Deborah one of the first women in America to do? What do you think is this story’s main message about fairness? How can you show fairness?

Social Studies

History

Nonfiction

Roaring Twenties

UNIT 7: FAIRNESS LESSON 2: LEARNING FAIRNESS 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 7, Lesson 2, “Learning Fairness from a Nonfiction Text,” students will learn examples of fairness from readings about Julius Rosenwald and the Rosenwald Schools. 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: This lesson can be completed in three class periods. All readings are available on this website: The Rosenwald Schools: Progressive Era Philanthropy in the Segregated South by the National Park Service. Class period 1 — 30 minutes to play the video, introduce the topic, have students complete Reading 1: “The Progressive Era and the Rosenwald School Building Program,” and answer the questions on the worksheet. Class period 2 — 20 minutes for students to complete Reading 2: “Building Practical Schools with the Rosenwald Program” and answer the questions on the worksheet. Class period 3 — 20 minutes for students to complete Reading 3: “Rosenwald Schools, Then and Now” and answer the questions on the worksheet. 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 fairness Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: Impact of Rosenwald schools on education and how they changed the lives of Black Americans by CBS Mornings (~6 min) Nonfiction text: The Rosenwald Schools: Progressive Era Philanthropy in the Segregated South by the National Park Service Prohuman Grade 5 Unit 7 Worksheet 2: Learning Fairness from a Nonfiction Text VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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 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 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 LESSON PROCEDURE Today, we will learn about an important American who worked for fairness. Play the video: Impact of Rosenwald schools on education and how they changed the lives of Black Americans by CBS Mornings (~6 min) Display this website: The Rosenwald Schools: Progressive Era Philanthropy in the Segregated South by the National Park Service Introduce the topic: The Rosenwald school building program was a Progressive Era program funded by philanthropist Julius Rosenwald. He partnered with African American educator and activist Booker T. Washington, first working with Washington's Tuskegee Institute and then forming an independent foundation to manage the school program. After meeting in 1912, the two men built thousands of schools for black students in 15 states. The Rosenwald Schools, as they are known, were often the first schools in a black community and helped improve education across the South. Display the first photograph and ask the inquiry question: “What kind of building do you think this is? What makes you think so?” Read the section titled “Setting the Stage.” Display Map 1: Julius Rosenwald Fund Schoolhouse Construction Map, 1932, and ask the questions below. Have students complete the three readings and answer the questions on the worksheet. Have students share their answers with a partner. GRADE 5 UNIT 7 WORKSHEET 2: LEARNING FAIRNESS FROM A NONFICTION TEXT Fairness: I treat everyone the same. If someone has been left out, I bring them in. ACTIVITY: QUESTIONS FOR READING 1: “The Progressive Era and the Rosenwald School Building Program” 1.) What was the Progressive Movement? Who were the Progressives? 2.) Who was Julius Rosenwald and how did he work for fairness? 3.) How does education improve someone's life? How do you think it improved the lives of the students who went to Rosenwald schools? QUESTIONS FOR READING 2: “Building Practical Schools with the Rosenwald Program” 1.) Along with schoolhouses, what other kinds of buildings did the Rosenwald Fund sponsor? Why? 2.) What problems did the school designers try to solve with their designs? How did the design of Rosenwald schools help the students and teachers? 3.) If someone asked you to build a Rosenwald School, which of the four types of building plans described in the reading do you think would be the most helpful? Why? QUESTIONS FOR READING 3: “Rosenwald Schools, Then and Now” 1.) What did the Rosenwald school building program do to improve education for black students in the South? List some of the ways it helped. 2.) Why did the Rosenwald Fund end? Do you think it was successful? Why or why not? 3.) What happened in the 1960s that made the Rosenwald Schools close? Where do you think the students went? 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

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 7, Lesson 3, “Writing an Informative Text about Fairness,” students will write an informative text about a historical figure of interest who demonstrated fairness. 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 fairness and locate three sources on the chosen subject. Demonstrate understanding of the word fairness Demonstrate understanding of the conventions of an informative text Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. REQUIRED MATERIALS: Prohuman Grade 5 Unit 7 Worksheet 3: Writing an Informative Text about Fairness VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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 Moral Character A3 Understand and explain the expression “I have the courage to stand up for what is wrong or unfair” Moral Character B3 Provide an example of a friend or role model who “stood up” for what he or she thought was wrong or unfair Intellectual Character B4 Demonstrate the ability to analyze data, facts, and information Civic Character A1 Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others Civic Character A4 Explain why it is important for everyone to serve and contribute to their family, school, community, nation, globally Civic Character B1 Describe how a role model exemplifies fairness Civic Character B6 Describe how a role model volunteers and contributes to the common good LESSON PROCEDURE Today we will write an informative text about a historical figure you find interesting who demonstrated fairness. Search online to find a person you would like to write about in your informative text. Find three different websites about your person and read them. Then, write your informative text. Write informative text on the board. Your 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 7 WORKSHEET 3: WRITING AN INFORMATIVE TEXT ABOUT FAIRNESS Fairness: I treat everyone the same. If someone has been left out, I bring them in. ACTIVITY: Write an informative text about a historical figure that you find interesting who demonstrated fairness. Your text should do the following things: Explain when and where the person was born. Explain how the person showed fairness. Explain what their fairness 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 7, Lesson 4, “Sharing Informative Texts About Fairness,” students will practice their reading skills by reading their informative texts to a partner and their listening skills by listening to their partners’ informative texts. Then, students will write what they learned from writing their informative texts, both about the writing process and the topic. Finally, students will participate in a class discussion focusing on what they learned from writing their informative texts. SUGGESTED TIME: 30 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read aloud to a partner to support reading and oral presentation skills Listen to a partner’s reading to develop active listening skills Engage in collaborative discussions with peers Demonstrate understanding of fairness 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 7 Worksheet 4: Sharing Informative Texts About Fairness VOCABULARY: Fairness: I treat everyone the same. If someone has been left out, I bring them in. 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 Moral Character A3 Understand and explain the expression “I have the courage to stand up for what is wrong or unfair” Moral Character B3 Provide an example of a friend or role model who “stood up” for what he or she thought was wrong or unfair Intellectual Character B4 Demonstrate the ability to analyze data, facts, and information Civic Character A1 Understand the idea of fairness and the consequences of not being fair, as it relates to breaking rules, playing favorites, or taking advantage of others Civic Character A4 Explain why it is important for everyone to serve and contribute to their family, school, community, nation, globally Civic Character 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 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 fairness 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 7 WORKSHEET 4: SHARING INFORMATIVE TEXTS ABOUT FAIRNESS Fairness: I treat everyone the same. If someone has been left out, I bring them in. ACTIVITY: What did you learn from writing your informative text about the writing process? How was your classmate’s text about fairness supported by reasons and evidence? What did you learn from your classmate’s informative text about fairness? How can you apply what you learned about fairness from the subject of your informative text to help yourself and others?