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 8, Lesson 1, “Learning Understanding from Literature,” students will learn examples of understanding from a contemporary work of children’s literature. Additionally, students will create their own sentences that demonstrate their comprehension of the word understanding. Finally, students will practice their reading and conversation skills by sharing sentences with classmates. SUGGESTED TIME: 20 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Listen to a read aloud, 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 comprehension of the word understanding Demonstrate understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions REQUIRED MATERIALS: Video: Meet Your Revolutionary Neighbors: Patience Lovell Wright by Crossroads of the American Revolution (~2 min) Book: Patience Wright: America's First Sculptor and Revolutionary Spy by Pegi Deitz Shea Prohuman Grade 5 Unit 8 Worksheet 1: Learning Understanding from Literature VOCABULARY: Legend: A story about a person or event that may lack evidence. Legends usually tell stories about things that could be possible, so they are often believed to be true. Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. 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 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 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 LESSON PROCEDURE Ask students what understanding means. Give them the definition: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. Ask students what the word legend means. Give them the definition: A story about a person or event that may lack evidence. Legends usually tell stories about things that could be possible, so they are often believed to be true. With these definitions in mind, let’s learn about a real person who demonstrated the character strength of understanding. Her name was Patience Wright. Play the video: Meet Your Revolutionary Neighbors: Patience Lovell Wright by Crossroads of the American Revolution (~2 min) Read the book: Patience Wright: America's First Sculptor and Revolutionary Spy by Pegi Deitz Shea Have students complete the questions on their worksheets. Have students read their sentences to a partner. GRADE 5 UNIT 8 WORKSHEET 1: LEARNING UNDERSTANDING FROM LITERATURE Vocabulary Legend: A story about a person or event that may lack evidence. Legends usually tell stories about things that could be possible, so they are often believed to be true. Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. QUESTIONS TO ANSWER AFTER READING Patience Wright: America's First Sculptor and Revolutionary Spy by Pegi Deitz Shea: What was unique about the Quakers during this time that allowed Patience and her sisters to develop their understanding? How did Patience use her understanding to start a business and develop her artistic talent? According to the book, did Patience send information to pass on secrets, and to whom did she send this information? According to the book, what things did Patience’s messages help the members of the Continental Congress and other American patriots to understand? According to Encyclopedia Britannica, “It has been reported that Patience Wright passed on to Benjamin Franklin military intelligence gleaned from her contacts in London society, but there is little evidence to support this.” How does this make the story of Patience Wright a legend? What do you think is this story’s main message about understanding?

Social Studies

History

Nonfiction

Gilded Age

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 8, Lesson 2, “Learning Understanding from a Nonfiction Text,” students will learn examples of understanding 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: 10 minutes — Introduce the subject and play the videos: Multiple periods of in-class readings or homework for each chapter of the book, The Story of George Washington Carver by Eva Moore (19 chapters total; the book is a total of 96 pages). 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 comprehension of the word understanding Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: George Washington Carver - Comments by Daryl Davis (~1 min) Video: George Washington Carver "The Plant Doctor" Revolutionized Farming Industry by Biography (~4 min) Book: The Story of George Washington Carver by Eva Moore Prohuman Grade 5 Unit 8 Worksheet 2: Learning Understanding from a Nonfiction Text VOCABULARY: Jim Crow: A term for laws that tried to keep African Americans separate from whites in the southern United States. These laws required whites and blacks to attend separate schools and to sit in different areas on public transportation. Blacks and whites had to use different drinking fountains, waiting rooms, housing, and shops. Jim Crow laws were in place from the late 1870s until the civil rights movement began in the 1950s. Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. 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 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 B2 Provide an example of a friend or role model who is dependable, reliable, and conscientious (responsible) Performance Character B4 Provide an example of a role model who demonstrates grit (perseverance and passion for a long-term goal) Intellectual Character A1 Describe why it is important for learners to be curious Intellectual Character A2 Understand the skills (being prepared, focused effort, diligent practice, attention to detail, etc.) that enable someone to acquire or polish a skill Intellectual Character B1 Explain how a particular historical or contemporary person practiced curiosity Intellectual Character B4 Demonstrate the ability to analyze data, facts, and information Civic Character 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 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 Tell students that we will be learning about an important American who developed the character strength of understanding. Ask students what understanding means. Give them the definition: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. Play the video: George Washington Carver "The Plant Doctor" Revolutionized Farming Industry by Biography (~4 min) Have students complete the book, The Story of George Washington Carver by Eva Moore, either through multiple in-class independent readings or as homework over numerous days (19 chapters total; the book is a total of 96 pages). When students have completed the book, have them answer the questions on the worksheet. Have students share their answers with a partner. GRADE 5 UNIT 8 WORKSHEET 2: LEARNING UNDERSTANDING FROM A NONFICTION TEXT Vocabulary Jim Crow: A term for laws that tried to keep African Americans separate from whites in the southern United States. These laws required whites and blacks to attend separate schools and to sit in different areas on public transportation. Blacks and whites had to use different drinking fountains, waiting rooms, housing, and shops. Jim Crow laws were in place from the late 1870s until the civil rights movement began in the 1950s. Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. QUESTIONS TO ANSWER AFTER READING THE BOOK The Story of George Washington Carver by Eva Moore: In Chapter 3, what was the law about schools in Missouri and why was this unfair? In Chapter 6, what act of hate made George leave Ft. Scott? In Chapter 8, what was the Jim Crow car? How did George experience discrimination during his journey to seek a college education? In Chapter 11, what were some of George’s accomplishments at Iowa State College? What did Booker T. Washington invite George to do? In Chapter 12, what did George try to understand with his Experiment Station?

Social Studies

History

STEM

The Prohuman Grade 5 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 8, Lesson 3, “Writing an Opinion Piece About Understanding,” 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 understanding. Write an opinion text on understanding, 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 8 Worksheet 3: Writing an Opinion Piece About Understanding VOCABULARY: Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. 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 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 B2 Provide an example of a friend or role model who is dependable, reliable, and conscientious (responsible) Performance Character B4 Provide an example of a role model who demonstrates grit (perseverance and passion for a long-term goal) 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 B6 Describe how a role model volunteers and contributes to the common good LESSON PROCEDURE In the previous lesson, we learned about George Washington Carver, a scientist and inventor. Today, we will write an opinion piece about what you think is the most important way George Washington Carver showed understanding, and what this understanding allowed him to accomplish. 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 8 WORKSHEET 3: WRITING AN OPINION PIECE ABOUT UNDERSTANDING Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. ACTIVITY: Write an opinion piece about what you think is the most important way that George Washington Carver showed understanding and what this understanding allowed him to accomplish. 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 8, Lesson 4, “Sharing Opinion Pieces About Understanding,” students will practice their reading skills by reading their opinion pieces about understanding to a partner and their listening skills by listening to their partners’ opinion pieces. Then, students will write what they learned from writing their opinion pieces, both about the writing process and the topic. Finally, students will participate in a class discussion focusing on what they learned from writing their opinion pieces. SUGGESTED TIME: 30 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate comprehension of understanding Read aloud to a partner to support reading and oral presentation skills Listen to a partner’s reading to develop active listening skills Engage in collaborative discussions with peers With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing REQUIRED MATERIALS: Prohuman Grade 5 Unit 8 Worksheet 4: Sharing Opinion Pieces About Understanding VOCABULARY: Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. 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 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 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) Interpersonal/ Relationship Skills A7 Give and receive constructive feedback to classmates and peers LESSON PROCEDURE Today we will read our opinion pieces about understanding 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 8 WORKSHEET 4: SHARING OPINION PIECES ABOUT UNDERSTANDING Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine. ACTIVITY: What did you learn from writing your opinion piece about the writing process? What did you learn from your classmates’ opinion pieces about understanding? How can you apply what you learned from writing your opinion piece about understanding to improve your life and the lives of others?