LESSONS

Fiction

The Prohuman Grade 6 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 9, Lesson 1, “Learning Humanity from Literature,” students will learn examples of humanity from a classic work of young adult literature, Number the Stars by Lois Lowry. Additionally, students will answer questions to develop their critical thinking skills and advance their academic dialogue skills through class discussion. SUGGESTED TIME: Number the Stars by Lois Lowry is 17 chapters. The suggested reading assignment is 2 chapters per day for either in-class silent reading or homework. With this schedule, students will complete the book in 9 in-class reading sessions or 9 homework sessions. Students should complete the short-answer questions on the worksheet as they read the book. Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a classic work of young adult literature Identify and analyze the book’s central themes and ideas Identify and analyze the book’s genre, point of view, characters, setting, and plot Write answers to questions about the book, demonstrating understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the book REQUIRED MATERIALS: Book: Number the Stars by Lois Lowry Prohuman Grade 6 Unit 9 Worksheet 1: Learning Humanity from Literature ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-Literacy.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-Literacy.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Moral Character A5 Understand and explain why caring (and helping others) should never be motivated by the likelihood of being recognized or rewarded for your help or support Moral Character A6 List and explain the reasons why people sometimes do not care or help others Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Civic Character A2 Explain why friends have a responsibility to speak up or take action to prevent or stop others from engaging in disrespectful, dangerous, harmful, or illegal conduct Civic Character A4 Explain why protest and civil disobedience are essential to the democratic process Civic Character B2 Describe how a role model challenged an unjust law Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A4 Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond) Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Interpersonal/ Relationship Skills A5 Understand and practice positive collaboration and cooperation skills (e.g., teamwork) Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Explain that we will be reading a classic work of young adult literature, Number the Stars by Lois Lowry, first published in 1989. This book is based on a true story. It takes place in 1940s Denmark, where protagonist Annemarie helps to hide and smuggle Danish Jews to safety in Sweden. (Source: “The Real-Life Story Behind Number the Stars”) Step 2: Have students complete the book, either through multiple in-class silent reading sessions or as homework. Have students complete the short-answer questions on the worksheet as they read the book. Step 3: Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 6 UNIT 9 WORKSHEET 1: LEARNING HUMANITY FROM LITERATURE Vocabulary Active bystander: I take responsible action to help people in need instead of remaining passive and becoming complicit. Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. QUESTIONS TO ANSWER WHILE READING Number the Stars by Lois Lowry: What was happening in Copenhagen at the time this story took place? How did the Nazis' treatment of Jews deny them their humanity? What did Peter and the Johansen family do as active bystanders? In Chapter 16, what do we learn about the handkerchief's importance? Where does the title of the book come from? What does it mean for this story? How does Annemarie show humanity by saying she will wear the Star of David necklace until Ellen comes home? What did the Resistance accomplish in Denmark? In the afterword, what does Kim Malthe-Bruun say about his dream for humanity? What did you learn about showing humanity from this novel?

Geography

History

Social Studies

Nonfiction

World War II

The Prohuman Grade 6 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 9, Lesson 2, “Learning Humanity from a Nonfiction Text,” students will learn examples of humanity from the lives of six teenagers who helped to rescue Jewish people during WWII. Additionally, students will answer questions to develop their critical thinking skills and advance their academic dialogue skills through class discussion. SUGGESTED TIME: 12 sessions of in-class independent reading or 12 homework assignments to complete the book, Heroes of the Holocaust: True Stories of Rescues by Teens by Allan Zullo and Mara Bovsun. The book has an introduction and six chapters, for a total of 183 pages. Students should complete the worksheet questions as they read the book Allow one class period to discuss the worksheet questions. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction text and demonstrate understanding of the central ideas Determine the author’s purpose in the text Compose answers to questions that demonstrate comprehension of the word humanity Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Book: Heroes of the Holocaust: True Stories of Rescues by Teens by Allan Zullo and Mara Bovsun Video: Who are the Righteous Among the Nations? by Yad Vashem (~3 min) Prohuman Grade 6 Unit 9 Worksheet 2: Learning Humanity from a Nonfiction Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ✔ CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ✔ CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). ✔ CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. ✔ CCSS.ELA-Literacy.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. ✔ CCSS.ELA-Literacy.RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. ✔ CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. ✔ CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. ✔ CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ✔ CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. ✔ CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. ✔ CCSS.ELA-Literacy.SL.6.1.A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion ✔ CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. ✔ CCSS.ELA-Literacy.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. ✔ CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ✔ CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Moral Character A2 Understand and explain why it’s important to do the right thing, even when no one is looking ✔ Moral Character A4 Understand and explain why the expression “to get along, go along” may prevent some people from being an “active bystander” ✔ Moral Character A5 Understand and explain why caring (and helping others) should never be motivated by the likelihood of being recognized or rewarded for your help or support ✔ Moral Character A6 List and explain the reasons why people sometimes do not care or help others ✔ Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit ✔ Civic Character A2 Explain why friends have a responsibility to speak up or take action to prevent or stop others from engaging in disrespectful, dangerous, harmful, or illegal conduct ✔ Civic Character A4 Explain why protest and civil disobedience are essential to the democratic process ✔ Civic Character B2 Describe how a role model challenged an unjust law ✔ Social-Awareness A1 Experience and demonstrate empathy ✔ Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives ✔ Social-Awareness A4 Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond) ✔ Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others ✔ Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants ✔ Interpersonal/ Relationship Skills A5 Understand and practice positive collaboration and cooperation skills (e.g., teamwork) ✔ Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience ✔ LESSON PROCEDURE Step 1: Explain that we will be reading a book that tells the true stories of six teenagers who helped to rescue Jewish people during WWII. There is a special honor called the Righteous Among the Nations for non-Jews who took great risks to save Jews during the Holocaust. To learn more about Righteous Among the Nations, play the video: Who are the Righteous Among the Nations? by Yad Vashem (~3 min) Step 2: Have students complete the book, either through multiple in-class silent reading sessions or as homework: Heroes of the Holocaust: True Stories of Rescues by Teens by Allan Zullo and Mara Bovsun Have students complete the short-answer questions on the worksheet as they read the book. Step 3: Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 6 UNIT 9 WORKSHEET 2: LEARNING HUMANITY FROM A NONFICTION TEXT Vocabulary Active bystander: I take responsible action to help people in need instead of remaining passive and becoming complicit. Humanity: I see that every person is special. People are more alike than unalike. We all need to work together to make our lives better. Righteous Among the Nations: An honor for non-Jews who risked their lives to save Jews, given by the organization Yad Vashem. QUESTIONS TO ANSWER WHILE READING Heroes of the Holocaust: True Stories of Rescues by Teens by Allan Zullo and Mara Bovsun: How many people have received the honor Righteous Among the Nations? Which of these stories made the greatest impact on you and why? How did Maria Andzelm and her family help Jews in Poland? How did Henri Zylberminc help Jews in Belgium? How did Hilde Jacobsthal help Jews in Holland, and what now-famous person did she know? How did Ferenc Schatz go into “the lion’s den” to help Jews in Hungary? How did Liliane Belinne help Jews in Belgium? What did Preben Munch-Nielsen and his fellow students do in Denmark to resist the Nazis and help Jews? Preben’s story covers the same time and place as Lois Lowry’s novel Number the Stars. What are 2 similarities and 2 differences in those stories? What is one way that you can show humanity in your own life, to Jews or to others who are different from you? Write about and share a principle you want to live by that you learned from reading this book.

Social Studies

History

Geography

Nonfiction

The Prohuman Grade 6 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 9, Lesson 3, “Writing an Argumentative Essay About Humanity,” students will write an argumentative essay about humanity, based on a prompt from a book we read in Lesson 2 of this unit: Heroes of the Holocaust: True Stories of Rescues by Teens by Allan Zullo and Mara Bovsun. Students will support their claims with textual evidence. SUGGESTED TIME: 50 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate comprehension of the word humanity Write an argumentative essay Provide textual evidence to support claims REQUIRED MATERIALS: Prohuman Grade 6 Unit 9 Worksheet 3: Writing an Argumentative Essay About Humanity ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.6.1.A Introduce claim(s) and organize the reasons and evidence clearly. CCSS.ELA-Literacy.W.6.1.B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.6.1.C Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. CCSS.ELA-Literacy.W.6.1.E Provide a concluding statement or section that follows from the argument presented. CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character B4 Compare and contrast perspectives and defend a position (e.g., intellectual autonomy) Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Students will write an argumentative essay of 2-3 pages, either in class or as part of a homework assignment, in response to the following prompt: In Heroes of the Holocaust: True Stories of Rescues by Teens by Allan Zullo and Mara Bovsun, Preben Munch-Nielsen from Holland had a teacher, Frode Jacobsen, who said, “Wars are not always won with bullets and bombs. They are often won with heart, courage, and truth” (p. 162) To what extent do you think this is true? Support your claims with at least three pieces of evidence from any of the books we read, from any unit. Your essay will be shared with 3 classmates for peer review. GRADE 6 UNIT 9 WORKSHEET 3: WRITING AN ARGUMENTATIVE ESSAY ABOUT HUMANITY In Heroes of the Holocaust: True Stories of Rescues by Teens by Allan Zullo and Mara Bovsun, Preben Munch-Nielsen from Denmark had a teacher, Frode Jacobsen, who said, “Wars are not always won with bullets and bombs. They are often won with heart, courage, and truth” (p. 162) To what extent do you think this is true? Write an essay of 2-3 pages. Support your claims with at least three pieces of evidence from any of the books we read, from any unit. Your essay will be shared with 3 classmates for peer review. Your essay should do the following: Write an argument with clear reasons and relevant evidence. Introduce claim(s) and organize the reasons and evidence clearly. Provide at least three examples from the books we have read in this unit, or any other unit, to support your argument. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Provide a concluding statement or section that follows from the argument presented. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

The Prohuman Grade 6 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 9, Lesson 4, “Peer Review of Argumentative Essays,” students will participate in a peer review of 3 classmates’ writings. Students will write a one-page peer review letter for each student in their group and participate in respectful discussions where they share the successful aspects of their classmates’ writing and provide constructive feedback for revision. SUGGESTED TIME: 1 class period for students to read their peer review group’s writings and write a peer review letter for each classmate (letters they don’t complete in class can be finished as homework); 1 class period for peer review workshops RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read classmates’ writings and write a one-page peer review letter, for each classmate, to develop assessment and constructive feedback 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 6 Unit 9 Worksheet 4: Peer Review of Argumentative Essays ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-Literacy.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character A4 Understand what it means to be an “active listener” (e.g., intellectual humility) Intellectual Character B2 Practice and receive feedback on the ability to be an “active listener” Intellectual Character B4 Compare and contrast perspectives and defend a position Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Interpersonal/ Relationship Skills A1 Recognize and monitor how your facial expressions, body language, and tone impact your interactions with others Interpersonal/ Relationship Skills A5 Understand and practice positive collaboration and cooperation skills (e.g., teamwork) LESSON PROCEDURE Step 1: Explain that peer review is the process of sharing one's writing with and receiving feedback from fellow students. Peer review helps you to become a better reader, writer, and collaborator. The peer review process will also help you to develop your evaluation skills. If desired, replay one of the videos about peer review included in Units 1-4, Lesson 4. Step 2: Break students into peer review groups of four. Each student will make and give copies of their essay to the three other students in their group. Each student will be responsible for reading their classmates’ writing and writing a one-page peer review letter, for each classmate, in advance of the peer review workshop. Peer review guidelines are on the worksheet. Step 3: Spend one class period on peer review. Each student’s writing should have 15 minutes of discussion in the peer review groups. Step 4: Students should read all their letters and revise their writing. Students should submit the first draft, all peer review letters, and the second draft to the teacher for feedback. Step 5: Students should read teacher feedback, complete a final revision, and submit the revision—along with all previous drafts and peer review letters—to the teacher for a final grade. GRADE 6 UNIT 9 WORKSHEET 4: PEER REVIEW OF ARGUMENTATIVE ESSAYS PEER REVIEW LETTER GUIDELINES: Write a one-page letter for each member of your group. Provide feedback as though you were speaking to the writer directly. Be kind! In the first paragraph, explain what you see as the writer’s goals for the piece. In the second paragraph, explain what you think the writer did well. In the third paragraph, explain what you think the writer can improve.