LESSONS

Fiction

Great Depression

UNIT 4: CURIOSITY LESSON 1: LEARNING CURIOSITY FROM LITERATURE SUMMARY: The Prohuman Grade 7 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 4, Lesson 1, “Learning Curiosity from Literature,” students will learn examples of curiosity from a contemporary work of young adult literature, Moon Over Manifest by Clare Vanderpool. Students will develop their reading comprehension, critical thinking, and writing skills by answering questions about the text. Additionally, students will develop their academic dialogue skills by participating in class discussions. SUGGESTED TIME: 1 class period to introduce the text; 1 class period to discuss the text; if desired, additional class periods can be devoted to in-class silent reading of the text Moon Over Manifest by Clare Vanderpool (paperback edition) is 384 pages. The suggested reading assignment is ~25 pages per session With this schedule, students will complete the book in 15 in-class reading sessions or 15 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 contemporary work of young adult literature Identify and analyze the book’s genre, point of view, characters, setting, and plot Identify and analyze the book’s central ideas 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: Moon Over Manifest by Clare Vanderpool. Video: Immigration and the Rise of Nativism by NBC News Learn (~2 min) Video: The US in World War I by the History Channel (~3 min) Video: What Was It Like to Live during the Great Depression in the US? by Captivating History (~12 min) Prohuman Grade 7 Unit 4 Worksheet 1: Learning Curiosity from Literature ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.10 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.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.7.1.A Come to discussions prepared, having read or researched material under study; 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.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.7.1.C Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. CCSS.ELA-Literacy.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.L.7.1 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 A2 Identify individuals, fiction and real, past and present, who exemplify the different intellectual character strengths in a concrete and compelling manner Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support Intellectual Character A4 Understand what it means to be an “active listener” (e.g., intellectual humility) 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 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: Show students this image without providing any context: https://nyccivilrightshistory.org/gallery/high-tide-of-immigration/ Ask students what they see. Ask students what they wonder. Explain that this is a political cartoon from 1903. Read the original caption: The High Tide of Immigration—A National Menace. Immigration statistics for the past yer show that the influx of foreigners was the greatest in our history, and also that the hard-working peasants are now being supplanted by the criminals and outlaws of all Europe. Step 2: Introduce the book to the students by explaining that we will be reading a novel, Moon Over Manifest by Clare Vanderpool, that takes place in two time periods: 1917-1918 and 1936. Tell students that there are three important pieces of historical context we need to understand this novel. The first is anti-immigrant sentiments during the late nineteenth and early twentieth centuries. Play this video: Immigration and the Rise of Nativism by NBC News Learn (~2 min) The second piece of historical context is America’s entry into WWI. Play this video: The US in World War I by the History Channel (~3 min) The third piece of historical context needed to understand this novel is the Great Depression. Ask students what they know about the Great Depression and write a list on the board. Play this video: What Was It Like to Live during the Great Depression in the US? by Captivating History (~12 min) Step 3: Have students complete the book either through multiple in-class silent reading sessions or as homework. Students should complete the short-answer questions on the worksheet as they read the book. Step 4: Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. GRADE 7 UNIT 4 WORKSHEET 1: LEARNING CURIOSITY FROM LITERATURE QUESTIONS TO ANSWER WHILE READING Moon Over Manifest by Clare Vanderpool: How did the author choose to structure this book? Explain two unique aspects of this novel’s structure. Who is the narrator of this novel, where does she live, and what is happening in America at the time of this novel? What were the living conditions like in Manifest, Kansas in 1936? Sister Redempta asks Abilene to write a story about her summer in the town, and tells her a good place to start is with the definition of the word manifest. Why does Sister Redempta suggest this? How does Abilene show curiosity about her father, Gideon? How is anti-immigrant discrimination shown in this book? How does Miss Sadie unite the workers? What do we learn about WWI from Ned’s letters? What does Abilene learn about Junior’s murder? Abilene’s curiosity inspires her to investigate many secrets about the town of Manifest. What is the truth she finds out about her father? How does this truth change her view of Manifest? Gideon and Ned agree with the Herman Melville quote: “It is not down in any map. True places never are.” Does Abilene believe this is true in the end? What is a principle about curiosity that you learned from this book, and how can you show curiosity in your life?

Social Studies

History

UNIT 4: CURIOSITY LESSON 2: LEARNING CURIOSITY FROM A NONFICTION TEXT SUMMARY: The Prohuman Grade 7 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 4, Lesson 2, “Learning Curiosity from a Nonfiction Text,” students will learn an example of curiosity from a book about a prominent mathematician and computer scientist, Grace Hopper. Students will develop their reading comprehension skills by reading a short nonfiction text about Hopper. Additionally, students will answer questions to develop their reading comprehension and develop their academic dialogue skills through class discussion. SUGGESTED TIME: 1 class period to introduce the text; 1 class period to discuss the text; if desired, additional class periods can be devoted to in-class silent reading of the text The short book, Mathematician and Computer Scientist Grace Hopper by Andrea Pelleschi, is 34 pages divided into 5 chapters. Suggested reading assignments, either for in-class silent reading or for homework: Assignment 1: Chapters 1-3 Assignment 2: Chapters 4-5 Have students answer the worksheet questions as they read the book. Allow at least 50 min of class time to have a class discussion of the book. 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 sentences that demonstrate comprehension of the word curiosity Write answers to questions about the book, demonstrating an understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the book REQUIRED MATERIALS: Video: Voices Raised: Celebrating Women in STEM | Grace Hopper by Boston Consulting Group (~3 min) Book: Mathematician and Computer Scientist Grace Hopper by Andrea Pelleschi Prohuman Grade 7 Unit 4 Worksheet 2: Learning Curiosity from a Nonfiction Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Intellectual Character A2 Identify individuals, fiction and real, past and present, who exemplify the different intellectual character strengths in a concrete and compelling manner Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support 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 learning about an important mathematician and computer scientist: Grace Hopper. Play the video: Voices Raised: Celebrating Women in STEM | Grace Hopper by Boston Consulting Group (~3 min) Step 2: Have students read the short book, Mathematician and Computer Scientist Grace Hopper by Andrea Pelleschi, either for in-class reading or as homework. Have students answer the worksheet questions for homework while reading the book. Step 3: Invite students to a whole-class discussion of the worksheet questions. EXTENSION ACTIVITY MIT created Scratch, the world’s largest coding community designed specifically for kids ages 8-16. Have students watch the Scratch Tutorial and create a coding project here. GRADE 7 UNIT 4 WORKSHEET 2: LEARNING CURIOSITY FROM A NONFICTION TEXT Vocabulary Code - A system of letters, numbers, or symbols that portray information to a computer. Compiler - A computer program that translates a set of instructions into a computer language so the computer can follow the instructions. Intellectual character - Someone who has intellectual character shows the strengths of curiosity, carefulness, intellectual autonomy, intellectual humility, open-mindedness, and critical thinking. Intellectual autonomy means you can think for yourself, especially when it might go against what is popular at the time. Intellectual humility means you recognize that your knowledge is limited and that your beliefs might be wrong. Critical thinking means you question, analyze, interpret, and evaluate what you read, hear, say, or write. Program - Instructions that a computer follows. Subroutine - A piece of a mathematical equation that stands for a number. QUESTIONS TO ANSWER WHILE READING THE BOOK Mathematician and Computer Scientist Grace Hopper by Andrea Pelleschi: In Chapter 1, what was Grace curious about at the age of 7 and what did she like to play with? What did Grace study in college and which degrees did she earn? Which math classes did Grace teach? What was WAVES? What was the Mark I and what did it do? What kind of work did Grace do on the Mark I? What type of book did Grace publish in 1946 that was the first of its kind? What did UNIVAC stand for and what did it do? Why did Grace develop the A-2 compiler? What did it do and how much time did it save? What did the B-O compiler-based programming language—later called FLOW-MATIC—do? What did the Department of Defense use FLOW-MATIC as the blueprint for? What were the benefits of COBOL? Why did the Navy bring Grace back to do? How does Grace’s legacy live on? What is a principle about curiosity you learned from the life of Grace Hopper, and what is something you are curious about?

UNIT 4: CURIOSITY LESSON 3: WRITING AN INFORMATIVE TEXT SUMMARY: The Prohuman Grade 7 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 4, Lesson 3, “Writing an Informative Text,” students will identify a topic that interests them, conduct research, identify three sources about the topic, and write an informative text that conveys information clearly. SUGGESTED TIME: 50 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Conduct a short research project on a topic of interest Locate three sources on the chosen topic Write an informative text that examines the topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content REQUIRED MATERIALS: Prohuman Grade 7 Unit 4 Worksheet 3: Writing an Informative Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.7.2.A Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.7.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-Literacy.W.7.2.C Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.W.7.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.7.2.E Establish and maintain a formal style. CCSS.ELA-Literacy.W.7.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character A3 Recognize and understand why the intellectual character strengths are not innate (something you are born with) but can be developed with practice and support Intellectual Character A5 Understand the difference between facts and opinions (or feelings) LESSON PROCEDURE You will write an informative text about a topic you find interesting. Identify a topic that interests you. Find and read at least three different articles about your topic. Your informative text will be shared with three classmates for peer review. Informative texts will be graded on the following criteria: Meets the length requirement of at least 2-3 pages. Includes at least 3 sources with a list of sources at the end. Examines a topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduces a topic clearly, previewing what is to follow. Organizes ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect. Includes formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Uses appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Uses precise language and domain-specific vocabulary to inform about or explain the topic. Establishes and maintains a formal style. Provides a concluding statement or section. Demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. GRADE 7 UNIT 4 WORKSHEET 3: WRITING AN INFORMATIVE TEXT Write an informative text about a topic you find interesting. Your text will be shared with three classmates for peer review. The informative texts will be graded on the following criteria: Meets the length requirement of at least 2-3 pages. Includes at least 3 sources with a list of sources at the end. Examines a topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduces a topic clearly, previewing what is to follow. Organizes ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect. Includes formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Uses appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Uses precise language and domain-specific vocabulary to inform about or explain the topic. Establishes and maintains a formal style. Provides a concluding statement or section. Demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

UNIT 4: CURIOSITY LESSON 4: PEER REVIEW OF INFORMATIVE TEXTS SUMMARY: The Prohuman Grade 7 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 4, Lesson 4, “Peer Review of Informative Texts,” students will participate in a peer review of 3 classmates’ texts. 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 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: Video: How to Write Effective Peer Review Comments by Odyssey Learning (~5 min) Prohuman Grade 7 Unit 4 Worksheet 4: Peer Review of Informative Texts ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.7.1.A Come to discussions prepared, having read or researched material under study; 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.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.7.1.C Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. CCSS.ELA-Literacy.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views. CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.7.5 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, focusing on how well purpose and audience have been addressed. 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” 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) 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 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. Play video: How to Write Effective Peer Review Comments by Odyssey Learning (~5 min) Step 2: Break students into peer review groups of four. Each student will make/give copies of their writing 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 peer review 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 7 UNIT 4 WORKSHEET 4: PEER REVIEW OF INFORMATIVE TEXTS Write a one-page peer review 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.