LESSONS

Poetry

Elizabethan Era

The Prohuman Grade 8 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 3, Lesson 1, “Learning Gratitude from Shakespearean Sonnets,” students will learn examples of gratitude from three of William Shakespeare’s sonnets and contemporary adaptations of those sonnets. Students will develop their critical thinking and writing skills by answering questions about the poems. Additionally, students will advance their academic dialogue skills by discussing the sonnets with classmates. SUGGESTED TIME: 1 class period RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read three Shakespearean sonnets: Sonnet 18, Sonnet 29, & Sonnet 116 Understand the structure of a Shakespearean sonnet Identify and analyze the sonnets’ central themes and ideas Write answers to questions about the sonnets, demonstrating an understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the sonnets REQUIRED MATERIALS: Text: William Shakespeare, Sonnet 18, Sonnet 29, & Sonnet 116 Video: Why Shakespeare Still Matters by Learn Free (~3 min) Video: "What is a Sonnet?": A Literary Guide for English Students and Teachers by OSU School of Writing, Literature and Film (~2 min) Video: Sonnet 18 by the Sonnet Man (Stop at 50 sec) Video: Sonnet 29 by the Sonnet Man by ChickenShop Shakespeare (~2 min) Video: Sonnet 116 by the Sonnet Man (~4 min) Worksheet: Prohuman Grade 8 Unit 3 Worksheet 1: Shakespearean Sonnets ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-Literacy.RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.8.1.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.8.1.B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. CCSS.ELA-Literacy.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. CCSS.ELA-Literacy.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.8.2 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 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 Social-Awareness A1 Experience and demonstrate empathy 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 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: Tell students that we will be reading three of Shakespeare’s sonnets. He wrote 154 sonnets and they were published in 1609. (Source: About Shakespeare's Sonnets by The Folger Shakespeare Library) Play this video, which explains the importance of Shakespeare: Why Shakespeare Still Matters by Learn Free (~3 min) Step 2: What is a sonnet? Play a video briefly explaining the poetic form: "What is a Sonnet?": A Literary Guide for English Students and Teachers by OSU School of Writing, Literature and Film (~2 min) Step 3: Have the students read Sonnet 18 silently. (~1 min) Have a different student read each line of Sonnet 18 out loud. (~1 min) Explain that Shakespeare’s work lives on in current adaptations. Play the video: Sonnet 18 by the Sonnet Man. (~4 min) Ask students to reflect on and write about what Shakespeare is saying in this sonnet. Have them write on their worksheets. (~3 min) Have a class discussion about what students wrote about Sonnet 18. (~5 min) Step 4: Have the students read Sonnet 29 silently. (~1 min) Have a different student read each line of Sonnet 29 out loud. (~1 min) Play the video: Sonnet 29 by the Sonnet Man by ChickenShop Shakespeare (~2 min) Ask students to reflect on and write about what Shakespeare is saying in this sonnet. Have them write on their worksheets. (~3 min) Have a class discussion about what students wrote about Sonnet 29. (~5 min) Step 5: Have the students read Sonnet 116 silently. (~1 min) Have a different student read each line of Sonnet 116 out loud. (~1 min) Play the video Sonnet 116 by the Sonnet Man (~4 min) Ask students to reflect on and write about what Shakespeare is saying in this sonnet. Have them write on their worksheets. (~3 min) Have a class discussion about what students wrote about Sonnet 116. (~5 min) Step 6: Ask the class a final wrap-up question: How does Shakespeare reflect on the nature of gratitude in these sonnets? GRADE 8 UNIT 3 WORKSHEET 1: SHAKESPEAREAN SONNETS Sonnet 18 — What do you see as the central message Shakespeare is communicating in this poem? Sonnet 29 — What do you see as the central message Shakespeare is communicating in this poem? Sonnet 116 — What do you see as the central message Shakespeare is communicating in this poem?

History

Nonfiction

The Prohuman Grade 8 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 3, Lesson 2, “Learning Gratitude from a Nonfiction Text,” students will learn examples of gratitude from a short collection of essays: Gratitude by Oliver Sacks. Students will develop their reading comprehension skills by reading this text. Additionally, they will develop their critical thinking skills by answering questions about the text and advance their academic dialogue skills by participating in a class discussion about the book. 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 book for this lesson, Gratitude by Oliver Sacks, contains four short essays. Suggested reading assignments, to be completed either in class or for homework are: Assignment 1: “Mercury” Assignment 2: “My Own Life” Assignment 3: “My Periodic Table” Assignment 4: “Sabbath” Have students complete the worksheet questions as they read. Allow 50 min for in-class discussion of the book. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction text and demonstrate an understanding of the central ideas 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: Book: Gratitude by Oliver Sacks Video: Gratitude is Good for You by the John Templeton Foundation (~1 min) Video: Dr. Oliver Sacks, Explorer of the Brain | Obituary by The New York Times (~2 min) Prohuman Grade 8 Unit 3 Worksheet 2: Learning Gratitude from a Nonfiction Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). CCSS.ELA-Literacy.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-Literacy.RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-Literacy.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. CCSS.ELA-Literacy.W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Moral Character B5 Provide an example of a time when you expressed your gratitude to someone beyond your family and friends Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit 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 Self-Awareness A1 Describe how different thoughts, situations, and behaviors affect your feelings and emotions Self-Awareness A4 Describe the techniques you use to challenge or refute your negative thoughts and feelings Self-Management A1 Explain one technique you use to stay confident in stressful or challenging situations (e.g. positive self-talk) 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 nonfiction book of essays about gratitude. Let’s learn about the benefits of gratitude. Play the video: Gratitude is Good for You by the John Templeton Foundation (~1 min) Step 2: Introduce the book, Gratitude by Oliver Sacks, by playing this video about the author: Dr. Oliver Sacks, Explorer of the Brain | Obituary by The New York Times (~2 min) Step 3: Have students read the book, Gratitude by Oliver Sacks, either as a series of in-class reading assignments or for homework. Have students write the answers to the worksheet questions while reading the book. Step 4: Set aside a class period to discuss the book. Invite students to a whole-class discussion of the worksheet questions. GRADE 8 UNIT 3 WORKSHEET 2: LEARNING GRATITUDE FROM A NONFICTION TEXT QUESTIONS TO ANSWER WHILE READING THE BOOK Gratitude by Oliver Sacks: In “Mercury,” what is the significance of the element Mercury in the author’s life? In “Mercury,” why does the author say that he has felt “an enlargement of mental life and perspective” (pg. 10)? In “My Own Life,” how does the author express gratitude? In “My Own Life,” how does the author compare and contrast his life to that of his favorite philosopher, David Hume? In “My Periodic Table,” what are two scientific topics the author discusses? In “My Periodic Table,” what is the significance of the periodic table to the author? In “Sabbath,” what type of upbringing did the author have and what was the significance of the Sabbath? In “Sabbath,” how did the author find meaningful work after his recovery from “near-suicidal addiction to amphetamines” (pg. 38)? In “Sabbath,” what does the author conclude about the importance of the Sabbath? What did you learn about gratitude from this book? How can you show more gratitude in your life? Each day, for the next 30 days, write something for which you are grateful. It should be something different each day. There is a place for you to write on the next page.

STEM

Social Studies

History

Social Studies

The Prohuman Grade 8 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 3, Lesson 3, “Writing an Informative Text,” students will conduct research to find three recent studies about gratitude and write an informative text that conveys information about the findings. SUGGESTED TIME: 1 class period to introduce the assignment and for students to begin research RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Conduct a short research project to find three recent studies on gratitude 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 8 Unit 3 Worksheet 3: Writing an Informative Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.8.2 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.8.2.A Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.8.2.B Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-Literacy.W.8.2.C Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.W.8.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.8.2.E Establish and maintain a formal style. CCSS.ELA-Literacy.W.8.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented. CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CCSS.ELA-Literacy.W.8.8 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.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.8.10 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. CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.8.2 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) Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants LESSON PROCEDURE Explain that students will write an informative text about recent research on gratitude. First, research to find recent news articles about studies on gratitude. Identify three recent studies about gratitude and take notes on the findings. Second, write an informative text that explains the findings of the three studies on gratitude. The grading criteria are listed on your worksheet. Please note: Your informative text will be shared with three classmates for peer review. GRADE 8 UNIT 3 WORKSHEET 3: WRITING AN INFORMATIVE TEXT First, research to find recent news articles about studies on gratitude. Identify three recent studies about gratitude and take notes on the findings. Second, write an informative text that explains the findings of the three studies on gratitude. Include a list of sources at the end. Note: 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 a list of 3 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 clarifies 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.

The Prohuman Grade 8 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 3, 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 Give Good Feedback About Writing by CTL at UofA (~4 min) Prohuman Grade 8 Unit 3 Worksheet 4: Peer Review of Informative Texts ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.8.5 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. CCSS.ELA-Literacy.W.8.10 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. CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.8.1.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.8.1.B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. CCSS.ELA-Literacy.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. CCSS.ELA-Literacy.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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. Video: How to Give Good Feedback About Writing by CTL at UofA (~4 min) Step 2: Break students into peer review groups of 4. Each student will make/give copies of their writing to the 3 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 8 UNIT 3 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.