Lesson
2
:

Learning Grit from a Nonfiction Text

Grade

Grade 2

UNIT

2

Grit

Last Updated:

June 5, 2025

Unit 2, Lesson 2, “Learning Grit from a Nonfiction Text,” reinforces the vocabulary word grit. Students will learn an example of grit from the life of a real person. Students will also practice their reading comprehension skills by reading independently and hearing a reading from the teacher. Finally, students will create their own sentences that demonstrate their reading comprehension.

SUGGESTED TIME:

20 minutes

LEARNING OUTCOMES:

  • Practice reading aloud to a partner to support reading comprehension 
  • Spell, define, and give an example of grit
  • Compose sentences that demonstrate comprehension of the word grit 
  • Demonstrate understanding of standard English sentence structure and grammar  
  • Practice reading and conversation skills by sharing sentences with classmates

REQUIRED MATERIALS:

VOCABULARY:

        Grit: I keep trying to reach my goals even when it is hard. I don’t give up.

        Iditarod: A very difficult sled dog race in Alaska that is 1,049 miles long.

ELA COMMON CORE STANDARDS MET

CCSS.ELA-LITERACY.RI.2.1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS.ELA-LITERACY.RI.2.2

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

CCSS.ELA-LITERACY.RI.2.4

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject are

CCSS.ELA-LITERACY.RI.2.6

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

CCSS.ELA-LITERACY.RF.2.4.B

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.2.3.A

Distinguish long and short vowels when reading regularly spelled one-syllable words.

CCSS.ELA-LITERACY.RF.2.3.C

Decode regularly spelled two-syllable words with long vowels.

CCSS.ELA-LITERACY.RF.2.3.D

Decode words with common prefixes and suffixes.

CCSS.ELA-LITERACY.RF.2.3.E

Identify words with inconsistent but common spelling-sound correspondences.

CCSS.ELA-LITERACY.RF.2.3.F

Recognize and read grade-appropriate irregularly spelled words.

CCSS.ELA-LITERACY.RF.2.4

Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-LITERACY.RF.2.4.A

Read grade-level text with purpose and understanding.

CCSS.ELA-LITERACY.RF.2.4.B

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

CCSS.ELA-LITERACY.RF.2.4.C

Use context to confirm or self-correct word recognition and understanding, rereading as necessary

CCSS.ELA-LITERACY.SL.2.1

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.2.1.A

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

CCSS.ELA-LITERACY.SL.2.1.B

Build on others' talk in conversations by linking their comments to the remarks of others.

CCSS.ELA-LITERACY.SL.2.2

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

CCSS.ELA-LITERACY.L.2.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.2.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.2.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-LITERACY.L.2.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

CCSS.ELA-LITERACY.L.2.4.A

Use sentence-level context as a clue to the meaning of a word or phrase.

CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET

Performance Character A

Know, understand, and practice the character strengths of self-discipline, responsibility, goal setting and grit

Performance Character B

Apply and demonstrate the character strengths of self-discipline, responsibility, goal setting and grit

Civic Character B1

Demonstrate the ability to share, take turns and follow rules (of a game, at home or school)

Civic Character B2

Demonstrate the ability to be respectful, courteous and polite

Self-Management A3

Explain the different ways people respond to problems and challenges (e.g., ask for help, try harder, learn from mistakes)

Self-Management A3

Explain the different ways people respond to problems and challenges (e.g., ask for help, try harder, learn from mistakes)

Social-Awareness A3

Demonstrate the ability to listen carefully and intentionally to others

Social-Awareness A6

Be able to tell stories and listen to stories told by others

Interpersonal/ Relationship Skills 1

Initiate and engage in conversation and social interactions with classmates, peers, and adults

Interpersonal/ Relationship Skills 7

Play games and appropriately participate in small group classroom activities

Responsible and Ethical Decision-Making 1

Describe a rule or principle that everyone should strive to live by (e.g., be kind, be honest, try your best)

LESSON PROCEDURE

Today we will continue to learn about grit.

  1. We will learn about grit by learning the story of the first woman who won a very difficult race called the Iditarod, an annual long-distance sled dog race held in the state of Alaska every year in early March.
  2. Ask students to show the location of Alaska on a map.
  3. Play the video: Iditarod Winner Shares Her Victory Story by Princess Cruises (~3 min)
  4. Read the book Storm Run: The Story of the First Woman to Win the Iditarod Sled Dog Race by Libby Riddles 
  5. Have students read the nonfiction text on their worksheets independently, quietly to themselves. Circle the room to support the students.
  6. After giving the students 10 minutes to practice reading, then read the text on the worksheet aloud to the whole class.
  7. Have students write the answers to the worksheet questions. Tell them that once they finish and, after they share their answers, there will be a fun activity. 
  8. Have students share their answers with a classmate.
  9. Set up the child-safe dart board and give each student a few tries to get the 100-points with their dart or ball. 
  10. Ask the students how they showed grit in this activity.

GRADE 2 UNIT 1 WORKSHEET 2: LEARNING GRIT FROM A NONFICTION TEXT

Grit: I keep trying to reach my goals even when it is hard. I don’t give up.

Iditarod: A very difficult sled dog race in Alaska that is 1,049 miles long.

NONFICTION TEXT: LIBBY’S GRIT

Libby Riddles knew at 5 years old that she wanted to live with animals in the wilderness. When Libby Riddles was a teenager, she saved her money and moved to Alaska. She saw a sprint race and fell in love with mushing, which is when a team of dogs pulls a sled, typically on snow.

One day, a friend said that Libby should enter a five-dog sprint race. Libby won! As Libby said later, “After that I got it in my head I could do this Iditarod thing.” In 1980, Libby raced in her first Iditarod, a very difficult sled dog race that is 1,049 miles long. She came in 18th place and was very proud of that. Libby thought about what she could do better next time. She ran the race again in 1981, finishing 2 days faster but in 20th place. Libby knew she was going to have to step up and get serious. 


In 1985, she ran the Iditarod again. That year, there were bad storms. But Libby didn’t give up. Libby and her dogs made a path through blowing snow in a numbing cold. She zipped herself into her sled bag and spent a nervous night alone in the wilderness. When the storm ended, Riddles stayed in the lead, finishing in 18 days. The headline on the first page of the Anchorage Times said: “LIBBY DID IT!” On March 20th, 1985, Libby Riddles made history. She became the first woman to win the Iditarod Sled Dog Race. 

Sources: https://alaskasportshall.org/inductee/libby-riddles-victory/ 

https://www.alaskawomenshalloffame.org/alumnae/libby-riddles/ 

ACTIVITY: 

Write a sentence that explains how Libby showed grit.

Write a sentence that explains how Libby’s grit made an impact on the world.

Prohuman K-12 Curriculum © 2025 by Prohuman Foundation is licensed under CC BY-NC 4.0.
To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/

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