Lesson
2
:

Learning Gratitude from a Nonfiction Text

Grade

Grade 2

UNIT

3

Gratitude

Last Updated:

June 5, 2025

Unit 3, Lesson 2, “Learning Gratitude from a Nonfiction Text,” reinforces the vocabulary word gratitude. Students will learn examples of gratitude from a nonfiction text. Additionally, students will 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 independently to support reading comprehension 
  • Compose sentences that demonstrate comprehension of the word gratitude 
  • Demonstrate understanding of standard English sentence structure and grammar  
  • Practice reading and conversation skills by sharing sentences with classmates

REQUIRED MATERIALS:

VOCABULARY:

        Gratitude: I am thankful for many things, big and small.

        Prosthetic: an artificial body part.

ELA COMMON CORE STANDARDS MET

CCSS.ELA-LITERACY.RL.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 area.

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.1.4.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

Moral Character A6

Understand what gratitude is (the ability to recognize and express appreciation) and why practicing gratitude is a character strength

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)

Social-Awareness A

Demonstrate the ability to empathize and take the perspective of others, including demonstrating awareness of cultural differences and respect for human dignity

Social-Awareness A3

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

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 gratitude.

  1. Play the video: George Mason students build 3D-printed prosthetic bow arm for 10-year-old violinist by the Washington Post (~2 min)
  2. Have students read the nonfiction text on their worksheet independently, quietly to themselves. Circle the room to support the students.
  3. After giving the students 10 minutes to practice reading, read the text aloud to the class.
  4. Ask students how Isabella showed gratitude.
  5. Have students answer the questions on the worksheet. 
  6. Have students take turns sharing their sentences with a partner.

GRADE 2 UNIT 3 WORKSHEET 2: LEARNING GRATITUDE FROM A NONFICTION TEXT

Gratitude: I am thankful for many things, big and small.

Prosthetic: an artificial body part.

NONFICTION TEXT: ISABELLA’S GRATITUDE

Isabella Nicola Cabrera was born with no left hand and a severely deformed forearm. When she was in fourth grade, Isabella wanted to learn the violin, and she didn’t let her disability stop her.

A music teacher at her school, Mr. Baldwin, built her a prosthetic arm, which means an artificial body part, but it was too heavy and didn’t allow the full range of motion needed to play the violin. Mr. Baldwin wrote his alma mater, which means the college he graduated from, and a group of students wanted to create a new prosthetic for Isabella. 

A team of five students worked with a music professor at George Mason University. They used 3-D printing technology to design and create a custom prosthetic bow arm for Isabella called the VioArm. The VioArm weighs less than 12 ounces and is made of plastic. The arm holds Isabella’s bow, and she uses muscles in her shortened forearm and shoulder to move it.

Isabella expressed gratitude to the team who helped make her prosthetic arm. "I feel very blessed that I have this amazing group of people," she said.

Sources: https://www.mprnews.org/story/2017/04/21/thanks-to-a-failed-senior-project-a-violinist-is-born 

https://www.washingtonpost.com/news/morning-mix/wp/2017/04/24/a-10-year-old-virginia-girl-without-a-hand-wanted-to-play-violin-now-she-can/ 

ACTIVITY: 

Write 1 sentence that explains how Isabella showed gratitude:

How do you think Isabella’s commitment to playing the violin with her prosthetic arm might help other kids?

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/

unlock all lessons:

Thank you! Your submission has been received!
Oops! Something went wrong while submitting the form.