Lesson
2
:

Learning Compassion from a Nonfiction Text

Grade

Grade 2

UNIT

6

Compassion

Last Updated:

June 3, 2025

Unit 6, Lesson 2, “Learning Compassion from a Nonfiction Text,” reinforces the vocabulary word compassion. Students will learn an example of compassion 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 aloud to a partner to support reading comprehension 
  • Compose sentences that demonstrate comprehension of the word compassion 
  • Demonstrate understanding of standard English sentence structure and grammar  
  • Practice reading and conversation skills by sharing sentences with classmates

REQUIRED MATERIALS:

VOCABULARY:

  • Compassion: I see when others are hurt or need help, and I try to help them. 

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.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

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.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 A

Know, understand, and practice the character strengths of honesty and integrity, caring and compassion, gratitude, and the courage to take initiative

Moral Character A5

Understand why caring and being concerned for the well-being of others is a character strength

Moral Character B

Apply and demonstrate the character strengths of honesty and integrity, caring and compassion, gratitude, and the courage to take initiative

Moral Character B3

Share an example of when you practiced caring as a character strength

Civic Character A

Know, understand, and practice the character strengths of fairness, respect, volunteering and contributing to the common good

Civic Character B

Apply and demonstrate the character strengths of fairness, respect, volunteering and contributing to the common good

Civic Character B2

Demonstrate the ability to be respectful, courteous and polite

Self-Awareness A2

Identify personal strengths (e.g., honesty, curiosity, listening)

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 A1

Demonstrate the ability to understand what another person is feeling (e.g., happy, sad, disappointed, confused, angry)

Social-Awareness A2

Demonstrate the ability to care about how others are feeling

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

  1. Today we will continue to learn about compassion.
  2. Ask the students how many of them have shoes.
  3. Activity: Have the students take off their shoes and line them up at the front of the room. 
  4. Tell students that sometimes people talk about the meaning of compassion meaning that we pretend we are walking around in someone else’s shoes. 
  5. Have each student give their shoes to another student, and have the students walk around the classroom thinking about what it is like to be that person. 
  6. Ask students what they thought and wondered while wearing someone else’s shoes. Have students return all the shoes to the front of the room and line them up again.
  7. Ask the students how they would feel if they didn’t have any shoes.
  8. Ask the students if they know that some kids’ families don’t have enough money to buy shoes.
  9. Play the video: Who We Are: Gotta Have Sole Foundation by Gotta Have Sole Foundation, Inc. (~2 min)
  10. Have students read the nonfiction text on their worksheets independently, quietly to themselves. Circle the room to support the students.
  11. After giving the students 10 minutes to practice reading, then read the text aloud to the whole class.
  12. Have students write the answers to the worksheet questions.
  13. Have students take turns sharing their sentences with a partner and reading aloud.
  14. Tell students that if their families want to make a donation to help kids get shoes, they can go to the website on their worksheets. 

GRADE 2 UNIT 6 WORKSHEET 2: LEARNING COMPASSION FROM A NONFICTION TEXT

Compassion: I see when others are hurt or need help, and I try to help them. 

NONFICTION TEXT: NICK’S COMPASSION

Nick Lowinger started Gotta Have Sole® because, at a very young age, he saw children in homeless shelters in Rhode Island who didn’t have shoes or had shoes that were falling apart. Some had to share footwear with a family member and missed school because it wasn’t their turn to wear the shoes that day. Others had sores on their feet from wearing shoes that didn’t fit them properly. This made him very sad, and he wanted to help the children.

He started giving away his gently used clothing and footwear, but he often didn’t have the right sizes for the children. He knew that the only shoes that would fit them best would be new ones. He started Gotta Have Sole® so he could give new shoes to homeless children. 

Gotta Have Sole® has given away new footwear to over 100,000 children in homeless shelters across every state in the U.S. Nick’s goal is to reach as many children living in homeless shelters as he can. It has always been his hope that the children will feel better about themselves because they have new shoes to call their own and they will have better lives. 

Source: https://www.gottahavesole.org/about 

ACTIVITY: 

Write 1 sentence that explains how Nick showed compassion:

How do you think Nick’s compassion made a difference for other kids? 

How can you show compassion?

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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