Lessons

Grade 4

Lesson

2

:

Learning Optimism from a Nonfiction Text

Lesson
2
:

Learning Optimism from a Nonfiction Text

Grade

Grade 4

UNIT

1

•

Optimism

Last Updated:

June 3, 2025

Unit 1, Lesson 2, “Learning Optimism from a Nonfiction Text,” reinforces the vocabulary word optimism. Students will learn an example of optimism from the life of a real person. Students will practice their reading comprehension skills by hearing a read aloud. Finally, students will create their own sentences that demonstrate their reading comprehension and share their sentences with a partner.

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SUGGESTED TIME:

20 minutes

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LEARNING OUTCOMES:

  • Hear a read-aloud to support reading comprehension 
  • Demonstrate understanding of the main idea of a nonfiction text
  • Describe the relationship between a series of events in a nonfiction text 
  • Compose sentences that demonstrate comprehension of the word optimism 
  • Demonstrate understanding of standard English sentence structure and grammar  
  • Practice reading and conversation skills by sharing sentences with classmates

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REQUIRED MATERIALS:

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VOCABULARY:

  • Optimism: I have hope and believe that my actions will help things to turn out well

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ELA COMMON CORE STANDARDS MET

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CCSS.ELA-LITERACY.RL.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

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CCSS.ELA-LITERACY.RI.4.4

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

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CCSS.ELA-LITERACY.RI.4.5

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

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CCSS.ELA-LITERACY.RI.4.8

Explain how an author uses reasons and evidence to support particular points in a text.

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CCSS.ELA-LITERACY.RI.4.10

By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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CCSS.ELA-LITERACY.SL.4.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

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CCSS.ELA-LITERACY.SL.4.1.B

Follow agreed-upon rules for discussions and carry out assigned roles.

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CCSS.ELA-LITERACY.SL.4.1.C

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

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CCSS.ELA-LITERACY.SL.4.1.D

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

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CCSS.ELA-LITERACY.L.4.1

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

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CCSS.ELA-LITERACY.L.4.1.F

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

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CCSS.ELA-LITERACY.L.4.2

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

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CCSS.ELA-LITERACY.L.4.2.A

Use correct capitalization.

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CCSS.ELA-LITERACY.L.4.2.D

Spell grade-appropriate words correctly, consulting references as needed.

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CCSS.ELA-LITERACY.L.4.3

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

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CCSS.ELA-LITERACY.L.4.3.A

Choose words and phrases to convey ideas precisely.

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CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET

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Civic Character A4

Explain why it is important for everyone to serve and contribute to their family, school, community, nation, globally

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Civic Character B6

Describe how a role model volunteers and contributes to the common good

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Interpersonal/ Relationship Skills A7

Give and receive constructive feedback to classmates and peers

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LESSON PROCEDURE

  1. Ask students to name some languages.
  2. Ask students how many languages are spoken in the world. 
  3. Tell them that there are over 7,000 languages spoken in the world, but most people speak one of 10 languages. 
  4. Ask them if they can name the top 10 most spoken languages.
  5. Show this image: Top 10 Languages in the World by Number of Native Speakers from Babbel.
  6. Tell students that today we will learn about a man who created a new language called Esperanto. 
  7.  Play the video: Esperanto | Short History by Short History (~3 min)
  8. Read the book  Doctor Esperanto and the Language of Hope by Mara Rockliff
  9. Have students write the answers to the worksheet questions.
  10. Have students share their answers with a partner.

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GRADE 4 UNIT 1 WORKSHEET 2: LEARNING OPTIMISM FROM A NONFICTION TEXT

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Optimism: I have hope and believe my actions will help things turn out well.

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ACTIVITY: 

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  1. Why did Leyzer Zamenhof want to create a new language?

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  1. How did Leyzer Zamenhof show optimism?

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  1. What is Esperanto and how does it work?

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  1. How did Leyzer Zamenhof’s creation of Esperanto contribute to the world? 

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  1. What is one way you can show optimism?

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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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