Lesson
2
:

Learning Courage from a Nonfiction Text

Grade

Grade 4

UNIT

5

Courage

Last Updated:

June 3, 2025

In Unit 5, Lesson 2, “Learning Courage from a Nonfiction Text,” students will learn an example of courage from the life of a real person. Additionally, 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.

SUGGESTED TIME:

20 minutes

LEARNING OUTCOMES:

  • Hear a read aloud to support reading comprehension 
  • Demonstrate understanding of the main idea of a nonfiction text
  • Compose sentences that demonstrate comprehension of the word courage 
  • Demonstrate understanding of standard English sentence structure and grammar  
  • Practice reading and conversation skills by sharing sentences with classmates

REQUIRED MATERIALS:

VOCABULARY:

  • Courage: I do what I think is right even when I am afraid.
  • Ichthyologist: A scientist who studies fish, including their behavior, evolution, and habitats. They may also be called fish biologists.
  • Stereotype: A false belief about a group of people that is often negative.

ELA COMMON CORE STANDARDS MET

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.

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.

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.

CCSS.ELA-LITERACY.RI.4.8

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

CCSS.ELA-LITERACY.RL.4.10

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.RF.4.3

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

CCSS.ELA-LITERACY.RF.4.4

Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-LITERACY.RF.4.4.A

Read grade-level text with purpose and understanding.

CCSS.ELA-LITERACY.W.4.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.W.4.9.A

Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").

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.

CCSS.ELA-LITERACY.SL.4.1.B

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

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.

CCSS.ELA-LITERACY.SL.4.1.D

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

CCSS.ELA-LITERACY.L.4.1

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

CCSS.ELA-LITERACY.L.4.1.F

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

CCSS.ELA-LITERACY.L.4.2

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

CCSS.ELA-LITERACY.L.4.2.A

Use correct capitalization.

CCSS.ELA-LITERACY.L.4.2.D

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

CCSS.ELA-LITERACY.L.4.3

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

CCSS.ELA-LITERACY.L.4.3.A

Choose words and phrases to convey ideas precisely.

CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET

Intellectual Character A1

Describe why it is important for learners to be curious

Intellectual Character A2

Understand the skills (being prepared, focused effort, diligent practice, attention to detail, etc.) that enable someone to acquire or polish a skill

Intellectual Character B1

Explain how a particular historical or contemporary person practiced curiosity

Intellectual Character B4

Demonstrate the ability to analyze data, facts, and information

Self-Awareness A1

Understand and explain why different situations may set in motion or give rise to different emotions (e.g., learning something new or difficult, meeting someone new)

Social-Awareness A4

Explain a time when you put yourself in “someone else’s shoes” in order to understand their perspective and point of view

Social-Awareness A5

Explain what empathy means (e.g., the ability to sympathetically understand and personally identify with the emotional states, needs and feelings of others)

LESSON PROCEDURE

  1. Without providing any context, show students this image of Eugenie Clark from the LA Times.
  2. Ask students what they wonder about in this photo. 
  3. Tell students that this photo was taken of Dr. Eugenie Clark examining a bull shark, on assignment for National Geographic. The picture was taken by a fisherman in Isla Mujeres, Mexico.
  4. Tell students that Dr. Eugenie Clark was a fish biologist.
  5. Let’s learn more about fish biologists and what they do. Play video: Day at Work: Ichthyologist (Fish Biologist) by ConnectEd (~3 min)
  6. Read the book: Shark Lady: The True Story of How Eugenie Clark Became the Ocean's Most Fearless Scientist by Jess Keating or 
  7. Play the video: Read aloud of Shark Lady by Annie’s workshop - Books Read Aloud for Kids (~8 min).
  8. Have students write the answers to the worksheet questions.
  9. Have students share their answers with a partner.

GRADE 4 UNIT 5 WORKSHEET 2: LEARNING COURAGE FROM A NONFICTION TEXT

Courage: I do what I think is right even when I am afraid.

Ichthyologist: A scientist who studies fish, including their behavior, evolution, and habitats. They may also be called fish biologists.

Stereotype: A false belief about a group of people that is often negative.

ACTIVITY: 

  1. What was the stereotype about women that Eugenie Clark faced?

  1. What was the goal that Eugenie wanted to achieve? 

  1. How did Eugenie show courage?

  1. What are some things that Eugenie did in her career?

  1. What is one way you can show courage?

Courage: I do what I think is right even when I am afraid.

ACTIVITY: 

  1. How did the main character in this story show courage?

  1. What is the story’s main message about courage?

  1. What is one way that you can show courage?

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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