Ela g4 M1a Full Module

Grade4:Module1A
Overview
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GRADE4:MODULE1A:OVERVIEW
BecomingaCloseReaderandWritingtoLearn:
OralTradition,Symbolism,BuildingCommunity
Module1A focuses on buildingcommunityby makingconnectionsbetweenvisual

imagery,oralaccounts,poetry,andwrittentexts of variouscultures, withafocuson
the Haudenosaunee(Iroquois) culture.Studentswilldetermineacentralideaand
demonstrate howgatheringinformationfromavarietyofsourcescanhelpus
understandacentralideamorefully. Module1also reinforcesreadingfluency,
closetextanalysis, explanatoryparagraphwriting,andpresentingtopeers. The
modulereinforcesthefactthat NativeAmericansspecificallytheIroquois
(Haudenosaunee,PeopleoftheLonghouse)wereearlyinhabitantsoftheNew
Yorkregionandstate,andcontinueto contributetotheregionshistory.
InUnit1,studentswillreadandlistencloselytointerpretmainideasandthematic
connectionsbetweenvisualimagery(symbolsandgraphics),oraltradition
(Haudenosauneevideo),andliterarytexts(BirthoftheHaudenosaunee,TwoRow
Wampum,andFrostsATimetoTalk).Students willdemonstratetheir
understandingbycreatingsymbolsand writing explanatoryparagraphsabout how
theyconnecttothetexts(W.4.11,RL.4.11).
InUnit2,studentsread TheIroquois:TheSixNationsConfederacy andview

authenticvideoabouttheHaudenosaunee, tolearnabout howthe community
transcendstime. AttheendofUnit2,students writeanexplanatorypiece about
howthe livesofthe Haudenosaunee peoplehave changed andremainedthesame
sincetheEuropeanscametothecontinent, drawingevidencefromtwosources to
supporttheirclaim (W.4.9).Unit2willalsointroduceanoptionalIndependent
Readingprojectthatfocusesoncharacterdevelopmentandconnectsto theother
moduletexts.
Unit3consistsof areadaloudofPatriciaPolaccos TheKeepingQuiltandaclose
readingof othertexts todrawthemoduletogether.Studentswillusethesetexts,
and whatthey havelearnedaboutsymbols,cultureandcommunity, tocreatea
quiltthat definestheclassroomcommunity.Eachstudent willcreateasymbol on
aquiltsquareabout themselvesinthecontextoftheclassroom [howtheycan
contributetotheclassroomcommunity/whatisrequiredoftheminordertomake
theclassroomapeacefulcommunity/whatcommunitymeans]writeexplanatory
paragraphs abouttheirquiltsquare, includinghowitwas influencedbythemodule
textsandpresent ittotheclassastheperformancetask(W.4.2).
GuidingQuestionsAndBigIdeas
Howcanweusewhatwehavelearnedaboutanothercommunitytohelpdefinewhatwewantforourclassroomcommunity?
Peacecanbecreatedandsustainedthroughagreementsandactions.
Understandingaculturecomesfromstudyingstories,oraltraditions,andsymbols.
PerformanceTask
ClassroomCommunityQuilt
Thisperformancetaskgivesstudentsachancetolearnabouteachotherandapplytheknowledgetheyhavegatheredfromthemoduletocreateaclassroomcommunity.
Studentswillcreateaquiltthatdefinestheclassroomcommunity,whereeachstudentcreatesasymbolonaquiltsquareaboutthemselves[howtheycancontributeto
theclassroomcommunity/whatisrequiredoftheminordertomaketheclassroomapeacefulcommunity/whatcommunitymeans],writeexplanatoryparagraphs
abouttheirquiltsquare,andpresentittotheclassastheperformancetask. ThethreepartperformancetaskcentersonNYSP12ELAStandardsW.4.2,
W.4.5,W.4.9,andL.4.3.
2014NYSED,Albany,NY.AllRightsReserved.
NYSCommonCoreELACurriculum G4:M1A:Overview June2014 1
EnglishLanguageArtsOutcomes
NYSP12CCLSAssessedinThisModule:READINGLITERATURE
LongTermLearningTargets
RL.4.1.Refertodetailsandexamplesinatextwhenexplainingwhatthetext
saysexplicitlyandwhendrawinginferencesfromthetext.
Icanexplainwhatatextsaysusingspecificdetailsfromthetext.
RL.4.2.Determineathemeofastory,drama,orpoemfromdetailsinthetext.
Icandeterminethethemeofastoryortext.
RL.4.3.Describeindepthacharacter,setting,oreventinastoryordrama,
drawingonspecificdetailsinthetext(IndependentReading)
Icandescribeastoryscharacteroreventsusingspecificdetailsfromthe
text.
RL.4.4.Determinethemeaningofwordsandphrasesastheyareusedina
text.
Icandeterminewordmeaningsinatext.
RL.4.7Makeconnectionsbetweenthetextofastoryordramaandavisual
ororalpresentationofthetext,identifyinghoweachversionreflects
specificdescriptionsanddirectionsinthetext.
Icanmakeconnectionsbetweensymbols,images,texts,andoral
presentations.
RL.4.9Compareandcontrastthetreatmentofsimilarthemesandtopics
andpatternsofeventsinstories,myths,andtraditionalliteraturefrom
differentcultures
Icancomparedifferentversionsofthesamestory.
NYSP12CCLSAssessedinThisModule:READINGInformationalText
RI.4.1.Refertodetailsandexamplesinatextwhenexplainingwhatthetextsays
explicitlyandwhendrawinginferencesfromthetext.
Icanusedetailsandexamplestoexplainexplicitinformationandinferencesin
informationaltext.
RI.4.2.Determinethemainideaofatextandexplainhowitissupportedbykey
detailssummarizethetext.
Icandeterminethemainideausingspecificdetailsfromthetext.
RI.4.3.Explainevents,procedures, ideas,orconceptsinahistorical,scientific,
ortechnicaltext,includingwhathappenedandwhy,basedonspecific
informationinthetext.
Icanexplainthemainpointsinanonfictiontextaccurately.
RI.4.4.Determinethemeaningofgeneralacademicanddomainspecificwords
orphrasesinatextrelevanttoagrade4topicorsubjectarea.
Icandeterminethemeaningofacademicwordsorphrasesinaninformational
text.
Icandeterminethemeaningofcontentwordsorphrasesinaninformational
NYSCommonCoreELACurriculum G4:M1A:Overview July2014 2
text.
Icanmakeinferencesusingspecificdetailsfromthetext.
Icansummarizeinformationalorpersuasivetext.
Icansupportmyexplanationusingspecificdetailsinthetext.
NYSP12CCLSAssessedinThisModule:InformationalText
RI.4.5.Describetheoverallstructure(e.g.,chronology,comparison,
cause/effect,problem/solution)ofevents,ideas,concepts,orinformationina
textorpartofatext.
Icandescribetheorganizationalstructureininformationalorpersuasivetext
RI.4.7.Interpretinformationpresentedvisually,orally,orquantitatively(e.g.,in
charts, graphs,diagrams,timelines,animations,orinteractiveelementsonWeb
pages).
Icaninterpretinformationpresentedthroughcharts,graphs,timelines,or
websites.
NYSP12CCLSAssessedinThisModule:Writing
W.4.2.Writeinformative/explanatorytextstoexamineatopicandconveyideas
andinformationclearly.
Introduceatopicclearlyandgrouprelatedinformationinparagraphsand
sections.
Developthetopicwithfacts,definitions,concretedetails,quotations,orother
informationandexamplesrelatedtothetopic.
Linkideaswithincategoriesofinformationusingwordsandphrases(e.g.,another,
forexample,also,because).
Usepreciselanguageanddomainspecificvocabularytoinformaboutorexplain
thetopic.
Provideaconcludingstatementorsectionrelatedtotheinformationor
explanationpresented.
Icanwriteaninformative/explanatorytext.
Icanwriteaninformative/explanatorytextthathasacleartopic.
Icangroupsupportingfactstogetherabouta topicinaninformative/explanatory
text.
Icandevelopthetopicwithfacts,definitions,details,andquotations.
Icanuselinkingwordsandphrases(e.g.,another,forexample,also,because)to
connectideaswithincategoriesofinformation.
Ican usecontextuallyspecificlanguage/vocabularytoinformaboutorexplaina
topic.
Icanconstructaconcludingstatementorsectionofaninformative/explanatory
text.
W.4.5.Withguidanceandsupportfrompeersandadults,developand
strengthenwritingasneededbyplanning,revising,andediting.
Icanusethewritingprocesstoproduceclearandcoherentwriting(with
support).
NYSP12CCLSAssessedinThisModule:Writing
W.4.9.Drawevidencefromliteraryorinformationaltextstosupportanalysis,
reflection,andresearch.
Icanchooseevidencefromfourthgradeliteraryorinformationaltextsto
supportanalysis,reflection,andresearch.
Applygrade4Readingstandardstoinformationaltexts(e.g.,Explainhowan
authorusesreasonsandevidencetosupportparticularpointsinatext.).
Icanexplainhowanauthorusesreasonsandevidencetosupportparticular
pointsinatext.
W.4.11Createandpresentapoem,narrative,play,artworkorliteraryviewin
responsetoaparticularauthororthemestudiedinclass
Icancreateartworkandexplainhowitconnectstothemesstudiedinclass
NYSP12CCLSAssessedinThisModule:SPEAKINGANDLISTENING
L.4.3.Useknowledgeoflanguageanditsconventionswhenwriting,speaking,
reading,orlistening.
Icanexpressideasusingcarefullychosenwords.
Choosewordsandphrasestoconveyideasprecisely.
L.4.4.Determineorclarifythemeaningofunknownandmultiplemeaning
wordsandphrasesbasedongrade4readingandcontent,choosingflexiblyfrom
arangeofstrategies.
Usecontext(e.g.,definitions,examples,orrestatementsintext)asacluetothe
meaningofawordorphrase.
Icanuseavarietyofstrategiestodeterminethemeaningofwordsand
phrases.
Icanusewhatthetextsaystohelpmetodeterminewhatawordorphrase
means.
CentralTexts
1.BirthoftheHaudenosauneeBy Dehowhdadih BradleyPowless,EelClan,OnondagaNationincludedinmodule
2.HaudenosauneeThanksgivingAddress(excerpts)includedinmodule
3.TwoRowWampum includedinmodule
4.ATimetoTalkbyRobertFrost includedinmodule
5.Video: TheStoneCanoe http://www.onondaganation.org/news/video/2008/thestonecanoethestoryofthepeacemaker2/
6.Video: RecordingourHistorylinktobeadded
7.MaryEnglar,TheIroquois:TheSixNationsConfederacy(Mankato,MN:CapstonePress,2003) ISBN:9780736848176
8.Video:LifeatOnondaga linktobeadded
9. TheKeepingQuiltbyPatriciaPolacco(for teacher readaloudonlyonecopyneeded)ISBN: 9780689844478
10. Otheropensourcetexts includedinmodule
11.OptionalIndependentReading(seeguidancedocument): JosephBruchac,EagleSong(NewYork:PuffinBooks, 1997)ISBN:9780141301693
CalendaredCurriculumMap:
WeekataGlance
Week
InstructionalFocus
LongTermTargets
Assessments
Icanexplainwhatatextsaysusingspecific
detailsfromthetext.
MidUnit1Assessment:Independent
readingaboutthe HaudenosauneeTwoRow
Wampumstorymakeinferences use
specificdetailstoanswerquestionsaboutthe
text.(RI.4.1,RI.4.3,SL.4.1)
Unit1: Haudenosaunee:ConsensusBuildinginCommunity
Weeks13
MysterySymbols: GalleryWalkofvarious
symbolsincludingthoseofthe
Haudenosaunee
Hearandread historicalHaudenosaunee
textsandvideo
Icanexplainthemainpointsinahistorical
textaccurately.
Usemapsforstudentreference.
Icaneffectivelyparticipateindiscussion
withmypeersandadults.
ReadBirthoftheHaudenosaunee
Icanexplainoraltradition
Viewanintroductionvideofromthe
OnondagaNation thataddressesoral
tradition
Readapoemaboutcommunication.
Learnthestructureofanexplanatory
paragraph.
Writeexplanatoryparagraphs
EndofUnit1Assessment:Writeexplanatory
paragraphaboutstudentcreatedwampum
beltsandhowitconnectstothetexts.(W.4.2
andSL.4.1)
WeekataGlance
Week
InstructionalFocus
LongTermTargets
Assessments
Icandeterminethemainideausingspecific
detailsfromthetext.
MidUnit2Assessment:Independent
readingregardingIroquoisandanswering
textdependentquestions.(RI.4.1,RI.4.2,
W.4.8,W.4.2,SL.4.1)
Unit2: Haudenosaunee:ACommunitythatTranscendsTime
Weeks35
ReadTheIroquois:TheSixNations
Confederacy withafocusoncentralideas,
supportingdetails,andcontextclues
ViewvideoofHaudenosauneetoday
Readarticleaboutcontemporarylacrosse
players
Icandeterminethemeaningofacademic
wordsorphrasesinaninformationaltext.
EndofUnit2Assessment: Usingevidence
fromthetextsandvideos,describehowthe
livesofthe Haudenosaunee have changed
andstayedthesame overtime. (RI4.1,RI4.3,
W4.3)
Icandescribeastoryssettingusingspecific
detailsfromtext.
ReadingPacket
Writeexplanatory paragraphs
Optional
Independent
Reading
Projectusing
EagleSong
IntroduceoptionalIndependentReading
Project.
Writeexplanatoryparagraphs
Icandescribeastoryscharacterusing
specificdetailsfromtext.
Icandeterminethe themeofastoryortext.
Icaneffectivelyparticipateinaconversation
withmypeersandadults
Studentsselectonescenefrom EagleSong
inwhichthemaincharacterdisplaysthe
beliefsofthePeacemakerandexplainhow
thecharacterisupholdingtraditionalvalues
usingdetailsfromthetexts.(RL.4.3,RL.4.11,
W.4.9)
WeekataGlance
Week
InstructionalFocus
LongTermTargets
Assessments
Studentswilllistentoareadaloudof
PatriciaPolaccosTheKeepingQuilt
Icananswerquestionsusingevidencefrom
thetext.
MidUnit3 :none
Withteachersupport,studentswillclose
readanddiscuss othertextsabout global
traditions
Icandeterminethemainideausingspecific
detailsfromthetext.
Unit3:Creating A ClassroomCommunity
Week67
Icanconnect textsfromdifferentcultures
aroundcentralideas
Icaneffectivelyparticipateindiscussions
withmypeersandadults.
Studentswillcreateasymbolthatrepresents
themselvesonaquiltsquare
Studentswillwriteaparagraphtoexplain
theirsymbol
Studentswillpresenttheirparagraphtothe
class
Theclasswillbuildthequilt,reacttoit
individually,andengageinaclassdiscussion
aboutwhatthequiltmeansandsaysabout
theircommunity
Thestudentswillconnectaspectsoftheir
community(basedonthequilt)totexts,
visuals,andorvideostheyhavestudiedin
theunits
EndofUnit3/FinalPerformanceTask:
Icanexpressmyideasusingcarefullychosen Studentswill usethesetexts,andwhatthey

wordsandsymbols.
havelearnedaboutsymbolsandcommunity
tocreateaquiltthatdefinestheclassroom
Icanusethewritingprocesstoproduceclear
community,whereeachstudentcreatesa
andcoherentwriting.
symbolonaquiltsquareaboutthemselves in
Icaneffectively presenttomypeers
thecontextoftheclassroom[howtheycan
Ican participateindiscussionswithmy
contributetotheclassroomcommunity/
peersandadults.
whatisrequiredoftheminordertomake
theclassroomapeacefulcommunity/what
Icanmakeconnectionsbetweentexts,
communitymeans],writesexplanatory
visuals,andoralpresentations.
paragraphs abouttheirquiltsquare,and
presentsittotheclass.Theywillthenlink
themessageoftheirclassroomquilttotexts,
visuals,orvideostheyhavestudiedinthis
module.(RL4.11,RI4.9,SL4.4,W4.2)
GRADE4:MODULE1A:RECOMMENDEDTEXTS
Grade4:Module1A
RecommendedTexts
Students whohavetheopportunitytoread engagingandaccessibletextsonaregularbasisoutsideofclass

improvetheirfluencyandacademicvocabulary. Thetextsprovidedinthelist belowarerecommendationsfor
independent reading,butcanalsobeusedtosupplement instruction, asreadalouds, and/orwithbookgroups.
Thelistisnotexhaustivecoordinationwithschoolandcommunitylibrarianstofindculturallyappropriateand
contemporarytexts thatlinktotheideasinthismodule ishighlyencouraged.
The texts,arrangedalphabeticallybyauthor,are alsolabeledaccordingto texttype andLexile.Pleasenotethat

Lexileisonlyonemeasureoftextcomplexity,and teachersmustconsiderqualitativefactorsaswell when
recommendingtexts.Formoreinformation,seeAppendix1oftheCommonCoreStateStandards.
There modulealsoincludestheoptionoftheindependentreadingunitEagleSong byJosephBruchac.
CommonCoreBandLevelTextDifficultyRanges
Grades23:420820L
Grades45:7401010L
NYSCommonCoreELACurriculum G4:M1A:RecommendedTexts June2014 2
Title
AuthorAndIllustrator
TextType
Lexile
TiaLolaStories
HowTaLolaCameto VisitStay
JuliaAlvarez
Literature
850
ReturntoSender
JuliaAlvarez
Literature
890
HiddenRoots
JosephBruchac
Literature
830
ThirteenMoonsonTurtlesBack:A
NativeAmericanYearofMoons
JosephBruchac
Literature/Poetry
960
Biography
940
Biography
880
Dia'sStoryCloth:TheHmongPeople's
DiaChaandChaChue
JourneyofFreedom
Autobiography
1050
Guests
MichaelDorris
Literature
850
SeesBehindTrees
MichaelDorris
Literature
840
TheCaribouFeedOurSoul
PeteEnzoe
Informational
Text/story
NA
TheBirchbarkHouse
LouiseErdrich
Literature
970
Sacagewea
Louise Erdrich
Literature
840
TheMatchboxDiary
PaulFleischman
Literaturepicture
book
420
Homesick:MyOwnStory
JeanFritz
Autobiography
860
DeathoftheIronHorse
PaulGoble
(author/illustrator)
Literature
550
TheWomanwhoLivedwithWolves
andOtherStoriesfromtheTipi
PaulGoble
(author/illustrator)
Literature,collection
ofstories
930
OfftoClass:IncredibleandUnusual
SchoolsAroundtheWorld
SusanHughes
InformationalText
950
AnySmallGoodness:ANovelofthe
Barrio
TonyJohnston
Novelinvignettes
600
TheYearoftheDog
GraceLin
Literature
690
HowTaLolaSavedtheSummer
RedBirdSings:TheStoryofZitkala
Sa,NativeAmericanAuthor,
Musician,andActivist
ABoyNamedBeckoning:TheTrue
StoryofDr.CarlosMontezuma,
NativeAmericanHero
GinaCapaldi andQ.L.Pearce
GinaCapaldi(illustrator)
GinaCapaldi
(Grades46)
Title
AuthorAndIllustrator
TextType
Lexile
MatthewKawikaOrtiz
(illustrator)
Literature
NA
(bilingual
Englishand
Hawaiian)
KellyStarlingLyons
Literature
610
PatriciaC.McKissack
Literature(read
aloud)
710
Cloudwalker:ContemporaryNative
AmericanStories
JoelMonture
Contemporary
Fiction
880
ThePeople ShallContinue
SimonOrtiz
Literature/Poetry/H
istory
540
WeAreMany:APictureBookofAmerican
Indians
DoreenRappaport,Van
WrightandHu
Literature
690
DKEyewitnessBooks:NorthAmerican
Indian
DavidS.Murdoch
InformationalText
RobertLonoIkuwa
MohalaMaioHau:HowHauBecame
Hauula
Ellen'sBroom
Stitchin'andPullin':AGee'sBendQuilt
Sequoyah:TheCherokeeManWhoGave
HisPeopleWriting
JamesRumford
AnnaSixkillerHuckaby
(Cherokeetranslator)
InformationalText
(picturebook)
NA
(Grades46)
700
TalesfromBigSpiritSeries:
TheBalladofNancyApril:Shawnadithit
TheLandofOs:JohnRamsay
DavidAlexander
Robertson, etal
GraphicNovels
basedonhistorical
figures
BrotherEagle,SisterSky:AMessagefrom
ChiefSeattle
ChiefSeattle(author),
SusanJeffers
(illustrator)
Literature(picture
book)
740
GivingThanks:ANativeAmericanGood
MorningMessage
ChiefJakeSwamp,
ErwinPrintupJr.
(illustrator)
Literature(picture
book)
680
CrossingBokChitto:AChoctawTaleof
Friendship&Freedom
TimTingleandJeanne
RorexBridges
Literature
800
TheQuilt
GaryPaulsen
Literature
1160
TheDreamer
PamMunozRyan
Fictionalized
Biography
650
ThePoet:PaulineJohnson
TheRebel:GabrielDumont
NA
(Grades46)
TheScout:TommyPrince
ThePeacemaker:Thanadelthur
Grade4:Module1A:Unit1
Overview
GRADE4:MODULE1A:UNIT1:OVERVIEW
UnderstandingtheHaudenosauneePathtoPeace
In Unit1,studentswillread andlistencloselytointerpretmainideasandthematic
connectionsbetweenvisualimagery(symbolsandgraphics),oraltradition
(Haudenosauneevideo)anddiversetexts(BirthoftheHaudenosaunee,TwoRow
Wampum,and FrostsATimetoTalk).Studentswillcreatesymbolsthatrelateto
thetextsand writeexplanatoryparagraphsabouthowtheirstudentcreated
personalsymbols connecttotheideasinthetexts.
Studentswillbegintheunitwithavideocreatedbythe OnondagaNationanda
closereadoftheHaudenosauneeThanksgivingAddress.Thisisfollowedbya
gallerywalkofsymbolsandaclosereadofBirthoftheHaudenosauneeand
severalothertextstolearnmoreaboutwheretheidentityoftheHaudenosaunee
peoplecomesfromandwhotheyaretoday. Students willconnectwhattheylearn
throughoraltradition, symbolsandtexttodevelopadeeperunderstandingofthe
Haudenosauneecultureanditspeople.
Howcanourclass benefitfromthebeliefsandagreementsoftheHaudenosaunee?
Howhistoryispasseddownvarieswithdifferentcultures.
MidUnit1 Assessment
AnsweringQuestionswithEvidencefromText
ThisassessmentcentersonNYSP12ELACCLSRI.4.1,RI.4.3:Studentswillreadindependentlyabout the
Haudenosaunee TwoRowWampum,makeinferences,andusespecificdetailstoanswerquestionsaboutthetext.
EndofUnit1 Assessment
ParagraphtoExplain StudentCreatedWampumBelt
ThisassessmentcentersonNYSP12ELACCLSW.4.2,RL.4.1,RI.4.1: Studentswillwriteexplanatoryparagraphs
aboutstudentcreatedwampumbeltsandhowthey connecttothetexts.
CentralTexts
CentralTexts
1.Birth oftheHaudenosauneeBy Dehowhdadih BradleyPowless,EelClan,OnondagaNation(900L)includedinmodule

2.HaudenosauneeThanksgivingAddress(excerpts) (820L)includedinmodule
3.TwoRowWampum(720L) includedinmodule
4.ATimetoTalkbyRobertFrost includedinmodule
5.Video:TheStoneCanoe http://www.onondaganation.org/news/video/2008/thestonecanoethestoryofthepeacemaker2/
6.Video:WhatisWampum?https://www.youtube.com/watch?v=3pXKrfDmaZ8
7.Video:RecordingHistoryThroughOralTradition https://www.youtube.com/watch?v=bBZrWatigw
8.Video:HaudenosauneeorIroquois?https://www.youtube.com/watch?v=CyXQPCrfhkA
9.Video:ThanksgivingAddresshttps://www.youtube.com/watch?v=TXSXzULCvPk
UnitataGlance
Thisunitisapproximately2weeksor 11sessionsofinstruction.
Lesson
LessonTitle
SupportingTargets
SupportingTargets
OngoingAssessment
Lesson1
PracticingListeningandReadingClosely:
TheHaudenosauneeThanksgiving
Address
Icanusedetailsandexamplesfromthe
HaudenosauneeThanksgivingAddress
whenexplainingwhatspecificpassagessay
ormean
Studentcreatedgraphicorganizer
detailsfromthetext.(RI.4.1)
Icanengageeffectivelyinacollaborative
discussion.(SL.4.1)
Icandemonstrate whatIknowby
contributingtodiscussions.
Lesson2
ReadingClosely: Haudenosaunee
ThanksgivingAddress
detailsfromthetext.(RL.4.1)
discussion.(SL.4.1)
Icanusedetailsandexamplesfromthe
whenexplainingwhatspecificpassagessay
ormean.
IcandemonstratewhatIknowby
Lesson3
BirthoftheHaudenosaunee:
TheCreationofaNation
discussion.(SL.4.1)
Icananswerquestionsusingspecific
detailsfromatext.
IcandemonstratewhatIknowby
Teacherobservationofstudentsannotated
text.
Notice/IWondernotecatcher
UnitataGlance
Lesson
LessonTitle
SupportingTargets
SupportingTargets
OngoingAssessment
Lesson4
PracticingReadingClosely: Birthofthe
Haudenosauneecontinued
. Icanexplainsymbolisminastory.
Teacherobservationofclosereadingnotes
Icananswertextdependentquestions.
Writtenanswerstotextdependentquestions
attheendoftheCloseReadprotocol
discussion.(SL.4.1)
Lesson5
KeepingTrackofHowitAllFitsTogether:
MakingConnections
Icanmakeconnectionsbetweentexts,ideas,
culturalperspectives,personaleventsand
Icanmakeconnectionsbetweentexts.
Icanidentifycentralideainvarioustexts.
Teacherobservation
Icanusespecificdetailsfromatextto
MidUnit1Assessment:AnsweringQuestions
situations.(RL.4.11)
Icanparaphraseinformationpresentedin
diversemediaandformats.(SL.4.2)
discussion.(SL.4.1)
Lesson6
Identifying Main IdeaandMidUnit1

Assessment:TwoRowWampum
Icanexplainwhat atextsaysusingspecific
detailsfromthetext.(RI.4.1
Icandeterminethemainideaofatext.(RI.4.2)
Icanrereadtofindspecificdetails.
Icanidentifyandclarifythecentralideaof
discussion.(SL.4.1)
Lesson7
ReadingPoetryandIdentifyingTheme:
RobertFrostsATimetoTalk
answerquestions.
withEvidencefromText
informationalandliterarytexts.
Icandetermineathemeofapoem.(RL.4.2)
Icanreadapoemwithfluency.
Icanexplainthedifferencesbetweenpoems
andproseandrefertothestructuralelements
Icandeterminethethemeofapoem.
FourSquaregraphicorganizer
ofpoems(RL.4.5)
Icanengageeffectivelyinarangeof
collaborativediscussions.(SL.4.1)
UnitataGlance
Lesson
LessonTitle
SupportingTargets
SupportingTargets
OngoingAssessment
Lesson8
SynthesizingSymbolism:Personal
WampumBelt
Icancreateasymbolthatrepresentsa
themeormainidea.
Studentcreated wampumbelt
Icangatherdetailstosupportaminidea
Graphicorganizer
Icanmakeconnectionsfromnarratives,poetry
andothertextstoideasandpersonalevents.
(RL.4.11)
Icancreateanartworkinresponsetoatheme
studiedinclass.(W.4.11)
Lesson9
WritingtoExplain:GatheringDetailsand
OrganizingParagraphs
(W.4.2)
when writing aparagraph.
Icanproducecompletesentences.(L.4.1f)
Icanspeakclearlytoaskandanswer
(W.4.2)
Studentcreatedwampumbelt.
questionsaboutour wampumbelts.
andcoherentwriting(withsupport).(W.4.5)
Lesson10
WritingtoExplain:DraftingStrong
Paragraphs
(W.4.2)
Icanwriteaparagraphtoinformthe
readeraboutthesymbolisminmy
Graphicorganizer
Draftofparagraph
wampumbelt.
Icanspeakclearlytoaskandanswer
questionsaboutourwampumbelts.
Icangivehelpfulfeedbacktomypeers.
Lesson11
WritingtoExplain:Concludingand
PolishingStrongParagraphs
(W.4.2)
Icanrevisemyparagraph aboutmy
wampumbelt.
I canreportonmyparagraph explaining
EndofUnit1Assessment:Paragraphto
ExplainSymbolsonWampumBelt
Teacherobservation
thesymbolisminmywampumbelt.
Icanrespectfullylistentomyclassmates
reportabouttheirwampumbeltsandask
appropriatequestions.
UnitataGlance
Optional:Experts,Fieldwork,AndService
VisitlocalNativeAmericanhistoricalsites.
Inviteanexpertfroma Haudenosaunee nationtotellthestoryoftheGreatPeacemaker.
ResearchsymbolsoftheUnitedStatesgovernmentcomparethesymbolstothoseofthe Haudenosaunee.
Optional:Extensions
Formorearticles,videosandhistoricalinformationabouttheHaudenosaunee,considerthesewebsites:
http://www.onondaganation.org/
http://www.tuscaroras.com/index.php/videoclipsabouttheiroquois?showall=&limitstart=
http://iroquoisnationals.org/1.7/
http://www.oneidaindiannation.com/
http://www.cayuganationnsn.gov/
https://www.sni.org/culture/
http://www.akwesasne.ca/
http://nmai.si.edu/sites/1/files/pdf/education/HaudenosauneeGuide.pdf
http://www.ganondagan.org/Learning/EducatorsResources
http://www.haudenosauneeconfederacy.com/
http://www.iroquoismuseum.org/ve1.htm
http://www.sixnationsindianmuseum.com/index.html
Grade4:Module1A:Unit1:Lesson1
PracticingListeningandReadingClosely:
TheHaudenosauneeThanksgivingAddress
ThisworkislicensedunderaCreativeCommonsAttributionNonCommercialShareAlike3.0 UnportedLicense.
GRADE4:MODULE1A:UNIT1:LESSON1
PracticingReadingClosely:
GreetingstotheNaturalWorld
LongTermTargetsAddressed(BasedonNYSP12ELACCLS)
Icanexplainwhatatextsaysusingspecificdetailsfromthetext.(RI.4.1)
Icanexplainthemainpointsinahistoricaltextaccurately.(RI.4.3)
Icanengageeffectivelyinacollaborativediscussion.(SL.4.1)
SupportingLearningTargets
OngoingAssessment
Icanusedetailsandexamplesfromthe ThanksgivingAddresswhenexplainingwhatspecificpassages
sayormean.
Teacherobservation
IcanshowwhatIknowbycontributingtodiscussions.
Studentsannotatedtext(Section1of Thanksgiving
Address)
Agenda
TeachingNotes
1. Opening
CarefullyreviewHelpingStudentsReadClosely(Appendix1).
A. Introductionto theHaudenosaunee (10

minutes)
2. WorkTime
A. ThinkingAbout Tradition (5 minutes)
Todaystudentsbeginreadingcloselysomespecificsectionsofthe HaudenosauneeThanksgivingAddress.
DuringUnit1,studentswillreadthe introductionandfive oftheeighteensectionsoftheThanksgivingAddress
(providedinSupportingMaterialsattheendofthislesson andlesson2).
B. ModelingandPracticingaCloseReadof
ThanksgivingAddress(10minutes)
Thevideosthatappearinthismodulehavebeencreatedspecificallyforthismodule.Theintent
istoprovideclarityforstudentsastheylearnabouttheHaudenosauneeandreachthelearning
targets.
C. CloseReadingThanksgivingAddress (20
minutes)
Althoughnotpartofthelesson,transcripts ofthevideosareprovidedforteacherswhomayneedtousethemas
supportsfortheirstudents.
D. DevelopingaCloseReadingAnchorChart
(10minutes)
3. ClosingandAssessment
A. Debrief(5 minutes)
4. Homework
Copyright2014NYSED,Albany,NY.AllRightsReserved.
NYSCommonCoreELACurriculum G4:M1A:U1:L1 June2014 1
LessonVocabulary
Materials
details,examples,oraltradition,
historicaltext,readingclosely,
address,ceremonial,acknowledge,
express,appreciate,ritual
Video HaudenosauneeorIroquois?: https://www.youtube.com/watch?v=ZSXL33JiKLY

VideoThanksgivingAddress: https://www.youtube.com/watch?v=swJs2cGNwIU
StudentCopiesofHaudenosauneeThanksgivingAddress
CloseReadersDoTheseThingsanchorchart(newteachercreatedseeWorkTimeC)
Transcriptofvideo HaudenosauneeorIroquois?(foundinSupplementalMaterials)
Transcriptofvideo ThanksgivingAddress(foundinSupplementalMaterials)
Documentcamera
Opening
MeetingStudentsNeeds
A.IntroductiontotheHaudenosaunee(10 minutes)
Sharethelearningtargets:
* Icanusespecific detailsandexamplesfromthe ThanksgivingAddress whenexplainingwhatspecificpassagessayor

mean.
Talkwithstudentsabouttheimportanceoflearningtargetstohelpthemknowwhattheyareexpectedtolearnanddo
duringalesson.Helpstudentsunderstandthemeaningofspecific details,showingwhattheyknow,contributing,and
discussions.Tellstudentsthatattheendofthelessontheywillsharehowtheydidmovingtowardthelearningtarget.
Tellstudentsthattodaytheywillbegin astudyaboutthe Haudenosaunee/Iroquoispeopleandsomeoftheirtraditions.
ShowstudentsthevideoHaudenosauneeorIroquois?whichexplainsthatmostpeoplearefamiliarwiththeterm
Iroquois,butthepeoplecommonlyreferredtoasIroquoisareactuallyHaudenosaunee(hodehnoSHAWnee),becauseit
meanspeopleofthelonghouse.TheHaudenosauneehavelivedinwhatweknowasNewYorkStateformorethan1,000
years.WhiletheylivewithinthebordersofNewYorkState,theyareactuallytheirownnation,orconfederacy.Theyhave
theirownlanguage,government,andevenpassports. Thisisexplainedinthevideo.
Thepurposeofthisvideoistwofold.ItwillinformstudentsabouttheproperwayofreferringtotheHaudenosauneeandit
willallowstudentstoseemodernNativeAmericans.Itisimportantthroughoutthismoduletostressthatthe
Haudenosaunee(andotherNativeAmericantribes)aremodern,vibrantmembersofanationthatcontinuestopracticeits
customsandbeliefs.
Leadabriefdiscussionaboutthevideotoclarifyforstudents,butexplainthatmanyoftheirquestionswillbeansweredas
theyprogressthroughthismodule.
WorkTime
A.ThinkingAboutTradition(5 minutes)
ShowstudentsthevideoTheThanksgivingAddress.Whiletheywatch,studentsshouldlistenfor detailsabouttheoriginand
useofthe ThanksgivingAddress.
Readingaloudtostudentswho
cannotaccessthetext
independently helpsthemreach
thetarget.
Leadaclassdiscussiononthepurpose,originandusesoftheThanksgivingAddress.
Forstudentsneedingadditional
supportandELLs,consider
Tellstudents:Today,inordertogainbetterunderstandingoftheHaudenosauneepeopleandtheirbeliefs,wearegoingtoread
providingsmallerchunksoftext,
theirThanksgivingAddress.Ifstudentsarenotfamiliarwiththewordaddress,tellthemthatyouwillfigureitoutasyouread
sometimesjustafewsentences
thetexttogether.Allowstudentstoguessatthemeaningiftheychoose.
foracloseread.Teacherscan
Tellstudentsthatthisaddressisnottypicallywrittendownandisnotspokeninjustoneway.Eachofthenationsofthe
checkinonstudentsthinkingas
Haudenosauneehasvariationsofthesameaddress,butwiththesameintent.Thisaddress,alongwiththeirhistoryisshared
theyspeakabouttheirtext.
orally,whichmeanstheyjustsayitoutloud. Thewordsthatstudentswillreadtodaywereactuallywrittenby membersofthe
Encouragestudentstouseword
Haudenosauneeinordertoinformusaboutthisveryimportantritual.
attackstrategies:prefixes,root
ExplaintothestudentsthatthisaddresshasnothingtodowiththeholidayweknowasThanksgiving.Explainthatithasto do
words,suffixes,cognates,and
withgivingthanks.Askstudentstothinkabout whattheywouldgivethanksfor.Givethemamomenttothinkandmodelby
context.Considerpartneringan
sharingsomethingyouarethankfulfor:Forexample,Iamthankfulthatweareallheretogethertoday.Askstudent
ELLwithastudentwhospeaks
volunteerstoshareiftheychoosetohelpsetthetonefortheclosereading.
thesameL1whendiscussionof
complexcontentisrequired.
DistributeThanksgivingAddresstostudents. Read the Introduction aloudwithoutmuchcommentaryorquestioning.This
Thiscanallowstudentstohave
firstreadisascaffoldtohelpstudentsaccessthetext.
moremeaningfuldiscussions
Explainthatyouaregoingtoreadtheintroductionagainandthattheyshouldcirclewordsorideastheyarehavingdifficulty
andclarifypointsintheirnative
understanding. Tellstudentsthatwearetryingtofigureoutthegistofthisparagraphanditisnotalwaysnecessaryto
language.
understandeverywordtofigurethatout.
WhenELLsareaskedtoproduce
B.ModelingandPracticingaCloseReadof ThanksgivingAddress (10minutes)
Askstudentstorereadthe Introduction independently.Astheyarereading,postthefollowingquestionsontheboardorwitha
documentcamera:
* WhendotheHaudenosauneeusetheThanksgivingAddress?
* Whatisthepurposeof theThanksgivingAddress?
language,considerprovidinga
sentenceframe,sentencestarter,
oraclozesentencetoassistwith
languageproductionandthe
structurerequired.
* WhatinferencescanyoumakeabouttheHaudenosauneebasedonthisparagraph?
* Ifstudentswereunclearaboutwhatanaddressis,askthemnowiftheycanfigureitoutbasedonwhattheyreadinthe
introduction.
Readeachquestionaloud.Tellstudentsthattodaytheyarejustgettingoriented,soitisfineiftheydontknowalltheanswers.
InvitestudentstoThinkPairShare,encouragingthemtogobackintothetextandfindtherelevantdetailsand/ortheanswers.
Callonstudentstoanswerspecificquestions.Rememberthatthegoalofthisearlyquestioningisnottoassesswhetherstudents
haveafullcomprehensionofthetext buttogivethemtheopportunitytothinkinafocusedwayaboutwhattheyarereading.
Supportstudentsanswersbyprobingthemtoreferbacktothetext.Forexample:Tellmemoreaboutwhyyouthinkthatand
Showmeinthetextwherethatisorwhatmadeyouthinkthat.
Askstudents:WhatistheIntroductionoftheThanksgivingAddressmostlyabout?Afterstudentshaveresponded(and
perhapsyouhaveclarified),tellstudentsthattheirearlysenseofwhatsomethingisaboutiscalledthe gist.
Itisimportanttoexplaintostudentswhat"gist"isandhowitisdifferentfromamainideaorcentralidea.Gistisanearlyor
emergingunderstandingofachunkoftext.Whenweaskstudentstocomeupwithagiststatement,weareaskingthemsimply
tosharetheirinitialthinking/understandingofwhatatextismostlyabout.
Helpstudentsdistinguishgistfrommainideaandcentralidea,whicharesynonymousandrefertothemainpointofan
informationaltextorchunksofthattext.TheCCSSspecificallyusesthetermcentralidea,soitsimportanttoteachstudents
thatterm.
Thenmodelhowtostatethegistofasectioninthewordsofone ofyourstudents,orinyourownwordsifnecessary.Writeitas
ashortphraseinthemargin.
Say:Pleaserereadthesectionagainandthinkaboutwhetherourgiststatementisaccurate.Askstudentstotellyouspecific
thingsfromthetextthattheythinkmakethegiststatementaccurate.Asstudentsofferdetails,besuretheyarefromthetext.
Besuretoreinforceforstudentshowwelltheyaredoingmakingsenseofacomplextext.
WorkTime(continued)
B.CloseReadingThanksgivingAddress
(20minutes)
Avideoversion ofthe
ThanksgivingAddressbyJake
Swampwhichincludes
illustrationsfromhisbookmay
befoundontheNewHampshire
PublicTelevisionwebsite:
http://video.nhptv.org/video/23
65105563/
Readthefirst sectionofThanksgivingAddress(ThePeople)aloudasstudentsfollowalonginthetext.
Askstudentsforathumbsupiftheythinktheycantellsomething aboutwhattheyread.Praisethethumbsupandsay:Tell
yourneighborwhatyouthinkthisismostlyabout.
Tellstudentstheywillnowrereadsection1toseewhatelsetheycanlearnfromthispassage.Askthestudentstodivein!and
silentlyreread section 1.Tellstudentsnottoworryaboutwordstheydonotknowduringthisfirstindependentread.Ifyou
noticestudentsquicklyskimmingthetext,promptthemtoslowdownandreadcarefullyandslowly.
AskstudentsabigpicturequestionaboutSection1:HowdotheHaudenosauneeviewtheirrelationshipwithpeople?Allow
studentstodiscussideaswithaneighbor.Invitestudentstoshareout.Clarifyasneededtoensurethatstudentsunderstand
thattheHaudenosauneeviewallpeopleasbrothers whosharetheresponsibilityoflivinginpeace.
Modelforstudentstheworktheywilldo(withtheirbrainsandtheirpencils)whentheyarereadingclosely.Rereadsection 1a
secondtime,sentencebysentence.
Beginningwiththefirstsentence,tellstudentsyouareunderliningthethingsyoualreadyknowandcirclingunfamiliarwords
orphrasessuchascyclesoflife and harmony.Tellstudentsyouarecirclingwordsthatseemimportant,butthatyourenotsure
why.
Modelforstudentshowreaderswondertothemselvesaboutplaceswheretheyareconfused.Showstudentshowyoukeep
readingorbackupandrereadtofixyourconfusion.
Forexample,ask:Imconfusedaboutsomething.What isharmony?Modelhowtoreturntothetextanddeterminethe
meaningfromcontext.Iunderlinedtheword harmony.Imnotsurewhat harmony is,but ifIlookatthe wholesentence,I
knowwhatbalance is.Ithinkthismightmean agreementorpeace.
Askstudentstoturnandtalkbrieflyaboutwhattheynoticedinthemodelingduringthisread.Inviteafewstudentstoshare
out.
Nowaskstudentstotalkwiththeirpartnersaboutwhatthegistofthisparagraphis,Givestudentsamomenttocomeupwitha
statementandcoldcallafewvolunteersfortheiranswers.Clarifyasnecessaryandwritethestatementinthemarginonyour
copyoftheaddress.Havestudentsdothesame. Anexamplemightbe,TheHaudenosauneeunderstandthateveryonehasa
responsibilitytoliveinpeacewitheachotherandalllivingthings.
WorkTime(continued)
C.DevelopingaCloseReadingAnchorChart(10minutes)
Anchorchartsprovideavisual
cuetostudentsaboutwhattodo
whenyouaskthemtowork
independently.Theyalsoserve
asnotecatcherswhentheclass
iscoconstructingideas.
Workwithstudentstoreflectonthestepstheyjusttookto readsection1oftheThanksgivingAddress.
Askthemtodiscusswiththeirneighborsandwritedownthethingstheydidtoreadclosely.Askstudentstoreportoutto
developthe CloseReadersDoTheseThingsanchorchart.Besurethefollowingactionsareincluded:
Readsmallchunksoftextslowlyandthinkaboutthegist.
Rereadeachpassageonesentenceatatime.
Underlinethingsthatyouunderstandorknowabout.
Circleorunderlinewordsthatyoudonotknow.
Talkwithyourpartnersaboutallofyourgoodideas.
Statethegistormessageoftheparagraphinthemargin.
Listentothequestions:
Gobacktothetextinordertofindanswerstoquestions.
Talkwithyourpartnersabouttheanswersyoufind.
Helpstudentsunderstandthat thesechoicesarenotrigidstepsthebasicideaistoread,reread,think,talk,andwrite.
ClosingandAssessment
A.Debrief(5minutes)
Debrieftheclosereadingexperience.Askstudentstoturnandtalktoapartnertoanswerthefollowingquestion:What
partsoftodayslessonhelpedyoulearnfromhardreading?Aftertheyhavetalkedinpairs,shareoutandcelebrate
studentsgreatreading.
Developingselfassessmentand
reflectionsupportsalllearners,but
researchshowsitsupports
strugglinglearnersmost.
Tellthemthattheywillcontinuetopracticeclosereadinginthenextlessonwiththerestof theThanksgivingAddress.
Remindthemthattheywillbepracticingclosereadingthroughoutthisyear.Encouragethemfortheirinitialefforts.
ProvideELLswithasentence
startertoaidinlanguage
production.Forexample:The
Haudenosauneebelievedthat
_______.
Homework
Eachunitinthismoduleisaccompaniedbyanextensivelistof RecommendedTexts atavarietyofreadinglevels.

Studentsshouldusetheclassroom,school,orlocallibrarytoobtainbook(s)aboutthetopics relatedtotheirstudyattheir
independentreadinglevel.
Studentswhocannotyetread
independentlyatanylevelwill
benefitfromhearingbooksreadto
them,eitherbyacaregiveror
throughaudiorecordings.Hearing
books/textscanbeanongoing
assignmentforthesestudents.
Thesebookscanbeusedinavarietyofwaysasindependentandpartnerreadingintheclassroomwhenevertimeallows,as
readaloudsbytheteacher,andasanongoinghomeworkexpectation.Duringthisunit,letstudentsknowthat youexpect
themtoreadathomeeverynight.Inaddition,studentsmaybeassignedadditionalwork,suchasrereadingacomplextext
orcompletingawritingtask.
www.novelnewyork.orghasafree,
searchabledatabaseofcontent
relatedtextsthatcanbeplayedas
audiofilesonahome orlibrary
computer.Textsonthissitecanalso
betranslatedintomanylanguages.
Usethedatabasetoprovideat
homereadingofrelatedtextsto
ELLsandtheirfamiliesintheir
nativelanguages.
SupportingMaterials
Introduction
TheHaudenosauneegivethanksdaily,notjustonceayear.Theygivethanksforallthings,fromthe
waterandsuntotheinsectsandanimals.Theirthanksgivingaddress,calledtheGano:nyok(ga
NYOnyok),isaveryimportantpartofceremonialandsocialgatherings.Allsocialandceremonial
gatheringsstartandendwiththeGano:nyok,whichissometimescalledthewordsthatcomebefore
allelse.TheGano:nyokservesasaremindertoappreciateandacknowledgeallthings.Thewords
expressthanksforfellowhumanbeings,MotherEarth,themoon,stars,sun,water,air,winds,
animals,andmore.
1ThePeople
Todaywehavegatheredandweseethatthecyclesoflifecontinue.Wehavebeengiventheduty
andresponsibilitytoliveinbalanceandharmonywitheachotherandalllivingthings.Sonow,we
bringourmindstogetherasoneaswegiveourgreetingsandourthankstooneanotheraspeople.
Nowourmindsareone.
ThistranslationoftheMohawkversionoftheHaudenosauneeThanksgivingAddresswasdrawnfromthe1993versionthatwas
developedbytheSixNationsIndianMuseumandtheTrackingProject.Usedwithpermission.
http://danceforallpeople.com/haudenosauneethanksgivingaddress/
Copyright2014by NYSED,Albany,NY.AllRightsReserved.
NYSCommonCoreELACurriculum G4:M1A:U1:L June2014 9
TranscriptofThanksgivingAddress
Riley:Frieda,couldyoutellmeabouttheThanksgivingAddress?
Frieda:TheThanksgivingAddressisatraditionamongsttheHaudenosauneewherewegive
thankstoallthosepartsofcreationthatdotheirdutyeachday.Andwebeginwithallthepeopleon
Earth,allthosethatareclosetousandallourcommunityandallthosepeopleandthenwegive
thankstoMotherEarthbecausesheisstillprovidingforusandthenwegivethankstothewaters
andwe givethankstoallthebirdlife,thetrees,allthewinds,GrandmotherMoon,thesun,and
rightupintothestarssowegivethankstoallthosepartsofcreation,anditsdonebeforeandaft
everygatheringthatwehave.
Riley:Soisitaprayer?
Frieda:Itsnotaprayer.Itsasimplethanksgiving.Itsnotsomethingwhereweareworshiping
thosepartsofcreation.Itswherewearegivingthankstothemandtheycanreceivethatthanks,
becauseallpartsofcreationhavespiritthatcanacceptthatthanksgiving.
Riley:Doyouknowwhenitbegan?
Frieda:AtthebeginningoftimewhenTheTwinsmadeandcreatedsomanythingsontheEarth,
CreatorcamedownandappreciatedwhattheyhaddoneandHeaskedthemwhattheywanted,and
thegoodtwinsaidIjustwanttogoforawalkandhewentforawalkandhejustlookedat
everythingthatwashereandhecamebacksothankful.AndhetoldtheCreator,Ijustwanttobe
thankful,sorightatthebeginningoftimeitwasgiventous,ashumans,thedutytoexpressour
thanksgiving.
Riley:Isitanoraltraditionorwasitwrittendown?
Frieda:Itsouroraltraditionthathasbeenpassedonformany,manyyearsanditisneverthe
sameeachtimeitisdone.Iknowhereatourschoolkidslearnprettymuchthesameone,butwhen
oneofthemenareaskedtodoaThanksgivingAddress,theGano:nyok,(gaNYOnyok),theywilldo
whatevertheywant.Theycantalkaboutanypartofthecreationandthereslotsofthingsyoucan
saywhileyoureappreciatingthem,sotheycouldtalkawhileaboutthetrees,theycouldtalkawhile
andsayalotaboutthebirdlifethathappenstobeherenow,andsometimesthatGano:nyokcanbe
45minutestoanhourandahalflong.Itdependsonhowtheyfeelthatdayandhowmuchthey
wanttosay.
Riley:CankidsgivetheThanksgivingAddress?
Frieda:Ohyes,yes,AsIreferredtobefore,thekidshereatOnondagaNationSchoollearnintheir
languageclasshowtogivetheThanksgivingAddressinOnondaga,andIknowinTuscarora,they
learnhowtogivetheThanksgivingAddressinTuscarora,andtheMohawkslearninMohawk,so
yes,childrendolearnanddotheGano:nyokandgivetheThanksgivingAddress.
Riley:HowistheThanksgivingAddressusedtoday?
Frieda:HereatOnondagaitisusedatanylargegathering.Wehaveithereatschool,anditsat
anykindofsocialdancewherewearehavingasocialdanceforsomebodysbirthday,someonewill
openandclosewiththeThanksgiving,andtheChiefs,whentheymeet, willhaveanopeninganda
closing,andgivetheirThanksgivingAddressbeforeandafttheirmeeting.Andifthereisawedding
therewillbeaThanksgivingAddressatthebeginningandendofthat.Soitsallthroughour
cultureandithappensallover todayamongsttheHaudenosauneeTerritory.
TranscriptofHaudenosauneeorIroquois?
TranscriptofHaudenosauneeorIroquois?
Sidney:WheredidthenameHaudenosauneecomefromandisokayforpeopleoutsidethenation
touse?
Denise:ThenameHaudenosauneeisanancientname.ItsanancientnamethatmeansPeopleof
theLonghouse.PeopleoftheLonghouse,inthistermwhenwetalkabouttheword,meansagroup
ofpeopleandaphilosophyandawayoflifeandcustomsthatstretchesoverhundredsand
hundredsofmiles,andsothatisourlonghouse,Haudenosaunee.Itsaword,inwhichwehopethat
everybodyembracesthiswordbecausethatswhoweare,andweadorebeingcomplimentedinthis
waybecauseitidentifieswhoweareascitizensandpeople,itidentifiesourgovernmentandour
customs,andsoyes,itisacomplimentifyougreetsomeonewhoisHaudenosauneewiththisword.
Sidney:WhydopeoplecallustheIroquoisConfederacy?
Denise:IroquoisConfederacy.IthasitsrootswiththeEnglish.TheEnglishwereoneofthefirst
peoplefromEuropetotraveltothislandthatweliveinanditwasawordthattheybroughtwith
themthattheyidentifiedwithus.Haudenosauneeiswhatweidentifyourselves.Soovertime,
becauseourculturespentalotoftimebeingfocusedontheoraltradition,whenitcametoresearch
anddocumentsandtextbooks,wewerenotnecessarilythepeoplewhoauthoredorwrotethese
documents.AndsothepeoplewhodidweremorefamiliarwiththetermIroquoisorIroquois
Confederacy.Buttoday,whatwearesodelightedabout,isthatyoucanresearchourpeoplenow
usingthewordHaudenosaunee.
Sidney:WhatarethenationsoftheHaudenosauneeanddosomeofthemhavespecialduties?
Denise:Thatsareallygoodquestion.Therearesixnations, sixseparatenationsofthe
Haudenosaunee,andifwestartfromeast,wewouldbeginwiththeMohawkNation,andthen
comingwestnextistheOneidaNation,andthenhereintheterritorywhichwerespeakingtoday
andcametovisitisOnondagaNation,and wecontinuewestthereistheCayugaNationandthe
SenecaNationandtheTuscaroraNations.Andwhatisinterestingisinourway,everything
aroundusinourenvironmenthasaduty,buttherearesomeveryspecialdutiesofthenations.For
example,theMohawkNationisthekeepersoftheEasternDoor,soeverythingthatcomesfromthe
easthastobewelcomedandgreetedbytheMohawkNation.AndthenwehavetheWesternDoor,
SenecaNationeverythingwestofourarea,ofourpeoplesterritory,iswelcomedandgreetedby
theSenecaNationandthenatthecapital,whichishere,atOnondaga,istheOnondagaNation,
andtheOnondagaNationhoststhecapitalanditalsohostsmeetingsofallthenationsthatcome
here.Peoplecomeheretolearnourways,ourgovernment,anditsaveryimportantplace.And
thosearejustsomeofthedutiesofeachofthenations.
ReadingClosely:HaudenosauneeThanksgiving
Address
NYSCommonCoreELACurriculum G4:M1A:U1:L2June2014 0
ReadingClosely:
Icanexplainthemainpointsinahistoricaltextaccurately.(RI.4.3)
OngoingAssessment
Icanusedetailsandexamplesfrom theHaudenosauneeThanksgivingAddress whenexplainingwhat

specificpassagessayormean.
Teacherobservation
CloseReadnotes/annotations
Anchorchart
Agenda
TeachingNotes
1. Opening
ReviewColdCallandThinkPairShareprotocols(Appendix1)
A. UnpacktheLearningTargets(5minutes)
B. ReviewCloseReadersDoTheseThings
AnchorChart(5minutes)
2. WorkTime
A. GuidedPracticeReadingClosely:Sections
25oftheThanksgivingAddress(35
minutes)
3. Closing
Studentswillbegintokeeptrackofcentralideas,symbols,summaries,andconnectionsthroughoutthisunit
withKeepingtrackofhowitallfitstogetheranchorchart.
TheKeepingtrackofhowitallfitstogetherorganizerwillbeaddedtothroughoutthemoduleand
shouldremaininthestudentsfoldersuntilthefinalperformancetaskofthemodule.Alternatively,thiscanbe
createdinthestudentsnotebookssotheyhaveamplespaceforwriting.
ThethirdcolumnoftheanchorchartislabeledTheme/MainIdea.TheCCLSusethetermscentralidea
(anchorstandard),theme(literature)andmainidea(informationaltext)forReadingstandard#2.Students
shouldbeexposedtoallthetermsandforthepurposesofthismodule,thesetermsmaybeusedinterchangeably
asthenuancesmaybebeyondthescopeofstudentsatthisgradelevel.
A. Debrief(5 minutes)
4. Homework
ReadingClosely:
LessonVocabulary
Materials
details,examples,historicaltext,law,
readingclosely,greetings,shelter,
appreciate,purify
CloseReadersDoTheseThingsanchorchart(beguninLesson 1)
ThanksgivingAddress(fromLesson 1)
KeepingTrackofHowitallfitstogether anchorchart(seeSupplementalMaterials)
Opening
MeetingStudents Needs
A.UnpacktheLearningTargets(5 minutes)
Sharethelearningtarget:
Providenonlinguisticsymbols
(e.g.,anotebookforexamples
toassistELLsandother
strugglingreadersinmaking
connectionswithvocabulary.
Thesesymbolscanbeused
throughouttheyear.Specifically,
theycanbeusedindirections
andlearningtargets.
Icanusedetailsandexamplesfrom theHaudenosauneeThanksgivingAddresswhenexplainingwhatspecificpassagessay
ormean.
Talkwithstudentsabouttheimportanceoflearningtargetstohelpthemknowwhattheyareexpectedtolearnanddoduring
alesson.Helpstudentsunderstandthemeaningofspecificdetails,showingwhattheyknow,contributing,and
discussions.Tellstudentsthatattheendofthelessontheywillsharehowtheydidmovingtowardthelearningtarget.
B.ReviewCloseReadersDoTheseThingsAnchorChart(5minutes)
Reorientstudentstothe CloseReadersDoTheseThingsanchorchart beguninLesson1.AskthemtoThinkPairShare
aboutwhattheyarelearningabouthowtoreadcloselyandhowithelpsthemunderstandchallengingtexts.
Askstudentstorecallthegistoftheintroductionandfirst sectionfromyesterdaysreading.
Stepbystepinstructionsinan
anchorchartassiststudentsin
completingindependent
activities.
ReadingClosely:
WorkTime
A.GuidedPracticeReadingClosely:Sections25oftheThanksgivingAddress(35 minutes)
Tellstudentsthatnowtheywillworktogether,withyourhelp,totryreadingcloselyanothersectionofthe text.
Encouragestudentstouseword
attackstrategies:prefixes,root
words,suffixes,cognates,and
context.
Directstudentsto section 2TheEarthMother ontheircopyof ThanksgivingAddress.Readthepassagealoud, andthen

askstudentsforathumbsupiftheyhavesomethingtosayaboutthesection.Askstudentstodiscusswhattheythinkthis
section isaboutwithapartner,andthenhearafewideas.Say:Goodstart!Letsseeifwecanlearnmore!
Forthesecondread,chunkthepassageintosmallersections.
Askstudentstochorallyrereadthefirstsentence.Ifthereadingisverytimidoronlyafewstudentsarereading,readitoncefor
themandhavethemreaditafteryou.Askstudentstounderlineanythingtheythink isimportanttounderstandingthegist.Ask
themtoturntoapartnerandsaywhattheythinkthesentencesays.
WhenELLsareaskedtoproduce
language,considerprovidinga
sentenceframe,sentencestarter,
languageproductionandthe
structurerequired.
Continuechunkinguntiltheendofthesection.Choralreadthenextsentence.Havestudentstakenotes,thenturnandtalkto
restatethesentence.
Askstudentstoworkindependentlytowritedownthegistof section2.Whatisthissection mostlyabout?Theyshouldwrite
itasashortphraseinthemargin.(Anexamplemightbe:TheEarthprovidesusallweneedtosupportourselvesandwe
shouldbethankfulforthat.)
Say:Wearegoingtoread section2 athirdtime.Letslookatsome ofthelanguageusedhere. Whoisshe?Whydothe
HaudenosauneerefertotheEarthasMother? Havestudentssharetheirthoughtswithapartnerandwritetheir notesinthe
margin. Callonsomestudentsfortheir ideas. FocusonthesentenceNowourmindsareone.Askstudentstothinkabout
whatthatsentencemeans.
Transitiontoreading theremainderofThanksgivingAddress(Trees,Birds,FourWinds)aloudtotheclass.Ask
studentstoworkwithapartnerandfollowthestepsontheStepstoReadingCloselyanchorchartfortherestofthetext:
Reread,thinkingaboutgist
Talk
Askandanswerquestions
Write
Circulatetoclarifyandsupportwithvocabularytheyunderlineasneeded.
Afterstudentshavecompletedtheclosereadingactivity,focustheirattentiononthesentenceNowourmindsareone.Ask,
WhydoyouthinkthissentenceisrepeatedaftereachsectionoftheThanksgivingAddress?Talkabouttheeffectofthis
ReadingClosely:
repetitionandwhytheHaudenosauneewouldincludeitinthistext.
WorkTime(continued)
B.StartingtheKeepingTrackAnchorChart(15minutes)
Saytostudents:Aswegothroughthismodule,wewillbereadingandhearingmoreabouthowtheHaudenosauneeand
othersbuildpeaceandcommunities.Wearegoingtokeeptrackofwhatwelearnfromthesetextsaswellasanysymbolism
weencounterusingananchorchart.Distribute KeepingTrackanchorchart orhavestudentscreatetheirownsincethey
mayneedmorespacetowrite.Havestudentshelpyoustartthe KeepingTrackAnchorChart onadocumentvieweror
whiteboardusingThanksgivingAddress.
ReviewingSummary Studentsshouldhavelearnedaboutsummarypreviously,butthiswouldbeanidealtimetoreview.
Askstudents,Whatinformationisimportantforustogetinasummary?ListenforWho,what,where,when,how.Elicit
responsesfromstudenttohelpyoucompletethesummaryboxfortheThanksgivingAddressonthechart.Havestudents
writeasummaryontheirchart.
MainIdeaWhenstudentshavecompletedtheirsummaries,instructthemthatwemustnowcomeupwitha mainideaof
thestorybasedonthedetailstheyunderlined.Ifnecessary,reviewmainideabyaskingstudentstogiveexamplesfromlast
yearsreadingsofwhatamain ideais.Provideexamplesifnecessarytohelpstudentthinking.Allowstudentstimetothink
aboutandcomeupwitha mainidea fortheThanksgivingAddress.Coldcallstudentsforresponses.Askthemwhatdetails
theycanprovidefromthetexttosupporttheirthinking.Studentsshouldwritetheirmainideasontheir KeepingTrack
anchorchart.
SupportingDetails Instructstudentstochoose23ofthemostrelevantdetailstheyunderlinedinthetextandwritethose
intheSupportingDetailscolumn.Modelthisusingadetailfromthetextonyourownanchorchart.
Anchorchartsprovideavisual
cuetostudentsaboutwhatto
dowhenyouaskthemtowork
independently.Theyalsoserve
asnotecatcherswhentheclass
iscoconstructingideas.
Explaintostudentsthat thischartwillbeaddedtothroughoutthemodule.
ReadingClosely:
A.Debrief(5minutes)
reflectionsupportsalllearners.
Leadabriefdiscussionwithstudentsabouttheimportanceofclosereading andfiguringoutthegist. Askstudentstousethe
FisttoFiveprotocol toassesstheirabilitytomeetthelearningtargets. Thisselfassessmenthelpsstudentstorate
themselvesonacontinuumfromzero(fist),meaningfarfromthetarget,tofive(fivefingers),havingsolidlymetthetarget.
Callonafewstudentstoprovideevidencefortheratingtheygavethemselves.
Homework
Studentscanreread ThanksgivingAddress,focusingon whatittellsthemabouttheHaudenosauneepeople.
Studentswhocannotyetreadindependently
atanylevelwillbenefitfromhearingbooks
readtothem,eitherbyacaregiverorthrough
audiorecordings.Hearingbooks/textscanbe
anongoingassignmentforthesestudents.
Studentsshouldcontinuetheirindependentreadingrelatedtothisunit.
Note:Studentswilllearnmoreaboutthe Haudenosaunee peopleduringthereadingofalongernonfictiontextin

Unit 2.
Inaddition,thewebsite
www.novelnewyork.orghasafree,searchable
databaseofcontentrelatedtextsthatcanbe
playedasaudiofilesonahomeorlibrary
computer.Textsonthiswebsitecanalsobe
translatedintomanylanguages.Usethe
databasetoprovideathomereadingof
relatedtextstoELLsandtheirfamiliesin
theirnativelanguages.
SupportingMaterials
ThanksgivingAddressParts25
2TheEarthMother
WeareallthankfultoourMother,theEarth,forshegivesusallthatweneedforlife.Shesupports
ourfeetaswewalkaboutuponher.Itgivesusjoythatshecontinuestocareforusasshehasfrom
thebeginningoftime.Toourmother,wesendourgreetingsandourthanks.
Nowourmindsareone.
3TheTrees
WenowturnourthoughtstotheTrees.TheEarthhasmanyfamiliesofTreeswhohavetheirown
instructionsanduses.Someprovideuswithshelterandshade,otherswithfruit,beautyandother
usefulthings.ManypeopleoftheworlduseaTreeasasymbolofpeaceandstrength.Withone
mind,wesendourgreetingsandourthankstotheTreelife.
Nowourmindsareone.
4TheBirds
WeputourmindstogetherasoneandthankalltheBirdswhomoveandflyaboutoverourheads.
TheCreatorgavethembeautifulsongs.Eachdaytheyremindustoenjoyandappreciatelife.The
Eaglewaschosentobetheirleader.ToalltheBirdsfromthesmallesttothelargestwesend
ourjoyfulgreetingsandourthanks.
Nowourmindsareone.
5TheFourWinds
WeareallthankfultothepowersweknowastheFourWinds.Weheartheirvoicesinthemovingair
astheyrefreshusandpurifytheairwebreathe.Theyhelpustobringthechangeofseasons.From
thefourdirectionstheycome,bringingusmessagesandgivingusstrength.Withonemind,wesend
ourgreetingsandourthankstotheFour Winds.
Nowourmindsareone.
ThistranslationoftheMohawkversionoftheHaudenosauneeThanksgivingAddresswasdrawnfromthe1993versionthatwas
developedbytheSixNationsIndianMuseumandtheTrackingProject.Usedwithpermission.
http://danceforallpeople.com/haudenosauneethanksgivingaddress/
KeepingTrackofHowitAllFitsTogether
AnchorChart
Text/Video
TitleandAuthor(s)
Summary
Themes/MainIdeas
SupportingDetails
Grade4:Module1:Unit1:Lesson3
BirthoftheHaudenosaunee
OngoingAssessment
Icannoticenewideasandwonderabouthownationsarecreated
Studentcreatedgraphicorganizers
Icananswerquestionsusingspecificdetailsfromatext.
IcandemonstratewhatIknowbycontributingtodiscussions.
Agenda
TeachingNotes
1. Opening
Inthislesson,students willreadBirthoftheHaudenosaunee,astorythatdescribesthecreationoftheGreat
Peaceand theHaudenosaunee nation. Thislessonworkstowardprovidingstudentswithabasicunderstanding
of thePeacemakerandhis journeytobringpeace,aswellasanintroductiontosomeofthesymbolsofthe
Haudenosauneeculture. Studentswillinterpretthesymbolsandbeabletousethosesymbolstosupport their
understandingof thetext.
A. EngagingtheReader:MysteryActivity
(10minutes)
2. WorkTime
A. GettingStartedReadingaboutthe
Haudenosaunee:VocabularyInstruction
andMap(10minutes)
B. MasterfulReadingandCloseReadingof
BirthoftheHaudenosaunee(30 minutes)
A. DebriefandExitTicket(10 minutes)
StudentswillbeginthelessonwithaGallery Walkofsymbolsthatismeanttogeneratequestionsaboutthe
Haudenosaunee,followedbyaclassdebriefwherestudentsidentifythesymbolstheyknowandsharetheir
wondersaboutthesymbolsthattheyarenotfamiliarwith. Thiswillpreparetheclassfortheinclassreading
thatwillrevealthesymbolswithwhichtheymaybeunfamiliar.
ThislessonintroducesasimpleroutineofINotice/IWonder.Studentspracticethiswiththe GalleryWalk.
ReviewtheThinkPairShare,ColdCall,andFisttoFiveprotocols(Appendix1).
Inadvance,practicethecorrectpronunciationofanyunfamiliarwordsfromthetext.
4. Homework
Copyright2014by NYSED,Albany,NY.Allrightsreserved.
LessonVocabulary
Materials
details,contribute,discussion,notice,
wonder, oraltradition, wampum,
Iroquois,nations,symbol,
Haudenosaunee
INotice/IWondernotecatcherforGalleryWalk(oneperstudent,andonetoprojectondocumentcamera)
GalleryWalkimages(seeSupportingMaterials)
Documentcamera
VocabularyPowerPointslidesandguidance (seeSupportingMaterials)
democracy,mourning,sought,vision,
caretaker,persuading,endure,
symbolized,uprooted
StudentcopiesofBirthofthe Haudenosaunee
Birthofthe HaudenosauneeTextBased Answershandout
NYSCountyMap
Highlightersorcoloredpencils
Indexcards
Video:WhatisWampum?: https://www.youtube.com/watch?v=ByzAfNXUbEQ
Opening
A.Opening:EngagingtheReader:GalleryWalk (10minutes)
Modelingprovidesaclearvision of
theexpectationforstudents.
Teachermaymodelbysaying:I
noticewhitesquaresonthepicture,
orIwonderwhythebackgroundis
purpleyblue.
* Icananswerquestionsusingspecificdetailsfromthetext.
* IcanshowwhatIknowbycontributingtodiscussions.
* Icannoticenewideasandwonderabouthownationsarecreated.
Helpstudentsunderstandthemeaningofspecificdetails,showingwhattheyknow,contributing,anddiscussions.
Tellstudentsthatattheendofthelessontheywillsharehowtheydidmovingtowardthelearningtarget.
Distributethe I Notice/IWondernotecatcher toeachstudentandprojectitonadocumentcamera(ormakeachartof
itonchartpaperoronyourboard).
ModelNoticeandWonderforstudents. (InoticethatthisflagispurpleIwonderwhatthewhitemarkingsmean?)
Begin GalleryWalk,andasthestudentsmoveingroupsofthreeorfour,encouragethemtoaskquestionsandrecordideas
ontheirnotecatchers.
AskstudentstoThinkPairShareaboutsomeofthe images.Studentsmayaddanynewnoticesorwondersfromtheir
partnerstotheirownnotecatcher.Eachstudentpairshouldselectonenoticeorwonderandbepreparedtosharewiththe
class.Callonseveralpairsofstudentstoaddonenoticeandseveralpairstoshareonewondertotheprojectednotecatcher.
Explaintostudentsthatsymbolismis givingspecialmeaningtoobjects,things,relationshipsorevents.Sowhentheysee
somethinglikearedheart,whatdoesthatsymbolizeorrepresent?Askstudentsiftheyrecognizetheflags.Ask,Whatdo
theysymbolize?Callonstudentsforresponses. Debriefonwhereandwhenweseesymbolsandwhytheyareimportant.
TheHaudenosauneesymbolswilllikelynotbeasfamiliar.Informstudentsthatthesesymbolswillbegintobeexplainedin
thereadingsthatwedothroughoutthemodule,andaresacredsymbolstotheHaudenosauneepeople. Ifstudentsare
familiarwiththesesymbols,encouragethemtosharetheirmeanings.
WorkTime
A.GettingStartedReading aboutthe Haudenosaunee:Vocabulary InstructionandMap(10minutes)

VocabularyUsetheVocabularyPowerPointtoteachthedefinitionsofthechallengingwordsfromBirthofthe
Haudenosaunee.Allofthewordsdonothavetobereviewed.Youmaychoosetoteachthewordsthatyoufeelwillmost
benefityourstudents.SeeguidanceinSupplementalMaterialsforhowtousethePowerPoint.
Graphicorganizersengagestudents
moreactivelyandthenecessary
scaffoldingthatisespecially helpful
forlearnerswithlowerlevelsof
languageproficiency
UsingadocumentcameraorSmartboard,displaythemapofNYSlabeled1722foundinSupplementalMaterials.This
mapindicatestheterritoryofthe Haudenosauneein1722intheareathatisnowNewYork.DisplaythemapofNYSs
countiesandaskthemtoidentifywheretheyliveinthestate.Givestudentsamomenttocomparewhatissimilaror
differentaboutthelabelsforeachregion.Ifstudentsrecognizeaconnectiontothenames,exploretheconnectionbrieflyas
aclass.ExplainthatbeforeEuropeanscametothiscontinenttherewerepeoplealreadylivinginwhatisnowNewYork,and
wearegoingtohearaboutsomeoftheirnationsinthereadingtodayandthroughoutthemodule.Saythenameswiththe
students,correctingpronunciationofMohawk,Onondaga,Cayuga,Seneca,OneidaandTuscarora.
B. MasterfulReading andCloseReadingof BirthoftheHaudenosaunee (35 minutes)
Itmaybehelpfultomodelathink
pairsharewithanotherstudentto
showhowtheprocessworks
Itmaybe helpfulforsome
studentstouseastraightedgeto
followalongthelinesinthetext.
Thiscanalsoserveasan
indicationtoteachersregarding
studentcomprehension.Model
thisprocessifyouthinkitwould
supportyourstudents.
Considerhavingstudentscircleor
highlightwordsthattheycannot
figureoutastheyrereadthetext
withtheirpartner.Thisactivity
should not happenduringthe
masterfulreadbecausewewant
studentstofocusonwhattheydo
knowandnotbefocusingonwhat
Informstudentsthattheyaregoingtoreadthisstoryatleasttwiceandsomesectionsofitevenafewtimes.Pointoutto
studentsthatstrongreadersalmostalwaysrereadinordertounderstandatextmorefully.Theywillbepracticingthisalot
thisyear. Sometimesourunderstandingofatextcanchangeaswelearnmoreaboutit.
DistributecopiesofBirthoftheHaudenosauneetoeachstudent.
Readaloudentire BirthoftheHaudenosauneewhilestudentsfollowalong.
Placestudentsintopairs.
Handoutthe worksheetforLesson1 BirthoftheHaudenosauneeTextbasedAnswers.
Instructstudentpairstorereadthe sectionofthetext calledJourneyofthePeacemaker.Studentsshouldunderlineor
highlightdetailstheythinkareimportantandcirclewords theydonotunderstand. Theyshouldthenanswerthequestions
ontheworksheet withtheirpartnersandalsotrytofigureoutanyunknownwordstogether. Circulatetoprovideassistance
asstudentswork.
Beforereviewingthetextbasedquestions,ask: Arethereadditionalvocabularywordsthatyouandyourpartnerarestuck
on?Helpstudentstodefinethewords. Makesurestudentsanswerthefollowingquestionsandshareout/discussas aclass
beforemovingforward:
WhydidtheCreatorsendthePeacemakertothefivenations?
theydontknow.
WhydidHiawathajointhePeacemaker?
Usingevidencefromthetext,whatthreethingsdowefindoutaboutthePeacemaker?
Howdoesthisillustrationreflectwhatwehavereadinthissection?
WhatisthepurposeoftheHiawathaBelt?
Endtheclasswithabriefdiscussionabout thetypeofpersonthePeacemakerwasand how he helpedtounitethefive

nationsclarifyingforstudentsasneeded.
TheremainderoftheBirthoftheHaudenosauneewillbereadinLesson2.
Onewaytoassessstudentfluency
andcomprehensionatthispoint
intheyearistohavethemwhisper
readthefirstparagraphinpairs
together,whichallowsyouasyou
movearoundtheclasstonotice
fluencyandcomprehension,and
willcreatea moreconsistentpace
intheclass.
A.DebriefandExitTicket(10 minutes)
AskthestudentsiftheyhavemetthelearningtargetsIcancontributetoclassdiscussionsandIcananswerquestions
usingspecificdetailsfromthetext.
Checkinginwithlearningtargets
helpsstudentsselfassesstheirown
learning.
StudentscanusetheFisttoFiveprotocol.Thisselfassessmenthelpsstudentstoratethemselvesonacontinuumfrom
zero(fist),meaningfarfromthetarget,tofive(fivefingers),havingsolidlymetthetarget.Callon afewstudentstoprovide
evidencefortheratingtheygavethemselves.
Distributeoneindexcardtoeachstudent.ShowstudentsthevideoWhatisWampum?Thenask,Howdoesthisvideo
enhanceyourunderstandingofthePeacemaker?Studentswillwritetheirresponsesontheindexcardsandhanditinatthe
endoftheclass.
Reviewstudentresponsestomakesuretheycanmakeconnectionsbetweenthevideoandthetext.Ifnecessary,showthe
videoagainatthebeginningofthenextlessonandleadaclassdiscussiononhowthetextandvideoconnect.
Homework
SupplementalMaterials
NYSCommonCoreELACurriculum
G4:M1A:U1:L3 June2014 6
GalleryWalkINotice/IWonder
Inotice
Iwonder
ImagesfortheGalleryWalk
FiveArrows
TwoRowWampumhttp://www.onondaganation.org/culture/wampum/tworowwampumbeltguswenta/
TreeofPeace
SealoftheHaudenosaunee
http://commons.wikimedia.org/wiki/File%3AIroquois_5_Nation_Map_c1650.png
FromtheNYSMuseum Archives
PeaceSymbolfrom http://en.wikipedia.org/wiki/File:Peace_symbol.svg#file
HeartsymbolfromWikipedia
http://en.wikipedia.org/wiki/File:Heart_coraz%C3%B3n.svg
Allflags(US,Canada,Haudenosaunee)aresourcedfromCreativeCommonsWikimedia
NYSCountyMap
http://www.nysl.nysed.gov/genealogy/counties.htm
VocabularyInstruction
ANOTEONVOCABULARYINSTRUCTION
OnewaytoAlignVocabularyInstructiontotheCommonCore
Foranexampleofresearchbasedvocabularyinstruction,refertoDr.AnitaArchersvideoexamplewithasixth
gradeclass:http://explicitinstruction.org/?page_id=317.ThiswillsupportyouruseofthePowerPointfor
vocabularyinUnit1Lesson3.Takingthetimetoemphasizeandensurestudentcomprehensionofvocabulary
savestimedowntheroadandstrengthensstudentfoundationsofbackgroundknowledgeandvocabulary
acquisition.
ThiscurriculumdoesnotprovidePowerPointsandcomprehensiveactivitiesforvocabularyineverylessonor
unit,butteacherscanuseDr.Archersexample,theinstructionsbelow,andthePowerPointthatcorrespondsto
Unit1Lesson3tocreatevocabularylessonsthatwillengagestudentsandleavethembetterpreparedtotackle
complexreadingpassages.
Whenpresentingvocabulary,itisimportanttoaddressthefollowingsteps.Followthesestepswhen
implementingthePowerPointforUnit1Lesson3Vocabulary.Itmaybehelpfultopracticeaheadoftime.
1. Pronouncethewordwhenyouteachit.Itmaybehelpfultopronounceitandhavestudentsrepeatit
chorallyseveraltimes.
2. Shareastudentfriendlydefinitionorexplanationoftheword,andmakesurethewordsyouuseto
providethedefinitionorexplanationarefamiliartothestudentswithwhomyouareworking.
3. Useexamples(additionalsentences)toclarifythewordorprovidethewordindifferentcontexts.
4. Askstudentsquestionsaboutthevocabularyword.Usenonexamplesoftheword.
5. Notewordrelatives(forrighteousness,youmayuserightrighteousrighteouslyandcall
attentiontohowthewordrightmayhelpstudentsmakemeaningofrighteous)
6. Havestudentskeepawordjournalthatpoststhedefinitionorasynonymthathelpsstudentsremember
theword.
By Dehowhdadih BradleyPowless,EelClan,OnondagaNation
JourneyofthePeacemaker
OverathousandyearsagoontheshoresofOnondagaLake,inpresentdaycentralNewYork,
democracywasborn.TheSeneca,Cayuga,Onondaga,Oneida,andtheMohawkpeople hadbeen
warringagainsteachotherandtherewasgreatbloodshed.Thesefivenationshadforgottentheirways
andtheiractionssaddenedtheCreator.
TheCreatorsentamessengertothepeoplesothatthefivenationscouldliveinpeace.Hisnamewas
thePeacemaker.
ThePeacemakercarriedpowerfulwordsofpeacetothefivenations.Hetraveledinacanoeofwhite
stonetoshowthathiswordsaretrue.
OneofthefirsttojointhePeacemakersvisionwasanOnondaganamedHiawatha.Hiawathawasin
mourningwiththedeathofhisdaughters.ThePeacemakerusedHiawathaspurpleandwhite
wampumstringstoclearhismindtothinkclearlyagain.Togethertheytraveledtotheothernations
persuadingthemtoputdowntheirweaponsofwar.
ThePeacemakerthensoughtoutthemostevilpeopleofthefivenations.Heknewthatforpeaceto
endure,thesemenneededtobeturnedintogoodmindedleaders.
ThePeacemakerhadalreadysuccessfullyconvincedtheMohawks,Oneidas,Cayugas,andSenecasto
jointheGreatPeacehoweveranOnondaganamedTadodahostoppedthecompletionofthevision.
Hewasthemostevilpersonofthetime.Tadodaho wassoevilthathisbodywastwistedandsnakes
grewfromhishead.
ThePeacemakergatheredallofthechiefs.Theytraveledtogethertoconvincehimtojointhepeace.
OnlythendidTadodahoacceptthePeacemaker'smessageandhisspecialdutyofcaretakerofthe
councilfireoftheHaudenosaunee.Hisbodyandhairstraightenedandhebecamethelastofthefifty
chiefs.Thefivenationswereunitedatlast!
ThePeacemakershowedthemthatonenationcanbeeasilybroken,likeasinglearrowbutfive
nationsboundtogether,likefivearrows,willbecomestrong.ThePeacemakerfurthersymbolizedthis
unionof peacebyselectingthewhitepinetree.Thetreespineneedlesarealsobundledintogroupsof
fivetoremindusoftheGreatPeace.ThePeacemakeruprootedagreatwhitepinetreeleavingagreat
hole.Everyonethenburiedtheirhatchetsofwarandreplantedthetree.ThePeacemakerplacedan
eagleontopoftheTreeofPeace.TheeagleistheretowarntheHaudenosauneeofanydangersto
thisGreatPeace.
Awampumbeltmadeofpurpleandwhiteclamshellswascreatedtorecordtheevent.Foursquares
(startingfromtheeast)representingtheMohawk,Oneida,CayugaandSenecaNationswiththeGreat
PeaceTree(representingtheOnondaga)inthecenter.ThisbecameknownastheHiawathaBelt
whichshowedtheunionofthefiveNations.
ComingTogether
TheOnondagaNationisasovereignnationwithitsowngovernment.Thisbeganwhenthe
PeacemakerreplantedtheGreatTreeofPeace.Ithasbeeninexistenceforcountlesscenturies.
TheentireHaudenosaunee(Hodennoshone)hasfiftyHoyane(Hoyanay)orchiefsamongthefive
nations.TheHoyaneareallconsideredequal.Toshowthattheyareleaders,thePeacemakerplaces
theantlersofthedeerontheGustoweh(Gustowah)orheaddressofeveryHoyane.Whenincouncil,
everychiefhasanequalresponsibilityandequalsayinthemattersoftheHaudenosaunee.
ThePeacemakerenvisionedthechiefsholdingarmsinalargecircle.Insidethecirclearethelawsand
customsofourpeople.ItistheresponsibilityoftheHoyanetoprotectthepeoplewithinthecircleand
tolookforwardSevenGenerationstothefutureinmakingdecisions.
AtOnondaga,therearefourteenHoyane,includingTadodaho.Eachchiefworkswithhisfemale
counterpart,theClanMother.Incounciltheyarethevoiceofthepeopleoftheirclan.
Thecouncilisdividedintothreebenchesorgroups.Eachbenchmustworktogetherondecisionsfor
thenation.Whenadecisionbycouncilhasbeenagreeduponbyallthreebenches,itcomeswiththe
backingofallofthechiefsinagreement.ItissaidthattheCouncilisOfOneMind".Thereisno
voting.
SincethatfirstmeetingwiththePeacemaker,theOnondagaNationChiefsandClanMotherscontinue
togovernbythewaysgivenbythePeacemaker.ThismakestheHaudenosauneeand theOnondaga
NationtheoldestcontinuousdemocraticgovernmentinNorthAmerica.
TextBased Answers
Questions Day1
WhydidtheCreatorsendthePeacemakertothefivenations?
WhydidHiawathajointhePeacemaker?
Usingevidencefromthetext,whatthreethingsdowefindoutaboutthePeacemaker?
Howdoesthisillustrationreflectwhatwehavereadinthissection?
TheCouncilwithTadodahoattheTimetheLeagueWasStarted,PaintingbyErnest
Smith.FromthecollectionsoftheRochester Museum&ScienceCenter,Rochester,
NY.
WhatisthepurposeoftheHiawathaBelt?
BirthoftheHaudenosauneeVocabulary
democracy/democratic
mourning
wampum
persuading
unity
sought
endure
completion
bound
union
sovereign
unity(noun)
ThePeacemakerwantedtospreadunityintheterritory.
Ifyouwantyourclasstohaveunity,youwant
everyonetoworktogetherandbeconnectedto
eachotherinagoodway.
Weshowedourunitybystandinguptothebully
asawholegroup.
Thestrengthandunityofourteamhelpeduswin
thegame.
Sandro unitedwithChristophertocompletethe
scienceproject.
democracy(noun)
TheUnitedStatesisademocracy.
Ademocracyisagovernmentbythe people,
wherethepowerisheldbythepeople.Ina
democracy,everyoneshouldbeequal.
TheHaudenosauneehavetheoldest
democraticgovernmentonthecontinentof
America.
TheUnitedStatesisademocracywherethe
peoplevotetomakechange.
Myafterschoolclubisrunlikeademocracy.
mourning(verb)
Hiawathawasmourningthedeathofhisdaughters.
Whensomeoneisinmourning,itmeansthey
areverysad,usuallybecausesomeonethey
lovehasdied.
Sometimespeoplewearblackcolorstoshow
thattheyareinmourning.
WhenJillsrabbitdied,shemournedherloss.
Mourningisatimeofsadness.
wampum(noun)
TheHaudenosauneeuseseashellstomakewampum.
Wampumispurpleandwhitebeadsthat
comefromclamshells.
TheHaudenosauneeusewampumtotell
stories,maketreatiesandrecordhistory.
Wampumbeadsarestrungonbeltstoform
picturesandsymbols.
Wampumbeltsareveryimportanttothe
Haudenosauneepeople.
persuading(verb)
Theytraveledtogether,persuadingotherstoput
downtheirweaponsofwar.
Whensomeoneispersuadingyou,theyaretrying
togetyoutodosomethingorthinkacertainway.
Myparentspersuadedmetoeatmybroccoli
becauseitwillmakemestrong.
Thesmellofthechocolatecakepersuadedmeto
haveapiece.
Wepersuadedgrandmothertostayatthepartya
littlelonger.
sought(verb)
ThePeacemakersoughtoutthemostevilpeople.
Soughtmeanssearched.Ifyousoughtfor
something,yousearchedforit.Ifyoustill
searchforit,youseek it.
IsoughtforourcarintheparkinglotbecauseI
couldntrememberwhereIparkedit.
Hesoughtforanswerstohisproblem.
Iamstillseekingforthetruthaboutwhat
happenedtomyredturtleneck.
endure(verb)
Forpeacetoendure,therehadtobegoodleaders.
Ifwewantpeacetoendure,orcontinueto
happen,thenwehavetogetalongtogether.
Sometimeswehavetoenduresadnessbefore
wecanbecomehappy.
Thesoundofthesirenenduredforthree
minutes.
Theweatherwasveryhot,butthesoccer
playersendureduntiltheendofthegame.
completion(noun)
Tadodahos angerstoppedthecompletionofthepeace.
Ifyourhomeworkisnearcompletion,that
meansyouarealmostdonewithit!
Thebuildingisnearcompletionandonly
needstobepainted.
IcompletedthepuzzlewhenIputthelast
piecein.
Thecompletionoftheprojectbymygroup
mademeproudofalltheworkwehaddone
together!
bound(verb)
Fivenationsboundtogetherwillbestrongerthanone
nationstandingalone.
Ifsomethingisbound,itisfastenedtogether.
Youcanfastensomethingtogetherbybinding
it.
Aliciaboundherbraidswitharubberband.
Ahmedboundthebranchestogetherwith
vines.
Ourclothesareboundtogetherwiththread.
union(noun)
ThePeacemakersymbolizedthisunionofpeaceby
usingawhitepinetree.
Amarriageisaunionbetweentwopeople.A
teamisaunionofmanyplayers.
TheHaudenosauneepeopleareanexampleof
astrongunion.
Thefiftystatesmakeupaunionthatisthe
UnitedStates.
Whenwemeetourfamiliesatthepicniceach
July,itscalledthefamilyreunion.
sovereign(adjective)
TheOnondagaNationisasovereignnation.
Asovereignnationisanationthatrulesitself;
nooneelseisinchargeofit.
TheHaudenosauneeareasovereignnation;
theyhavetheirownpassportsandlawsthat
areseparatefromtheUnitedStates.
BirthoftheHaudenosauneecontinued
Exemptthirdpartycontentisindicatedbythefooter:NYSEDUsedbypermissionandnotsubjecttoCreativeCommonslicense.
Icancomparedifferentversionsofthesamestory(RI.4.7)
OngoingAssessment
Icananswerquestionsusingspecificdetailsfromatext.
Icancompareavideotoatextversionofthesamestory.
IcandemonstratewhatIknowbycontributingtodiscussions.
Agenda
TeachingNotes
1. Opening
Inadvance,prepareaPowerPointvocabularylessonusingthesameformatfromLesson3.Choose45words
fromthetextthatcannotbefiguredoutusingcontextclues.
A. EngagingtheReader: Recountingthe
PeacemakerStory (5minutes)
2. WorkTime
A. IdentifyingSymbolisminBirthofthe
Haudenosaunee(15 minutes)
B. MasterfulReadingandIdentifying
Symbolism(15minutes)
ThislessonincludesarereadofJourneyofthePeacemakerwithafocusonsymbolismandaclose read of
Section2 oftheBirthoftheHaudenosaunee,ComingTogether,accompaniedby thecompletionof anew
worksheet.
Thesecond portionofthestoryincludesreferencestotheHaudenosauneegovernmentwhichwillnotbedirectly
addressedhere.ThislessonmayconnectandserveasabridgetolessonsinSocialStudies.
C. Keeping TrackAnchorChart(10
minutes)
D. ComparingStories(10minutes)
A. Debrief andExitTicket(5minutes)
3. Homework
Copyright2014by NYSED,Albany,NY.AllRightsReserved
LessonVocabulary
Materials
details,contribute,discussion,notice,
wonder,captions,sovereign,countless,
Hoyane,Gustoweh,headdress,
council,envisioned,govern,
continuous,democratic,complement
KeepingTrackofHowitallfitstogether anchorchart
BirthoftheHaudenosauneeSymbolismandTextBasedAnswershandout
BirthoftheHaudenosaunee(fromLesson3)
TeachercreatedvocabularyPowerPoint
Documentcameraorwhiteboard
Video:TheStoneCanoe:TheStoryofthePeacemaker: http://www.onondaganation.org/news/video/2008/thestone
canoethestoryofthepeacemaker2/
Indexcards
Opening
A.EngagingtheReader:Recounting BirthoftheHaudenosaunee (5 minutes)

Icananswerquestionsusingspecificdetailsfromthetext.
Askstudentstotellyouwhattheyrememberfromyesterdayaboutthemeaningsofcontribute, details,anddiscussion.
Askstudentstoreviewtheirwork/readingfromyesterday andThinkPairShareabout whathappenedsofarinthe Birthof
theHaudenosaunee.Theyshouldalsothinkabout anyquestionstheymayhaveaboutyesterdaysreading. Askstudentsto
sharesummaries withthe classand answeranyquestions studentsmayhaveaboutthereadingsofar. Thiswouldalsobea
goodtimetoreviewthepreviouslessonsexittickets.
WorkTime
IdentifyingSymbolisminBirthoftheHaudenosaunee(15 minutes)
Suggestionsforvocabularyinstruction:
Graphicorganizersengagestudents
moreactivelyandprovidethenecessary
scaffoldingthatsespeciallycriticalfor
learnerswithlowerlevelsoflanguage
proficiency.
Beginwithvocabulary exerciseasinLesson3.Selectwordsfromthelessonvocabularylist thatyoufeelwould

mostbenefityourstudents andmovethroughthemusing the vocabularyPowerPoint.
Modelforstudentshowtofigureoutthemeaningofawordincontextusinganexamplefromtodaysreading
(recommendboundor bundledinparagraph8). ChooseawordthatisnotdefinedinthePowerPoint.
Informstudentsthatgoodreadersreadacomplextextmorethanonceinorderto understand it morefully. Explainthat

theyreadthesectiontitledJourneyofthePeacemakerinthepreviouslessonandansweredquestionsaboutit.Today
theywillreadthatsectionagain,butwithadifferentpurpose.Todaytheywillbelookingforsymbolisminthetext. Review
withstudentswhatsymbolismisifnecessary.
DistributetheworksheetBirthoftheHaudenosaunee:SymbolismandTextBasedAnswers toeachstudent.
Students shouldworkwiththesamepartnerfromthepreviouslessontoanswerthequestionsinthefirstbox.Circulateto
providesupport.
Reviewresponsestothesequestionswholeclass:
LabeltheTreeofPeaceandtheHiawathaBeltbasedonwhatyoureadinJourneyofthePeacemaker.(If
possible,projectanimageoftheGreatPeaceTreeandtheHiawathaBeltthatyoucanlabelusingstudent
feedback,orthatstudentscanlabelonaSmartboard.)
Howdoesthestoryexplainthesymbolofthearrowsboundtogether?
HowdotheGreatPeaceTreeandtheHiawathaBeltsymbolizetheHaudenosaunee?
B.MasterfulReadingandIdentifyingsymbolism(15minutes)
ReadaloudthesectiontitledComingTogether.
Afterthemasterread, havestudents whisperreadtogetherinpairsandcirculatetocheckforunderstanding.Tellthem
thatiftheydonotknowawordandcannotfigureitout,circleor highlightit. Theyshouldalsounderlineanydetailsthey
thinkareimportanttothestory. Instructthemtoanswerthequestionsinthesecondbox ontheirBirthofthe
HaudenosauneeSymbolismandTextBasedAnswershandout withtheirpartners whentheyhavecompleted
theparagraphs.
Havestudentsshareoutandclarifyasneeded:
Whatdotheantlersontheheaddressesrepresent?
WhywouldtheHaudenosauneewanttolookSevenGenerationsintothefuturewhenmakingimportant
decisions?
ExplainhowtheCouncilisOfOneMind.
Synthesis: HowdotheHaudenosauneecontinuetoliveinthewaysofthePeacemaker?(Thisisatopicthat
willbebroughtupthroughouttheunitandrevisitedinUnit2.)
Endtheclassbydiscussingwhatwehavelearnedaboutsymbolsandhowunderstandingsymbolscanhelpusbetter
understandthetextandthepeoplethatthetextisabout,drawingattentiontothePeacemakerandhiscontinuing
influenceontheHaudenosauneeculture. RevisittheimportanceoftheGreatPeaceTreeandtheHiawathaBeltfocusing
onhowtheyrepresentunity,connection,peace,community,etc. Ifthereisadditionaltime,reviewthesymbolsfromthe
GalleryWalktosupporttheconversation.
Informstudentsthatthethinkingtheyhavedonewiththistextwillinformtheworktheydothroughoutthemodule.
Anchorchartsprovideavisualcueto
studentsaboutwhattodowhenyouask
themtoworkindependently.Theyalso
serveasnotecatcherswhentheclassis
coconstructingideas.
C.KeepingTrackAnchorChart(10minutes)
InstructstudentstocompletetherowforBirthoftheHaudenosaunee. Theymaydothiswiththeirpartners.
Circulatetoprovidesupport.
Reviewstudentanswerswholeclass.
D.ComparingStories (10minutes)
ShowTheStoneCanoe:TheStoryofthePeacemakera6minutevideoillustratedandnarratedbyfourthgrade
studentsattheOnondagaNationSchool.ThevideoretellsthetravelsofthePeaceMakertothe5warringNationsbringing
amessageofPeace,Love,Power,andUnity tothepeople.ThisvideoisanexampleoftheHaudenosauneeoraltradition
whichisatopicthatwillcomeupinUnit3.Asstudentswatchthevideo,theyshouldlookforanyconnectiontothetext
theyjustreadandthesymbolstheymayhaveseeninthetextandtheGalleryWalk.
Havestudents turnandtalk withapartneraboutthisprompt:Howdoesthevideoversionofthestorycomparetothe

writtenversion?
Leadabriefdiscussionaboutthesimilaritiesanddifferencesbetweenthevideoandthetext. As students willnotice

differencesbetweenthetext andthevideo,bepreparedto explainthatthisstoryismeanttobespokenandtypicallytakes
anumberofdaystotell(OralTradition).Thestorytheyreadandsawareshortenedversionsoftheonethe
Haudenosauneetypicallytellandarenotmeanttobewrittendown.
Movestudentstowardanunderstandingofthewordcomplementhowdothetwomediumscomplementeachother,
orcompletethestory?
Optional:StudentsmayaddthisvideototheirKeepingTrackanchorchart.
A.DebriefandExitTicket(5minutes)
AskthestudentsiftheyhavemetthelearningtargetsIcancontributetoclassdiscussionsandIcananswerquestions
usingspecificdetailsfromthetext.StudentscanuseFisttoFive,aselfassessmentinwhichstudentsratethemselvesona
continuumfromzero(fist),meaningfarfromthetarget,tofive(fivefingers),meaninghavingsolidlymetthetarget.Call
onafewstudentstoprovideevidencefortheratingtheygavethemselves.
Checkinginwithlearningtargetshelps
studentsselfassesstheirown
learning.
ExitTicketTheStoneCanoe:TheStoryofthePeacemaker
Distributeanindexcardtoeachstudentandask,HowdoesthevideoenhanceyourunderstandingofthePeacemaker?
Homework
Studentswhocannotyet read
independentlyatanylevelwillbenefit
fromhearingbooksreadtothem,
eitherbyacaregiverorthroughaudio
recordings.Hearingbooks/textscan
beanongoingassignmentforthese
students.
StudentWorksheet
SymbolsinBirthoftheHaudenosaunee
Questions
LabeltheTreeofPeace andtheHiawathaBelt basedonwhatyoureadin Journeyofthe
Peacemaker.
Howdoesthestoryexplainthesymbolofthearrows boundtogether?
How dotheTreeofPeaceandtheHiawathaBeltsymbolizetheHaudenosaunee?
ComingTogether
Whatdotheantlersontheheaddressesrepresent?
Why wouldwewanttolookSevenGenerationsintothefuturewhenwemakeimportant
decisions?
Explain howtheCouncilisOfOneMind.
StudentWorksheet
Synthesis:HowdotheHaudenosauneecontinuetoliveinthewaysofthePeacemaker?
MakingConnections
Exemptthirdpartycontentisindicatedbythefooter:NYSED.UsedbypermissionandnotsubjecttoCreativeCommonslicense.
MakingConnections
Icanmakeconnectionsbetweentexts,ideas,culturalperspectives,personaleventsandsituations.(RL.4.11)
Icanparaphraseinformationpresentedindiversemediaandformats.(SL.4.2)
OngoingAssessment
Anchorchart
Teacherobservation
Icanplana symbolformywampumbelt.
Agenda
TeachingNotes
1. Opening
Inadvance:readtheWordAssociationguidanceinSupportingMaterials.
A. Carousel Vocabularyreview(25minutes)
2. WorkTime
Forthecarouselactivity,choosewordsthatyoufeelyourstudentsneedsreinforced.
A. MakingConnections(20 minutes)
Studentsmaybehesitanttospeakinfrontoftheclass.Ifnecessary,remindstudentsaboutrespectfullistening
practices.
B. SharingIdeas(10 minutes)
Theexitparagraphshouldbereturnedtostudentsatthestartofthenextlesson.
Studentsmaystartaskingquestionsabouttheirpersonalwampumbelts.Thiswillbemoreclearlyexplained ina
laterlesson.
A. Exitparagraph(10 minutes)
4. Homework
LessonVocabulary
Materials
centralidea,supportingdetail, gist
CarouselBrainstorm(Appendix1)
WordAssociation(seeSupportingMaterials)
NoteCatcher(seeSupportingMaterials)
MakingConnections
KeepingTrack ofHowitAllFitsTogetheranchorchart (beguninLesson2)

ThanksgivingAddress
Vocabularylog/notebook
Chartpaper
Markers
Opening
A.Vocabularyreview(25 minutes)
Informstudentsthatinafewdaystheywillbecreatingtheirownwampumbeltsthat represent aneventfrom theirfamily,
school,orcommunitythatisimportantto them.Inordertohelptheirthinking,theywillstartbylookingatwhatis
importanttotheHaudenosauneepeopleforinspiration.
First,talkwithstudentsaboutthelearningtargetsfortheday:
Wordassociation:Informstudentsthattheywillbewritingaboutthetextstheyreadinthisunit/moduleandthatin
ordertobeabletowriteaboutthetexts,theyneedtomakesuretheyhaveunderstandingofthe difficultvocabulary.See
WordAssociationguidanceinSupportingMaterialsfortheprocedure.Afterthefivewordshavebeendiscussedand
clarified,splitstudentsintopairsortriads.
ModifiedCarouselactivity.ThisvocabularyreviewusesasimilarproceduretotheCarouselactivityinAppendix1.
Insteadofquestionstoanswer,thestudentswillbecomingupwithsentencesforthevocabularywords,similartotheWord
Associationactivity.Select57vocabularywordsfromthisunitthatyouwouldlikethestudentsto haveanunderstandingof.
Puteachofthosewordsonapieceofchartpaperandpostthemaroundtheroom.Inpairs ortriads,studentswillcomeup
withsentencesforeachofthewordsandwritethemonthechartpaper.Followthebasic carouselprocedure.
Afterallgroupshavehadachancewitheachword,studentgroupsshouldendupbackattheiroriginalword.Eachgroup
shouldhavetheopportunityto readeachstudentcreatedsentencealoud.Allowtimetodiscussthesentencesandhow
clearlytheyconveythemeaningoftheword.
Allowtimeforstudentstoclarifythedefinitionsofthesewordsintheirvocabularyjournals.
MakingConnections
WorkTime
A.MakingConnections (20 minutes)
Graphicorganizershelpstudents
organizetheirthoughtsin
preparationfordeeperthinkingand
analysis.
Askstudentstotakeouttheir KeepingTrackanchorcharts.Putstudentsintotriadsand distribute GraphicOrganizer

foundinSupplementalMaterials.
Instructstudentsto usetheiranchorchartsandtalkwiththeirgroupsaboutanyideasthatappearinbothtexts,andhow
theyknow. Studentswillusethegraphicorganizertoorganizetheirideasandsupportingdetailsinpreparationforsharing
withtheclass.
Circulatetoprovidesupport.
Makingconnectionstoothertextsmaybeadifficultconceptforsomestudents.Considerallottingmoretimetothistask.
WorkTime
B.SharingIdeas(10 minutes)
Instructeachgrouptochooseonememberwhowillreportout ontheconnectingideatheyfoundandanydetailsthey
foundtosupportthat.Theywillalsotalkaboutanyconnectionstheyfoundtothevideos.
Callonvolunteerstosharetheirconnectingideaandexplanations.Questionstudentsabouthowtheyarrived attheir
conclusionsinordertoensurethattheyusedetailsfromthetextstosupporttheirthinking.
Aftereachgrouphassharedout,congratulatethemontheirbraveryinspeakinginfrontoftheclass.
MakingConnections
A.Exitparagraph(10 minutes)
Displaythisquestionforallstudentstosee:WhatdothesetextstellyouabouttheHaudenosauneepeople?
Instructstudentstowriteaparagraphusingtheirnotesontheirnotecatchers.Theyshouldidentifyonetraitofthe
Haudenosauneebasedonwhattheyhavereadsofar.Studentsshouldinclude23piecesoftextualevidenceto support
theirclaimabouttheHaudenosaunee.
Collecttheparagraphsattheendofthelesson.Thisassessmentwillhelpstudentsprepareforthekindofthinkingtheywill
needforthemidunitassessmentinthenextlesson. Studentswillneedthisparagraphwhentheycreatetheirwampumbelt
inlesson8.
Homework
Students canstartthinkingaboutasymbol they wouldcreatefortheirwampumbeltbasedonwhattheywroteintheir

paragraph.
SupportingMaterials
NoteCatcher:
MakingConnections
WordAssociation
Writethefollowingwordsontheboard(orotherwordsfromtheunitofyourchoosing):
principles
address
confederacy
succumbed
consensus
Say:TellmethewordthatIamthinkingabout.
Readaloudthefollowingsentencesandallowstudentstofillintheblank(aloud).
Whenpeoplefromdifferentareasformagroupwithacommonpurpose,itiscalleda
____________________________.
When yougiveintotemptation,youhave___________________________.
IfyouandIagreetoworktogetherthroughatoughproblem,itiscalled
______________________.
IfIhavecertainbeliefsthatguidemylife,Ihaveasetof_______________________.
If yougiveanimportantspeechtoagroup,youaregivingan__________________.
Clarifythedefinitionsforeachwordasyoureviewthem.Ensurethatstudentshavewrittenan
acceptabledefinitionintheirvocabularylogs.
NoteCatcher:
MakingConnections
ConnectingIdea
DetailsfromBirthoftheHaudenosaunee
DetailsfromThanksgivingAddress
Howdothetextsconnecttothevideosyousaw(StoneCanoeandintroductiontoThanksgiving
Address)?
Grade 4: Module 1A: Unit 1: Lesson 6

Identifying Main Idea and Mid-Unit 1
Assessment: Two Row Wampum
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Exempt third-party content is indicated by the footer: NYSED. Used by permission and not subject to Creative Commons license.
GRADE 4: MODULE 1A: UNIT 1: LESSON 6

Mid-Unit 1 Assessment and Close Read of
Two Row Wampum (Guswenta)
Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can explain what a text says using specific details from the text. (RI.4.1)
I can determine the main idea of a text. (RI.4.2)
I can engage effectively in a collaborative discussion. (SL.4.1)
Supporting Learning Targets
Ongoing Assessment
I can use details and examples from TwoRow Wampum (Guswenta) when explaining what specific
passages say or mean.
Mid-Unit 1 Assessment: Answering Questions with

Evidence from Text
Teacher observation
Anchor chart
Agenda
Teaching Notes
1.
This lesson contains an assessment and close reading to find main idea. Both portions of the lesson use the same
text.
Opening
A. Recording History (5 minutes)
2. Work Time
B. Mid-Unit 1 Assessment: Read Passages and
Answer Questions with Evidence from Text
(30 minutes)
C. Finding a Central Idea of Two Row
Wampum (20 minutes)
Based on the pace of the assessment, this lesson is approximated at 60 minutes, but may take additional time,
depending on the reading fluency of the class.
Display the Close Readers Do These Things anchor chart so that all students have access while
completing the assessment.
Although not part of the lesson, the transcript of the video is provided for teachers who may need to use it as
support for their students.
3. Closing and Assessment

A. Keeping track anchor chart (5 minutes)
4. Homework
Copyright 2014 by NYSED, Albany, NY. All Rights Reserved.
NYS Common Core ELA Curriculum G4:M1A:U1:L6 June 2014

Lesson Vocabulary
Materials
details, examples, assessment, treaty,

wampum, territory, convene,
delegation, principle?, covenant, living
treaty , intentions, interfere
Mid-Unit 1 Assessment
Close Readers Do These Things anchor chart (begun in Lesson 3)
Keeping Track of How it All Fits Together anchor chart (begun in Lesson 2)
Two Row Wampum story
Document camera
Sticky notes
Video- Recording History Through Oral Tradition: https://www.youtube.com/watch?v=k3WLTYp4lPI
Transcript of video- Recording History Through Oral Tradition (found in Supplemental Materials)
Meeting Students Needs
Opening
A. Recording History (5 minutes)

Ask students, How do you find out about our history? Or your familys history? Lead a brief discussion about the ways we
pass stories down (text books, novels, family gatherings, school, etc.). Tell students that there are many ways to share stories
and histories as they will find out in a video created for this module.
Show students Recording History Through Oral Tradition.
After viewing, ask students to relate how the Haudenosaunee record their history. Answers should include oral tradition and
wampum. Lead a brief discussion about the purpose of wampum as it relates to this video and the references to wampum in
Birth of the Haudenosaunee.

Work Time
A. Mid-Unit 1 Assessment: Read Article and Answer Questions with Evidence from Text (30 minutes)
Distribute assessment. Remind students that they should follow the Close Readers Do These Things anchor chart
posted in the classroom. Hopefully they will be able to underline many things they understand.
This assessment can also be done

individually.
Place students in groups or pairs that they have been working with. Pass out the assessment. Explain that today students
may read and work together in groups on this assessment. They are all to turn in their own test papers however.
Collect the assessment to formally assess. Look at students answers, and also look at their text to see if they are annotating
the text to help them get their thinking on paper as they read.
Congratulate students on the skills they are building reading closely.
B. Finding a Main Idea of the Two Row Wampum Treaty (20 minutes)
Distribute student copies of Two Row Wampum (Guswenta) and the Keeping Track anchor chart from Lesson 2.
Point out to students that the Haudenosaunee word for this treaty is Guswenta. Display the text using a document camera
or whiteboard.
Tell students that they are going to finish reading about the Two Row Wampum treaty and then take some time to think
about how the Haudenosaunee create peace.
Cold call students to give the gist of the first four paragraphs (from the assessment). Focus on the symbolism of the Two
Row Wampum Belt so that students may enter it on their anchor charts. Consider displaying the image of the belt to
facilitate student thinking.
Read aloud paragraphs 5-8 of Two Row Wampum (Guswenta) as students follow along.
If you choose to do this assessment

collaboratively, use the opportunity
to move around during the
assessment and evaluate informally
how students are working together,
their fluency in reading aloud, and
their problem solving skills.
Remind students what "gist" is and

how it is different from a main idea
or central idea. Gist is an early or
emerging understanding of a chunk
of text. When we ask students to
come up with a gist statement, we
are asking them simply to share
their initial thinking of what a
text is mostly about. It's a check
for understanding and entry point
to complex text.
Tell students that each pair will be rereading one of the paragraphs to determine gist. Assign student pairs individual
paragraphs to closely read. Some paragraphs are more complex than others so be strategic in your assignments.
Ask student pairs to whisper read the paragraph, underlining the parts they know or understand. They should also take
note of any symbolism evident in the paragraph and be prepared to explain it to the class. Note: paragraph 7 includes a
detailed description of the symbolism behind the Two Row Wampum belt.
Ask students to come up with a gist statement for their paragraph that they will write on a sticky note.
Instruct students to put their sticky notes with their gist statements next to the paragraph they read on the whiteboard.
When all student pairs have added their statements, review each one and clarify as necessary. Students should add gist

statements on their copies of the text as well.
Ask students: What symbolism appeared in your paragraph? Listen for:

o
Silver (from Dutch name for treaty) can be polished and renewed
Two Row Wampum Belt- 2 rows=2 boats represent Haudenosaunee and Dutch ways of life, white= river of life,
equality, friendship, peace, forever
Give students a moment to think about what they have learned about the Two Row Wampum treaty. They should
synthesize this information to come up with a statement about what they learned about the Haudenosaunee in this text.
Students will write this statement in the box for main idea on their Keeping Track anchor charts.
Work Time (continued)

Cold call students to share their main ideas.
Tell them that they will continue to revisit these ideas throughout the module.
* If time is a factor, this activity may be completed at the start of the next lesson.
Closing and Assessment
A. Keeping Track anchor chart (5 minutes)

Have students complete the remainder of the row for Two Row Wampum on their anchor charts based on what was
discussed in class.
Developing self-assessment and

reflection supports all learners.
Homework
Students should continue their independent reading for this unit. Students can also practice oral tradition by
telling the story of the Two Row Wampum treaty to family members. Provide students with an image of the belt to
help them tell the story.


Supplemental Materials
Exempt third-party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license.

Two Row Wampum: Assessment
Name:
Date:
Directions:
Read the following passages and then write your answers. Be sure to use details from the text.
Two Row Wampum
In 1613, the Mohawks noticed people coming into their territory unannounced. The visitors
had begun to cut trees and clear land for their homes and farms. They had entered the lands of the
Haudenosaunee and were now occupying some of their empty rooms (land). The newcomers dressed
oddly and had hair on their faces. They had iron pots and pans and had their families with them.
These people needed a place to live. The Mohawks sent a runner to Onondaga to convene a meeting of
the Haudenosaunee.
At the meeting it was discussed that a delegation must travel to where these people had settled
to determine their intentions. It was difficult for the delegation. The people they met spoke in a
language they hadnt heard before. It took much time and patience for the two people to begin to
communicate.
1.
2.
3.
4.
5.
Annotate your text. Use what you have learned about reading closely. Underline the things you
understand.
Circle words that you do not understand. Read around the words and see if you can figure them out.
The passage states In 1613 the Mohawks noticed people coming into their territory unannounced.
Think about unannounced. If someone announces something, they
a. tell someone about it, or make it known.
b. keep something a secret and hidden.
c. hurry to try to find an answer
So if something is unannounced, it is
a. secret
b. unexpected
c. slow
The passage states The Mohawks sent a runner to Onondaga to convene a meeting of the
Haudenosaunee. Based on this passage, a runner is someone who
a. likes to race
b. carries messages
c. attacks secretly

6.
The visitors are also referred to as the newcomers. What do we find out about the newcomers?
7.
Based on the passage, to convene means

a. to cancel
b. to call together
c. to control
8.
According to the passage, why did the Mohawks convene a meeting?
9.
What was a problem the Mohawks had when they met with the newcomers?

Using Resources
After many discussions, it was decided that the Haudenosaunee and the Europeans must have
a way to greet each other when they met. The settlers with their large sailed boat thought that they
should be called Father and the Haudenosaunee Son. The Haudenosaunee said that this would
not do. We shall address each other as Brothers. This shows that we are equal to each other.
As the Haudenosaunee and Dutch discovered much about each other, an agreement was made
as to how they were to treat each other and live together. Each of their ways would be shown in the
purple rows running the length of a wampum belt. In one row is a ship with our White Brothers
ways; in the other a canoe with our ways. Each will travel down the river of life side by side. Neither
will attempt to steer the others vessel.
10. Annotate
your text. Use what you have learned about reading closely. Underline the things you
understand.
11. Circle words that you do not understand. Read around the words and see if you can figure them out.
12. What
does this passage tell you about the Haudenosaunee people? What does it tell you about the
Dutch people? Use details from the text to support your response.
13.
Based on the passage, what is a vessel? How do you know?

Criteria for Success

Students answers must be accurate and include specific details to support their responses.

1- In 1613, the Mohawks noticed people coming into their territory unannounced. The visitors had begun to cut
trees and clear land for their homes and farms. They had entered the lands of the Haudenosaunee and were
now occupying some of their empty rooms (land). The newcomers dressed oddly and had hair on their faces.
They had iron pots and pans and had their families with them. These people needed a place to live. The
Mohawks sent a runner to Onondaga to convene a meeting of the Haudenosaunee.
2- At the meeting it was discussed that a delegation must travel to where these people had settled to determine
their intentions. It was difficult for the delegation. The people they met spoke in a language they hadnt heard
before. It took much time and patience for the two people to begin to communicate.
3-After many discussions, it was decided that the Haudenosaunee and the Europeans must have a way to greet
each other when they met. The settlers with their large sailed boat thought that they should be called Father
and the Haudenosaunee Son. The Haudenosaunee said that this would not do. We shall address each other
as Brothers. This shows that we are equal to each other.
4- As the Haudenosaunee and Dutch discovered much about each other, an agreement was made as to how
they were to treat each other and live together. Each of their ways would be shown in the purple rows running
the length of a wampum belt. In one row is a ship with our White Brothers ways; in the other a canoe with our
ways. Each will travel down the river of life side by side. Neither will attempt to steer the others vessel.
5- The Haudenosaunee and the Dutch agreed on three principles to make this treaty last. The first was
friendship; the Haudenosaunee and their white brothers will live in friendship. The second principle is peace;
there will be peace between their two people. The final principle is forever; that this agreement will last forever.
6- The Dutch recorded this agreement on paper with three silver chains. Iron chains would not do because iron
rusts and breaks over time. Silver, on the other hand, can be polished and renewed when the brothers meet.
The Haudenosaunee and the Dutch agreed to call this the Silver Covenant Chain of Friendship.
7- The Haudenosaunee explained to the Dutch that they did not use paper to record their history. They would
make belts made of white and purple wampum shells. The Haudenosaunee made a belt to record this
agreement. The belt has two purple rows running alongside each other representing two boats. One boat is the
canoe with the Haudenosaunee way of life, laws and people. In the other is the Dutch ship with their laws,
religion, and people in it. The boats will travel side by side down the river of life. Each nation will respect the
ways of each other and will not interfere with the other. Together we will travel in Friendship and in Peace
Forever; as long as the grass is green, as long as the water runs downhill, as long as the sun rises in the East
and sets in the West and as long as our Mother Earth will last.
Importance to today
8- The Haudenosaunee see the Two Row Wampum as a living treaty; a way that they have established for their
people to live together in peace; that each nation will respect the ways of the other as they meet to discuss
solutions to the issues that come before them.
10

Transcript of Recording History Through Oral Tradition
Transcript of Recording History Through Oral Tradition

Carson: Why dont we write down our history?
Nancy: We have always had a lot of people who were speakers and leaders that told stories and
gave us our history through the spoken word. We hear stories over and over again to help us to
understand why things come to be or why things happened the way they are now, so all of our
history. It is very, very important to be listening to our elders, so that the stories they tell us, we can
hold on to, and pass on to our children
Carson: Is there any other way that we could have recorded our history?
Nancy: Yes we have other ways of recording our history. Once we encountered the Europeans, we
had to start recording our history using the wampum belts because we started having agreements
making agreements with them, and the only way were able to remember both sides they were
writing it down and we were recording it in our wampum belts. And it was also spoken in our
language so that we would remember it. So we still have the oral version of the story of the
wampum as well as the wampum itself, so that you can see it written in the belts.
11
ReadingPoetryandIdentifyingTheme:
Exemptthirdpartycontent isindicatedbythefooter:NYSED.UsedbypermissionandnotsubjecttoCreativeCommonslicense.
HowtoReadPoetry:
Icandeterminethethemeofapoem.(RL.4.2)
Icanexplainthestructuralelementsofapoem.(RL.4.5)
Icanengageeffectivelyinarangeofcollaborativediscussions.(SL.4.1)
OngoingAssessment
Icanplana symbolformywampumbelt.
KeepingTrackanchorchart
GuidingQuestionshandout
Agenda
TeachingNotes
1. Opening
Whilethislessonaddressesapieceofpoetrybyafamouspoet,thelessonitselfisnotaboutteachingpoetry.The
focusison howRobertFrostsATimetoTalkconnectstotheothertextsintheunit.Thereisabriefdiscussion
onthedifferencebetweenpoetryandprose,withaspecificfocusonvisualformat, withoutgettingintotoomuch
detail.
A. Engagingthe Reader(5 minutes)

2. WorkTime
A. IntroductiontoATimeToTalk(10
minutes)
B. MasterRead(10minutes)
C. WhatIsThisPoemAbout?(20minutes)
Forstudentswhoareintimidatedbypoetry,considerchunkingthepoemintolinesorsentencestoeasethe
deconstructionofthepoem.
Thispoemisaboutcommunicationandconnectstotheothertextsintheunit.Studentswillbeabletoreferto
thispoemwhen planningtheirwampumbeltsymbols.
D. DeterminingtheThemeofaPoem(10
minutes)
A. Debrief(5minutes)
4. Homework
HowtoReadPoetry:
LessonVocabulary
Materials
structural, poetry, theme
KeepingTrackofHowitAllFitsTogetheranchorchart
RobertFrostsATimetoTalk(studentscopies)
GuidingQuestionshandout(supplementarymaterials)
Documentcamera
Opening
A.Opening:Engagingthe Reader(5minutes)
Askstudentstoformpairsandtaketurnssoeachofthemreadsoneofthelearningtargets:Cananyoneexplainthese
learningtargetsintheirownwords?Focusonensuringthatstudentsknowstructural,elements, and theme.
Providenonlinguisticsymbols(e.g.,a
personwithathinkbubbleabove
theirheadforquestions)toassist
ELLsandotherstrugglingreadersin
makingconnectionswithvocabulary.
theycanbeusedindirectionsand
learningtargets.
Askstudentswhattheyknowaboutpoemsorpoetry.Coldcallstudentsforresponses.Informstudentsthattodaystextwill
beapoemwhichisdifferentthanthetextswehavebeenreading inthisunit.
Inthislesson,studentswillbelookingforthethemeofthepoem.TheCCLSusetheterm theme inRL.4.2.
Allstudentsdevelopingacademic
languagewillbenefitfromdirect
instructionofacademicvocabulary.
WorkTime
A.IntroductiontoATimetoTalk(10 minutes)
Distributestudentcopiesof ATimetoTalkbyRobertFrost.Withtheirpartners,askstudentstotalkabouthowthis
poemlooksdifferentfromtheprevioustexts.Whatmakesthisapoem?Callonstudentvolunteerstosharedifferencesthey
findwiththerestoftheclass.Studentsshouldnoticethatpunctuationisdifferent.Ifnot,calltheirattentiontothefactthat
eachlineisnotnecessarilyasentence. Informstudentsthatpoetsdothisfordifferentreasons,buttheimportantthingto
rememberisthatwhenwereadthepoem,weshouldreaditusingthepunctuationmarksthepoetincludes.Thismeans
HowtoReadPoetry:
pausingatcommasandstoppingatperiods,evenifthey areinthemiddleofaline.
Additionaldifferencesthattheymaynotice(oryoucanpointout) :
thepoemisvisuallysetup differently thanregularsentences
thereissomerhyme
ithasatitle
Askastudenttoreadaloudthetitleofthepoem.Withtheirpartners,studentsshoulddiscusswhat thispoemmaybe
about. Coldcallseveralstudentsforideas.
WorkTime(continued)
B.MasterReadingofATimetoTalk(10minutes)
Explaintostudentsthatreading poetry aloud oftenhelpsustogainbetterunderstandingofthepoem. Also,poemsusually
needtobereadmultipletimestofigureoutwhatthepoetissaying.Sometimesevenadultswillreadapoemtentimeswhen
tryingtofigureoutitsmeaning!Studentsshouldfollowalongasyoureadthepoemaloudonce.
Pauseforamomentandaskthestudentswhattheynoticedaboutyourreading.ListenforYoustoppedattheperiodsand
pausedatthecommasinadditiontocommentsaboutrhythmorrhyme,commentsaboutimages,commentsaboutthe
speedatwhichyouread.
Explainthatthestructureofpoemswillvary,butthepunctuationwillalwaystellyouhowyoushouldreadthem.Readthe
poemaloudagain.Askstudentshowmanysentencesthereareinthepoemandhowdotheyknow(3questionmark,period,
period).
Instructthestudentstoreadthepoemsilentlyandcircleanywordsthatareunfamiliar.Informthestudentsthatmanyofthe
wordscanbefiguredoutusingcontext.Modelfiguringoutthedefinitionof meaning forthestudents. Iknowthattheword
meaningissomethinglikeadefinition,orwhatismeantbyanactionorword.Sosincethefriendisslowinghishorsesothat
hecantalktohisfriend,Ithinkthewalkismeaningful,orhaspurpose,Explaintostudentsthatthisisanoutdatedusageof
thewordanddoesnothaveacleardefinition.But,theimportantthingisthatnotunderstandingtheworddoesnothinder
comprehensionoftheentirepoem.
HowtoReadPoetry:
WorkTime(continued)
C.Whatisthispoemabout?(20minutes)
Groupstudentsintofours(pairs thathavebeenworkingtogetherworkwithanotherpair). Informthem thattheywillnow
readthepoemthemselvestodeconstructit,orfigureoutitsmeaning. Encouragestudentstoreadthepoemaloudmultiple
timesastheyanswerthequestions.Distribute GuidingQuestions fromSupplementaryMaterials.
Studentsmaynotbefamiliarwiththewordshoe,hoed,mellow,plod.Encouragegroupstousecontextcluestofigureout
themeaningswhichwillbediscussedbeforetheendoftheclass.Reinforcetheideathatsometimesthedefinitionisnot
necessaryinordertogetthegistofthepoem.
Circulatetoprovidesupportandguidance.Whenstudentshavecompletedtheactivity,reviewtheiranswers toquestions13
bycallingonvolunteerstoshare.Reviewadditionalvocabularyatthistimeandhavestudentsenterunfamiliarwordsinto
theirvocabularyjournals.
WorkTime(continued)
D.DeterminingtheThemeofATimetotalk(10minutes)
Tellstudentsthatwewillnowbetalkingaboutthethemeofthispoem.Explainthatthetheme iscentralmessage ormain
idea.
Callonstudentvolunteerstosharetheirideasforthemeaswellasanyevidencetheyhavetosupportthattheme.Listenfor:
Thereisalwaystimeforfriends.
Friendsshouldalwaysmaketimetotalktoeachother.
Communicationisimportanttofriendship.
Displayyourmodelanchorchartonadocumentcamera.Instructstudentstotakeouttheir KeepingTrack anchorchart
andelicitstudentresponsesforfillinginarowforthepoem,focusingonsummarythemeandmakingconnections. Readthe
poemonceagain,stoppingattheendofeachsentencetoremindyourselfofwhatisgoingon orinsomecasesstopping
attheendofeachpieceofpunctuationandaskingstudentstocalloutthesummary.Putitalltogetherhere.
Ifnotenoughtime,allowstudentstocompletetheanchorchartatthebeginningofthenextlesson.Thiscansegueintothe
nextdaysactivity.
HowtoReadPoetry:
A.Debrief(5minutes)
Askstudentstothinkaboutthelearningtargetsfromtoday. Howwouldtheyexplainthestructureofthispoem?Howdoes
thispoemconnecttotheothertextstheyhaveread?
Thedebriefprocesssolidifiesthe
learningofstudentsandalsoisa
goodformativeassessmentfor
teachers.
Allowstudentstimetothinkabouthowthispoemmayinfluencethesymboltheychoosefortheirwampumbelt.
Homework
Studentsshouldcontinueintheirindependentreadingbookand/or thinkaboutasymboltheywouldcreatefortheir
wampumbeltbasedonthetexts.
independentlyatanylevelwillbenefit
fromhearingbooksreadtothem,eitherby
acaregiverorthroughaudiorecordings.
Hearingbooks/textscanbeanongoing
SupportingMaterials
GuidingQuestions
ATimetoTalk
Readthepoemaloud.Talkwithyour group about theimagery,or whatyousee inthispoem,asyou

answerthesequestions. Eachgroupmembershouldreadthepoemaloudatleastonce.Themoreyou
readit,themoreyouwillgetoutofit.
1. Howmanypeoplearethere? Howdotheyknoweachother? Howdoyouknow?
2. Whatisthesetting?(location,timeofday,weather)Howdoyouknow?
3. Whatdoyouseewhenyoureadthispoem?Putitintoyourownwords.
4. Whatdoyouthinkisthemessageor theme ofthispoem?
GuidingQuestions
ATimetoTalk
ATimetoTalk byRobertFrost
WHENafriendcallstomefromtheroad
Andslowshishorsetoameaningwalk,
Idontstandstillandlookaround
OnallthehillsIhaventhoed,
AndshoutfromwhereIam,Whatisit?
No,notasthereisatimetotalk.
Ithrustmyhoeinthemellowground,
Bladeendupandfivefeettall,
Andplod:Igouptothestonewall
Forafriendlyvisit.
10
GRADE4:MODULE1:UNIT1:LESSON8
PersonalWampumBelt
SynthesizingSymbolism:PersonalWampumBelt
SynthesizingSymbolism:
PersonalWampumBelt
Icanmakeconnectionsbetweennarrativesandpoetrytoothertextsandideas. (RL.4.11)
Icancreateanartworkinresponseto themesIhavestudiedinclass.(W.4.11)
OngoingAssessment
Icancreateawampumbeltthatrelatestoathemewehavebeenstudying inclass.
WampumBelt
Icanengageineffectivediscussionsaboutmywampumbelt.
KeepingTrackanchorchart
Teacherobservation
Agenda
TeachingNotes
1. Opening
Studentswillbecreatingapersonalwampumbeltthat depictsideasembracedbytheHaudenosaunee(peace,
unity,consensus). Itmaybehelpfultocreateyourownwampumbeltandexplainit toyourstudentstomodel
yourexpectationsof them.
A. ReviewingLearningTargetsandTeacher
Feedback(5minutes)
2. WorkTime
A. ModelingaPersonalWampumBelt(10
minutes)
B. PlanningandCreatingaPersonalWampum
Belt(up to40minutes)
A. SharingandDebrief(5minutes)
4. Homework
Studentswillalsobewritingaparagraphthatexplains howthesymbolismintheirwampumbeltsreflectsideas
inThanksgivingAddressand BirthoftheHaudenosaunee.Todayslessonwillconsistofabriefdiscussionwith
apartnertofleshoutideasfollowedbystudentsworkingontheirbelts.
Remindstudentsthatwampumbeltsarenotwornlikeatraditionalbelt.Theyserveaspecialpurposein
Haudenosauneesocietyandareusedtohelpthemtelltheirstories. Thiswillbestressedinthevideocreatedby
theOnondagaNationthatisshownintheopening.
Wampumistraditionallymadeofpurpleandwhiteshells.Considerprovidingmaterialsthatcanreplicatethis
effect(markers,crayons,beads,coloredpaper).Iftimepermits,allowstudentsthechancetofinishthebeltin
classbeforetheymoveontothewritinginthenextlesson.
Displayingthestudentswampumbeltsandparagraphscanhelptocreateasense ofcommunityinthe
classroomthatwillreinforcethethemesfromthetexts.
PersonalWampumBelt
LessonVocabulary
Materials
Wampum,oraltradition,symbolism
Video:WhatisWampum?https://www.youtube.com/watch?v=ByzAfNXUbEQ
WampumBeltdiagram(SupplementalMaterials)
KeepingTrackanchorchart(fromLesson2)
MakingConnectionsanchorchart(fromLesson5)
Variousart orcraftingsuppliestoallowforstudentcreativity(seeTeachingNotes)
Opening
A.ReviewingLearningTargetsandLearningaboutWampumBelts(5minutes)
Discussthelearningtargetsfortoday,payingparticularattention to theactivitythatwillbetakingupthemajorityofthe
lesson.Explaintostudentsthatpartofunderstandingliteratureisbeingabletorespondtoit.Informstudentsthattheywill
berespondingtotheunitstextsartisticallyandinwriting.
Remindstudentshowimportantitisforthemto treateachotherwithrespectwhendiscussingideas.
Firstshowstudentstheshortvideoaboutwampum.Leadabriefdiscussionaboutthevideoensuringthatstudents
understandthefollowing:
Wampumismadeofshells
Wampumisusedtotellstoriesandformagreements
Thebeltisneverworn
Symbolsandpicturesareusedtodepictthestories
Informstudentsthattheirbeltswillalsotellastory.
PersonalWampumBelt
WorkTime
A.ModelingaPersonalWampumBelt(10minutes)
Showstudentsyour wampumbelt.Talkaboutthe thoughtprocessyouwentthroughtocomeupwiththesesymbols.Stress
theideaofsharingyourthinkingaloudwithapartnertorefineyourideas.Askyourstudentsiftheycanseehowitrelates
totheBirthoftheHaudenosaunee orThanksgivingAddress.Coldcallseveralstudentsforpossiblesuggestionsofhow
yourbeltconnectstothetexts.
Modelingprovidesaclearvisionof
Explaintostudentsthatthis wampumbelt willbepartof theirassessment.Theymustcreateawampumbeltwiththree

symbolsthatrepresentanideainthetextstheyhavebeenreading,specificallyThanksgivingAddressandBirthofthe
Haudenosaunee. Theycanusethetextsandsymbolsfromtheunitasinspirationsfortheirwork. Theyshouldusethe
paragraphtheywroteinLesson5aswellasthe MakingConnections anchorchartfromLesson5. Theymayalsouse
theirKeepingTrackanchorcharts.
Considerdisplayingphotosofexamples ofwampumbelts(TwoRow,HiawathaBelt) forstudentreference. Therearealso
imagesonthiswebsitethatmaybeusefultostudents: http://www.iroquoismuseum.org/ve11.html.
Rememberthattraditionalwampumusespurpleandwhiteshells.Studentsmay usecolorsthathavesymbolicmeaningto
them.
WorkTime(continued)
B.Planning andCreatingaPersonalWampumBelt(40minutes)
Allowstudentstodiscuss ideasfortheirwampumbelts withapartner.Encourageactivelisteningandemphasizethe
importanceofsharingideaswhenmakingdecisions.
Students may usetheir paragraphfromLesson5,andtheirMaking Connectionsand KeepingTrackanchorchartsto
helpthemcomeupwithsymbols.
Encouragestudentstomakeafewsketchesbeforetheystartontheirfinalwampumbelt.
Explainthattheywillonlyhavetodaytofinishthesebeltsastheywillbeginwritingabouttheminthenextlesson.
DistributeWampumBelt handoutinSupplementalMaterials.Reviewthedirectionswithyourstudentsandclarifyyour
expectationsandrequirements.
PersonalWampumBelt
Makecraftingsuppliesavailable.Allowstudentstocreatethebeltelectronicallyifyouhavethemeans.
Circulatetooffersupportandhavestudentsexplaintheirthinkingtoyouastheycreatetheirsymbols.
A.SharingandDebrief(5minutes)
teachers.
CheckinwithstudentsregardingthelearningtargetIcancreateanartworkinresponsetothemesIhavestudiedinclass.
Inagoroundfashion,askeachstudenttoshareasymboltheyhavedecidedtocreate.
Allowstudentsadditionaltimeathometocompletethewampumbelt. Itmustbebroughtinforthenextlessonthoughas
studentswillbestartingtheirexplanatoryparagraphwhichistheendofunitassessment.
Homework
StudentscanstartthinkingabouthowthewampumbelttheycreatedtodayconnectstotheideasinThanksgivingAddressand
BirthoftheHaudenosaunee.
Note:Studentswillneedtousethe wampumbelttheycreateintheEndofUnit1AssessmentduringLesson9.Ifyouare
concernedaboutstudentscompletingthisassignment,plantimeforitlaterintheday.Thecreatingofthe wampumbelt is
notmeanttobeatimeconsumingartprojectassignment.Thequalityoftheartworkisnotbeingassessed.
PersonalWampumBelt
NYSCommonCoreELACurriculum
G4:M1A:U1:L8 June2014 6
PersonalWampumBelt
Name:
Date:
Directions
Wampumbeltsaredocumentscreatedfrombeadsmadefromshells.Themakerusesthebeadstocreatesymbolsthatstandforimportanteventsorcodes.Think
aboutthethemesthatwehavetalkedaboutinclassandcreateyourownwampumbeltdesign.Createthreesymbolstorepresentanideaorideasthatareimportant
to the Haudenosaunee as explained in the Birth of the Haudenosaunee or Thanksgiving Address. Traditional wampum is purple and white but you may use
colorsthatareimportanttoyou.Asyouwork,keepinmindthatyouwillbewritingaparagraphtoaccompany(goalongwith)thisbelt.
WritingtoExplain:GatheringDetailsand
OrganizingParagraphs
Copyright2014byNYSED,Albany,NY.AllRightsReserved.
WritingtoExplain:GatheringDetails
andOrganizingParagraphs
Icanchooseevidencefromfourthgradeliteraryorinformationaltextstosupportanalysis,reflection,andresearch.(W.4.9)
Icanusethewritingprocesstoproduceclearandcoherentwriting(withsupport).(W.4.5)
Ican producecompletesentences.(L.4.1f)
OngoingAssessment
IcanexplainhowthesymbolsonmywampumbeltconnecttothetextsIhave read.
PersonalWampumBelt:FourSquaregraphicorganizer
Icanplanaparagraphexplainingmywampumbelt.
Agenda
TeachingNotes
1. Opening
Inadvance:Bepreparedtomodelaparagraphaboutthewampumbeltyoucreated. Connectyourbelttothe
ideasinthepoemATimetoTalkorthetextTwoRowWampum.
A. EngagingtheWriter(10minutes)
2. WorkTime
A. CompleteSentencesminilesson(20
minutes)
B. Modeling:GatheringDetailsandUsinga
FourSquareGraphicOrganizertoPlana
Paragraph(15minutes)
Inadvance:CreateNextStepsforPlanningYourParagraphanchorchart.SeeWorkTimeAforguidanceabout
whattoputonthisnewchart.
Thislessonbeginsthefirstofaseriesof writinglessonsinthismodule.Emphasizetostudentsthatwritingis
morethanjustorganizingtheirideasoreditingforconventions.Inordertowritewellaboutsomething,you
needtoknowalotabout it.Studentshavebeenbuildingthatknowledgeforthepastweek,andwillkeep
revisitingthatknowledgeastheywrite.
C. PlanningaParagraph(15 minutes)
A. ShareandDebrief(5minutes)
4. Homework
LessonVocabulary
Materials
symbol, complete,sentence,subject,
runon,fragment,noun,verb,
paragraph,topicsentence,details
CompleteSentencesworksheet(seeSupplementalMaterials)
Studentcreatedwampumbelts(fromLesson8)
KeepingTrackofHowItAllFitsTogetheranchorchart(beguninLesson2)
Exitparagraph(fromLesson5)
TwoRowWampumstory(Lesson6)forteachermodeling
ATimetoTalk(Lesson7) forteachermodeling
ThanksgivingAddress(Lesson1)
BirthoftheHaudenosaunee(Lesson3)
WampumBelt: FourSquareGraphicOrganizer(seeSupplementalMaterials, oneperstudent)
Opening
A.Opening:EngagingtheReader(5minutes)
LeadabriefclassdiscussionaboutthepurposeofwampumintheHaudenosauneecultureaswellaswhatthepurposeisofthe
imagesonthebelts. Remindstudentsofthe wampumbelttheycreatedinthepreviouslesson.Theyshouldhavecreatedabelt
thatconnectstoanideain ThanksgivingAddressand BirthoftheHaudenosaunee.
Talkwithstudentsaboutthelearningtargetsfortheday:
IcanexplainhowthesymbolsonmywampumbeltconnecttothetextsIhaveread.
Icanplanaparagraphexplainingmywampumbelt.
Explainthat theywillbewritinga paragraphabouttheirwampumbeltfortheendoftheunitassessment. Todaytheywillbegin
theplanningforthatparagraph.
Remindstudentsthatinordertowritewell,theyneedtohaveasolidunderstandingofwhattheyarewritingabout.Theyhave
beenstudying theideasoftheHaudenosauneefor overa week.Astheyget readytowritetheir paragraphs,theywillkeepgoing
backintotheirreading,theirnotes,and theirwampumbeltinordertokeepdevelopingtheirknowledgeandunderstanding.
WorkTime
A.CompleteSentencesMiniLesson(20minutes)
Ifstudentsareunfamiliarwith
nounsandverbs,buildtimeinto
thedaytoteachthesepartsof
speech.
Explaintostudentsthatinordertowritewell,theyhavetobeabletoconveyideasclearly.Onewaytodothisistoensurethat
thesentencesintheirparagraphsarecompletesentences.Writethewordscompletesentenceontheboard.Askstudentsif
theyknowwhatthismeans.Coldcallstudentswhovolunteer.Ifstudentsareunsure,havethemdefinethewordcomplete.
Listenforhavingalltherequiredparts.Explaintostudentsthatasentencecanbeaword(Help!)oragroupofwordsthat
mustcontainasubject(doer),averb(action),andacompletethought.
Modelingprovidesaclearvision
of theexpectationforstudents. .
Displaythissentenceforallstudentstosee:Miguelcleanedhisroom.Say:ThesubjectinthissentenceisMiguel.Heistheone
doing something.(circleMiguel)Whatdidhedo? Hecleaned.(underlinecleaned)Thatistheverb,ortheactionword.The
wordstogethermakeacompletethought.Whenyoucanidentifythesubject(ortheonewhoisdoing),andtheverb(orthe
action),andacompletethoughtisconveyed, youhaveasentence.
Say,Sometimesinourreadingorwriting,wewillseepartofasentence,orafragment. Afragmentisagroupofwordsthat
mightlackasubjectoraverbanddoesnotmakeacompletethought.Displaythesesentencesforstudentstoseeandcontinue
tomodelcirclingthesubjectandunderliningtheverb:
Whileinclass.Explainthatthissentencehasnosubjectorverbanddoesnotconveyacompletethought.
Dogschasingcars.Thissentencehasasubject(dogs)andaverb(chasing),butdoesnotconveyacompletethought.
Playinginthepark.Thissentencehasaverb(playing)andpossiblyasubject(park)butdoesnotconveyacompletethought.
Modelhowtocorrectthesethreesentences,explainingwhatthesubjectandverbareforeachone.
Say,Ononehandwehavesentencefragments.Ontheother, wehaverunonsentences.Askstudentsiftheyknowwhatarun
onsentenceisoriftheycanguesswhatitmaybe.Listenfororexplain,Arunonsentenceistwo(ormore)sentences
incorrectly writtenasasinglesentence.Displaythesesentencesforstudentstoseeandcontinuetomodelcirclingthesubject
andunderliningtheverb:
Ilovemyteddybear, hessosoft.Explainthatthissentenceisactuallytwosentencesseparatedbyacomma.
Mysisterspartyisgoingtobefunattheskatingrink withherfriends.Explainthatthissentenceis threeideascombined
intoonesentence.
Modelhowtocorrectthesetwosentences,explainingwhatthesubjectandverbareforeachone.
Distribute CompleteSentences handoutfoundinSupplementalMaterials.Inpairs,studentswillcompletetheworksheet
whichwillbereviewedasawholeclass.Reviewthedirectionsandclarifyasneeded.
Circulatetoprovidesupportasstudentscompletetheworksheet.
Reviewthesheetasawholeclasscallingonvolunteerstosharetheirrevisedsentences.
Tellstudentsthat theyshouldkeepthislessoninmindwhenwritingtheirparagraphs.Emphasizetheimportanceofconveying
acompletethoughtineachsentence.
This topicwillberevisitedinthenextunit.
WorkTime
B.Modeling:GatheringDetailsandUsingaFourSquareGraphicOrganizertoPlanaParagraph(15minutes)
Explaintostudentsthattheparagraphthey willbeginplanning todaywillfocusonhowthewampumbelttheycreatedconnects
toideasfoundintheThanksgivingAddressandBirthoftheHaudenosaunee.Thismeanstheywillneedtouseevidencefrom
thetextsinordertowritethisparagraph.
support,considermodifyingthe
graphicorganizer.Somechanges
youmightmakearetoprovide
keywordsinawordbankand/or
asentenceframeforthe
concludingsentence.
IntroducetheFourSquaregraphicorganizeronyourdocumentcameraoronachartasthemethodstudentswilluse toplan
theirparagraphs.Showstudentshowthecenterrectanglehasspaceforthetopicsentenceofaparagraph,thentheboxesfor
supportingdetails,thentheboxfortheconclusion.Discussthemeaningoftopicsentence,supportingdetails,andconclusionas
needed.
Tellstudentsthat theyaregoingto helpyou workon yourownparagraphforyourwampumbelt.
Remindstudentsofthewampumbeltyoucreatedandshowedthemyesterday.Recallwhatthewampumbeltdepicts andthatit
connectstotheideasinthepoemATimetoTalk.Explainthatyouaregoingtomodelhowtofilloutthisgraphicorganizer
andtheyaregoingtohelpyou. AskstudentstoThinkPairShareaboutthefirstsentenceintheparagraph.Tellthemitshould
letthereaderknowwhattheparagraphisabout.Acceptsuggestionsfromstudentsand/orrevisetheirsuggestionsuntilyou
havesomethingsuchas:Mywampumbeltconnectsto theidea ofcommunication inthe poemAtimetoTalk. Writethis
sentenceintheTopicSentencebox.
Directstudentsattentiontothe upperlefthandbox.Writedownoneofyoursymbolsandmodelyourthinkingtofillinhowit
connectstothepoeminthatbox.
Explainthatwenowneeddetailstosupporttheconnectionbetweenthewampumbeltandthe poem. Modellookingatthe
SupportingDetailscolumnofyouranchorcharttoselectdetailsthatareappropriate.Ifnecessary,modelreturningtothetexts
tofinddetails.Pointoutthedifferencebetweenaddingdetailstoyourgraphicorganizerandcopyingwholesentences.
Say,NowIwilladdanothersymboltotheboxontherighthandside.Modelwritingsupportingdetailsinthetoprighthand
box.
Dothesamefor thebottomlefthandbox.
Informstudentsthatwewillworkontheconclusioninthenextlesson.
PostthenewNextStepsforPlanningYourParagraphanchorcharttoguidestudentsduringtheirworkperiod:
Writeatopicsentence.
Collectdetailsfrom the originaltextsandyouranchorchartsto complete yourgraphicorganizer.
Rereadthetext/s youarewritingabouttocollectspecificdetails.
C.PlanningaParagraph(15 minutes)
Remindstudentsthattodayismostlyaboutstartingtogatherinformationthatmighthelpthemfocustheirwriting.Theywill
haveplentyoftimetoactuallywritetheirparagraphinthenext lesson.
DistributeWampumBelt:FourSquareGraphicOrganizer. AskstudentstobeginfillingintheirFourSquaregraphic
organizerfortheirownwampumbelt,beginningwiththetopicsentence. RemindthemthattheymayusetheirKeepingTrack
andMakingConnectionsanchorchartsaswellastheparagraphtheywroteinLesson5.
Circulatetosupportasneeded.
Studentsmayneedadditional
modellingandsupportforthis
activity.Considerproviding
partiallyfilledingraphic
organizersand/orproviding
moreclasstimeforthe
completionofthisgraphic
organizer.
A.ShareandDebrief(5minutes)
Askstudentstoquicklyformgroupsoffour(ideallyattheirdesks/tables).Invitestudentstoshareoutwiththeirgroupthe
idea/s theyselectedtowriteabout.
reflectionsupportsalllearners.
Askstudentstogiveathumbsup/thumbssideways/thumbsdowntoshowhowfartheyhavegottenwiththegraphicorganizer.
Askstudentstothinkaboutthelearningtargetsfromtoday.Howarerereading,talking,andusingtheFourSquaregraphic
organizerhelpingthemtoplantheirparagraphsfortheirpostcards?Canstudentspredictwhattheyaregoingtodonext?
Homework
Note:Collectgraphicorganizers.Providefeedbackbeforethenextlesson.Studentswillusethisfeedbacktohelp
reviseand/orcompletetheirgraphicorganizersnextclassandbegintheirparagraphs.Foreachstudent,first
mentionastrengthintermsofthecontentstudentsincluded:Howdoesitreflecttheirknowledgeorunderstanding
theyhavebuiltduringthepastweek?Thengiveeachstudentspecificfeedback.Forexample,youmightsay:You
didagreatjobselectingdetailsfromthe BirthoftheHaudenosaunee. Thoseareallthingswereadandtalked
about.Inoticedthatyouhaventyetchosenaseconddetailtosupportyourconnection.Pleaseincludeonemore
thingandsomespecificdetailsfromourreading.Youmayneedtorereadsomeofthetextswereadthispastweek
tohelpyoufindmoredetails.
WampumBelt:
FourSquareGraphicOrganizer
SUPPLEMENTALMATERIALS
SupportingMaterials
Directions:Readeachgroupofwords.Identifywhetheritisarunon(r),fragment(f),or
sentence(s). Correcttherunonsandfragmentstomakethemcompletesentences.
1._____Beadsfromclams.
2._____Wampumbeltshavemanyuses.
3._____Wampumbeltshavesymbols,thepatternsinthebeltstellabouttreaties,nationsandwars.
4. _____ Threeprinciplestomakethistreatylast.
5._____First,hetookasinglearrowandbrokeitinhalf,thenhetookfivearrowsandtiedthemtogether.
6. _____Recordedthisagreementonpaper.
7._____TheHaudenosauneeseethisasalivingtreaty.
8._____ In1613,theMohawks.
9._____TheTreeofPeace,whichsymbolizestheGreatLawofPeace.
10._____HaudenosauneecommunitiescontinuetolivebytheprinciplesoftheGreatLaw.
11._____Allcouncilmembersmustagreeontheissuethisiscalledconsensus.
12._____TheHaudenosauneeopenandcloseeverysocialandreligiousmeetingwiththeThanksgiving
Address,itisalsosaidasadailysunriseprayer.
WampumBelt:
(Forteacherreference)
Firstsymbolon yourwampumbelt:
Secondsymbolonyour wampumbelt:
Details(Describethesymbol.Whatdoesitsymbolize?
HowdoesitconnecttoATimetoTalk?
Details(Describethesymbol.Whatdoesitsymbolize?How
doesitconnectto ATimetoTalk?)
TopicSentence:
Thirdsymbol onyourwampum
belt:
HowdoesitconnecttoATimetoTalk?)
Conclusion
(FormoreinformationabouttheFourSquareapproach,see:FourSquareWritingMethod:AUniqueApproachtoTeaching
BasicWritingSkills,byE.J.GouldandJ.S.Gould[TeachingandLearningCompany,1999])
WampumBelt:
Name:
Date:
Firstsymbolonyourwampumbelt:
HowdoesitconnecttoBirthoftheHaudenosaunee?
doesitconnecttothe ThanksgivingAddress?)
TopicSentence:
Thirdsymbolonyourwampum
belt:
HowdoesitconnecttoBirthoftheHaudenosaunee or
ThanksgivingAddress?)
Conclusion
WritingtoExplain:DraftingStrongParagraphs
WritingtoExplain:
DraftingStrongParagraphs
Icanwriteaninformative/explanatorytext.(W.4.2)
OngoingAssessment
IcanplanaparagraphexplaininghowmywampumbeltconnectstothetextsIhaveread.
WampumBelt:FourSquaregraphicorganizer
Agenda
TeachingNotes
1. Opening
Inadvance:CreateCritiqueProtocolanchorchart(seesupportingmaterials)
2. WorkTime
A. ReviewTeacherFeedbackonFourSquare
GraphicOrganizers(5minutes)
B. Modeling:DraftingfromGraphicOrganizer
(10minutes)Application:AddingtoDetails
toGraphicOrganizer/Drafting/Conferring
(20)
CreateNextStepsforYourParagraphanchorchart(seeWorkTime2B)
Review:SimpleCritiqueandColdCallprotocols(Appendix1)
Throughoutthislesson,continuetoremindstudentsthatwritingwellinvolvesmorethanjustorganizingtheir
ideasoreditingforconventions.Inordertowritewellaboutsomething,youneedtoknowalotaboutit.
Studentswillneedtokeep goingbacktothetextstheyhavereadtofindenoughappropriatedetailstoincludein
theirpostcard.
C. SimpleCritiqueProtocol(15minutes)
4. Homework
WritingtoExplain:
LessonVocabulary
Materials
revise,critique,suggestions
TeachermodelFourSquaregraphicorganizer(fromLesson9),completedexceptforconclusionbox
StudentsFourSquaregraphicorganizers(fromLesson 9,withteacherfeedback)
CreateNextStepsforYourParagraphanchorchart(seeWorkTime2B)
KeepingTrack anchorchart(beguninLesson2)
Exitparagraph(fromLesson5)
CritiqueProtocolanchorchart(newteachercreatedseeexampleinSupportingMaterials)
Opening
A.Opening:EngagingtheWriter(5minutes)
Askstudentstoformpairsandtaketurnssoeachofthemreadsoneofthelearningtargets:Cananyoneexplainthese
learningtargetsintheirownwords?Focusonensuringthatstudentsknowsuggestions,critique, andrevise.
Providenonlinguisticsymbols(e.g.,a
personwithathinkbubbleabove
theirheadforquestions)toassist
ELLsandotherstrugglingreadersin
makingconnectionswithvocabulary.
theycanbeusedindirectionsand
learningtargets.
WritingtoExplain:
WorkTime
A.ReviewTeacherFeedbackonFourSquareGraphicOrganizers(5minutes)
Discusswithstudentshowimportantitisforthemtolearnfromfeedback,especiallywhentheyarepracticingtheirwriting.
Askthemtoreadthecommentsyouhavemadeontheirdraftgraphicorganizers.TellstudentsthatduringWorkTime,they
shouldfollowthesuggestionsmade.Remindstudentsthatitwillbeimportantforthemtoaskquestionsaboutthefeedback
iftheyareunclear.
Remindthemthatinthelastlesson(Lesson 9),theyfocusedmore onmakingsuretheyhavegood supportingdetailsthan
onhavinga prettyparagraph.
Today,theywillcontinuetobesuretheyhaveenoughinformationanddetails.Theirpeerscanhelpthem.
Butnowtheywillalsofocusontakingthatinformationandputtingitintheformofanactualparagraph.
WorkTime(continued)
B.Modeling:DraftingfromGraphicOrganizer(10minutes)
ShowyournearlycompletedFourSquaregraphicorganizer (noconclusionyet)fromLesson 9 onadocumentcamera
oronachart.Say:Ihavelotsofnotesformyparagraphnow.Imightwanttogobackandrereadsomeofthetextswehave
read,orinformationfrommynotes.Butmygraphicorganizeriscomplete,soIthinkIhaveenoughinformationtotakethe
nextstepofstartinganactualparagraph.Thefirstthing,ofcourse,istobesurethatIhaveenoughgoodinformation.
ThatswhatIthoughtaboutyesterday.Butmywritingalsohastobeclear.SoIneedtoturnthesenotesintosentences.
Asstudentsbegintodraft,some
studentsmightbenefitfroma
paragraphframethattheycomplete
withtheirowninformation.
First,writeyourtopicsentencefromthecenterbox.Workfromthetopleftboxandtalktostudentsasyoucombineyour
notesintooneortwosentences.(Itsaysone waymybeltconnectstothepoemisthatImaketimeformyfriends.Some
detailsIhaveare:
ThepoetdoesntshoutfromwhereheisWhatisit?,and
Hegoestothewallforafriendlyvisit.
Conferringgivesstudentsimmediate
feedbackfortohowtoimprovetheir
writing.
Critiquessimulatetheexperiences
studentswillhaveintheworkplace
andhelpbuildacultureof
achievementinyourclassroom.
IthinkaftermytopicsentenceIamgoingtoadd:Thepoetdoesntyelltohisfriendasifheisbeinginterrupted. Instead,
hedropswhatheisdoing andgoestothewalltohaveafriendlyvisit.Thisshowsthathealwaysmakestimeforhisfriend.
AskstudentstoTurnandTalktotelleachotherthestepsfromturningthegraphicorganizerintoawrittenparagraph.
Pointoutthatsomestudentsmaystillneedtofindmoredetailsbeforetheyarereadytodraftaparagraph.Encouragethem
WritingtoExplain:
torevisitthetextstheyvereadasneeded.ItisgoodiftheyarerealizingIcantwriteaparagraphaboutsomethingifI
dontactuallyhaveenoughinformation.
Askstudentstocheckthe NextStepsforPlanningYourParagraphanchorchart:
Finishyourgraphicorganizer.Rereadtextsornotesasneeded.
Writeyourtopicsentenceonwritingpaper.
Combinetheinformationinyourtoprightboxandbottomleftboxintooneortwosentences.Writethemonyour
writingpaper.
Begintothinkabouttheendofyourparagraph.
Whatismissing?
C.Application:AddingtoDetailstoGraphic Organizer/Drafting/Conferring(20minutes)
Askstudentstofollowthestepsontheanchorchart(above)astheyworkontheirparagraphs.
Circulatetosupportstudentsasneeded.Ifsomestudentsstilldonothaveenoughinformationtowriteabout,considerpulling
asmallgrouptomodelhowtorereadatextandaddinformationtotheFourSquaregraphicorganizer.
WorkTime(continued)
D.SimpleCritiqueProtocol(15minutes)
Beforethecritiquebegins,introducethemaincomponentsofasuccessfulcritiqueonthe CritiqueProtocolanchorchart.
Setupnonnegotiablesforthestudentsbeforetheybeginthisprocess.Thefollowingfourpointsarecrucialforsuccess:
Bekind:Alwaystreatotherswithdignityandrespect.Thismeansweneverusewordsthatarehurtful,including
sarcasm.
Bespecific:Focusonparticularstrengthsandweaknesses,ratherthanmakinggeneralcommentslikeItsgoodorI
likeit.Provideinsightintowhyitisgoodorwhat,specifically,youlikeaboutit.
Behelpful:Thegoalistocontributepositivelytotheindividualorthegroup,notsimplytobeheard.Echoingthe
thoughtsofothersorcleverlypointingoutirrelevantdetailswastestime.
Participate:Peercritiqueisaprocesstosupporteachother,andyourfeedbackisvalued!
Pairstudents.Tellthemtheyaregoingtolistentotheirpartnersreadtheirdraftparagraph.Tellthemtogivefeedbackthat
isspecificandkind.
WritingtoExplain:
Remindstudentsthattheycanbegivingfeedbackabouttheactualinformationtheirpartnerincluded,orabouthowthe
draftparagraphsounds.
PointouttwoconversationstemsontheCritiqueProtocolanchorchart:Ilikehowyou____andWouldyou
consider________?
Theauthorreadstheparagraph.Thelistenergives onepositivecommentbasedontherequestedareausingthelanguageI
likehowyou...Thelistenergivesfeedbackbasedontherequestedarea:Wouldyouconsider...?Theauthorresponds:
Thankyoufor...Mynextstepwillbe...Studentsthenswitchroles.Studentsshouldmakecorrectionsbasedonthe
feedback.Iftimeallows,studentsshouldcontinueworkingorbegintorevisetheirparagraphs.
A.Debrief(5minutes)
Askstudentstothinkaboutthelearningtargetsfromtoday.HowistheFourSquaregraphicorganizerhelpingthemto
plantheirparagraphs?Howdidithelpthemmakesuretheyhadenoughinformationtoactuallywriteabout?
teachers.
Canstudentspredictwhattheyaregoingtodonext?
Iftimepermits,askstudentstoreadtheirdraftparagraphtosomeoneotherthanthepersonwithwhomtheydidthepeer
critique.
Homework
Studentsshouldcontinueintheirindependentreadingbookand/orshouldtellsomeoneathomewhattheyarewriting
about,andwhy.
independentlyatanylevelwill
benefitfromhearingbooksreadto
them,eitherbyacaregiveror
throughaudiorecordings.Hearing
books/textscanbeanongoing
Note:CollectstudentsFourSquaregraphicorganizersanddraftparagraphs.Providefeedbackbeforethenextlesson.
Studentswillusethisfeedbacktohelpfinishandrevisetheirparagraphsduringthenextclass.Besuretofirstmentiona
strengthinthewritingandthenprovideddetailed,specificfeedback.Forexample:Youhavestrongdetailsin yourwriting.
Consulttheanchorchartsaroundtheroomforcorrectspellingof vocabularywords,especiallysymbolandconsensus.
SupportingMaterials
CritiqueProtocolAnchorChart
(forTeacherReference)
TeacherInstructions:Copythefollowingtextontoalargepieceofchartpaperforallthestudentstosee.
CritiqueProtocol:
BeKind:Treatotherswithdignityandrespect.Thismeansweneverusewordsthatarehurtful,includingsarcasm.
BeSpecific:Focusonparticularstrengthsandweaknesses,ratherthanmakinggeneralcommentssuchasItsgoodorI
BeHelpful:Thegoalistocontributepositivelytotheindividualorthegroup,notsimplytobeheard.Echoingthethoughts
ofothersorcleverlypointingoutirrelevantdetailswastestime.
1.AuthorchoosesareaforfocusfromStepsforWritinganInformationalParagraphanchorchart.
2.Listenerrestateschoiceofauthor:OK.Iamgoingtogiveyoufeedback about...
3.Authorreadsparagraph.
4.Listenergivesfeedback:Ilikehowyou...Wouldyouconsider...
5.Authorsays:Thanksyoufor...Mynextstepwillbe...
WritingtoExplain:Concludingand
PolishingStrongParagraphs
WritingtoExplain:
OngoingAssessment
Icanconcludemyparagraphformy wampumbelt.
Revisedparagraphs
Icanrevisemyparagraph.
Icangivehelpfulfeedbacktomypeers.
Agenda
TeachingNotes
1. Opening
PrepareNextStepsforYourParagraphanchorchart
A. ReviewingLearningTargetsandTeacher
Feedback(5minutes)
Review:Critiqueprotocol(Appendix1)
2. WorkTime
A. ModelingWritingaConclusion(10minutes)
B. Drafting/Critiquing/Revising/Conferring
(15to40minutes)
C. OptionalActivities: HostedGalleryWalk
(maybecompletedduringanotherlesson)
A. SharingandDebrief(5minutes)
4. Homework
WritingtoExplain:
LessonVocabulary
Materials
conclusion,revising,optional
ModelFourSquaregraphicorganizerandparagraph(teachercompletedbeguninLesson 9
StudentsFourSquaregraphicorganizersanddraftparagraphs(beguninLesson 9withteacherfeedback)
NextStepsforPlanningYourParagraphanchorchart(newforthislessonteachercreatedseesuggestedbulletsinWork
TimeA)
KeepingTrack anchorchart(beguninLesson2)
TwoRowWampumstory(Lesson6)
ATimetoTalk(Lesson7)
CritiqueProtocolanchorchart(fromLesson7)
CreatingaFlagforOurClassroom(Homework)(oneperstudent)
Opening
A.ReviewingLearningTargetsandTeacherFeedback(5minutes)
Discussthelearningtargetsfortoday,payingparticularattentionto concludeand conclusion.Studentsknowtheprefixcon
fromtheword confederacy theyexaminedearlierinthismodule.Tellthemcludistoclose.Aconclusionbringsthoughts
togetherandclosesapieceofwriting.
Remindstudentshowimportantitisforthemtolearnfromfeedback,especiallywhentheyarepracticingtheirwriting.Ask
themtoreadthecommentsyouhavemadeontheirdraftparagraphs.Duringworktimetoday,theyshouldfollowthe
suggestionsmade.Encouragethemtoaskquestionsduringworktimeiftheydonotunderstandthefeedback.
WritingtoExplain:
WorkTime
A.ModelingWritingaConclusion(10minutes)
Showstudentsyourgraphicorganizerandparagraph,minustheconclusion.Talkaboutthethoughtsincludedinthismodel
paragraph.Say:Agoodconclusionbringsallofthethoughtstogetherintoonecommonstatement.Ask: Whatdoallof
theideasIamwritingabout haveincommon?Allowstudentstomakesuggestions(e.g.,Theseareallthingsthatconnect
yourwampumbelttothetext,Theseareallthingsthathelpexplain theideainthetextandyourwampumbelt.),and
writeseveralsuggestionsontheboard.Leavetheseexamplesontheboardsothatstudentswhoneedmodelscanaccess
them.
Selectorreviseoneofthestudentssuggestionsastheconclusionforyourparagraph.Writeanoteonyourgraphic
organizer.Thenwriteafullsentenceattheendofyourparagraph.(Forexample:Thesearethe waysmywampumbelt
connectstoATimetoTalk).
AskstudentstoTurnandTalktotelleachotherthestepstodevelopingtheirconcludingsentence(s).
Askstudentstolookatthe NextStepsforPlanningYourParagraphanchorchart:
Useteacherfeedbacktorevisewhatyoualreadyhave.
Rereadyourparagraph.
Thinkaboutwhatalltheideasinyourparagraphhaveincommon.
Writeyourconclusion.
Showyourfinishedparagraphtome.
Begin writingyourfinalparagraph.
WorkTime(continued)
B.Drafting/Critiquing/Revising/Conferring(1540minutes)
Studentsworkontheirparagraphs.Prioritizeconferencessothatstudentswhoneedthemostsupporthaveatleast5
minuteswithyou.Alsomakeyourselfavailabletoreadstudentsconclusionsastheycompletethem.
Asstudentsdraft,somemightbenefit
fromaparagraphframe.Aparagraph
frameisaclozepassagethatstudents
completewiththeirowninformation.
Ifstudentscompletetheirparagraph,havethemfirstmeetanotherstudentforpeercritique.Orientstudentstothe
CritiqueProtocolanchorchart(usedinLesson 10).
Afterthecritique,studentsshouldwritetheirfinalparagraphusingtheEndofUnitAssessmentinSupplementalMaterials.
Conferringgivesstudentsimmediate
feedbackastohowtoimprovetheir
WritingtoExplain:
Ifthereisnotenoughtimetofinishinclass,allowstudentstofinishinthenextlesson.
writing.
C.OptionalActivities: HostedGalleryWalk(20minutes)
Thismaybecompletedinthefollowinglessonorlaterintheday.
Studentsmayneedextendedtimeto
completethetask.
Divideparticipantsintogroupsoffive.Studentswillsharetheir wampumbeltandparagraphsummarieswiththeother
fourintheirgroup. Wampumbeltsandsummariesmaybetaped toawallorsharedinaclusterofdesks.
supports,considermodifyingthe
graphicorganizer.Somechangesyou
mightmakearetoprovidekeywords
inawordbankand/orasentence
framefortheconcludingsentence.
Studentsshouldtaketurnsbeingpresenterswithinthegroup.Eachpersonshouldtalkabouttheirwampumbelt,perhaps
byreadingtheirparagraphs,with23minutesforeachsharing/reading.
Aftereachpersonhassharedhisorher wampumbeltandwriting,atleastthreemembersofthegroupshouldaska
questionabout thewampumbelt,suchas:Whydidyouchooseblue?orCanyousaymoreaboutthissymbol?
Critiquessimulatetheexperiences
studentswillhaveintheworkplace
andhelpbuildacultureof
achievementinyourclassroom.
Whenallfivemembersofateamhavesharedandhadtheirpeersaskquestions,debrief:
Howdiditfeeltotalkaboutyourworkinasmallgroup?
Werethemembersofyourgroupgoodlisteners?Giveevidence.
Didyourgroupmembersaskgoodquestions?Giveevidence.
A.SharingandDebrief(5minutes)
teachers.
CheckinwithstudentsregardingthelearningtargetIcanconcludemyparagraphformywampumbelt.Inagoround
fashion,askeachstudenttoreadtheirconcludingsentence.
Collectstudentsparagraphstoformallyassess.
Homework
None
SupportingMaterials
GRADE4:MODULE1A:UNIT1A:LESSON11
EndofUnit1Assessment:
OnDemandParagraphWriting
Name:
Date:
Writeyourparagraphhere.Besuretoincludethefollowinginyourwriting:
Amainidea(atopicsentenceexplaining howyourwampumbeltconnectsto anideain thetexts)
Supportingdetails(adescriptionof waysyourwampumbeltconnectsto theideasin thetext)
Aclearexplanationofwhateachsymbolrepresents
Aconcludingsentence
GRADE4:MODULE1A:UNIT1A:LESSON11
Firstsymbolonyourwampumbelt:
HowdoesitconnecttoBirthoftheHaudenosaunee?
doesitconnecttothe ThanksgivingAddress?)
TopicSentence:
Thirdsymbolonyourwampum
belt:
HowdoesitconnecttoBirthoftheHaudenosaunee or
ThanksgivingAddress?)
Conclusion
Grade4:Module1A:Unit2
Overview
BuildingthePowerofReading
Inthesecondunit,studentsread an informationaltexttodeepentheirknowledgeof
the Haudenosaunee withafocusondeterminingmainideasandsupportingdetails,
notetaking,usingcontextcluestodeterminewordmeanings,fluency,and
paragraphwriting.Themidunitondemandassessment gaugesstudentsabilityto
analyzeanewsectionoftextabouttheIroquoisontheirown.AttheendofUnit2,
studentsdrawevidencefromtheinformationaltextto describehowthelivesofthe
Haudenosaunee havechangedandremainedthesameovertime.(W.4.9)
Thisunitincludesan optional independentreadingprojectusingtheliterarytext

EagleSongbyJosephBruchac(680L).Thereadingwillfocusoncharacter
developmentandtheexperiencesofacontemporaryMohawkboylivinginNew
YorkCity.Lessonplansandwritingactivitiesareincluded inthepacket. Thispacket
willbeavailableSummer2014. EachchapterforEagleSongcontainsan
accompanyinglessonandeachchapterisaddressedinthe Trackingmy
ThinkingIndependentReadingPacket.Itisimportanttonoteforplanning
purposesthatthelesson timesfor EagleSong varyconsiderablysomelessonsare
full60minutelessons,andsomeare15.Thereisanoptionalassessmentaswell.
Howcanourclassroombenefitfromthebeliefsandagreementsofthe Haudenosaunee?
Howhistoryispasseddownvarieswithdifferentcultures.
MidUnit2 Assessment
Reading,Notetaking,andParagraphWriting
ThisassessmentcentersonNYSP12ELACCLSRI.4.1,RI.4.2,W.4.2,W.4.8,andSL.4.1.Inthisassessment,studentswillread
anewexcerptfromthetext TheIroquois:TheSixNationsConfederacy.Theywilltakenotes usingaTopicExpansiongraphic
organizerandthenwriteaparagraphinresponsetotheprompt:WhatistheGreatLawofPeaceandwhyisitimportant?
Studentsmustciteevidencefromtheportionofthetexttheyread.
EndofUnit2 Assessment
EvidenceBased ParagraphWriting
ThisassessmentcentersonNYSP12ELACCLSRI.4.3,RI.4.1,andW.4.9.
Students willmakeaclaimabouthowthelivesoftheHaudenosauneehavechangedandremainedthesameovertime.They
willsupporttheirclaimswithevidencefromthetexttheIroquois:SixNationsConfederacyandotherinformationaltextsand
video.
NYSCommonCoreELACurriculum G4:M1A:U2:Overview June2014 1
CentralTexts
MaryEnglar, TheIroquois:TheSixNationsConfederacy (Mankato,MN:CapstonePress,2006)
ISBN:9780736848176
JosephBruchac, EagleSong(NewYork:PuffinBooks,1999)ISBN:9780141301693.(optionalindependentreadingproject)
Threelacrosseplayersdominatesporttheirancestorscreated http://www.cbsnews.com/news/threelacrosseplayersdominatesporttheirancestorscreated/
UnitataGlance
Thisunitisapproximately 3 weeksor12 sessionsofinstruction.
Lesson
LessonTitle
LongTermTargets
SupportingTargets
OngoingAssessment
Lesson1
TextFeatures:Introductionto TheIroquois:
TheSixNationsConfederacy
Icandescribetextfeaturesof
informationaltextthathelpme
understandthemainidea.
TextFeaturesanchorchart(wholegroup)
Icanuseinformationaltextfeaturestofind
informationabouttheIroquois.
StudentsanswersontheLearningUsing
Icanidentifythemainideaofasectionof
FourSquare graphicorganizersforpages
Icanexplainhowvisualorgraphic
informationhelpsmeunderstandthetext
aroundit.(RI.4.7)
Lesson2
TakingNotesUsingaGraphicOrganizer,
PartI: TheIroquois:ASixNations
Confederacy
Icanmakeinferencesusingspecificdetails
fromthetext.(RI.4.1)
Icandeterminethemainideausing
specificdetailsfromthetext.(RI.4.2)
Icantakenotesandcategorize
informationaltext.
Studentsanswerstotextdependent
questions
TextFeatureshandout
1112and1214
Icanidentifydetailsthatsupportthemain
ideasofinformationaltext.
IcandocumentwhatIlearnaboutthe
traditionallifeoftheIroquoisbytaking
notes.
information.(W.4.8)
UnitataGlance
Lesson
LessonTitle
LongTermTargets
SupportingTargets
Ongoing
Assessment
Lesson3
TakingNotesUsingaGraphicOrganizer,
PartII:InferringWhat IsImportanttothe
Iroquois
Icanidentifythemainideaofasectionof
TopicExpansiongraphicorganizerfor
Icanmakeinferencesusingspecific details
information.(W.4.8)
Lesson4
CapturingMainIdeasandDetails:HowLife
IsChangingfortheIroquois
information.(W.4.8)
Lesson5
ParagraphWriting
information.(W.4.8)
Icanwriteaninformative/explanatory
text.(W.4.2)
Icanusethewritingprocesstoproduce
clearandcoherentwriting(withsupport).
(W.4.5)
TheIroquois.
ideasofinformationaltext.
page20(fromhomework)
Topic Expansiongraphicorganizersfor
pages1619and1921
traditionallifeoftheIroquoisbytaking
notes.
fromthetext.
Icanidentifythemainideaofanew
excerptof TheIroquois.
FourSquare graphicorganizerforpages
2325
ideaofinformationaltext.
IcandocumentwhatIlearnabouthowlife
changedfortheIroquoisbytakingnotes.
fromthetext.
Icanidentifythemainideaof
informationaltext.
FourSquare graphicorganizerand
paragraphwriting(forpage16begunin
Lesson3)
Iroquoisbytakingnotes.
fromthetext.
Icanwriteclearandcompletesentences
frommynotes.
paragraphthathasacleartopicsentence,a
body,andaconclusion.
UnitataGlance
Lesson
LessonTitle
LongTermTargets
SupportingTargets
Ongoing
Assessment
Lesson6
MidUnitAssessment:Reading,Note
Taking,andParagraphWriting
Icanidentifythemainideaofanew
excerptfrom TheIroquois.
MidUnit2AssessmentFourSquare
graphicorganizerandparagraphwriting
ideaofthisnewexcerpt.
IcandocumentwhatIlearnaboutatopic
bytakingnotes.
information.(W.4.8)
fromthetext.
text.(W.4.2)
Icanwriteclearandcompletesentences
frommynotes.
Icaneffectivelyparticipateina
conversationwithmypeersandadults.
paragraphthathasacleartopicsentence,a
(SL.4.1)
Lesson7
CloseReadingandCharting,PartI:The
IroquoisPeopleinModernTimes
Icantake notesandcategorize
information.(W.4.8)
Lesson8
CloseReadingandCharting,PartII:The
IroquoisPeopleinModernTimes
information.(W.4.8)
body,andaconclusion.
Icanidentifythemainideaofanexcerptof
Detailsonstickynotes
TheIroquois.
Iroquoisinmoderntimesbytakingnotes.
fromthetext.
Icanidentifythemainideaofanexcerptof
TheIroquois.
Timelinerecordingform
IcandocumentwhatIlearnfroma
timelineabouttheIroquoisbytaking
notes.
fromthetext.
UnitataGlance
Lesson
LessonTitle
LongTermTargets
SupportingTargets
Ongoing
Assessment
Lesson9
CompleteSentencesandCharting:Lacrosse
Icanproducecompletesentences,
recognizingandcorrectingfragmentsand
Icanformcompletesentencesfromrun
Graphicorganizer
runons.(L.4.1)
Icanrefertodetailsandexamplesinatext
whenexplainingwhatthetextsays
explicitlyandwhendrawinginferences.
onsandfragments.
Icanrefertorelevantdetailsinanarticle
Teacherobservation
Studentworkwithcompletesentences
aboutlacrosse.
(RI.4.1)
Icanengageinadiscussionwithmypeers
aboutinformationaltexts. (SL.4.4)
Icanintegrateinformationfromtwotexts
onthesametopictoshowmyknowledge
aboutthesubject. (RI.4.9)
Lesson
LessonTitle
LongTermTargets
SupportingTargets
Lesson10
WritingtoExplain:Drafting
StrongExplanatoryParagraphs
IcanconnectwhatIalreadyknowabout
theIroquoistotheideasinothertextsand
information.(W.4.8)Icaneffectively
participateinaconversationwithmypeers
media.
Ongoing
Assessment
Observewherestudentsplacetheir
evidenceflags
Answerstotextdependentquestions
Icanwriteanexplanatoryparagraphto
explaintheculturaltraditionsofthe
Iroquois.
andadults.(SL.41)
Lesson11
CritiquingandPolishingOur
ExplanatoryParagraphs
Icanexplainwhatatext saysusingspecific
Icaneffectivelyparticipateina
conversationwithmypeersandadults.
(SL.4.1)
Icandiscussanswerstoquestionswithmy
groupandprovideevidencetoexplainmy
ideas.
Observationofplacementofevidenceflags
Directobservationstudentrevisionwork
Icanidentifywaystoimprovemy
explanatoryparagraph.
Icanusecorrectwritingconventionsinmy
UnitataGlance
text. (W.4.2)
(W.4.5)
Lesson12
EvidenceBasedParagraph
Writing
Icanexplainwhatatextsays usingspecific
Icanwriteanexplanatoryparagraph.
EndofUnit2Assessment:Graphic
organizerandparagraphwriting
Icanchooseevidencefromfourthgrade
informationaltextstosupportanalysis,
reflection,andresearch.(RI.4.1andW.4.9)
(W.4.5)
Optional:Experts,Fieldwork,AndService
VisitlocalNativeAmericanhistoricalsites
InviteanexpertfromtheHaudenosauneetovisityourclassroomtotalkmoreabouttheoraltradition
Optional:Extensions
ReadaboutotherNativeAmericans inNewYork(seeUnit1,RecommendedTexts).
CreateastoryboardforaneducationalvideoabouttheIroquois.Usecomputerbasedvideosoftware(suchasMovieMaker)toproducethevideo.
TextFeatures:IntroductiontoTheIroquois:The
SixNationsConfederacy
TextFeatures:
IntroductiontoTheIroquois:TheSixNationsConfederacy
Icanexplainhowvisualorgraphicinformationhelpsmeunderstandthetextaroundit.(RI.4.7)
SupportingLearning Targets
OngoingAssessment
Icandescribetextfeaturesofinformationaltextthathelpmeunderstandthemainidea.
TextFeaturesanchorchart(wholegroup)
IcanuseinformationaltextfeaturestofindinformationabouttheIroquois Confederacy.
Studentsanswerstotextdependentquestions
Studentsanswersonthe LearningUsingText
Features handout
TextFeatures:
Agenda
TeachingNotes
1. Opening
Inadvance:ReadChapter1of TheIroquois:TheSixNationsConfederacyandpreviewtextdependent
questions.
A. EngagingtheReader(5minutes)
2. WorkTime
A. ExploreTextFeatures(10minutes)
B. CreateTextFeaturesAnchorChart(10minutes)
C. ReadingandTextDependentQuestioning(15
minutes)
D. RereadingFocusingonTextFeatures(15minutes)
3. Closingand Assessment
4. Homework
In thislesson,studentsspendsome timebrowsingavarietyofinformationaltextstogetorientedto
typicaltextfeatures.Thepurposeofthisistohelpstudentsgeneralizetheirknowledgeoftypesoftext
featuresacrossmultipletexts.
Thereisnotextspecificvocabularyfeaturedinthislessonsincethefocusofthelessonisontext
features.
Note:Inthefirstunit,studentslearnabouttheHaudenosaunee,andhowtheEnglishwordfor
HaudenosauneeisIroquois(whichcamefromtheFrench).ThetitleofthebookforthisunitisThe
Iroquois:TheSixNationsConfederacy.EventhoughthepreferredtermisHaudenosaunee,sincethe
wordIroquoisisusedthroughoutthebook,thisunitwillusethewordIroquoistostayconsistentwith
the languageofthebookandnotconfusestudents.Ifneeded,brieflyshowtheintroductoryvideoon
theoriginofthenameHaudenosauneeandhowitisusedtoday(fromUnit1).
LessonVocabulary
Materials
informationaltext,textfeature,central
meaning,headings,glossary,caption,
index,sidebar,bold,italics,
pronunciationguide,impressed,
Iroquois,Confederacy,constitution
(fromUnit1)
TheIroquois:TheSixNationsConfederacy (bookoneperstudent)
Indexcards
Approximately15copiesofinformationaltexts.Thesedonthavetobethesametitleanythingyouhaveinyourclassroom
orlibrarythathastextfeatures.
QuestionsabouttheIroquois anchorchart(newteachercreated)
Markers
LearningfromTextFeaturesRecordingForm(oneperstudent)
TextFeatures:
Opening
A.EngagingtheReader(5minutes)
VisualscanhelpELLsandother
studentscomprehendquestionsand
discussions.Chartmainpointsin
answersandpostallquestions
askedtostudents.
DiscusswiththestudentshowlearningabouttheIroquoishastaughtyoualotaboutoraltraditionsandhowwecanwork
towardapeacefulsociety.Say:OurstudyhasmademeveryinterestedinlearningmoreabouttheIroquois.Doyouwantto
knowmore?Askstudentstothinkaboutwhatthingstheyhavebeenwonderingaboutorwouldliketoknowmoreabout.
NotetheirquestionsonanewQuestionsaboutthe Iroquoisanchorchart. Ifnecessary,modelwithsomequestionsof
yourown,suchas:Howdidtheyusenaturalresources?Howdidmen,women,andchildrenworkandplay?What
traditionsdo theIroquois have?
Explaintostudentsthattheywillbereadinganewinformational textfromthebook TheIroquois plusotherinformational
textsinordertounderstandmoreaboutthewaythe Iroquoislivedinthepastaswellashowtheylivetoday.Remindthe
studentsthattheIroquoisareagroupthatstilllivesintheNortheasttodayandtheycontinuetocontributetooursociety
andculture.
Invitetheclasstoreadthefirstlearningtargetaloudwithyou:Icandescribetextfeaturesofinformationaltextthathelp
meunderstandthecentralmessage.Invitethestudentstoidentifywordsinthelearningtargetthattheydontknow.
Promptstudentstopointout textfeatures,informationaltext,andperhaps, mainidea (whichstudentsshouldknowfrom
Unit1).Discusswithstudentsthemeaningof informationaltext(textinwhichtheauthorsgoalistoteachthereader
something)and mainidea(thebasicmessagetheauthoristryingtoconvey).Tellstudentsthatyouwillallfigureoutthe
meaningoftextfeaturesduringthecourseofthelesson.
TextFeatures:
WorkTime
A.ExploreTextFeatures(10minutes)
Invitestudentstobrowsethroughthebook TheIroquois.AskstudentstoThinkPairSharetoidentifyhowthesepagesare
organizedandhowthatdiffersfromthewaystorybooksandnovelsareorganized.Askvolunteerstosharewhattheynoticed.
Asstudentstoidentifyatextfeature,identifyitspropername(e.g., sidebar),andwriteeachtermonan indexcard,
allowingroomforstudentstoadddefinitions,purposes,andexamples.Ifnecessary,showsomepagesonyourdocument
cameraanddrawstudentsattentiontofeaturessuchas heading,glossary,caption,index, sidebar,bold,italic,and
pronunciationguide.
ELLlanguageacquisitionis
facilitatedbyinteractingwithnative
speakersofEnglishwhoprovide
modelsoflanguage.
Tellstudentsthatwhattheyhavediscoveredinthebookarethetextfeaturesreferredtointhelearningtarget.Askstudents
tosharetheirideasaboutwhyauthorsofinformationaltextmightusetextfeatures.
Distributecopiesofotherinformationaltexts topairsofstudents.Invitethemtoworkwiththeirpartnertoexplore
anotherinformationaltexttonoticeifthefeaturestheyhavealreadyfoundareinit.Iftheycanfindadditionaltextfeatures,
havestudentslistthemonapieceofscrappaper.Tellstudentsthatitisfineatthispointiftheydonotknowtheofficial
nameforaspecifictextfeaturetheycansimplydescribewhattheysee.
B.CreateTextFeaturesAnchorChart(10minutes)
Invitestudentstoshareanyadditionaltextfeaturestheyidentifiedintheinformationaltextstheyjustbrowsed.Writeeach
newtextfeatureonanindexcard.
Brieflyformsmallgroups(onegroupforeachtextfeature).Giveeachgrouponeoftheindexcardswithatextfeature.Ask
eachgrouptotake3to5minutestocompletethefollowingontheirindexcard:
Writeadefinitionofthe textfeature.
ConsiderpartneringanELLwitha
studentwhospeaksthesame
language whendiscussionof
complexcontentisrequired.This
canletstudentshavemore
meaningfuldiscussionsandclarify
pointsintheirlanguage.
Draftasentenceexplainingthepurposeofthetextfeature.
Identifythebookandpagenumberthatcontainsanexample.
Invitegroupstosharetheirworkwiththeclass.Aseachgrouppresents,transcribetheirdefinitions,purposes,andexamples
onananchorcharttitled InformationalTextFeatures.Clearupawkwardphrasingormisconceptionsasneeded.
TextFeatures:
WorkTime(continued)
C.ReadingandTextDependentQuestioning(15minutes)
Considerprovidingsmallerchunks
oftext(sometimesjustafew
sentences)forELLs.Teacherscan
theywriteorspeakabouttheirtext.
Distributestudentstexts: TheIroquois.Askstudentstolistenandfollowalongintheirbooksasyoureadaloudpages5to8.
Inthemiddleofpage6,pauseandsaytostudents:Oh!Ialreadyfoundtheanswertooneofourquestions!Askstudentsto
ThinkPairSharetoanswerthequestion:HowdidtheIroquoispeopleusenaturalresources?Coldcallonseveralstudents
toanswer.
Continuetoreadalouduntiltheillustrationonpage7.Askstudentsaboutthemeaningofthewordimpressed.Informally
introducethestrategyofreadingoninordertofigureoutwhatawordmeans.Showstudentshowtoconfirmorfigureout
thedefinitionbyreadingonandnoticingthatThomasJeffersonusedideasfromtheconfederacyasthebasisforwriting
partsoftheU.S.Constitution.IfThomasJeffersonthoughttheideasweresogoodthathewantedtousethem,hemust
havereallylikedandlearnedfromwhattheIroquoisdid.Icanfigureoutthatimpressedmustmeantoreallylikeandlearn
fromsomething.
Continuetoreadaloudtothebottomofpage8.Askstudents:Whydoestheauthorsaythepeopleofthelonghousehave
survived?Invitestudentstorereadquietlyontheirown,think,thentalkwithapartneraboutthisquestion.Listeninto
gaugestudentscomprehensionofthisnewtext.
D.RereadingFocusingonTextFeatures(15minutes)
Askstudentstorereadfromthefrontcoverthroughpage9andcompletethe LearningUsingTextFeaturesRecording
Form.
Decidebasedontheneedsofyourclasswhethertohavestudentsdothisworkindependentlyorwithapartner.Consider
workingwithasmallgroupthatmayneedmoresupport.
TextFeatures:
A.Debrief(5minutes)
Askstudentstothinkforamomentaboutthenewinformationtheylearnedwhentheyusedtextfeaturestoguideandfocus
theirreading.
ForELLs,considerprovidingextra
timefor tasksandanswering
questionsinclassdiscussions.ELLs
oftenneedmoretimetoprocessand
translateinformation.ELLsreceive
extendedtimeasan
accommodationonNYState
assessments.
AskstudentstoThinkPairSharebasedontheprompt:WhatshouldwewriteonourTextFeatureanchorchartaboutthe
importanceofusingtextfeatureswhenreadinginformationaltext?Asstudentsshare,chooseastrongsummarystatement
fromastudentandaddittotheanchorchart.
Homework
A.FinishreadingChapter1.ContinuetothinkabouthowIroquoislifewasdifferentlongago.
Note:Ifyouareconcernedaboutyourstudentscompletingthereadingassignmentathome,plananadditionalreading
periodlaterinthedayorfirstthinginthemorning.Allstudentsshouldcometoexpectthattheywillusesomeofthefree
timeduringthedayrightbeforeorafterlunch,duringdowntimebetweenothertasks,astheyentertheclassroominthe
morningorjustbeforedismissalastimeforreading.Thisreadingisprereadingdonotexpectstudentstofully
comprehendthetextontheirown,buttofamiliarizethemselveswithitandmakeasmuchmeaningastheycan.Inaddition,
studentslikelytoneedadditionalsupportshouldprereadthisnovelathomeorduringinterventionorothersupportperiods
withtheESLorSpecialEducationteacher.Prereadingwillallowstudentstospendclassperiodsrereadingandfocusingon
evidence.
Inaddition,studentsmaychooseindependentreadingmaterialorread thenovelEagleSong andusetheaccompanying
Trackingmy Thinkingpacket .
SupportingMaterials
Thisworkislicensed underaCreativeCommonsAttributionNonCommercialShareAlike3.0UnportedLicense.
LearningfromTextFeatures
Name:
Date:
LearningfromTextFeaturesRecordingForm
1.FindtheTableofContents.Listallofthetextfeaturesyouseedescribed.
2.KeeplookingattheTableofContents.On whatpageistheGlossary?
3.Lookatpage4.Describethejewelrywornbythemaninthephotograph.
Copyright2014byNYSED,Albany,NewYork. AllRightsReserved.
NYSCommonCoreELACurriculum G4:M1A:U2:L1June 2014 8
4.Keeplookingatthephotographonpage4.Readthecaption.Whatinformationinthecaptiontellsyouwhythemaniswearing
thisjewelry?
5.Rereadthetextonpages57.ThetextsaystradersandothernonIroquoispeoplerespectedtheconfederacy.Whatdidtheydo
toshowrespect?
6. Lookcarefullyatthepictureonpage7andreadthecaption.Whatweretheteepeelikebuildingscoveredwith?
7.Rereadthetextonpage8.WhatisthemeaningofthewordIroquois?
8.Studythemaponpage9.WhichIroquoisnationslivedthefarthestfromNewYorkCity?
TakingNotesUsingaGraphicOrganizer,PartI:
TheIroquois:ASixNationsConfederacy
Exemptthirdpartycontentisindicatedbythefooter:(NYSED).UsedbypermissionandnotsubjecttoCreativeCommonslicense.
Icanmakeinferencesusingspecificdetailsfromthetext.(RI.4.1)
Icandeterminethemainideausingspecificdetailsfromthetext.(RI.4.2)
Icantakenotesandcategorizeinformation.(W.4.8)
OngoingAssessment
Icanidentifythemainideaofasectionofinformationaltext.
FourSquare Graphic Organizersforpages1112and12

14
Icanidentifydetailsthatsupportthemainideasofinformationaltext.
IcandocumentwhatIlearnaboutthetraditionallifeoftheIroquoisbytakingnotes.
Agenda
TeachingNotes
1. Opening
Forthepartnerreadingofanunfamiliarandcomplexpieceofinformationaltext,pairstrongerreaders
withthoseneedingmoresupport.
2. WorkTime
A. Readaloud:MainIdeaofPages1112(5minutes)
B. PartnerReading:MainIdeaofPages1112(10
minutes)
C. Readaloud:SupportingDetailsofPages1112(15
minutes)
Thislessoninvolveschunkingtext.Ifappropriate,explicitly namethisstrategyforstudents.
Thislessonisstructuredtoincludeagradualreleaseofresponsibilitytostudents.Beginningwithclear
modelingpreparesstudentstocontinuethetaskindependently.
Note:TheFourSquaregraphicorganizerwaspreviouslyusedinUnit1toorganizenotesfora
paragraph.InUnit2,itisusedforstudentstakenotesonmainideaandsupportingdetails asthey
read,but itwillalsobeusedtohelpthemplanandwritetheirexplanatoryparagraphs.
D. Readaloud:MainIdeaofPages1314(10minutes)
E. PartnerReading:SupportingDetailsofPages1314
(10minutes)
4. Homework
LessonVocabulary
Materials
record,mainidea,supportingdetails,
notes,traditional,palisade,called(i.e.,
defined),consensus,clan,longhouse,
platform,shingles,occupied,beliefs,
ceremony
TheIroquois (bookoneperstudent)
BlankFourSquareGraphicOrganizer(3copiesperstudent)
Opening
Remindstudentsthattheyarereading TheIroquois in ordertounderstandthehistoryofthe Iroquoispeopleandhow
theylivenow.Lookatthelistofquestionscreatedyesterdayandaskstudentsiftheyhavelearnedtheanswerstoanyof
them.Reviewinformationlearned.
Considerprovidingnonlinguistic
symbols(e.g.,alight bulbformain
idea,twohandsonabookfor
sharednonfictiontext)toassist
ELLsinmakingconnectionswith
vocabulary.Thesesymbolscanbe
used throughouttheyear.
Introducethefirsttarget:Icanidentifythemainideainasectionofinformationaltext.Invitethestudentstohaveabrief
discussionabouttheimportanceofknowingthemainideaoftext.
Clarifyingacademicvocabulary
assistsallstudentsdeveloping
academiclanguage(e.g.,identify,
support).
ELLscanrecordnewtermsin
personaldictionariesorvocabulary
logsthattheycanreferbackto
throughoutthemodule.
WorkTime
A.Readaloud:MainIdeaofPages1112(5minutes)
Readaloudthetitleofthischapter(TraditionalLife)andpages11and12(uptoTheLonghouse)whilethestudents
followwiththeirtexts.Returntothebeginningofthetextandfocusonthewordtraditional inthechaptertitle.Ask
studentstoThinkPairShareabouttheword traditional,promptingthemtothinkabouttheroot tradition. Clarifythatin
thecontextofthischapter, theauthorwritesabouttheIroquoisinthepasttensetodescribesomeoftheirpasttraditions.It
isimportant tonotethattheIroquoisarestilllivingandpartofsocietytoday,andsome of thetraditionsandbeliefs
describedinthechapterarestill inpractice. Thenaskstudents:Howdoesthisauthorhelpyouunderstandwhattheword
palisades means?Ifstudentsarenotabletoarticulatewhattheynote,helpthemseethatthemeaningof palisades is
providedforthem(logfences),asisthemeaningofclans (largerelatedfamilygroups).Tellstudentsthatoftenthewritersof
informationaltextdefinenewwordsinthisway,andtheauthormaysaysomethingis calledsomethinginordertogive
readersacuethatanewtermisbeingdefined.
Increaseinteractionswith
vocabularyincontext.This
increasesrateofvocabulary
acquisitionforELLs.
WorkTime(continued)
B.PartnerReading:MainIdeaofPages1112(10minutes)
Askstudentstorereadpages11and12withtheirpartners,takingturnsreadingparagraphsaloud.
Whendiscussionofcomplex
contentisrequired,consider
partneringanELLwithastudent
whospeaksthesamelanguage.This
ThinkPairShare:Afterreadingthetext,askstudentstotalkwiththeirpartnertoanswerthequestion:Whatisthissection
ofourreadingmainlyabout?
Inviteeachpairtosharetheirthoughtsaboutthemainideawiththeclass.Listseveralideasontheboardandhelptheclass
cometoaconsensus.Anexampleofamainideastatementis:TheIroquoispeopleusedthenaturalworldtomeettheir
needs.
Distributethepacketsof FourSquaregraphicorganizerstostudents.Useyourdocumentcameraormakeablank Topic
Expansiongraphicorganizerontheboard.Showstudentsthatthemainideagoesinthe centerbox,withsupporting
detailsandanyinferencesintheremainingboxes.Pointoutthatstudentswillusethisgraphicorganizertotakenotesas
theyread,buttheywilluseasimilarorganizertoplantheirexplanatorywritinglaterintheunit.
WorkTime(continued)
C.Readaloud:SupportingDetailsofPages1112(15minutes)
Refertothesecondlearningtarget:Icanidentifydetailsthatsupportthe mainidea ofinformationaltext.Explainto
studentsthat supportingdetails arepiecesofinformationthattellmoreaboutthemainidea.
Askstudentstolistenforsupportingdetailsasyoureadpages1112againwhilestudentsfollowwiththeircopies.Pause
frequentlytoaskstudents:WhatdetaildoyouhearorseeabouthowtheIroquoisusedtheirnaturalworldtomeettheir
needs?
Modelhowtowritesupportingdetailsasnotes(wordsorphrases)intothegraphicorganizer.Explaintostudentsthatthey
willtacklethelastbox(inferences) inthegraphicorganizerlateron,andthatfortodaytheyshouldkeepthisboxblank.
D.Readaloud:MainIdeaofPages1214(10minutes)
Havestudentsturntothesecond(blank) FourSquareGraphic Organizerintheirpacket.Readoutloudpages12to14,up
throughGrowingFood.
AskstudentstoThinkPairShareaboutwhatthemainideaofthissectionis.Callonseveralteamsandwriteoneonthe
boardforstudentstoputintheirgraphicorganizer.
E.PartnerReading:SupportingDetailsofPages1214(10minutes)
Askstudentstorereadpages1214toidentifydetailsthatsupportthemainideaofthetext,takingturnswitheach
paragraph.
timefortasksandanswering
questionsinclassdiscussions.
Afterreadingthetext,askstudentstoThinkPairShare:Whatdetailstellmoreaboutthemainidea?Askstudentstowrite
answersontheirindividualgraphicorganizers,sharetheirthinkingwiththeirreadingpartner,andthenaddtoorrevise
theirthinkingiftheychoose.
Inviteeachpairtoshareonedetailthatsupportsthemainidea,untileverypairhassharedtheirthinking.Remindstudents
thattheyshouldwritetheirsupportingdetailsintheformofnoteswordsorphrases,notfullsentences.
Note:Savethesegraphicorganizers,asstudentswillneedthemagain.
A.Debrief(5minutes)
Askstudentstogetablankpieceofpaperandpencil,andwritethetermsmainidea, supportingdetails,and notes onthe
boardoroverhead.
ELLsandotherstudentscanrecord
newvocabularyintheirpersonal
dictionariesorvocabularylogsto
referencethroughoutthemodule.
Leadabriefdiscussionaboutthemeaningofeachoftheseterms,callingonseveralstudentstosharetheirdefinitionsaloud,
andclarifyingthedefinitionofanyvocabularyasnecessary.Then,havestudentsdrawapicturethatshowsthemeaningof
eachofthethreeterms.Allowstudentstosharetheirdrawingswithoneanotherandexplaintopeershowthepicturethey
drewhelpsshowwhattheword(s)mean.
Askstudentstohandinthetwo FourSquareExpansiongraphicorganizerstheycompetedinclass.Reviewthesetogauge
howwellstudents understand thetextandhowwelltheycantakenotesinthisformat.
BesurestudentshaveablankcopyoftheFourSquare Expansiongraphicorganizer,whichtheywillusefortheirhomework.
Homework
Rereadpages1114. Inthischapter,howdoestheauthordescribehowtheIroquoislived longago?Read aparagraphfrom

thesepagesoutloudtosomeoneathome.TellthemsomethingyouhavelearnedabouthowtheIroquoislivedlongago.
Somestudentsmayneeda
recordingofthesidebar.
Inexpensivedigitalvoicerecorders,
suchasthosemeanttorecordnotes
andgrocerylists,areaneasywayto
providethissupport.
Inaddition,studentsmaychooseindependentreadingmaterialfrom EagleSong ortheRecommendedTextslistforUnit2.

time duringthedayrightbeforeorafterlunch,duringdowntimebetweenothertasks,astheyentertheclassroominthe
evidence.
Exemptthirdpartycontentisindicatedbythefooter:(nameofcopyrightholder).UsedbypermissionandnotsubjecttoCreativeCommons
Firstsupportingdetail:
Second supportingdetail:
MainIdea:
Thirdsupportingdetail:
Inference:
(FormoreinformationabouttheFourSquareapproach,see:FourSquareWriting Method:AUniqueApproachtoTeaching
BasicWritingSkills,byE.J.GouldandJ.S.Gould[TeachingandLearningCompany,1999].)
TakingNotesUsingaGraphicOrganizer,PartII:
InferringWhatWasImportanttotheIroquois
InferringWhatWasImportanttoTheIroquois
OngoingAssessment
Icanidentifythemainideaofasectionof TheIroquois.
FourSquaregraphicorganizersforpages1619and21
(NOTpage20)
Icanidentifydetailsthatsupportthemainideasofinformationaltext.
IcandocumentwhatIlearnaboutthetraditionallifeoftheIroquoisbytakingnotes.
Agenda
TeachingNotes
1. Opening
Note:SKIPpage20inthislesson.StudentsreadthispageduringLesson6fortheirmidunit
assessment.
2. WorkTime
A. PartnerReading:MainIdeaofPages1619(10
minutes)
Forthepartnerreadingofanunfamiliarandcomplexpieceofinformationaltext,pairstrongerreaders
withthoseneedingmoresupport.
Thislessoninvolveschunkingtext.Ifappropriate,explicitlynamethisstrategyforstudents.
B. PartnerReading:SupportingDetailsofPages1619
(10minutes)
Thislessonisstructuredtoincludeagradualreleaseofresponsibilitytostudents.Beginningwithclear
modelingpreparesstudentstocontinuethetaskindependently.
C. PartnerReading:MainIdeaofPages19,21(5
minutes)
Besuretoholdontostudentscompletedgraphicorganizers,sincetheywillneedthemfortheir
paragraphwritinginLessons59.
D. PartnerReading:SupportingDetails ofPages19,21
(10minutes)
E. DrawingInferences(15minutes)
4. Homework
LessonVocabulary
Materials
record,mainidea,supportingdetails,
notes,inference,traditional,palisade,
called(i.e.defined),consensus,clan,
longhouse,platform,shingles,
occupied,beliefs,ceremony
BlankFourSquaregraphicorganizer(3copiesperstudent)
Students completedFourSquaregraphicorganizersforpages1114(fromLesson2)
Opening
Remindstudentsthattheyarereading TheIroquois inordertounderstandthewaytheIroquoispeoplelivedinthepast,
but theywill alsolearnabout howtheylivetoday,whichiscoveredinChapters4& 5.Lookbackagainatthelistof
questionscreatedinLesson1andaskstudentsiftheyhavelearnedtheanswertoanyofthem.Reviewinformationlearned.
symbols(e.g.,alight bulbfor main
idea,oramagnifyingglassfor
inference)toassistELLsinmaking
connectionswithvocabulary.These
symbolscanbeusedthroughoutthe
year.
Reviewthefirstthreelearningtargets,andaskstudentstorecallthemeaningofthetermsmainidea, supportingdetails,
and notes.Then,introducethelasttarget:Icanmakeinferencesusingspecificdetailsfromthetext.Explainthattoday
studentswillbecomedetectives.Theywillusetheinformationtheyreadtohelpthemdrawconclusionsorformopinions
aboutwhatwasimportanttotheIroquoispeople.Thisiscalledmakinganinferencebecausetheanswerisnotalways
obvious.Asdetectivestheywillneedtopaycloseattentiontodetailsastheyreadinordertohelpthemdeterminewhatwas
mostimportanttotheIroquoisduringthistime.
Havestudentsgiveaquickthumbsup, down,orsidewaystoindicatehowwelltheyunderstandtodayslearningtargets.
WorkTime
A.PartnerReading:MainIdeaofPages1619(10minutes)
Askstudentstolocatetheirtext TheIroquoisandtheirFourSquare graphicorganizersforpages1114(fromLesson2).
whospeaksthesameL1when
discussionofcomplexcontentis
required.Thiscanletstudentshave
moremeaningfuldiscussionsand
clarifypointsintheirL1.
Askstudentstoturntothenext FourSquaregraphicorganizer(seesupportingmaterials).Ifyouhavestudentpairs
whocanreadthistextontheirown,askstudentstoreadwiththeirpartnerRolesofMenandWomen,pages1619.
Considerpullingasideanothergroupofstudentsforareadaloud,and/orcontinuetoreadaloudtotheclass.
Whenstudentshavereadthesection,theyshouldtalktogethertodevelopamainidea,then,inthecenterbox, writeamain
ideastatementthatdescribesthecentralmessageofthispassageofthetext.Circulatearoundtheroomtoreadstudents
mainideastatements.
WorkTime(continued)
B.PartnerReading:SupportingDetailsofPages1619(10minutes)
AskstudentstorereadRolesofMenandWomenwhilethinkingaboutdetailsthatsupporttheirmainideastatements.As
before,askstudentstorecordeachdetailtheyfindinoneofthecornersectionsonthegraphicorganizer.Remindstudents
towritesupportingdetailsintheformofnotes.
Studentsneedingadditionalsupport
maybenefitfrompartiallyfilledin
graphicorganizers.
Note:Besuretoholdontostudentsgraphicorganizersforpages1619.TheywillneedtousetheminLesson5fortheir
paragraphwriting.
Note:SKIPpage20inthislesson.StudentsreadthisduringLesson6fortheirmidunitassessment.
WorkTime(continued)
C.PartnerReading:MainIdeaofPages19,21(5minutes)
Avoiddiscussingthesidebaronpage20sostudentsdonotbecomeoverlyfamiliarwithitpriortotheassessment(inLesson
6).Seeteachingnoteabove.
acquisitionforELLs.
Havestudentsturntoafreshgraphicorganizer.ReadaloudoraskstudentstoreadwiththeirpartnerBeliefsand
Ceremonies,pages19through21.Whentheyhavereadthesection,theyshouldwriteamainideastatementinthe boxon
theirgraphicorganizerthatdescribesthemainideaofthatportionofthetext.Circulatearoundtheroomtoreadstudents
mainideastatements.
D.PartnerReading:SupportingDetailsofPages19,21(10minutes)
Avoiddiscussingthesidebaronpage20sostudentsdonotbecomeoverlyfamiliarwithitpriortotheassessment(inLesson
6).
AskstudentstorereadBeliefsandCeremonies,thinkingaboutdetailsthatsupporttheirmainideastatements.Asbefore,
studentsshouldrecordeachdetailtheyfindinoneofthecentersectionsonthegraphicorganizer.
Forstudentsrequiringadditional
support,youmayconsiderlimiting
thenumberofwordsstudents
underlineorconsiderhaving
studentsfocusonasmallerchunkof
textinthesharedreading.
E.DiscussingInferences(15minutes)
Drawstudentsattentiononceagaintothefourthlearningtarget:Icanmakeinferencesusingspecificdetailsfromthe
text.Remindstudentsthatwhilereadingtodaytheyactedasdetectivesbyrecordingdetailsaboutwhattheyreadinorder
tohelpthemmakeaninference aboutwhatwasimportanttotheIroquois. Explaintothemthatthe4th box(lowerright
handcorner)ofthegraphicorganizerhasspaceforthemtowriteaninferencethattheymakebasedontheirreading.
Brieflydiscussinference againwithstudents,makingsuretheyunderstandthattomakeaninferencetheywillneedtouse
thetextandtheirnotestofigureoutsomethingthattheauthordoesnotspecificallytellthereader.Ifneeded,providesome
additionalexamplesofinferencestomakesurestudentsgrasptheconcept.
Explaintostudentsthat TheIroquoisbookhelpsreadersknowwhatisimportanttotheIroquoispeoplewithoutever
specificallysaying:ThisiswhatisimportanttoIroquoispeople.Theauthordoesnotalwaystellthereaderwhatis
importanttotheIroquois,butstudentscanusecluesandhintsfromthetexttomakeaninference.
ReferbacktotheFourSquaregraphicorganizerfortheRolesofMenandWomensectiononpages19and21.
Askstudentstorereadthenotesontheirgraphicorganizer.ThenaskstudentstoThinkPairShare:Whatdoweknow
abouttherolesofwomeninearlyIroquoissocietyaccordingtothetext?Whatcanweinfer(remindthemofwhatan
inferenceis,ifneeded)abouttherolesofwomeninearlyIroquoissociety?Studentswillthentalkwiththeirpartnerabout
aninferencetheyhavedrawnfromthereadingandthenwritethisintheboxonthegraphicorganizer.
Afterstudentshavehadtimetodiscusstheirinferences,askforsomestudentstoshareout withtheclass. Notethatthis
inferencewillbesomethingthatisnotdirectlystatedinthetext.Example:Weknowthatwomenhadanimportantrole
sincetheygavethebabiesnamesduringtheMidwinterCeremony.
Note:Savethesegraphicorganizers,asstudentswillneedthemagainfortheirparagraphwritinginLessons58.
A.Debrief(515 minutes)
Forthedebrief,leadabriefpaireddiscussionaroundthe mainideainChapter2. Askstudentstofirstturnandtalktoa
neighbortodefine mainidea,supportingdetail,inference,and notes.Thenaskthemtodiscussthefollowingquestionwith
apartner:Whatdidwelearnaboutthe traditionallifeoftheearliestIroquoisaspresentedinChapter2?
modelsoflanguage.
Homework
StudentsmaychooseindependentreadingmaterialfromtheRecommendedTextslistforUnit2 orcontinuetoread Eagle

Song
Somestudentsmayneeda
recordingofthesidebar.
Inexpensivedigitalvoicerecorders,
suchasthosemeanttorecordnotes
andgrocerylists,areaneasywayto
providethissupport.
time duringthedayrightbeforeorafterlunch,duringdowntimebetweenothertasksastheyentertheclassroominthe
comprehendthetextontheirown,buttofamiliarizethemselveswithit andmakeasmuchmeaningastheycan.Inaddition,
evidence.
SupportingMaterials
ThisworkislicensedunderaCreativeCommonsAttributionNonCommercialShareAlike3.0 UnportedLicense.
MainIdea:
Inference:
Copyright2014byNYSED,Albany,NewYork,NY.AllRightsReserved.
CapturingMainIdeasandDetails:
HowLifeisChangingforTheIroquois
OngoingAssessment
Icanidentifythemainideaofanewexcerptof TheIroquois.
FourSquaregraphicorganizerforpages2325
Icanidentifydetailsthatsupportthemainideaofinformationaltext.
IcandocumentwhatIlearnabouthowlifechangedfortheIroquoisbytakingnotes.
Copyright2014byNYSED,Albany NY.AllRightsReserved.
Agenda
TeachingNotes
1. Opening
Thislessonisstructuredtoallowstudentstosuccessfullyinteractwithcomplextext.Sharedreadingof
anunfamiliarandcomplexnonfictiontextwithstudentswillsupportalllearners.Itletsthem
concentrateoninteractingwiththetextandunfamiliarvocabulary.
A. ReviewofLearning Targets(5minutes)
2. WorkTime
A. ReadaloudandPartnerReading:MainIdea,
SupportingDetails,Inference(10minutes)
B. Readaloud,Questioning,andPartnerReading:
MainIdea,SupportingDetails,Inference(20
minutes)
C. PartnerorIndependentReading:MainIdea,
SupportingDetails,Inference(20minutes)
4. Homework
LessonVocabulary
Materials
popular,established,trade,wampum,
disease,resistance,reservation,
Quahogclam
FourSquare GraphicOrganizers(2 copies perstudent)
Opening
A.ReviewofLearningTargets(5minutes)
Reviewthelearningtargetswithstudents:Icanidentifythemainideaofinformationaltext,Icanidentifydetailsthat
supportthemainideaofinformationaltext,IcandocumentwhatIlearnaboutatopicbytakingnotes,andIcanmake
inferencesusingspecificdetailsfromthetext.Askstudentsforexamplesofwhentheyworkedtowardtheselearningtargets
duringthepreviouslessonandhomework.
(e.g.,identify,support)assistsall
studentsdevelopingacademic
language.
Pointoutthattoday,theywillbepracticingthesameskillsthattheyhaveusedthepastfewdays,butwithlesssupport.
Congratulatestudentsonbecomingincreasinglyindependentreaders.
WorkTime
A.ReadaloudandPartnerReading:MainIdea,Details,Inference(15minutes)
AskstudentstoaccesstheirtextTheIroquois.DistributenewFourSquaregraphicorganizers tostudents.Askthem
tofollowalongasyoureadpage23andthetopofpage25(donotreadsidebaronpage24).AskstudentstoThinkPair
Sharetodiscuss:Whatisthesectionmostlyabout?Ask studentstotakeouttheirFourSquaregraphicorganizerandwrite
downtheirmainidea.
studentwhospeaksthesame
language whendiscussionof
complexcontentisrequired.This
canletstudents havemore
Askstudentstorereadwiththeirpartners,collectingsupportingdetailsandcompletingtheinferencebox.Circulatewhile
studentsdothis,beingsuretheyarewritingnotesinsteadofsentences.
Say:ThingsarebeginningtochangefortheIroquoispeople.Why?Ifneeded,helpstudentscometotheconclusionthat
theIroquoishuntedbeaverbecausetheywantedmoneyfortoolssothattheirlivescouldbeeasier.
B.Readaloud,Questioning,andPartnerReading:MainIdea,Details,Inference(20minutes)
Readthebottomofpage25aloud asstudentsfollowalongintheirtext.Talkbrieflyabout themeaningoftheword
resistance.Seeifstudentscanprovideameaningforthisword.Discusstheuseofthiswordinthisspecificcontext:itmeans
thecapacityofthebodytofightoffanillness.
modelsoflanguage.
Askstudentstodiscusswitheachother:WhatweresomeofthegoodchangesthattheEuropeansbroughttotheIroquois?
Hearstudentsresponses,paraphrasingasneeded.Thenask:WhatweresomeofthedifficultchangestheEuropeans
broughttotheIroquois?DiscusswithstudentstheimpactofdiseaseontheNativeAmericans.
acquisitionforELLs.
Askstudentstorereadthelastsentenceofonpage25.Thenask:WhatimpactdiddiseaseshaveontheyoungIroquois
peoplewhodidnotdie?
Askstudentstorereadthissectionwiththeirpartnersanddiscussthisquestion.
Callonstudentstosharetheirresponsetothisquestion.Followupbyasking:Whichdetailsfromthetexthelpedyoumake
thatinference?
WorkTime(continued)
C.Readaloud,PartnerReading,orIndependentReading:MainIdea,SupportingDetails,Inference
(20minutes)
Dependingonyourstudentsneeds,differentiatethenextsectionofthelessoninwhichstudentsreadanddiscussthe
sidebaronpage24,whichtheyhavepreviouslyreadasawholegroupanddiscussedinUnit1.Somestudentsmayneedyou
toreadthissectionaloud,othersmaybeabletogotopartnerreading,andstillothersmightbeabletoreadthissection
independently.
Forstudentsrequiringadditional
support,youmayconsiderlimiting
thenumberofwordsstudents
underlineorconsiderhaving
studentsfocusonasmallerchunkof
textinthesharedreading.
Beforetheybegin,defineQuahogclam.
Askstudentstoreadandcompletea FourSquaregraphicorganizerforthissection.AsktheclasstoThinkPairShareto
answerthefollowingquestions:WhydidtheIroquoiswantthewampumbeltsreturned?andWhymightsomepeople
wanttokeepthewampumbeltstheyhave?Askstudentstojustifytheirresponseswithspecificreasoning.
Ifneeded, replaythevideofromUnit1 explainingwampum.ThisvideoisavailableonEngageNY(www.engageny.org).
Note:Savethegraphicorganizersfromthissectionofthereadingasstudentswillusethemtomorrowtobegintowrite
paragraphs.
A.Debrief(5minutes)
Discussthelearningtargetsfromthedayandaskstudentstogiveyouathumbsup,sideways, downregardingtheirskillin
usingtheTopicExpansiongraphicorganizertothinkaboutandtakenotesonsomethingtheyarereading.
modelsoflanguage.
Homework
Readpages33to37in TheIroquois,whichareabouttheIroquoistoday. RemindstudentsthattheIroquoisareagroupthat

currentlystilllivesintheNortheasternUnitedStates. Astheyreadthisnextchapter,theyshouldthinkabouthowlifehas
changedfortheIroquois.
Inaddition,studentsmaychooseindependentreadingmaterialfromtheRecommendedTextslistforUnit2.
morningorjustbeforedismissalastimeforreading.Thisreadingisprereading,donotexpectstudentstofully
evidence.
SupportingMaterials
MainIdea:
Inference:
Copyright2013byExpeditionaryLearning,NewYork,NY.AllRights
Reserved.
ParagraphWriting
OngoingAssessment
Icanidentifythemainideaofinformationaltext.
TopicExpansiongraphicorganizerandparagraph
writing(forpage16begunin Lesson3)
IcandocumentwhatIlearnabouttheIroquoisbytakingnotes.
Icanwriteclearandcompletesentencesfrommynotes.
Icanwriteaninformative/explanatoryparagraphthathasacleartopicsentence,abody,anda
conclusion.
Copyright2014byNYSED,AlbanyNY.AllRightsReserved.
Agenda
TeachingNotes
1. Opening
ReviewFourSquaregraphicorganizersandhowtheyareusedwithexplanatorywriting.Forthepast
fewlessons,studentshavebeenusingthisgraphicorganizertotakenotesasreaders.Today,theywillbe
usingittoplanaswriters.
A. ReviewofLearningTargets(5minutes)
2. WorkTime
A. IntroductiontoParagraphWriting(15minutes)
B. PartnerParagraphWriting(15minutes)
Review: ThinkPairShareprotocol
Thislessonbuildsonstudentsbackgroundknowledgewithplanningandwritingstrongparagraphs
fromUnit1.
C. IndependentParagraphWriting(15minutes)
A. Sharing(5minutes)
B. Debrief(5minutes)
4. Homework
LessonVocabulary
Materials
note,paragraph,topicsentence,
indent,mainidea,supportingdetails,
wampum,political
Students completed FourSquaregraphicorganizerforpage24Wampum(fromLesson4)
TeacherssampleFourSquaregraphicorganizerforpages2629andcorrespondingsampleparagraph,writtenon
separatepiecesofchartpaper
Thinlinegreen,blue,andredmarkers(ateacherset,andasetforeverytwostudents)
Students completed FourSquaregraphicorganizerforpage16TheRoleofMenandWomen(fromLesson3)
Linedpaperfor students
Opening
Talkwithstudentsaboutallofthehardworktheyhavebeendoingwiththeirreadingandtheirworkwithgraphic
organizers.Reviewthefirstthreelearningtargets: Icanidentifythemainideaofinformationaltext,Icanidentifydetails
thatsupportthemainideaofinformationaltext,andIcandocumentwhatIlearnaboutatopicbytakingnotes.Ask
studentstoselfassesstheirprogresstowardmeetingthesetargetsusingaFisttoFiveorThumbOMeterprotocol.
Clarifyingthelanguageofthe
learningtargetshelpsstudents
approachthetaskwithaclearer
understandingofthepurposeofthe
lesson.
WorkTime
A.IntroductiontoParagraphWriting(15minutes)
Askstudentstosharetheirgraphicorganizersfromthedaybeforewiththeirreadingpartner.
modelsoflanguage.
Askforavolunteertotalkthroughtheirpartnersgraphicorganizer,verballydescribing(in fullsentences) themainideaand

supportingdetails.
Pointoutthatwhatthestudenthasjustdoneis tomakeaparagraphoutofthenotesonthegraphicorganizer.
Invitetheclasstoreadthelasttwolearningtargetsaloudwithyou:Icanwriteclearandcompletesentencesfrommy
notes,andIcanwriteaninformative/explanatoryparagraphthathasacleartopicsentence,abody,andaconclusion.
Invitestudentstoidentifywordsinthelearningtargetsthatmightbeconfusing.Asstudentspointoutwords,askfor
clarificationandannotatethelearningtargetwithclarifyingwordsorsynonyms.Forexample:
informative/explanatory=forthepurposeoftellingorexplaining
paragraph=agroupofsentencesthathavethesamemainidea
askedtostudents.
topicsentence=thesentencethatcontains themainidea
body=severalsentencesthatcontainsupportingdetailsandtellmoreaboutthemainidea
conclusion=asentencethatendstheparagraph
Rereadthelearningtargetusingtheclarifyingwordsandcheckforunderstandingwithstudents.
Readaloudpages2629ofTheIroquois asstudentsfollowalongintheirtext.
Discusswithstudentsthemeaningof politicalbyteachingthempolis,theGreekwordmeaningcity. Political hastodowith
thingsimportantincitiesorsocieties.AlsoaskstudentstoThinkPairShare:WhywouldsomeIroquoischoosetofightfor
theAmericanorBritishsideduringtheRevolution?Askstudentstosupporttheirideaswithspecificdetailsfromother
sectionsofthetext(e.g.,theywantedtocontinuetotradewithonesideoranother,orthattheywereangrywithonesideor
anotherforbringingdiseases).
Postasample FourSquaregraphicorganizer(ForWriting)forthissectionofthetext.Askstudentstocheckyour
thinking.Thenpostacorrespondingparagraphthatyouhavewrittenonchartpapertoillustrateturningthatsectionofthe
readingintonotes,thenintoaparagraph.
Pointouttostudentsthatthegraphicorganizerissimilartothosetheycreatedthedaybefore,andtheparagraphisvery
similartotheparagraphnarratedbythestudentvolunteer.Readaloudoraskastudenttoreadaloudyoursample
paragraph.
WorkTime(continued)
Usingagreenmarker,underlinethemainideastatementinthegraphicorganizer.Askstudentstofindthesentenceinthe
paragraphthatcorrespondstothispartofthegraphicorganizer(thefirstsentence).Underlinethefirstsentencewithgreen,
andtellstudentsthatitisthetopicsentence oftheparagraph.Underlinetopicsentenceinthelearningtargetwithgreen
aswell.Pointouttostudentsthatthefirstsentenceofaparagraphisindentedonthepage.
Usingabluemarker,underlineeachofthe detailsinthegraphicorganizer.Askstudentstofindthesentencesinthe
paragraphthatcorrespondtothispartofthegraphicorganizers.Underlinethesesentencesinblueandtellstudentsthat
thesesentencesmakeupthebodyoftheparagraph.Underlinethewordbodyinthelearningtargetinblueaswell.
Usingaredmarker,underlinethestatementinthegraphicorganizerthattellswhatwasimportanttotheIroquois.Ask
studentstofindthesentenceintheparagraphthatcorrespondstothispartofthegraphicorganizer(thelastsentence).
Underlinethelastsentenceinredandtellstudentsthatitistheconclusionoftheparagraph.Underlineconclusioninthe
learningtargetinredaswell.
B.PartnerParagraph Writing(15minutes)
Directstudentsattentiontotheir FourSquaregraphicorganizers fromLessons3and4.Connectthistothewriting
processbypointingoutthattheyhavegatherednotesforaparagraphand thegraphicorganizer willhelpthemplantheir
writing. Nowtheywilldrafttheirparagraphs.Usingthe ThinkPairShareprotocol,askstudentstowriteasentence ona
pieceofpaper thatconveysthemainideaasnotedinthefirstboxofthegraphicorganizer,thentosharetheirsentencewith
theirpartner.Remindthemtoindenttheirfirstsentence.Leadawholeclassinsharingofsentences,recordingsampleson
theboardandreviewingthecharacteristicsofgoodtopicsentences.Askstudentstorevisetheirsentencesifnecessaryand
underline theirtopicsentenceingreen.
Repeatthisprocess, askingstudentstowritethreesentencesforthebodyoftheirparagraphusingthesupportingdetails
theynotedintheboxesoftheirgraphicorganizer.Pointouttothemthatthesesentencescontinueafterthetopicsentence
anddonoteachstartontheirownline.Refertothesampleparagraphasamodel.Afterstudentsshareandrevisethebody
oftheirparagraph,askthemtounderlinethosesentencesinblue.
Repeatthisprocessaskingstudentstowriteaconcludingsentencefortheirparagraphusingthelastboxoftheirgraphic
organizer.Upuntilthispoint,theyhavetakennotesonthemainideaandsupportingdetailsthislastbox(inthelower
righthandcorner),willincludeaconclusionsentencethatpullsthewholeparagraphtogether.Pointouttothemthatthis
sentencealsocontinuesaftertheprevioussentence,anddoesnotstartonitsownline.Refertothesampleparagraphasa
model. Ifnecessary,provideotherexamplesofconclusionstatements(possiblyfrom The Iroquois bookorotherexamples).
Afterstudentsshareandrevisetheconclusionoftheirparagraph,askthemtounderlineitinblue.
extendedtimeasan
assessments.
WorkTime(continued)
C.IndependentParagraphWriting(15minutes)
DistributetheFourSquaregraphicorganizersfromtheThe RoleofMenandWomensectionofthetext(page16),which
studentscreatedinLesson3.Invitestudentstorefertothemodelonthechartpaperandtotheparagraphtheyjustcreated.
Havethemwriteatopicsentence,body,andconclusionbasedonthenotesintheirgraphicorganizer.Circulatearoundthe
roomandobservestudentswritingtoensurethattheyarewritingeffectiveparagraphs.Offersupportandguidancewhere
necessary.
Provideanchorchartsforprocesses
suchasHowtowriteaparagraph.
Thiswouldincludequestionwords
withnonlinguisticrepresentations
(e.g.,mapfor where,clockfor
when).
support,considerofferinga
sentenceframeorstarter,oracloze
sentencetoassistwithlanguage
production andprovidetherequired
structure.
A.Sharing(5minutes)
Inviteafewstudentstosharetheirparagraphsaloud,andaskotherstoidentifythecharacteristicsofgoodparagraphs
evidentinstudentsamples.
modelsoflanguage.
B.Debrief(5minutes)
Whatchallengesdidyoufaceinturningyournotesintoclearandcompletesentences?Whatstrategiesdid youuseto
overcomethosechallenges?UseaThumbOMetertoascertainhowstudentsfeelabouttheirsuccesswithmeetingthe
targetIcanwriteanexplanatory/informativetext.
Homework
Readpages39to42in TheIroquois.ThinkabouthowtheIroquoiskeeptheirtraditionsalive.
Inaddition,chooseindependentreadingmaterialfromtheRecommendedTextslistforUnit2orcontinuereading Eagle
Song.
evidence.
ParagraphWriting
FourSquareGraphicOrganizer(ForWriting)
TopicSentence:
ConclusionStatement:
MidUnitAssessment:
MidUnitAssessment:
Icanexplainwhatatextsaysusingspecificdetailsfromthematerial.(RI.4.1)
Icanintegrateinformationfromtwo textsonthesametopicinordertowriteaboutthesubjectknowledgably(RI4.9)
Icaneffectivelyparticipateinaconversationwithmypeersandadults.(SL.4.1)
OngoingAssessment
Icanidentifythemainideaofanewexcerptfrom TheIroquois.
MidUnit2Assessment:FourSquare graphicorganizer
andparagraphwriting
Icanidentifydetailsthatsupportthemainideaofthis newexcerpt.
IcandocumentwhatIlearnaboutatopicbytakingnotes.
Icanwriteclearandcompletesentencesfrommynotes.
Icanwriteaninformative/explanatoryparagraphthathasacleartopicsentence,abody,anda
conclusion.
MidUnitAssessment:
Agenda
TeachingNotes
1. Opening
Inthislesson,studentsread (independently)ashortsidebarabouttheGreatLawofPeaceinorderto
writeaparagraph.Thisisnewtext,butitisaboutcontenttheyknowfromUnit1fromreadingthe
PeacemakerStory. Itwillbeimportanttoassesswhetherstudentshaveincludedspecificdetailsfrom
thetextratherthanworkingfrommemory.Therefore,lookingattheirgraphicorganizersaswellas
theirparagraphsisessential.
A. ReviewofLearningTargets(5minutes)
2. WorkTime
A. ReviewofParagraphWritingCriteriaforSuccess(5
minutes)
B. MidUnit2Assessment:IndependentReading,
NoteTaking,andParagraphWriting(30minutes)
Thereisnorubricprovidedforstudentsonpurpose,sincehandingstudentsacomplexrubricrarely
helpsthemwritebetter.Rather,inthelessontheteacherreviewscriteriaforsuccesswithstudentsin
simple,studentfriendlylanguage.
C. CloseReadingandDiscussion: TheIroquois (15

minutes)
4. Homework
MidUnitAssessment:
LessonVocabulary
Materials
relations,siding,fled,raids,reserve,
treaty,reservation,exchange,process
WritingQualityParagraphsanchorchart(newteachercreated)
TheIroquois(bookoneperstudent)(Page20isthefocusofthisassessment.)
MidUnitAssessment:Reading,NoteTaking,andParagraphWriting,withFourSquaregraphicorganizer
Opening
Invitestudentstoreadthelearningtargetsaloudwithyou:Icanwriteaninformative/explanatorytextthathasacleartopic
sentence,andIcangroupsupportingfactstogetheraboutatopicinaninformative/explanatorytext.Sharewithstudents
thattheywillbecompletingawritingassessmenttodaytodetermineiftheyhavemetthoselearningtargets.
language.
lesson.
MidUnitAssessment:
WorkTime
A.ReviewofParagraphWritingCriteriaforSuccess(5minutes)
Askstudentstothinkaboutthewordtheydidyesterday.Startananchorchartcalled WritingQualityParagraphs.
Althoughyoumayhavemodified
thistaskearlierintheunitby
partiallyfillinginthegraphic
organizerorprehighlightingcopies
ofthetext,youshouldnotdosoon
thisassessment.Thosekindsof
modificationswillmakeitdifficult
toascertainwhatstudentscando
withoutsupport,astheywillonthe
NYSassessments.
Ask:Whatarethethingsweknowthatmakeaqualityinformative/explanatoryparagraph? Askstudentstoturnandtalk
toaneighboraboutthecharacteristicsofqualityparagraphs.Invitevolunteerstosharewhattheirneighborsaid,andrefer
totheanchorchartasthosecharacteristicsareoffered.(Ideasthatshouldbeincluded:Theystartwithatopicsentence.They
havesupportingdetails.Theyhaveaconcludingsentence.Thefirstlineisindented.)
Tellstudentsthattodaytheywillgettoshowhowwelltheycanwriteastrongparagraphontheirown.
ChartstudentsthinkingontheWritingQualityParagraphsanchorchart,beingsurethatthefollowingkeycriteriafor
successemerge:
Theparagraphshouldbeindented.
askedtostudents.
Writingshouldincludeatopicsentencethatstatesthemainidea.
Writingshouldhaveatleastthreesentencesthattellmoreaboutthemainidea.
Paragraphshouldconcludewithasentencethatexplainswhythetopicmatters.
B.MidUnitAssessment:IndependentReading,NoteTaking,andParagraphWriting(30minutes)
Distributethe MidUnitAssessment:Reading,NoteTaking,andParagraphWriting,withTopicExpansion
GraphicOrganizer.
Askstudentstoreadpage20of TheIroquois,withablankFourSquaregraphicorganizerandwritingpaper.
Givethem30minutestoread,takenotes,andwritetheirparagraphs,basedonthefollowingprompt:WhatistheGreat
LawofPeace?Why isitimportant?
Althoughyoumaychoosetoallowstudentswhodidnotfinishtocompletetheirparagraphsatanothertime,itisimportant
foryoutonotewhowasunabletodosointhe30minutewindow.Observestudentsduringthistimetodeterminepotential
teachingpoints.Doallstudentsfocusonthereadingquickly?Aretheyrereadingtocompletethegraphicorganizer?Do
somestudentsskipthegraphicorganizerandgodirectlytoparagraphwriting?
Provideanchorchartsforprocesses
suchasCriteriaforSuccess.
sentenceframeorstarter,oracloze
production andprovidetherequired
structure.
Whentimeisup,askstudentstoshare:Whatwaschallengingaboutthistask?Whataboutparagraphwritingwaseasiest
foryou?
MidUnitAssessment:
WorkTime(continued)
C.CloseReadingandDiscussion:Pages29and31ofTheIroquois(15minutes)
BeginbyreadingaloudthesubheadingRelationswiththeUnitedStates.Askstudentsto talktotheirpartnersaboutthe
wordrelations.Doesitremindthemofanywordtheyhaveheardbefore?Perhapstheywillcomeupwiththeword
relationship,butifnot,offerit.Ask:Whatisarelationship?Allowstudentstothinkandtalkaboutthis abit,then,if
needed,say:Arelationshipisaconnectionbetweenpeople.Peoplewhoareinarelationshipareconnectedtoeachother.So
whatmightrelationsbetweentwosocietiesbe? (Youcanusethisopportunitytoreviewthewordsovereignaswell).Guide
studentstounderstandthatrelationsaretheinteractionsbetweentwogroupsthatareconnectedtoeachother. Students
shouldhavegatheredfromUnit1 thatEuropeansettlersfoundedtheUnitedStatesofAmericaonlandsthatNative
Americans livedonpriortothearrivaloftheEuropeans. Thiswasaddressedinseveralvideosegments,includingthe
segmentabouthowweusethenameHaudenosauneeandIroquois.UnderscorethefactthattheHaudenosauneehave
alwaysreferredtothemselvesasHaudenosaunee.ItstheEuropeans whogavethemthenameIroquois.
modelsoflanguage.
Readthetwoparagraphsthatfollowthesubheading.Askstudentstodiscussthemeaningofthewordfled,connectingitto
thewords flew and fly.Askstudentstodiscusstheword raid,andifneeded,helpthemunderstandthatJosephBrantwas
burningAmericanshomesandhurtingandkillingpeople.Asktheclasstodiscussthequestion:Whywasthereconflict
betweentheIroquoispeopleandAmericans?Studentsmayrefertospecificdetailsfromearlierinthereading,suchasthe
diseasesbroughtbyEuropeans,thefactthatIroquoispeoplewerefightingwiththeBritishagainsttheAmericans,orthat
JosephBrantwasleadingraids.Ask:Howwouldyoudescribetherelationsbetweenthesesocietiesatthistime?
Readthenexttwoparagraphsaloud,andaskstudentstodiscussthemeaningofthewordsreserve andreservation.They
mayunderstandthattoreservesomethingistosetitasideorsaveitforsomeone.Helpstudentsunderstandthat theSix
NationsReserveandotherreservationsintheUnitedStateswerelandssetasideforNativeAmericanstoliveon.Ask
studentstorereadthesetwoparagraphstodetermineWhydidnttheIroquoispeoplewhostayedinNewYorkdoaswellas
Brants people?Encouragestudentstotalktogetherabouttheiranswerstothisquestion,thencoldcallonseveralstudents
toanswer.
Readthelasttwoparagraphsaloud.Asktheclasstorereadthefirstparagraphandthinkaboutthemeaningoftheword
exchange.Studentsshoulddiscusstheirideas.Coldcallonstudentstoexplaintheirthinking.Thenasktheclasstoreread
thelastparagraphandthinkaboutthequestion:By1900,whatwaslifelikeformanyIroquoispeople?Studentsshould
talkwithpartnersaboutwhattheythink.
Itmaybehelpfultouseamapto
underscoretheforcedmovementof
theIroquois.Youcanusethemap
fromUnit1Lesson3toshowthe
originalhomesofthe
Haudenosaunee,andthencompare
ittoamapofNorthAmericafor
visualeffectregardinghowtheyhad
todividethephysicalconfederacy
intoCanadaandadditionalstates.
Usingthemaptoanswertheselast
twoquestionsmayalsobehelpful
forstudentstomakeinferences
basedonphysicalrelocation.
EndthisclosereadingdiscussionbyhavingsomestudentsshareouttheiranswerstothequestionBy1900,whatwaslife
likeformanyIroquoispeople?
MidUnitAssessment:
A.Debrief(5minutes)
Asktheclasstoreviewthevocabularylearningtarget.Inquire:Whatareyoulearningaboutwaystofigureoutwhatwords
mean?
Homework
Studentsshouldcontinuetoreadtheirindependentreadingselection.
MidUnitAssessment:
Grade4:Module1A:Unit2:Lesson
6SupportingMaterials
NYSCommonCoreELACurriculumG4:M1A:U2:L6June20149
MidUnitAssessment:
Name:
Date:
MidUnitAssessment
WhatistheGreatLawofPeace?Why isitimportant?
Readpage20of TheIroquois.TakenotesusingtheFourSquaregraphicorganizerandthenwriteaparagraphansweringthe
questionsWhatistheGreatLawofPeace?Whyisitimportant?
CriteriaforSuccess:
Your paragraphshouldbeindented.
Yourwritingshouldincludeatopicsentencethatstatesthemainidea.
Yourwritingshouldhaveatleastthreesentencesthattellmoreaboutthemainidea,includingdetailsfrom page20from The
Iroquois.
Yourwritingshouldincludeaconcludingstatement.
MidUnitAssessment:
TopicSentence:
CloseReadingandCharting,PartI:
TheIroquoisPeopleinModernTimes
OngoingAssessment
Icanidentifythemainideaofanexcerptof TheIroquois.
IcandocumentwhatIlearnabouttheIroquoisinmoderntimesbytakingnotes.
Agenda
TeachingNotes
1. Opening
Thislesson transitionsstudentstostudyingthecontemporary(modern) Iroquois culture.
2. WorkTime
A. CloseReadingofPages3342 ofTheIroquois(20
minutes)
TherearesomediscrepanciesthatcropupinthesechapterswiththevideosfromtheHaudenosaunee.
Forexample,thevideosmakeclearthatthePrayerofThanksgivingas itisreferredtointhetext,is
notactuallyaprayer,butanaddressofthanks. Thisisacceptable.Thismaybeanexample,youcan
pointout,ofinformationfromanothervideo,wherethespeakersaidthattheHaudenosaunee
themselvesarenotoftentheauthorsofthetextbooksaboutthem,sosometimes authorsgetitwrong.
B. PartnersRereadforSpecificDetails:HowHave
ThingsChangedfortheIroquois?(30minutes)
A. Sharing(5minutes)
4. Homework
LessonVocabulary
Materials
support,balance,international,
reputations,steelworkers,native
language,situation,alternative,
passports,accept,traditional,recite,
preserved,ancestors,harmony
LargeTchartstitledHowThingsHaveChangedorStayedtheSameforpairsofstudents.LeftcolumnlabeledHowHave
ThingsChangedfortheIroquois?andrightcolumnlabeledHowHaveThingsStayedtheSamefortheIroquois?Asample
ofthisTchartisprovidedattheendofthislesson,butlargerversions,onlegalsizeorevenchartpaper,wouldbebetter.
Asmallstackofstickynotes(about12)foreachstudentpair
TheIroquois(bookoneperstudent)
Opening
DiscussthedayslearningtargetsandemphasizethattodaysworkwillfocusonthelivesofmoderndayIroquoispeopleand
howthingshavestayedthesamefortheIroquoispeopleandhowtheyhavechanged.Askstudentstotalkwithaneighbor
aboutthewordinferencewhatdoesitmean?
language.
lesson.
WorkTime
A.CloseReadingofPages3337ofTheIroquois(20minutes)
Distributestudentstexts TheIroquois.Readaloudpage33andthefirstparagraphonpage34asstudentsfollowalong.
studentwhospeaksthesameL1
whendiscussionofcomplexcontent
isrequired.Thiscanletstudents
havemoremeaningfuldiscussions
andclarifypointsintheirL1.
Askstudentstorereadpage33independentlyandThinkPairSharetoanswerthequestion:Whatisthissectionmostly
about?Askstudentstotalkwiththeirpartners.Inviteafewstudentstoshareout.Guidetheirconclusiontoreflect
somethingalongthelines ofMohawkmenleftthereservationsandbecamegoodsteelworkers.
Drawtheclasssattentiontotheopeningline:Inthelate1800s,mostIroquoismencouldnotfindwork.Askstudentsto
discussthisidea.WhywouldIroquoispeopleneedtofindwork inthe1800s?Whywouldtheyhavetroublefindingwork?
Asktheclasstorereadthefirstcoupleofsentences,focusingonthemeaningofthephrasesupportthemselves.Ifneeded,
modelforstudentshowreadingthroughthenextsentencegivesthemthecontextclueofhiredMohawkmen.(Note:The
strategyofreadingonwillbeexplicitlytaughtinafuturelesson.)
Askstudentstotalkwiththeirpartnersaboutthesentence:TheMohawkmenhadagoodsenseofbalanceandseemednot
tofearheights.Say:Whatdoesitmeantohaveasenseofbalance?WhydoestheauthorsaytheMohawkmenseemednot
tofearheights?
ELLsmaybenefitfromsentence
startersfortheseconversations.An
exampleofasentencestarterthat
wouldworkwiththislessonis:
PeoplethoughtMohawkmenwere
__________.
Askstudentstorereadthelastsentenceanddiscuss:HowdopeoplesopinionsoftheMohawkmenseemtobechanging
from whatwelearnedduringour reading inthepreviouslesson,whichfocusedontheIroquoisinthe1800s?Askstudents
tousespecificwordsandphrasesfromthetexttoexplaintheiranswers.
Readaloudthetopofpage34throughLookingtotheFuture.Askstudentstotalkwiththeirpartnerstodiscusswhatthis
sectionismostlyabout,perhapshintingthattherearetwocentralmessagesintheparttheyjustread.Ifneeded,helpthe
classseethatthefirstparagraphonpage34isacontinuationoftheinformation onpage33,whilethesecondparagraph
startsanewidea.
Asktheclasstorereadthispartofthebook,focusingontheuseoftheword support.Askthemtodiscusswithpartners
whethersupport heremeansthesameassupport onpage33.Askstudentstoexplaintheirthinkingusingdetailsfromthe
text.
WorkTime(continued)
B.PartnersRereadforSpecificDetails:HowHaveThingsChangedfortheIroquois?(30minutes)
Distributealargepieceofchartpapertoeachpairofstudents.AskthemtocreateaTchart:HowThingsHave
ChangedorStayedtheSame. AskstudentstolabelthelefthandcolumnHowHaveThingsChangedforthe
Iroquois?and labeltherightcolumnHowHaveThingsStayedtheSamefortheIroquois?Distributeabout12stickynotes
toeachpairofstudents.AskstudentstorereadChapter2(TraditionalLife)andChapter4(TheIroquoisToday) and
Chapter5(SharingtheTraditions)of TheIroquois,lookingforexamplesofwayslifehaschangedfortheIroquois. If
necessary,splittheclassintotwogroups,whereonegroupcompareschapters2and4,andtheothercompareschapters2
and5.
Tellthemtheydonotneedtousealloftheirstickynotesbutthatyouthinkthereareatleastfiveexamplesofchangesfor
themtoputonthenotes.(PossibleexamplesincludetheIroquoisliveonreservations,theIroquoisworkassteelworkers,
theIroquoisdonotsupportthemselvesbyhuntingandfarming,theIroquoishavetheirownalternativeschools,the
Iroquoishavetheirownpassports,andtheIroquoisfightdifferently.)Havestudentsplacetheirstickynotesonthe
appropriatesideoftheirTchart.
Referstudentsbacktothecopyrightpageandaskstudentswhenthisbookwaspublished.Theansweris2003.Ask
studentsiftheyknowaboutanyotherchangesthattheycanrememberfromthefirstunitsincethisbook waspublished.If
theydontgetthattheyshouldbereferredtoasHaudenosaunee,askstudentsIftheauthorweretowritethebooktoday,
howmightthetitlebedifferent?andthenhaveadiscussionaroundthename.Askstudentsifthereisanything elsethat
theywouldwanttheauthortoaddormention.
Remindstudentshowimportantitistorereadtextinordertounderstanditmorefully.Congratulatethemonlearningmore
andmoreabouttheIroquois.
AskstudentstoputtheirnamesontheirTcharts.CollecttheTcharts,astheywillbeusedagaininLesson8.
A.Sharing(5minutes)
Askstudentpairstomeetingroupsoffourtosharetheiropinionsaboutsomeofthemaindifferencesthattheyhavelearned
aboutregardingthewaytheIroquoislivetoday.Astheytalk,circulatetoheartheirresponses.
modelsoflanguage.
Homework
Continuereadingyourindependentreadingbookforthisunit.
SupportingMaterials
TChart
SampleTChartHowThingsHaveChangedorStayedtheSame
(ForTeacherReference)
HowHaveThingsChangedforTheIroquois?
HowHaveThingsStayedtheSameforTheIroquois?
CloseReadingandCharting,PartII:
OngoingAssessment
Icanidentifythemainideaofanexcerptof TheIroquois.
Timelinerecordingform
IcandocumentwhatIlearnfromatimelineabouttheIroquoisbytakingnotes.
Agenda
TeachingNotes
1. Opening
Thislessontakesacloserlookatsomeofthestructuralfeaturesof thetext,includingsidebarsandthe
timelineattheend.Whilethestructureofatext(RI4.5)doesnotneedtobedirectlyaddressed,itisan
additionallayerthatlendsitselfverynicelyinthislessontosomediscussion.
2. WorkTime
A. CloseReadingofPages36and 41 of TheIroquois
(40minutes)
B. Discussion oftheTimeline(pages4445)(10
minutes)
4. Homework
LessonVocabulary
Materials
international,reputations
TheIroquois(bookoneperstudent)
OrenLyons Form(oneperstudent)
Opening
Discussthedayslearningtargetsandemphasizethattodaysworkwillcontinuetofocusonthelivesofmodernday
Iroquoispeopleandhowsome thingshavestayedthesamefortheIroquoispeople,butsome havechanged.Tothinkabout
this,wearegoingtolookspecificallyatanindividual.Havestudentssharewithaneighborwhattheyhavelearnedsofar
abouthowlifeisthesameandhowitisdifferentfortheIroquoispeopletodaythanitwasinthe1900s.
language.
lesson.
WorkTime
A.CloseReadingofSidebarsonPage36and41of TheIroquois(40 minutes)

Readaloudthecaptiononpage38andallowtheclasstolookcarefullyatthepicture.Ask:ArethesemodernIroquois
peopleorIroquoisfromlongago?Ifneeded,pointouttheeyeglasses.
Readaloudpage36of TheIroquois,thesidebaraboutlacrosse.Askstudents torereadthissection,thenposethequestion:

WhydidtheIroquoispeopleplaylacrosselongago?andWhydotheyplayitnow?Asktheclassiflacrosseissomething
thathaschangedfortheIroquoispeopleorsomethingthathasstayedthesame.Theymaysaythatthegamehasstayedthe
same,butthatthereasontheIroquoisplayisdifferent.
Readaloudpage41of TheIroquois, thesidebaraboutOrenLyons. YoumayhavetobrieflyexplaintheUnitedNationsand
AudubonSocietyifthestudentscannottellyou. Askstudentstorereadthissection inpairsorgroupsandanswerthe
followingquestions onhandoutinSupportingMaterials:
1. Basedonthetext,whatisimportanttoOrenLyons?Usetexttosupportyouranswer.
2. WhataresomeofOrenLyonsaccomplishments?
3. HowdoOrenLyonsaccomplishmentsshowthathepreservestraditionalcultureinmoderntimes?
Askgroupstosharetheirquestionswiththeclassanddebrief.Lookforanswerslike(1) lacrosse,art,education,peace,his
clan,peace,preservingnature,fightingpollution, andoverpopulation.For(2),lookformentionofhisawardsinlacrosse,
hiseducationalaccomplishments,hispositionasaFaithKeeper,andhisworkwiththeUnitedNationsandtheAudubon
Society.For(3), hisaccomplishmentsinlacrosseshowthathehascarriedonthetraditionand has beenverysuccessfulat
thesport.HispositionasaFaithKeepershowsthatheisveryinvolvedintheHaudenosauneecultureandcarriesonthat
workaswellasprotectinghislandand people.HisspeechtotheUnitedNationswouldshowthatheisinvolvedpolitically,
whichmaybetoughforstudentstograsp,buthisworkwiththeEarthDayFoundationandtheAudubonSocietyshowshis
commitmenttonatureandthegreatrespecthehasforit,whichcomesfromtraditionaswell.
WorkTime(continued)
C.DiscussionofTimeline(pages4445)(10minutes)
modelsoflanguage.
Askstudentstoturntothetimelinethatstartsonpage44ofthebook. Askstudents:Whatisthelastdateonthistimeline?
Doesthistimelineend today?Promptstudentstoaddthedate ofthecurrentyear(2014,2015,etc.) tothetimelinewitha
stickynote,alongwithadetailoftheirchoiceaboutmodernIroquoislife,suchasManyIroquoispeoplegatheron
reservationstocelebratetraditionalceremonies.
Thenaskstudentstousethetimelinetodiscussand share answerstothefollowingquestions.(Choosewhetherstudentscan
turnandtalkorindividuallylocatetheanswerstoshareout.)
HowlongagodidtheGreatPeacemakerunitetheIroquoispeople?
Duringwhichyear wasasixthgroupaddedtotheIroquoisConfederacy?
Howdoesincludingthetimelineaddtotheinformationin thebook?
A.Debrief(5minutes)
Celebratewithstudentsthattheyhavestudiedthiswholebookquitecarefully!Askstudentstothinkaboutthelearning
targetsthatinvolveexplainingtheirthinkingwithspecificdetailsfromthetext.Askthemtogiveathumbsup, sideways,or
downtoindicatehowwelltheyaredoingwiththistarget.Callonstudentswiththeirthumbsuptoexplainwhattheir
brainsdowhentheyareworkingthisway.
Optional:Discusstheideaofthesidebarandthetimeline.Askstudentsiftheyhaveeverreadabookandskippedasidebar,
oratimeline,oragraph.Helpstudentstoseethattheseareintegralpartsofnonfictiontext,andsometimesthemost
interesting informationissavedforthere,andsometimesinformationisformattedinsuchawaythatmakesitmucheasier
tounderstand.
Homework
Continuereadinginyourindependentreadingbookforthisunit.
SupportingMaterials
OrenLyons
Name:
Date:
OrenLyons
1. Basedonthetext,whatisimportanttoOrenLyons?Usetexttosupportyouranswer.
2.WhataresomeofOrenLyonsaccomplishments?
3.UsingevidencefromthetextandfromtheoraltraditionexcerptsandreadingUnit1, howdoOrenLyonsaccomplishments
showthathepreservestraditionalcultureinmoderntimes?
ConnectingTwoInformationalTextsonaSimilar
Topic
GRADE4:MODULE1A:UNIT2LESSON9
ConnectingTwoInformationalTextsonaSimilarTopic
LongTermTargets Addressed(BasedonNYSP12ELACCLS)
Icanrefertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferences.(RI.4.1)
Icanengageinadiscussionwithmypeersaboutinformationaltexts. (SL.4.4)
Icanintegrateinformationfromtwotextsonthesametopictoshowmyknowledgeaboutthesubject. (RI.4.9)
Icanproducecompletesentences,recognizingandcorrectingfragmentsandrunons.(L.4.1)
OngoingAssessment
Icanrefertorelevantdetailsinanarticleaboutlacrosse.
Graphicorganizer
Icanformcompletesentencesfromrunonsandfragments.
Teacherobservation
Studentworkwithcompletesentences
Agenda
TeachingNotes
1. Opening
A. ReviewingtheLearningTargets(5minutes)
2. WorkTime
A. Fullgroup Readaloud:MainIdeaofThreelacrosse
playersdominatesportancestorscreated CBS
NewsArticle(1015minutes)
B. PartnerReading:ConnectingCBSNewsarticleto
page36in TheIroquoisbook(15minutes)
C. CompleteSentencesMiniLesson (20minutes)
ThislessonhelpstounderscorewhatthestudentslearnedinLesson7and8abouttheIroquois
keepingtheirtraditionsalivetoday.Studentswillreadtwoshortinformationaltexts(onefromthe
Iroquoisbook)anddiscusswhateachtextsaysabouthowlacrosseisanimportanttraditionforthe
Iroquois.
Theteacherwillleadawholegroupreadaloudandstudentswillworkinpairstodiscussthetwotexts.
Studentswillthenreceiveaminilessononcompletesentencesthatsetsthegroundworkformorework
withGrade4LanguageStandard1infuturelessons.Theconceptofacompletesentenceshouldbe
reviewforstudentsfromUnit1,sothepurposeofthis20minuteminilessonistocompleteabrief
reviewandpractice.
3. Closing(5minutes)
TeachingNotes(continued)
LessonVocabulary
Materials
lacrosse,ancestors,unprecedented,
symbolic, reputation,energetic,
superior
TheIroquois(bookone perstudent)
ThreelacrosseplayersdominatesporttheirancestorscreatedbyElaineQuijanofromCBSNews
http://www.cbsnews.com/news/threelacrosseplayersdominatesporttheirancestorscreated/
WorkTime
A.Guidedreadingofinformationaltexts:Threelacrosseplayersdominatesporttheirancestorscreated
andpage36oftheIroquoisbook.(3040minutes)
Ifyouhavenotdefined
Contemporaryyet,dosoatthis
point,sinceitisabetterwordthan
moderntouse.
Tellstudentsthatnowtheywillworktogether,withyourhelp,toreadacurrentarticleaboutcontemporarylifeforthe
Iroquois.Theywillthenconnecttheirnewreadingtoa short passageaboutlacrossetheyhavealreadyreadin TheIroquois
book.
DirectstudentstothearticleThreelacrosseplayersdominatesporttheirancestorscreated, whichisbyElaineQuijanofor
CBSNews.ThetwobrothersandcousininthearticlearefromtheOnondagaNationandcurrentlyplaylacrossefortheState
UniversityofNewYorkatAlbany. Readthepassagealoud firstasawholegroup,andthenaskstudentsforathumbsupif
theyhavesomethingtosayaboutthe passageandhowitshowscontemporary(modern)life forthreeIroquoismen. Ask
studentsto turntoapartnerand discusswhattheythinkthis sectionis about,andthenhearafewideas.Say:Goodstart!
Letsseeifwecanlearnmore aboutcontemporarylifefortheIroquois!
Forthesecondread, focusonaskingthestudentssomequestionsaboutbrothersLyleandMylesThompsonandtheircousin
Ty,specificallyhowtheylearnedtoplaylacrosseandwhatitmeansfortheIroquoisculture. Duringthissection ofthe
lesson,thestudentsshouldbemaking connectionstothereadingstheyhavedonesofar in TheIroquois,butwithafocuson
whattheylearnedaboutmodernIroquoislifeinChapter4and5.
HowisthesportoflacrossesymbolicforNativeAmericans?(Remindthemofwhatasymbolisiftheyneeda
quickreview.)
WhatdoweknowabouttheThompsonbrothersandtheircousinTy?
Afterreadingparagraphs68,whatdoweknowabouthowtheIroquoiscultureisembracedbythe lacrosse
teamin Albany?Whatevidencefromthepassagesupportsthis?
Thelastlineofthearticlestates,Afamilythatrecognizesandhonorsitsrichhistory.Whydoestheauthor
choosetoendthearticlewiththissentence?Whatistherichhistorythatshementions?Whatdoeshonor
meaninthis sentence? Supportusingevidencefromthetext.Theycanalsoconnectthereadingtheydid
aboutOrenLyonsyesterdaytothis.
WhatdoesthisstoryshowaboutmodernIroquoistraditions?
Afterthewholegroupdiscussion,askstudentstotakeouttheircopyofthe Iroquoisbookandturntopage36.Each
studentshouldworkwithapartner(teachersmaywanttopreselectpartners,orjusthaveeachstudentturntothestudent
nexttothem oratthetable)inthissection.Askeachstudenttoreread(theyreadthissection inapreviouslesson)the
passageaboutlacrosseonpage36. Astheyworkwitha partner,theyshould discussthefollowingquestions,whichshould
connectthetwopassagesandtheideathatlacrosseisatraditionthatbeganmanyyearsagowiththeIroquoisbut
continuestobeanimportantpartofcontemporaryIroquoisculture.Thequestionslistedbelowareincludedonaseparate
worksheetinthesupportingmaterialsofthislesson, ConnectingtheTwoPassages Worksheet(PartnerWork). This
willhelpstudentsastheyworkthroughthequestionsinpairs.
o
Whatisthemainideainthelacrossepassageonpage36?
Whatdowelearnabouttheorigin(beginning)ofthisgame?
Howdoestheinformationabouttheoriginoflacrosseonpage36 connecttoamainideainparagraph7 of
Threelacrosseplayersdominatesporttheirancestorscreated?
WhatdobothpassagestellusabouthowmodernIroquoistraditionsarestillinpracticetoday?
Afterthestudentpartnershavecompletedtheirdiscussion,askforthem todiscusstheiranswerstothequestionsabove.
Focusonmaking surethestudentsareconnectingthemainideasinbothpassages,aswellastheconceptthatIroquois
traditionslikelacrossebeganoverathousand yearsagoandcontinuetodaywithplayersliketheThompsonfamily.
B. CompleteSentencesMiniLesson(20minutes)(Spiralreview)
Explaintostudentsthatinordertowritewell,theyhavetobeabletoconveyideasclearly. InUnit1,studentspracticed
identifyingcompletesentences.ThisminilessonisverysimilartothelessoninUnit1,butwithsomedifferentexamples.
Writethewordscompletesentenceontheboard.AskstudentstorecallthedefinitionfromUnit1andremindthemthatit
isimportanttousecompletesentencesin theirwriting..Coldcallstudentswhovolunteer.Ifstudentsareunsure,havethem
definethewordcomplete. Listenforhavingalltherequiredparts.Explaintostudentsthatasentencecanbeaword
(Help!)oragroupofwordsthatmustcontainasubject(doer),averb(action),andacompletethought.
Displaythissentenceforallstudentstosee: Norahcleanedherroom.Say:ThesubjectinthissentenceisNorah.Sheisthe
one doingsomething.(CircleNorah.)Whatdidshedo?Shecleaned.(Underlinecleaned.)Thatistheverb,ortheaction
word.Thewordstogethermakeacompletethought.Whenyoucanidentifythesubject(ortheonewhoisdoing),andthe
verb(ortheaction),andacompletethoughtisconveyed,youhaveasentence.
Say,Sometimesinourreadingorwriting,wewillseepartofasentence,ora fragment. Afragment isagroupofwordsthat

mightlackasubjectoraverbanddoesnotmakeacompletethought.Displaythesesentencesforstudentstoseeand
continuetomodelcirclingthesubjectandunderliningtheverb:
o
Whileinlunch.Explainthatthissentencehasnosubjectorverbanddoesnotconveyacompletethought.
Birdsflyinghome.Thissentencehasasubject(birds)andaverb(flying),butdoesnotconveyacomplete
thought.
Running inthe hall.Thissentencehasaverb(playing)andpossiblyasubject(hall)butdoesnotconveya

completethought.
Modelhowtocorrectthesethreesentences,explainingwhatthesubjectandverbareforeachone.
Say,Ononehand wehavesentencefragments.Ontheother,wehaverunonsentences.Askifastudentcouldrecallthe
definitionofafragmentfromthelessonafewweeksago. Listenfororexplain,Arunonsentenceistwo(ormore)
sentencesincorrectlywrittenasasinglesentence.Displaythesesentencesforstudentstoseeandcontinuetomodelcircling
thesubjectandunderliningtheverb:
o
Ilikemysister, shessonice.Explainthatthissentenceisactuallytwosentencesseparatedbyacomma.
Mysistersparty isgoingtobefun weareallgoingtobethere.Explainthatthissentenceistwoideas

combinedtogether.
Modelhowtocorrectthesetwosentences,explainingwhatthesubjectandverbareforeachone.
Distribute CompleteSentences handoutfoundinSupplementalMaterials.Inpairs,studentswillcompletetheworksheet
whichwillbereviewedasawholeclass.Reviewthedirectionsandclarifyasneeded.
Circulatetoprovidesupportasstudentscompletetheworksheet.
Reviewthesheetasawholeclasscallingonvolunteerstosharetheirrevisedsentences.
Tellstudentsthattheyshouldkeepthislessoninmindwhenwritingtheirparagraphs.Emphasizetheimportanceof
conveyingacompletethoughtineachsentence.
Thistopicwillberevisitedinthenext unit.
Homework
Studentsshouldcontinuereadingtheirindependent readingbook.
SupportingMaterials
GuidedReading
WorkTimeA:ConnectingtheTwoPassages
Passages:
ThreelacrosseplayersdominatesporttheirancestorscreatedbyElaineQuijano
TheIroquoispage36
Whatisthemainideainthelacrossepassageonpage36?
Whatdowelearnabouttheorigin(beginning)ofthisgame?
Howdoestheinformationabouttheoriginoflacrosseonpage36connecttoamain
ideainparagraph7of Threelacrosseplayersdominatesporttheirancestorscreated
WhatdobothpassagestellusabouthowmodernIroquoistraditionsarestillinpractice
today?
8
GuidedReading
WorkTimeB:IdentifyingRunons,Fragments,andCompleteSentences
Directions:Readeachgroupofwords.Identifywhetheritisarunon(r),fragment(f),
orsentence(s).Correcttherunonsandfragmentstomakethemcompletesentences.
1._____BrothersLyleandMyles.
2._____Theirancestorsinventedthesport.
3._____Anditisafamily.
4._____Theballwasredthestickshadwebbednets.
5._____Ilikelacrosse.
6._____IwenttothegameIsawmyfriends.
7._____TheIroquoissee.
8._____In2014,theThompsonbrothers.
9._____Mohawksteelworkersareknownfortheirbuildingskills.
10._____Lacrosseisasportthat.
9
WritingtoExplain:DraftingStrongExplanatory
Paragraphs
Icaneffectivelyparticipateinaconversationwithmypeersandadults.(SL.41)
OngoingAssessment
Ican writeanexplanatoryparagraphtoexplaintheculturaltraditionsoftheIroquois.
FourSquaregraphicorganizers
IcanconnectwhatIalreadyknowabouttheIroquoistotheideasinothertextsandmedia.
Explanatoryparagraphdrafts
Agenda
TeachingNotes
1. Opening
Inthislesson,studentslearnhowtowritestrongexplanatoryparagraphstoanswerthequestion:
A. Reviewingthe LearningTargets
What islacrosseand whyisit importanttotheIroquois?
2. WorkTime
A. ExaminingModelExplanatoryParagraphs
(20minutes)
B. Application:PlanningaParagraph(20minutes)
Inthislesson,studentslookattwoexplanatorymodelsinordertogeneratecriteriaforsuccessfortheir
explanatoryparagraph.Theyarenotgivenaformalrubric.Forteacherreference,somesuggestionsof
keysuccesscriteriaarelistedintheSupportingMaterials.
Inadvance:lookattheFourSquaregraphicorganizers.Studentswilluse oneofthesetoorganizetheir
B. ExitTicket(5minutes)
4. Homework
LessonVocabulary
Materials
explain,explanatory,focus,idea,
organization,purpose,topicsentence,
supportingdetails,conclusion,
develop,cause,solution
ExplanatoryParagraphModels(oneperstudent)
StrongExplanatoryParagraphsanchorchart(newteachercreated)
FourSquareGraphicOrganizer(oneperstudent)
NextStepsforPlanningYourParagraphsanchorchart(newteachercreatedseeWorkTimeB)
Indexcards(oneperstudent)
ExplanatoryParagraphs:CriteriaforSuccess(for teacherreference)
Opening
Inthislesson,studentslookatmodelsinordertogeneratecriteriaforsuccessfortheirexplanatoryparagraph.Theyarenot
givenaformalrubric.Forteacherreference,somesuggestionsofkeysuccesscriteriaarelistedintheSupportingMaterials.But
itisimportantthatstudentsconstructtheirowncriteria,intheirownlanguage,basedonexaminingthestrongandweak
models.Donotjusthandthemthelistofcriteria.Therationalebehindthisistoensurethatstudentsactivelycontribute toand
ownthecriteriauponwhichtheirwritingwillbeassessed.
extendedtimeasan
assessments.
WorkTimeA. ExaminingModelExplanatoryParagraphs(20minutes)
Remindstudentsthattheyhavebeenlearningabouthowtowritetoexplain inpreviouslessons. Nowtheyaregoingtowrite
astrongexplanatoryparagraph,usingevidencefrom TheIroquoisbook.Tellthemthatthey willbeusingthe FourSquare
graphicorganizertohelpthemplantheirevidencefortheirparagraph.
Tellstudentsthatonewaywritersgetbetterisbylookingatotherwriterswork,andthinkingaboutthetechniquesor
movesthosewritersmade.Today,studentswilllookatexamples,or models,of two explanatoryparagraphs.Tellthemthat
thepurposeistolookat whatthewriterwasexplainingandhowheorshediditinawaythatwascleartothereader.Tell
studentsthatbylookingatmodelsofweakerandstrongerwork,theywillgetcleareraboutwhattheyareexpectedto
produce.
Showthe ExplanatoryParagraphModel#1tothestudents.Explaintothestudentthatthisparagraphcomesfroma
chapterintheir Iroquoisbook. Readtheparagraphaloud.Invitethestudentstoturnandtalkaboutthecontent:Whatdid
youlearnfromtheparagraph?Inviteafewstudentstoshare.
Thenaskthestudentstoreadtheparagraphasecond timetoanalyzewhatmovesordecisionsthewritermade.For
example:
Howdidthewriterexplain?Whatinformationdidthewriterinclude?Howdoestheparagraphflow? Aretherespecific
wordsthatmakethewritingstrong? Havestudentsannotatepartsoftheparagraphwherethereisevidenceofdetails,
transitionallinkingwords,andpowerfulandprecisewordchoice.Askstudentstoturnandtalkwithapartnerabouttheir
analysis.
Clarifyingvocabularymeetsthe
needsofELLsandotherstudents
developingacademiclanguage.
Usethoughtfulgrouping:Consider
required.Thiscanallowstudentsto
Distributethe ExplanatoryParagraphModel #2. Havestudents readitoncetogettheflow,thenturnandtalkabout

whattheparagraphisabout. Whatdidyoulearnaboutcornhuskdollsfromtheparagraph?Inviteafewstudentstoshare.
Thenaskthemtoreread,payingattentiontothemovesthewritermade.Askstudentstotalkaboutwhatsimilaritiesor
differencestheynoticedbetweenthefirstandsecondmodels.
StudentsshouldnoticethatthismodelisweakerthanModel1.Askstudentstomakesuggestions:Whatneedstobe
improved?
Listenforcommentssuchas:TheauthorneedstoincludemoreinformationorThesentencesareshortandlackdetail.
B.WorkTimeApplication:PlanningaParagraph(20minutes)
Explaintothestudents:Nowthatyouhavelookedatmodelsofexplanatoryparagraphsandtherubric,youwillbegin
planninganddraftingyourownexplanatoryparagraphsabout lacrosseandhowit isan important tradition totheIroquois.
Explainthattheywill useevidence,orexamples,fromthenewsarticleandthe Iroquoisbookfortheirexplanatory
paragraph.EncouragethemtouseHaudenosauneeinplaceofIroquoisintheirparagraphs.
Displaythe FourSquaregraphicorganizer onyourdocumentcamera.
Tellstudentsthatthedocumenthasacenterrectanglewithspaceforthetopicsentenceofaparagraph,boxesforsupporting
details,andaboxfortheconclusion.Reviewthemeaningof topicsentence,supportingdetails,and conclusionasneeded.
Sharewithstudentsthenextstepsintheirwritingprocess:
NextStepsforPlanningYourParagraph
Decideonatopicsentenceforyourparagraph.Whatsthepurpose ormainideayouareexplaining?
Identify threedetailsthatexplainthefollowing:WhatislacrosseandwhyisitimportanttotheIroquois?andadd
themtoyourgraphicorganizer
Begin tothinkabouttheendofyourparagraph. Tomorrow,youwillwriteafirstdraftandgetfeedbackfroma
classmate.\
Circulateandsupportstudentsasneeded.
Remindthemthattodayismostlyaboutarticulatingwhattheyhavelearnedthatmighthelpthemfocustheirparagraph
writing. Tellstudentsthattheirtasktodayistothinkabouttheirtopic,nottowriteaprettypolishedparagraph.Emphasize
thisthroughout,sincestudentsoftenhaveamisconceptionthatwritinginaspecificstructurewillinherentlymakewriting
good.Thefirstthingthatwillmakewritinggoodishavingenoughknowledgeaboutatopicthatthewriterhassomething
tosay.
Collectstudentsgraphicorganizersinordertogivestudentsfeedback.
C.Debrief(5minutes)
Havestudentsdiscusswithapartner:
Howdidthegraphic organizer helpthemtofigureoutwhattheyneedtoexplaintothereader?
Asktheclass:Canyoupredictwhatwearegoingtodonext?
D ExitTicket(5minutes)
Handeachofthestudentsanindexcard.Tellthestudentstorespondtothequestions:Whatdoesitmeantoexplain?
Whyisitso importanttoexplainhowtheIroquoishavecontinuedculturaltraditions?
Collectstudentswritingasaninformalassessment.
support,offerasentenceframeor
starter.
Homework
Fortonightshomework,continuereadingatyourindependentlevelathome.
Note:Reviewstudentsgraphicorganizersandprovidespecificfeedback.StudentswillusethisfeedbackduringLesson11.
SupportingMaterials
ExaminingModels:
CriteriaforSuccessforOurExplanatoryParagraphs
ExplanatoryParagraphModels
ExplanatoryParagraphModel#1
ExcerptfromChapterTwofrom TheIroquois
TheearliestIroquoismovedintotheareaofpresentday
NewYorkabout1,000yearsago.Theysettlednearthesouth
shoreofLakeOntarioandalongtheMohawkRiver.Theflatland
alongtheshoreofLakeOntariowasgoodforfarming.Elmtrees
providedwoodforhomesandcookingfires.Thepeopleused
maplesyrupfromtreestosweetentheirfoods.Themenhunted
deer,rabbits,wildturkeys,andotheranimals.Theyfishedfor
trout,salmon,andbassintheriversandlakes.
From TheIroquoispage11
ExplanatoryParagraphModel#2
TheLonghouse
Alonghousehaslotsofspace.Eachfamilylivedinaroom
andsharedafirepitwithotherfamilies.Therewasspacefor
sleepingandfoodforall. Thesizeofalonghousewasbasedon
thesizeoftheclan.
Excerptedandmodifiedfromthe Iroquoispage13
ExaminingModels:
ExplanatoryParagraphs:CriteriaforSuccess
(Forteacherreference:studentsshouldgenerateasimilarlistwithteachersupport)
Criteria
NotYet
Approaches
Expectations
MeetsExpectations
Exceeds
Expectations
ControllingIdea:
Maintainsaclear
purposethroughout
theparagraph
Development:
Presentsdetailsto
supportthefocus
Organization:
Maintainsanorganized
structure
Conventions:Includes
languageappropriate
totheaudiencewith
fewconventionalerrors
ExaminingModels:
Thefirst exampletosupportWhatislacrosseandwhyisit
importanttotheIroquois?
Details:
AnotherexampletosupportWhatislacrosseandwhyisit
Details:
TopicSentence:
AthirdexampletosupportWhatislacrosseandwhyisit
Conclusion Statement:
Details:
(FormoreinformationabouttheFourSquareapproachsee:FourSquareWritingMethod:AUniqueApproachtoTeaching
BasicWritingSkills,Gould,E.JandGould,J.S. [TeachingandLearningCompany,1999].)
CritiquingandPolishingOurExplanatory
Paragraphs
CritiquingandPolishingOurExplanatoryParagraphs
OngoingAssessment
Icanidentifywaystoimprovemyexplanatoryparagraph.
FourSquaregraphicorganizers
Icanusecorrectwritingconventionsinmyexplanatoryparagraph.
Icandiscussanswerstoquestionswithmygroupandprovideevidencetoexplainmyideas.
Agenda
TeachingNotes
1. Opening
Organizestudentsinpairstocritiqueeachotherswriting.
Askastudentifs/hewouldbewillingtosharehisorherwritingtohelpmodelthePraiseQuestion
Suggestprotocol.
2. WorkTime
A. Critique:PraiseQuestionSuggestProtocol(25
minutes)
B. Editing/RevisingExplanatoryParagraphs(20
minutes)
ReviewthePraiseQuestionSuggestprotocol(Appendix1).Studentsmay haveusedthisprotocolbefore
inapreviousgrade,butwillneedsupporttodayfocusingspecificallyontheQuestionstepinthe
process.
4. Homework
LessonVocabulary
Materials
critique,praise,revise,edit
Indexcards
ExplanatoryParagraphCriteriaforSuccess(oneperstudent)
CritiqueProtocolanchorchart(insupplementarymaterials)
QuestionsforCritiqueanchorchart(newteachercreated)
Stickynotes
Opening
A.EngagingtheWriter(5minutes)
Beginbyaskingstudents:Howcanyouimproveyour ownwritingforanaudiencetoread?Allowstudentstothinkand
thensharecommentswiththewholegroup.Say:TodayyouwillbeusingmyfeedbackandthePraiseQuestionSuggest
protocoltocritiqueandhelp improveyourexplanatoryparagraphs.
extendedtime asan
assessments.
Askstudentstoreviewthefeedbackyouprovidedontheirdraftparagraphs.
ELLsmaybeunfamiliarwithTier2
vocabularywords(e.g.,participate,
notes,margin,fair,common,
record).Clarifyvocabularywith
studentsasneeded.
WorkTime
A.ReviewTeacherFeedbackonGraphicOrganizers(5minutes)
Reviewtheproceduresforthisprotocolwiththestudents.AllstudentswillneedtheExplanatoryParagraphCriteria
forSuccessaswellastheirdrafts.
supportproducinglanguage,
considerofferingasentenceframe,
asentencestarter,oracloze
productionandprovidetherequired
structure.
TellstudentsthattheywillbeusingthePraiseQuestionSuggestprotocol,whichtheyshouldbefamiliarwith.
Beforethecritiquebegins,reviewthemaincomponentsofasuccessfulcritiqueonthe CritiqueProtocolanchorchart.
Remindthestudentsthatthefollowingfourpointsarecrucialforsuccess:
BeKind:Alwaystreatotherswithdignityandrespect.Thismeansweneverusewordsthatarehurtful,including
sarcasm.
BeSpecific:Focusonparticularstrengthsandweaknesses,ratherthanmakinggeneralcommentslikeItsgoodorI
BeHelpful:Thegoalistopositivelycontributetotheindividualorthegroup,nottosimplybeheard.Echoingthe
thoughtsofothersorcleverlypointingoutirrelevantdetailswastes time.
Brieflyreviewthestepsofthatprotocol.
Pairstudents.Tellthemtheyaregoingtolistentotheirpartnersreadtheirdraftparagraph.Tellthemtogivefeedbackthat
isspecificandkind.
Remindstudentsthattheycanbegivingfeedbackabouttheactualinformationtheirpartnerincluded,orabouthowthe
draftparagraphsounds.
PointouttwoconversationstemsontheCritiqueprotocolanchorchart:Ilikehowyou____,andWouldyouconsider
________?
Considerwritinganddisplaying
stepsformultistepdirections.ELLs
canreturntostepstomakesure
theyareontrack.
Considerallowingstudentstodraw
theirobservations,ideas,ornotes
whenappropriate.ThisallowsELLs
toparticipateinameaningfulway.
Varythemethodsforresponsefor
studentswhostrugglewithwriting
tasks.
Optimizeaccesstotoolsand
assistivetechnologiessuchasiPads,
APsystems,etc.
Theauthorreadstheparagraph.Thelistenergivesonepositivecommentbasedontherequestedareausingthelanguage:I
likehowyouThelistenergivesfeedbackbasedontherequestedarea:Wouldyouconsider?Theauthorresponds:
ThankyouforMynextstepwillbeStudentsthenswitchroles.Studentsshouldmakecorrectionsbasedonthe
feedback.Iftimeallows,studentsshouldcontinueworkingorbegintorevisetheirparagraphs.
Tellstudentsthattoday,theyaregoingtofocusmostlyontheQuestionstepintheprotocol.Asawholegroup,createalistof
revisionquestionsbasedonthecriteriafortheexplanatoryparagraph.
WorkTime(continued)
Modelbysharingarevisionquestionyourself,suchas:Arethereenoughdetailstosupportthistopic?orThissentenceis
confusingbecause_____.Canyouexplainitdifferently?andaddittotheQuestionsforCritiqueanchorchart.Theninvite
studentstosharemorequestionstheymightask.
Asawholegroup,modeltheprotocolprocesswithasampleparagraph.(Useastudentsactualdraftwritingifpossible.If
not,modelusingaparagraphofyourown.)
Askthestudentvolunteertoreadhisorherwritingaloud,slowly,totheclass.Askthestudentstothinkabout,butnotsay
outloud,questionstheymighthave.
Directstudentsattentiontothelistofquestions(QuestionsforCritiqueanchorchart)theygenerated.Askthevolunteerto
readtheparagraphoutloudasecondtime.
Invitestudentstoaskthevolunteerquestionsfromthelist.Thenthevolunteerwriterrespondsormakesrevisionswhilethe
classwatches.Continuethisquestionandanswerprocessseveraltimes,untilallstudentsareclearontheprocess.
Tellstudentsthattheywillnowdothesameprocessinpairs.Listthefollowinginstructions:
Listentoyourpartnerreadhisorherdraftparagraph.Givefeedbackthatisspecificandkind.(Forexample,Ilikehow
you____and Wouldyouconsider________?)
Theauthorresponds:ThankyouforMynextstepwillbe
Studentsthenswitchroles.
Studentsshouldmakecorrectionsbasedonthefeedback.
Iftimeallows,studentsshouldcontinueworkingorbegintorevisetheirparagraphs.
Studentswillthenbreakintopairs.Studentstaketurns.Thefirststudentreadsherorhisparagraphdraft,possiblyasking
the partnertofocusonaparticularrevisionquestionortwotheyarestrugglingwith.Thelisteningstudentwilldocument
feedbackonstickynotesandgivetothepresenter.Praiseneedstobespecific.
Next,askquestionsandofferhelpfulsuggestions.Feedbackshouldrelatetotherevisionquestionscreatedbythewhole
class.
Smallgroupscontinuethisprocessuntilbothstudentshavesharedherorhisreportsandreceivedfeedback/suggestions.
Eachstudentthanksthe other.
Note:Monitorduringthistimeonlyconferwithpairsasnecessary.
WorkTime(continued)
B.Editing/RevisingExplanatoryParagraphs(20minutes)
Reviewtheproceduresforthisworkperiod.Studentswillbemakingrevisionstotheirexplanatoryparagraphs.Students
mayrefertothestickynoteshandedtothemduringthePraiseQuestionsSuggestprotocol.
A.Debrief(5minutes)
Bringthewholegrouptogethertodiscusstherevisionsthatweremadetodayandhowthecritiquewashelpfultotheediting
andrevisingprocess.
B.ExitTicket(5minutes)
Handeachofthestudentsa stickynote. Askstudentstoputtheirnamesonthem. Tellthestudentstorecordtheir
responsetothefollowingquestionsonthecard:Haveyoumadeallyourrevisionstoday?Ifyes,explainwhatyoudidwell.
Ifno,canyoutellanextsteporaskforhelp?
Providethestudentswithtimetojotdowntheirresponses,andthencollectthem.
Glanceoverstudentsresponsesforaquickassessment.Ifmanystudentsarestrugglingwiththerevisionprocess,consider
addingalessoninwhichyoumodelrevisingyourownparagraph.Ifthereareonlyafewstudentsstrugglingwiththis
process,planonconferringwiththeminasmallgroup forsupport.
Homework
support,offerasentenceframeora
sentencestarter.
Finishyourexplanatory paragraphinwhichyouexplainlacrosseandwhyitisimportanttotheIroquois. (Thiswillbe

collectedatthestartofthenextlesson.)
NYSCommonCoreELA Curriculum G4:M1A:U2:L11 June2014
(Teacherdirections:Copythefollowingtextontoalargepieceofchartpaperforallstudents
tosee.)
CritiqueProtocolNorms:
BeKind:Treatotherswithdignityandrespect.
BeSpecific:Focuson why somethingisgoodorwhat,particularly,needsimprovement.
BeHelpful:Thegoalistohelpeveryoneimprovetheirwork.
Participate:Supporteachother.Yourfeedbackisvalued!
Directions:
1.AuthorandListener:Reviewareaofcritiquefocusfromrubric
2.Author:Readshisorherpiece
3.Listener:Givesfeedbackbasedonrubriccriteria:Ilikehowyou____________. Youmightconsider
_______________.
4.Author:Recordsfeedback
5.Author:Says:Thankyoufor_______________.Mynextstepwillbe____________.
6.Switchrolesandrepeat.
NYSCommonCoreELACurriculum G4:M1A:U2:L11 June2014
ExplanatoryParagraphs:CriteriaforSuccess
(Forteacherreference:studentscouldgenerateasimilarlistwithteachersupport)
Criteria
NotYet
Approaches
Expectations
Meets
Expectations
Exceeds
Expectations
ControllingIdea:
Maintainsaclear
purposethroughout
theparagraph
Development:
Presentsdetailsto
supportthefocus
Organization:
Maintainsan
organizedstructure
Conventions:
Includeslanguage
appropriatetothe
audiencewithfew
conventionalerrors
NYSCommonCoreELA Curriculum G4:M1A:U2:L11 June2014
EvidenceBasedParagraphWriting
Icanchooseevidencefromfourthgradeinformationaltextstosupportanalysis,reflection,andresearch.(RI.4.1andW.4.9)
OngoingAssessment
Icanwriteaninformative/explanatoryparagraph.(W.4.2)
EndofUnit2Assessment:Graphicorganizerand
paragraphwriting
Agenda
TeachingNotes
1. Opening
Allowstudentstouseanynotesorcharts theyhavefromUnit2duringthisassessment.
A. LearningTargets(5minutes)
B. PreviewofAssessmentTask(5minutes)
2. WorkTime
A. EndofUnit2Assessment(40minutes)
3. Closing andAssessment
A. ClassDiscussion(10minutes)
4. Homework
LessonVocabulary
Materials
analyze,analysis,traditional
AllstudentnotesfromUnit2
EndofUnit2Assessment
Opening
A.LearningTargets(5minutes)
Letstudentsknowthattodaytheywill usewhattheyhavelearnedabouttheIroquoisandwritingexplanatoryparagraphsto
completeanassessmentonexplanatorywriting.
symbols(e.g.,twopeopletalkingfor
discuss,apenforrecord,a
magnifyingglassfordetails,a
lightbulbformainidea)toassist
usedthroughouttheyear.
Specifically,theycanbeusedin
directionsandlearningtargets.
Askstudentstoreadthelearningtargetoutloudandmakesuretheyunderstandthattheywillutilizingthesameskillsthey
learnedwhenwritingtheirparagraphaboutlacrosse,butthistime,theywillwritetoexplainadifferenttopic.
B.PreviewofAssessmentTask(5minutes)
Showstudentstheassessmenttaskandaskthemtoreaditover.Askquestionstoensurethatstudentsunderstandwhatis
expectedforexample,Whatisthefirststep youwilltake?andWhatresourcesdoyouhaveavailablethatyoushoulduse
todoagreatjobwiththisassessment?(Someexamplestheymightcitewouldbetheirbooksortheanchorcharts.)
Makesurestudentsunderstandthattheyareexpectedtocompletethisassessmentwithoutcheckinginwiththeirneighbors.
WorkTime
A.EndofUnit2Assessment(40minutes)
Distributethe EndofUnit2Assessment:Howhavethelivesofthe Iroquoischangedandstayedthesame
overtime? Addressanyclarifyingquestions.Theninvitestudentstobegin.
Somestudentsmightbenefitfrom
condensedorclarifiedversionsof
theclassanchorcharts.
Asstudentsareworkingobservethemtoensurethattheyareactivelyusingtheirbookswiththeirevidenceflagsandtheir
previousnotestoselectsupportingevidencefortheirparagraphs.
foryou?
CollectstudentsEndofUnit2Assessments.
A.ClassDiscussion(10minutes)
Planthegoaroundtoensurethat
Aftercollectingstudentswork,posttheguidingquestionforthisunitonyourboardorinteractivewhiteboard.Askstudents
studentsrequiringadditional
toThinkPairSharewitha neighboraboutthequestionWhathavewelearnedaboutthelivesoftheIroquois
supportarechosenneitherfirstnor
(Haudenosaunee)sofarinUnit1and2?Goaroundtheroom,asking eachpairtocontributeideas.Makesureyouremind
lasttocontributetheirthinking.
themthatinadditiontotheIroquoisbook,theyalsoreadvarioustextsabouttheIroquois(Haudenosaunee)inUnit1and2,
Thiswillallowthemextrathink
suchasthe ThanksgivingAddress,the TwoRowWampum,theOnondagaNationexcerptabouttheGreatPeacemaker,
timeandthescaffoldingofhearing
andothers.BeforetheymoveintoUnit3,itisgoodforthemtoreviewsomebigideasabouttheunitsofar,includingthatthe
othersideas,andwillmakeitmore
Haudenosauneehavecontributedtoourcultureinthepast,butalsocontinuetobeapartofoursocietytoday.
likelythattheirspecificideahasnot
beencompletelydiscussed.
Homework
Studentsshouldcontinuetoreadtheirindependentreadingassignment.
SupportingMaterials
Name:
Date:
EndofUnit2Assessment: How havethelivesoftheIroquoischangedandstayedthesameovertime?
Inthetext TheIroquois:TheSixNationsConfederacy,we learnedabouthowtheIroquois havechangedovertime,butalso
stayedthesame.Inyourresponse, useevidencefrom TheIroquois toprovidespecificexamplesofhowthe livesofthe
Iroquois havechangedandstayedthesameovertime.
Name:
Date:
MainIdea:
Grade4:Module1A:Unit2:EagleSong
OptionalIR(IndependentReading)
Overview
Exemptthirdpartycontentis indicatedbythefooter:((NYSED).UsedbypermissionandnotsubjecttoCreativeCommonslicense.
GRADE4:MODULE1A:UNIT2:EAGLESONGOPTIONALIROVERVIEW
BuildingthePowerofReading
Thisoptional independentreadingproject uses theliterarytext EagleSongby

JosephBruchac(680L).Thereadingfocuses oncharacterdevelopmentandthe
experiencesofacontemporaryMohawkboylivinginNewYorkCity.Eachchapter
forEagleSongcontainsanaccompanyinglessonandeachchapterisaddressedin
the TrackingmyThinking IndependentReadingPacket.Itisimportanttonote
forplanningpurposesthatthelessontimesforEagleSongvaryconsiderably there
are10lessons, varyingfrom1560minutes. Lesson10isafullperiod optional

assessment.
This OptionalIndependentReadingcanbeginanytimeduringUnit2andcarried
throughUnit3Mostlessonsdonotincludetimeforextendedindependentreading
inclass.Theapproximatetimeforeachlessonisincludedinthechartbelow.
CentralTexts
JosephBruchac, EagleSong(NewYork:PuffinBooks,1999)ISBN:9780141301693.(optionalindependentreadingproject)
NYSCommonCoreELACurriculum G4:M1A:U2:IndependentReadingOverview June2014 1
GRADE4:MODULE1:UNIT2:INDEPENDENTREADINGOVERVIEWFOR
EAGLESONG
UnitataGlance
Lesson
LessonTitle
LongTermTargets
SupportingTargets
OngoingAssessment
LessonIR1
45Minutes
IntroductiontoEagle
Song andChapter1
(RL.4.1)
Icananswerquestionsaboutthemain
character,setting,andthemeofEagleSong
evidenceflags
Icandescribeastoryscharacter,setting,oreventsusingspecific
Icandescribethemaincharacterandhis
Icanrecognize,interpret,andmakeconnectionsinnarrativesto
othertexts,ideas,culturalperspectives,personalevents,and
Icaneffectivelyparticipateinaconversationwithmypeersand
withspecificdetailsfromtext.
familyinEagleSong.
theIroquoistotheideasinthebeginning
ofEagleSong.
adults.(SL.4.1)
ideas.
LessonIR2
25Minutes
RevisitChapter1,
BeginChapter2
Icanexplain whatatextsaysusingspecificdetailsfromthetext.
(RL.4.1)
Icanmakeinferencesusingspecificdetailsfromthetext.(RL.4.1)
Icanrecognize,interpret,andmakeconnectionsinnarrativesto
othertexts,ideas,culturalperspectives,personalevents,and
Icanuseavarietyofstrategiestodeterminethemeaningofwords
Icananswerquestionsaboutthecentral
conflictandimportantsymbolsinEagle
Songwithspecificdetailsfromtext.
Icanreadonandusewhatthetextsays
tohelpmetodeterminewhatawordor
(TrackingmyThinking)
Directobservationofoneortwotriads
phrase means.
ideas.
andphrases.(L.4.4)
adults.(SL.4.1)
EAGLESONG
UnitataGlance
Lesson
LessonTitle
LongTermTargets
SupportingTargets
LessonIR3
25Minutes
RevisitChapter2,
BeginChapter3
Icancompareandcontrasttwo
versionsofthestoryaboutthe
(RL.4.1)
Peacemaker.
Ongoing
Assessment
Studentcreatednotes
Icanrecognize,interpret,andmakeconnectionsinnarrativestoother
texts,ideas,culturalperspectives,personalevents,andsituations.
(RL.4.11)
adults.(SL.4.1)
LessonIR4
20Minutes
RevisitChapter3,
BeginChapter4
(RL.4.1andRI.4.1)
Icanmakeinferencesusingspecificdetailsfromthetext.(RL.4.1and
Icanexplainthesetting,characters,
motivation,andconflictofEagleSong
usingspecificdetailsfromthetext.
Icancollaboratewithmypeersand
RI.4.1)
adults
andphrases.(L.4.4)
adults.(SL.4.1)
LessonIR5
15Minutes
RevisitChapter4,
BeginChapter5
Icanexplainwhatatextsaysusingspecificdetailsfromthematerial.
(RL.4.1)
andphrases.(L.4.4)
adults.(SL.4.1)
IcananswerquestionsaboutChapter
4ofEagleSongwithspecificdetails
fromtext.
Observation ofplacementofevidenceflags
Observationofafewtriadsatwork
Icanexplainthemainmessageofthe
storyDannysfathertellstheclass.
Icanuseavarietyofstrategiesto
understandwordsfrommyreading.
Icandiscussanswerstoquestionswith
mygroupandprovideevidenceto
explainmyideas..
EAGLESONG
UnitataGlance
Lesson
LessonTitle
LongTermTargets
SupportingTargets
Ongoing
Assessment
LessonIR6
15Minutes
RevisitChapter5,
BeginChapter6
Icanexplainwhatatextsaysusingspecificdetailsfromthe
IcananswerquestionsaboutChapter5ofEagle
text.(RL.4.1)
(RL.4.1)
IcandescribethemaineventsofChapter5and
howDannyresponds.
Icandescribeastoryscharacter,setting,oreventsusing
specificdetailsfromthetext.(RL.4.3)
Directobservationofoneortwotriadsat
work
Icanuseavarietyofstrategiestounderstand
wordsfrommyreading.
Icanuseavarietyofstrategiestodeterminethemeaningof
wordsandphrases.(L.4.4)
Icandiscussanswerstoquestionswithmygroup
andprovideevidencetoexplainmyideas.
Icaneffectivelyparticipateinaconversationwithmypeers
andadults.(SL.4.1)
LessonIR7
20Minutes
RevisitChapter6,
BeginChapter7
text.(RL.4.1)
(RL.4.1)
IcandescribethemaineventsofChapter6and
howDannyresponds.
work
wordsfrommyreading.
Icaneffectivelyparticipateina conversationwithmypeers
andadults.(SL.4.1)
LessonIR8
37Minutes
RevisitChapter7,
BeginChapter8
text.(RL.4.1)
Homework:TrackingMyThinking,
Chapter7handout
(RL.4.1)
Icandescribethemaincharacter,thesetting,and
eventsfromEagleSong.
Icandeterminethethemeofastoryortext.(RL.4.2)
wordsfrommyreading.
Icandescribe astoryscharacter,setting,oreventsusing
Icaneffectivelyparticipateinaconversationwithmypeers
andadults.(SL.4.1)
work
IcanexplaintheadviceDannysfathergiveshim,
andhowthatrelatestothemainmessageofthe
novel.
EAGLESONG
UnitataGlance
Lesson
LessonTitle
LongTermTargets
SupportingTargets
LessonIR9
60Minutes
Chapter8andThemesofEagle
Song
Icanexplainwhat atextsaysusingspecificdetailsfrom
Icananswerquestionsaboutthenovel
EagleSongwithspecificdetailsfromthe
thetext.(RL.4.1)
Icanmakeinferencesusingspecificdetailsfromthe
text.
Icandescribethemaincharacter,the
text.(RL.4.1)
Icandetermineathemeofastory,drama,orpoemfrom
detailsinthetext.(RL.4.2)
setting,andeventsfromEagleSong.
IcanexplainthethemesofEagleSong.
Ongoing
Assessment
TrackingMyThinking,Chapter8
(homework)
SomebodyInWantedButSo(SIWBS)
recordingforms
Icanuseavarietyofstrategiesto
understandwordsfrommyreading.
Icanuseavarietyofstrategiestodeterminethe
meaningofwordsandphrases.(L.4.4)
Icaneffectivelyparticipateinaconversationwithmy
ideas..
peersandadults.(SL.4.1)
LessonIR10
50Minutes
Optional EagleSong
Assessment:ParagraphWriting
Icanrecognize,interpret,andmakeconnectionsin
narrativestoothertexts,ideas,culturalperspectives,
personalevents,andsituations.(RL.4.11)
Song.
Icanchooseevidencefromfourthgradeliteraryor
informationaltextstosupportanalysis,reflection,and
research.(RL.4.3andW.4.9)
theIroquoistotheideasinthenovelEagle
IcananalyzethecharacterofDannyfrom
EagleSong.
Icansupportmyanalysiswithevidence
fromthetext.
Lesson1:IntroductiontoEagleSongandChapter1
LessonTime:45minutes
GRADE4:MODULE1A:UNIT2:EAGLESONG
Icanexplainwhatatextsaysusingspecificdetailsfromthetext.(RL.4.1)
Icandescribeastoryscharacter,setting,oreventsusingspecificdetailsfromthetext.(RL.4.3)
Icanrecognize,interpret,andmakeconnectionsinnarrativestoothertexts,ideas,culturalperspectives,personalevents,andsituations.(RL.4.11)
OngoingAssessment
Icananswerquestionsaboutthemaincharacter,setting,andthemeofEagleSong withspecific
detailsfromtext.
IcandescribethemaincharacterandhisfamilyinEagleSong.
IcanconnectwhatIalreadyknowabouttheIroquoistotheideasinthebeginningofEagleSong.
Agenda
TeachingNotes
Opening
A. LiteratureLearning Targets(5minutes)
WorkTime
A. NormsforTriadTalks(5minutes)
B. ReadaloudandTextDependentQuestion:Opening
PagesofEagleSong(15minutes)
C. IndependentReading:Pages1114ofEagleSong(10
minutes)
Observewherestudentsplacetheirevidenceflags
ThislessonlaunchesastudyofthenovelEagleSong.Studentswillbeabletodrawontheknowledge
abouttheIroquoisthattheyhavebuiltduringpreviouslessonstounderstandmanyofthecultural and
historicalreferencesinthisnovel.ThisdirectlyaddressesRL.4.11.
Inadvance:ReadChapter1andreviewthetextdependentquestions(seeTrackingmyThinking:
EagleSong packet).
Thislessonintroducesanewsmallgroupstructure:TriadsTalk.Thesereadinganddiscussiongroups
willbeusedthroughoutthestudyofEagleSong.
Bestrategicinyourgrouping.Considergroupingstudentsheterogeneouslytoprovideexamplesof
fluentreaders.
D. AnsweringQuestionsinTriads(8minutes)
Closing andAssessment
A. IndependentAnswer(2minutes)
Homework
NYSCommonCoreELACurriculum G4:M1:U2:IndpendentReadLesson1 June2014 1
LessonVocabulary
Materials
traditional,literature, novel,character,
setting,theme,realisticfiction,triad
TheIroquois(book,oneperstudent)
EagleSong(bookoneperstudent)
NormsforTriadTalk
Evidenceflags(stickynotes:thesmallestsizeavailableorlargersizescutintostrips)twobaggiesofevidenceflags(per
student:oneeachforhomeandschool)
Indexcardsorhalfsheetsofpaper
TextDependentQuestionsforChapter1:She:Kon(onetodisplay)
TextDependentQuestionsforChapter1:She:Kon(answersfor teacher reference)
Homework: TrackingMyThinking,Chapter1:She:Konof EagleSong (oneperstudent)
Opening
A.ReviewLearningTargets(5minutes)
magnifyingglassfordetails,alight
bulbformainidea)toassistELLsin
makingconnectionswith
Note:Thisopeningisintentionallyshort,astheseconceptswillberevisitedthroughoutthelessonandinfuturelessons.Itis
fineifstudentshaveanincompleteunderstandingofthekeytermsduringthisinitialexposure.
Talkwithstudentsaboutthelearningtargetsfortodaywhatdotheynotice?Therearesomenewideastherecharacter,
setting,theme.Discussthedifferencebetweeninformationaltext(sometimescallednonfiction)andrealisticfiction.
Brieflyreviewtheconceptsof character,setting,andthemetosupportstudentsinunderstandingthetargets.Askstudents
tolookthroughcopiesof TheIroquoisand EagleSong andnoticeatleastthreewaystheyarestructurallysimilarand
threewaystheyaredifferent.Coldcallstudentstoreportout.Pointoutthat EagleSong isanovel.
Letstudentsknowtheywillbeworkingonthisnovelintriads,orgroupsofthree.Reviewthe TriadTalkanchorchart.If
therestime,modelsomeoftheexpectedbehaviorswithastudenthelper.
WorkTime
A.NormsforTriadTalks(5minutes)
Placestudentsintheirtriads(groupsofthree)andaskthemtoeachreadoneofthe NormsforTriadTalk.
B.ReadaloudandTextDependentQuestions:OpeningPagesofEagleSong(15minutes)
AskstudentsiftheyrememberwhatwassaidinthevideoabouttheroleoftheMohawksintheHaudenosauneeCulture.
(KeepersoftheEasternDoor).Youmaywanttoreplaythatvideoasanopeningforthelesson. ReviewthemapfromUnit
1LessonforthestudentstoseewheretheoriginalMohawklandswereandaretoday.Thismapcanalsobehelpfulin
locatingtheAkwesasneReservationandBrooklyn,andnotingthedistancebetweenthetwoplaces.
Distributestudentstexts: EagleSong.Askstudentstolookatthecoverofthebook.Whatstandsout?Lookfor
descriptionsoftheboy,andtheeagleinthebackground.EncouragestudentstothinkbacktoUnit1andrecallhowthe
eagleisasymboltotheHaudenosaunee,andwhatitsasymbolfor.Studentsshouldalsonoticethesubwaystairs.Many
studentslivingoutsideoftheNYCwillnotimmediatelyknowwhatthoseareandwheretheygoto,sosomescaffolding
maybenecessary.Askstudentswhatthecovertellsthemaboutwhatthesettingofthestorymaybe.
HandouttheTrackingMyThinking: EagleSongpacket.Explaintostudentsthattheyaregoingtobeusingthis
packetinclassandathomeastheyreadthenovel.
Distributeasmallpileof evidenceflagstoeachtriadofstudents.Studentsshouldfollowalongasyoureadthebeginning
fewpagespage7throughtheendofthefirstparagraphonpage11.
Invitestudentstothink,thentalkbrieflywiththeirtriad,aboutwhatthesefirstfewpagesaremostlyabout.
Then,usingyourdocumentcameraorbyplacingthequestionsontheboard,showQuestions1and2fromthe handout:
TrackingMyThinking:EagleSong packet forChapter1:She:Kon(seesupportingmaterials).
WhatmisunderstandingsdothechildreninDannysschoolhaveabouttheHaudenosaunee?
HowislifeinBrooklyndifferentfromlifeinAkwesasne?
Givestudents5minutestorereadthesectionintheirtriads,flagging evidencefortheanswerstothefirsttwoquestions.
InstructstudentstousetheTriadTalkanchorcharttoremindthemselvesabouthowtotalktoeachotherwhiledeveloping
theanswertothequestionintheirtriad.Eachpersonshouldmarktheevidenceinthebookthatsupportstheirgroups
answerbyplacinganevidenceflagonthespecificinformationthatsupportstheiranswer.Remindstudentstoalsobe
practicalintheiruseofevidenceflags.Iftherearefourpiecesofevidenceinoneparagraph,itisnotnecessarytousefour
evidenceflags.
Askafewgroupstoanswerthequestionsandcitetheevidence.Ifnecessary,modelbyaddingadditionalevidencetoclarify
andfurthersupportwhatstudentsaresaying.
Discusswithstudentsthatasthey readthisnovel,theyaregoingtobepayingspecialattentiontothesymbolismthatthe
Modelingprovidesaclearvisionofthe
expectationforstudents.
Somestudentsmaybenefitfrombeing
givensentencestartersforThink
Shareintriads.
authorusestosupportthethemesinthestory.Reviewthedefinitionofthemeandsymbol,ifnecessary.Askstudentsto
recallthepurposeofaThanksgivingAddress.Tellthemthatthenextparagraphtheyaregoingtoreadisasmallexcerpt
fromaThanksgivingaddressthataFaithkeeperfromtheOnondaga,OrenLyons,gave.Notethattheywillread(orhave
read)moreaboutOrenLyons in TheIroquois.
Readaloud, asaclass,thequotefromOrenLyonsonthe TrackingmyThinking handout.Tocheckforcomprehension,
reviewwiththeclasswhyitsimportanttogivethanksgivingforthebirds.Tellstudentsthatastheyreadthroughtheend
ofthefirstparagraphonpage13,theyshouldbekeepingthispartofthe Thanksgiving AddressbyOrenLyonsintheback
oftheirminds.
PraisegroupsusingTriadTalkwell.Tellstudentsthattheywillbeworkinginthesegroupseachday,andremindthemhow
discussingtheirthinkingwithotherscanhelpthemunderstandhardtext.
C.IndependentReading:Pages1114ofEagleSong(10minutes)
Pointouttostudentsthateachdayastheystudythisnovel,theywillhearasmallsectionreadaloud andwilldiscusssome
sectionswiththeirtriad.Remindthemthatoneoftheirgoalsforthisyearistobeabletoreadincreasinglychallengingtext
independently.Tellthemyouwillsupportthem,andthattheywillalmostalwaysrereadanddiscussthetextwithothers.
Askstudentstoreadquietlyandindependentlyfromthethirdparagraphonpage10totheendofthefirstparagraphon
page13.Studentsmaymarktheendofthereadingwithatabiftheywant.
Ifstudentsfinishreadingbeforetheallotted10minutes,theyshouldquietlythinkabouttheiranswerstotheposted
questionsandthenbegintofindevidenceandmarkitwiththeirevidenceflags,andanswerthequestionintheirguide.
Whenstudentshavefinishedreadingandansweringthequestions,havethemsharewiththeirtriadsandreportoutto
class.
Ifstudentsneedtowhisperreadin
pairs,allowthemtodoso.Group
readingquietlyisalsoanoptionif
theclassstruggleswiththetext.
A.IndependentAnswer(2minutes)
Somestudentsmaybenefitfrom
Distributeindexcardsorhalfsheetsofpaper.AskstudentstoselectonequestionfromtheirTriadTalkdiscussionfor
havingafewsentenceframesto
whichtheyfeelthattheyhaveacompleteanswer.Askstudentstowritethenumberofthe questionandtheiranswer,using
completeduringtheIndependent
specificdetailsfromthetext.
Answer.
Homework
FinishreadingChapter1andanswerthequestionsonthe TrackingMyThinking handoutattheendofthislesson.Use

evidenceflagstomarkthespecificareasinthebookthatsupportyouranswer.
Note:Ifyouareconcernedaboutstudentscompletingthereadingassignmentathome,plananadditionalreadingperiod
laterinthedayorfirstthinginthemorning.Allstudentsshouldcometoexpectthattheywillusesomeoftheslushytime
duringthedayrightbeforeorafterlunch,duringdowntimebetweenothertasks,astheyentertheclassroominthe
morningorjustbeforedismissalastimeforreadingthenovelorindependentreading.Inaddition,studentslikelytoneed
additionalsupportshouldprereadthisnovelwithsupportduringinterventionorothersupportperiods.Prereadingwith
supportwillallowstudentstospendclassperiodsrereadingandfocusingonevidence.
NormsforTriadTalk
(forteacherreference)
TeacherInstructions:Writethefollowinginstructionsonachartpapersoallstudentscanseeitfortheremainderoftheunit.
NormsforTriadTalk:
Eachpersonmustcontributetothediscussion,buttaketurnstalking.Askeachother:Wouldyouliketoaddtomyidea?orCanyoutellus whatyourethinking?
Eachpersonshouldshowtheothersspecificdetailsfromthetextbypointingtospecificpagenumbers,paragraphs,andlines.Say:Myevidenceishereonpage___inthe
___paragraphandreadtheevidencealoud.
Askquestionsso thatyouunderstandeachothersideas.Say:canyoutellmemoreaboutthat?orCanyousaythatanotherway?
Lesson2:RevisitChapter1, BeginChapter2
Lesson2:RevisitChapter1,BeginChapter2
LessonTime:25minutes
Icanexplain whatatextsaysusingspecificdetailsfromthetext.(RL.4.1)
Icanrecognize,interpret,andmakeconnectionsinnarrativestoothertexts,ideas,culturalperspectives,personalevents,andsituations.(RL.4.11)
Icanuseavarietyofstrategiestodeterminethemeaningofwordsandphrases.(L.4.4)
OngoingAssessment
IcananswerquestionsaboutthecentralconflictandimportantsymbolsinEagleSong withspecific
detailsfromtext.
Icanreadonandusewhatthetextsaystohelpmetodeterminewhatawordorphrasemeans.
Directobservationofoneortwotriads
Agenda
TeachingNotes
1. Opening
Inadvance:ReadChapter2andreviewthetextdependentquestions(seesupporting).
A. ReviewLearningTargets(5minutes)
2. WorkTime
A. ReviewChapter1(8minutes)
B. ReadaloudandTextDependentQuestion:Pages17
19ofEagleSong (10minutes)
C. Modelingthe ReadOnContextClueStrategy(5
minutes)
4. Homework
LessonVocabulary
Materials
Basedonhowgroupsfunctionedonthefirstdayofreadingthenovel,youmightmodifygroupsatthis
time.
Today,theReadOncontextcluestrategyisformallyintroducedquitebriefly.Studentsshouldalready
besomewhatfamiliarwiththisstrategy,sinceitwasinformallymodeledinmanylessonsearlierinthis
unit.
symbol,gustoweh,rez/reservation,
fragile,governing
Evidenceflags(stickynotes:thesmallestsizeavailableorlargersizescutintostrips)twobaggiesperstudent(oneeachfor
homeandschool)
TextDependentQuestionsforChapter2:Gustoweh
Homework:TrackingMyThinking,Chapter2of EagleSong (oneperstudent)
Opening
Askstudentstoreadlearningtargetschorally.Reinforcewhatagoodjobtheydidthedaybeforeansweringquestionsusing
evidencetheyarelikeevidencedetectives!Reviewthe TriadTalkanchorchart.Iftherewereproblemswithtriadsthe
daybefore,reinforcewhatsexpectedbymodelingwithstudenthelpers.
discuss,apenforrecord)toassist
WorkTime
A.ReviewChapter1(5minutes)
PlacegroupsintriadsandreviewanswerstothequestionsinChapter1,payingparticularattentiontothelast three
questions,asthefirsttwo(andpossiblyfour)weresharedyesterday.
CheckwithstudentsforadditionalquestionsandclarificationbeforemovingintoChapter2
B.ReadaloudandTextDependentQuestion:Pages1719of EagleSong(10minutes)
Askstudentstositwiththeirtriad.Setupstudentswithevidenceflagsasyoudidthedaybefore.Reinforcethisroutine
withstudents.
Readaloudfrompage17throughpage19asstudentsfollowalong,stoppingattheword house.Clarifythereferenceto the
rez,orreservation,onwhichthefamilylivedbeforemovingtoBrooklyn.
Display TrackingMyThinking:EagleSong forChapter2:Gustoweh.
Readthefirstquestion(HowdoestheexcerptbelowcomparewithRichardBigtreesexplanationaboutwherewomenfitin
theHaudenosauneeNation?)andtheexcerptbelowit.Askstudentstorereadintheirtriadspage19andanswerthe
question.Thiscanalsobedoneasaclassactivity.
Whenstudentsarefinished,askrepresentativesfromtriadstoshareanddiscussanswers.
beinggivensentencestartersfor
ThinkShare.
AssigntheremainingreadingforChapter2andquestionsforhomework.
WorkTime(continued)
C.ModelingtheReadOnContextClueStrategy(5minutes)
Afewstudentsmightbenefitfrom
havingevidencetoquestionspre
Continuereadingaloudfromendofpage19totheword fragile onpage20.Stopandwonder:Fragile.Hmm.Thatsaword
markedinthebooks.Highlightor
Ihaveheardbefore,butIamnotquitesureIknowwhatitmeans.Doanyofyouallknowwhatitmeans?Ifstudentsoffera
underlinespecificdetailsintheir
goodworkingdefinition,thatsfine,butdonotjustsay:Thatsright,thatswhatitmeans.Askthestudentswhoknewthe
booksaheadoftime.Thiswillallow
definitiontoexplainifanythinginthetexthelpedthemdecidethatswhat fragile means.Iftheycantexplain,showstudents
themsucceedduringthediscussion
howtheycanusecontextcluestodevelopanunderstandingorchecktheirinitialideaofawordsmeaning.
withpeers.Removethisscaffolding
Thinkaloud:IamgoingtoreadwhatcomesbeforethiswordandwhatcomesafterandseeifIcanfigureout(orconfirm)
overtime.
themeaningof fragile.Firstofall,Dannyisholdingahardhat.Ihaveseenthosebeforeatconstructionsites.Peoplewear
themtoprotecttheirheads.Butyoubecarefulnottobreakit.Thathardhatisrealfragile!saysDannysfather.Thatmakes
methinkthatfragilemightmeanhardortough,sincehardhatsaretough.Idbetterreadonthough,tocheck.Youre
teasingme,Dad,saysDanny.Dannysdadteaseshimalot.Ifheisteasingaboutthehardhatbeingfragilethanitlikelythat
fragiledoesntmeanitshardortough.Fragilemustmeansomethingelse.Iamgoingtokeepreading.Didntyoutellmea
steelbeamcouldfallonyourhardhatanditwouldntscratchit?Thatsright,son.Aha!DannytellshisDadthatheknows
hisDadisteasingbecauseahardhatisverytough.Sofragiledefinitelymeanssomethingelse.SinceDannysdadisteasing
himandtellshimnottobreakthehardhat,fragilemustmeantheoppositeofhardandtough,likeweakoreasilybroken.
Readingonhelpedmethinkaboutthemeaningoffragile.
Quicklylookuptheword fragile infrontofthestudentsandconfirmitsmeaning.Remindstudentsthatoftentheycan
figureoutthemeaningofunknownwordsbythinkingaboutwhatcamebeforethewordandcontinuingtoreadafterthe
word.
Distributeindexcardsor halfsheetsofpaper.Askstudentstoselectonequestionfromthediscussionforwhichthey
feeltheyhaveacompleteanswer.Askstudentstowritetheanswertothequestion,usingspecificdetailsfromthetext.
havingafewsentenceframesto
completeduringtheIndependent
Answer.
Homework
CompletereadingChapter2andanswerthequestionsonthe Homework:TrackingMyThinking,Chapter2ofEagle
Song packet.Useevidenceflagstomarkthespecificareasinthebookthatsupportyouranswers.
duringtheday.Studentslikelytoneedadditionalsupportmayprereadthisnovelwithsupportduringinterventionorother
supportperiods.Prereadingwithsupportwillallowstudentstospendclassperiodsrereadingandfocusingonevidence.
Grade4:Module1A:EagleSong
Lesson 3:RevisitChapter2,BeginChapter3
LessonTime:35Minutes
Icanexplainwhata textsaysusingspecificdetailsfromthetext.(RL.4.1)
Icanrecognize,interpret, andmakeconnectionsinnarrativestoothertexts,ideas,culturalperspectives,personalevents,andsituations.(RL.4.11)
OngoingAssessment
Icancompareandcontrasttwoversionsofthestory aboutthePeacemaker.
Studentcreatednotes
Agenda
TeachingNotes
1. Opening
Inadvance:ReadChapter3andreviewthetextdependentquestionsfromthepacket.
B. ReviewofChapter2questions(10minutes)
2. WorkTime
RereadBirthoftheHaudenosauneefromUnit1,andbeawareofthesimilarities anddifferences.
WhilethestoryofthePeacemakerinChapter3haselementsofthewidelyacceptedPeacemakerstory
outlinedinBirthoftheHaudenosauneefromunit1,itdepartsfromthetraditionalstoryandcombines
itwithelementsfromthestoryofcreation,whichisnotthesamestory.
A. RereadingTheBirthofthe Haudenosaunee(10
minutes)
B. BeginningChapter3ofEagleSong (10minutes)
3. Homework
LessonVocabulary
Materials
compare,incommon,contrast,
different,mourned,wizardry,stalks,
shelter,foretold,condolence,
transform
TheBirthoftheHaudenosaunee(fromUnit1)andnotes
Opening
Reviewthelearningtargets,beingsuretodiscusstheword compareandthephraseincommon.Inaddition,remind
studentsaboutwhattheyknowaboutinferencesfromearlierinthe module.
B.DiscussionofChapter2(10minutes)
BesurethatstudentshavetheirtextEagle Song infrontofthem.Askstudentstofollowalongasyourereadtheexcerpt
about Gustowehsatthebeginningofthequestions.Askstudentshoweaglefeathersareuseddifferentlythantheotherbird
feathersona Gustoweh.Knowingwhatweknowabout eaglesandtheirsymbolismfortheHaudenosaunee,whymightthis
be?Askstudentstoturnandtalkwithapartner,thencallonseveralstudentsforanswers.
Askstudentstoworkintriadstoreviewquestions2and3bepreparedtoshareanswerswiththe class.
bulbformainidea) toassistELLsin
Checkforunderstandingasthestudentsshareout,andchecktomakesuretheyarecitingevidencefortheirinferencesfrom
thetext.Ensurethatstudentsrecognizethesymbolismofthe eagleinDannysdesirefortheeagletotakehimaway,howit
protectshisfatheronthehard hat,andthecomparisontothefeathersintheGustoweh.
WorkTime
A.RereadingofTheBirthoftheHaudenosauneeand notes(10minutes)
AskstudentstorereadthefirstsectionofThe BirthoftheHaudenosauneeandreflectontheirnotesfromUnit1aboutthe
story.Theycandothisintheirtriadsorindependently.
B. BeginningChapter3of EagleSong.(10minutes)
TellstudentsthatinChapter3,theywillreadadifferentversion ofthestoryaboutthePeacemaker.Tellthemthatthe
versioninthearticleandtheversioninEagleSong havesomethingsincommonandsomethingsthataredifferent.
Setstudentsupwithatleast10 evidenceflags,buttellthemtheyaregoingtousetheminadifferentwaytoday.Thistime
theyaregoingtomarkplaceswherethingsintheversionofthePeacemakerstoryin EagleSongareincommonorare
differentfromTheBirthoftheHaudenosaunee.
Askstudentstoindependentlyreadpages26through34,markingatleastthreethingsthataresimilartoTheBirthofthe
Haudenosauneeandthreethingsthataredifferent.ThesenoteswillhelpthemanswertwooftheirquestionsforChapter3.
Tellstudentstogoasfarastheycaninthetimeavailable.Itismoreimportanttothinkaboutthesimilaritiesanddifferences
thanitistoreadalleightpages.TheywillhavemoretimetofinishChapter3forhomework.
Homework
CompleteChapter3andanswerthequestions intheguide Homework:TrackingMyThinking,Chapter3
duringtheday. Studentslikelytoneedadditionalsupportshouldprereadthisnovelwithsupportduringsupport periods.
Prereadingwithsupportwillallowstudentstospendclassperiodsrereadingandfocusingonevidence.
Lesson4:RevisitChapter3,Begin Chapter4
Icanexplainwhata textsaysusingspecificdetailsfromthetext.(RL.4.1andRI.4.1)
Icanmakeinferencesusingspecificdetailsfromthetext.(RL.4.1andRI.4.1)
Ican useavarietyofstrategiestodeterminethemeaningofwordsandphrases.(L.4.4)
OngoingAssessment
Icanexplainthesetting,characters,motivation,andconflictof EagleSong usingspecificdetailsfrom

thetext.
Homework:TrackingMyThinking,Chapter4
Icancollaboratewithmypeersandadults.
Agenda
TeachingNotes
1. Opening:
Thislessonincludesmanyoptionstograduallyreleaseresponsibilitytostudentsforthinkingabout
theirnovel EagleSong.
A.ReviewLearningTargets(3 minutes)
2. WorkTime
A. ReviewofquestionsforChapter3(10minutes)
B. IntroductiontoChapter4(5 minutes)
3. Homework: ClosureandPreparationforHomework
(2minutes)
LessonVocabulary
Materials
specially,matter,utterruin,affect,
confirmation,denote,indicate,
approachfeud,console,condolence
TrackingmyThinking handout
Opening
Askstudentstoreadthedayslearningtargetschorallyandaskoneortwostudentstodiscussthemeaningofdetails and
inference.
WorkTime
A. UsingEvidencetoSupportourClaims(10minutes)
Asktriadstocollaboratetocreatealistofsimilaritiesbetweenthetwoversionsofthe storyofthePeacemaker,anddiscuss
theiranswerstoquestion2abouthowtheauthorofEagle Songchangedthestory.Callonrepresentativestoshareout,
citingtextwherenecessary.
Referstudentstothethirdquestion:WhydoesDannyfeelthathisclassneedstohearthisstory?Asktriadstoreviewtheir
answers,citingspecifictexttosupporttheirclaims.Callonstudentsforanswers,andaskstudentstousetheirbooksto
locatethespecificevidencefromtextthatstudentsusetosupporttheirclaims.Ifstudentsstrugglewiththis,notethatin
additiontofindingsupportattheendofChapter3,theymayhavetogobacktopages2124inChapter2.
Askstudenttriadstoreferbacktopages2124,skimmingforevidencefortheanswertoquestion3.Shareoutwithclass.
Discussbrieflywithstudentsthateventhoughthebookisdividedintochapters,authorscarryanddevelopideasacross
chapters.Oftentheevidenceyouarelookingfortosupportanidea,inferenceorclaimcanbefoundinpreviouschapters.
B.IntroductiontoChapter4(5 minutes)
Havestudentsnotetheimagefromthedollarbillontheirhandoutanddiscussintheirtriadswhereelsetheyhaveseen
someofthesesymbols.(Lookforthesymboloftheeagleandthearrows.)Askthemtocountthearrows.Thereare13.
Askstudentsiftheyknowwhat13standsforandiftheydont,tellthemthattherewere13originalcoloniesintheUnited
States.Iftheydontmaketheconnection,askhowthe13arrowsinthiseaglesclawconnecttothe5arrowsandtheeagle
onthetreeofpeace.
Homework
PreparationforHomework(2 minutes)
AsstudentsreadChapter4,directthemtobelookingforevidenceforhowtheauthorshowsthatthestudentsare
interestedwithouteveractuallystatingThestudentswereinterested.Tagtheseinstancesas youfindthem.
Talkwithstudentsabouthowtheirhomeworkisgoing.Remindthemthatreadingandthinkingathomehelpstheir
readingmusclesgetstronger.
CompletereadingChapter4.AnswerthequestionsontheHomework: TrackingMyThinking,Chapter4ofEagle
Song.Useevidenceflagstomarkthespecificareasinthebookthatsupportyouranswers.
laterinthedayorfirstthinginthemorning.Allstudentsshouldcometoexpectthattheywillusesomeoftheslushytime
duringthedayrightbeforeorafterlunch,duringdowntimebetweenothertasks,astheyentertheclassroominthe
morningorjustbeforedismissalastimeforreadingthenovelorindependentreading.Inaddition,studentslikelytoneed
additionalsupportshouldprereadthisnovelwithsupportduringinterventionorothersupportperiods.Prereadingwith
supportwillallowstudentstospendclassperiodsrereadingandfocusingonevidence.
Grade4:Module1A:IndependentReadingEagleSong
ReviewofChapter4andIntroductiontoChapter5
Icanexplainwhata textsaysusingspecificdetailsfromthematerial.(RL.4.1)
OngoingAssessment
IcananswerquestionsaboutChapter4ofEagleSong withspecificdetailsfromtext.
IcanexplainthemainmessageofthestoryDannysfathertellstheclass.
handout
Icanuseavarietyofstrategiestounderstandwordsfrommyreading.
Observationofafewtriadsatwork
Agenda
TeachingNotes
1. Opening Read aloud(5minutes)
Inadvance:ReadChapter4andreviewthetextdependentquestions(seesupportingmaterials).Two
copiesofthequestionsareprovided:ablanktodisplayforstudents,andonewithanswersforteacher
reference.
2. WorkTime
A. ReviewofQuestionsinTriads(7 minutes)
B. IntroducingChapter5(3minutes)
3. Homework:ReadandanswerquestionsforChapter5
LessonVocabulary
Materials
traditional,intercom,triumph,
pirouette,ripple,escort,wampum,
ancient,grinned,League,band
together,partially,modeled,banish
Evidenceflags
Opening
Readaloud:Chapter4ofEagleSong(5minutes)
Readaloudpages38to39,uptotheword relief.
symbols(e.g.,twopeopletalking
fordiscuss,apenforrecord,a
AskstudentstorereadandfocustheirthinkingonhowDannyisfeeling.Ask:WhatisDannyfeelinginthisopeningsection
ofChapter4? Promptstudentswhoanswertoprovideevidencefromthetexttosupporttheirinferences.Checktoseeif
studentsunderstandthewordintercom.Reinforcethemeaningofinter(between)andconnectcom tocommunication.
Anintercomprovidescommunication between twoplaces.AskstudentstoThinkPairShareaboutotherwordsthatstart
withinter.
Tellstudentsthattheywillneedtoknowtwootherwordsfromtodaysreading:modeled and banish.Tellstudentsthat
whensomethingis modeled aftersomethingelse,thatmeansthegoodqualitiesofthefirstthingareusedtomakethe
secondthing(maybeputthisontheboardandprovideanexample).Banish meanstocastoutorsendaway.Studentsmay
notetheroot ban.
bulbformainidea)toassistELLs
inmakingconnectionswith
WorkTime
A.Reviewing QuestionsinTriads(10minutes)
havingthekeyideaspre
highlightedintheirbooks.
Highlightorunderlinespecific
detailsintheirbooksaheadoftime.
Thiswillallowthemsucceedduring
thediscussionwithpeers.Remove
thisscaffoldingovertime.
Asktriads todiscussandanswersfromChapter4,usingdetailsfromthetextthattheymarkedwithevidenceflags.
Monitorthisdiscussion,makingsureallstudentsareparticipating.
Duringthistime,sitwithoneortwotriadstoobserveandrecordtheirprogressand/orscaffoldthemmoredirectlyby
askingthequestionsandclarifyingtheirunderstanding.
HavestudentsshareouttheiranswersfromChapter4anddiscussasaclass
B.IntroducingChapter5(3minutes)
AskstudentstomakeapredictionabouthowtheclasswilltreatDanny,basedonevidencefromChapter4.
LookatthetitleofChapter5withthestudents.Doesthetitlemakeanyonesecondguesstheirprediction?Asthestudents
read,tellthemtobethinkingaboutwhythisChapteriscalledTheLongestDay.
Homework
ReadChapter5andanswerthequestionsonthe Homework:TrackingMyThinking,Chapter5ofEagleSong.
Useevidenceflagstomarkthespecificareasinthebookthatsupportyouranswers.
Note:Ifyouareconcernedaboutyourstudentscompletingthereadingassignmentathome,plananadditionalreadingtime
duringtheday.Studentslikelytoneedadditionalsupportmayprereadthisnovelathomeorduringsupportperiods.
OngoingAssessment
IcananswerquestionsaboutChapter5of EagleSong withspecificdetailsfromtext.
Homework:TrackingMyThinking,Chapter5handout
IcandescribethemaineventsofChapter5andhowDannyresponds.
Directobservationofoneortwotriadsatwork
Agenda
TeachingNotes
1. Opening:DiscussionofHomeworkQuestions(10
minutes)
Inthislesson,studentsworkcloselywithChapter5.Chapter6isthenassignedashomework.
Note:Chapter6,Colors,references therealityofgangactivity.
2. WorkTime: IntroductiontoChapter6(5minutes)
3. Homework
LessonVocabulary
Materials
crept,taunted,padded,familiar,
administrative,jotted,blinding
Homework:TrackingMyThinking,Chapter7of EagleSong (oneperstudent)
Opening
DiscussionofHomework Question(10minutes)
asnecessary,youmayneedto
supplementunderstandingforThe
LongestDaywithabriefoverview
ofTheSummerSolsticeandhow
thathappens.
Asktraids tosharethefirstquestion theyansweredforhomework aboutTheLongestDay.Circulatetomakesurethat

studentsaresupportingtheirclaimswithevidencefromthetext.Callontraids.Lookforanswersthatincludetheconcrete
lengthoftheday,thesadwaythedaystartedout(hisfathergoneandhismothersodepressed),havingtoenterclasslate
beinganxiousabouthowtheclasswouldreact,theincidentwithTyrone,andthefacthefellasleepatthenursesandstayed
atschoollate.Askstudentwhatkindofmoodthatthetitleofthechaptercombinedwiththeeventscreates.
Asktriadstoflipbacktopage56andreadasaclassfromthetopofthepagetotheendofparagraph5(Thetwoboysturned
andranaway.)Askstudentstotaketheiranswerstothesecondquestionandmovetoonecorneroftheroomiftheythink
TyronehitDannyonpurpose,andtheothercorneriftheythinkhedidnothitDannyonpurpose.Studentswhoareunsure
cangatherinthe center.
Directthegroupstoformpairs,triadsorgroupsoffour(dependingonthenumberofstudents)tocompareevidencefor
theirposition.Askeachgroupofstudentstosharetheevidence.
Afterevidencehasbeenpresented,askifanyonewouldliketomovetheirposition.Followupwithaskingwhy.
Dependingonwheretheclassendsup,debrieftheactivitybylettingstudentsknowthatatsomepointwewillcomebackto
thisconversationandthingswillbemoreclearasthebookprogresses.
Worktime
IntroductiontoChapter6(5minutes)
Readaquotationfrom https://nnidatabase.org/video/honoringnationsorenlyonsgoverningourwaybrighterfuture
Lyons,Oren."GoverningOurWaytoABrighterFuture."HonoringNationssymposium.HarvardProjectonAmerican
IndianEconomicDevelopment,JohnF.KennedySchoolofGovernment,HarvardUniversity.SanteFe,NewMexico.
February7,2002.Presentation:
Whatisouridentity?Ouridentityisourland.Thatsouridentity,itsourland,itsourwater,itswherewelive,its
wherewevelivedforthousandsofyearsandwhoknowshowlong.
Iftimepermitsandifstudents
needthesupport,consider
allowingstudentstodosomeof
thereadinginclassforChapter6,
workingtogetherwhisperreading
inpairsortriads
Tellthestudentsthatinchapter6wearegoingtobethinkingaboutidentity,andhowtherearemanypartstosomeones
identity.Asyoureadtoday,thinkabouthoweachparagraphdemonstratessomethingaboutidentity.Readthefirst
paragraphaloud,andaskstudentshowthatreflectsDannysidentity?Lookforthemtoconnectbacktothequoteyoujust
provided.Encouragethemtocontinuethinkingaboutthisthroughoutthechapter.
Homework
AskstudentstocompletereadingChapter 6andanswerthequestionsonthe Homework:TrackingMyThinking,
handout. Theyshouldalsouseevidenceflagstomarkthespecificareasinthebookthatsupporttheiranswers.
periodduringtheday.Studentsmaywhisperread,readindependently,orreadinsmallgroups,dependingonthe
compositionofyourclass.
OngoingAssessment
IcananswerquestionsaboutChapter6ofEagleSong withspecificdetailsfromtext.
IcandescribethemaineventsofChapter6andhowDannyresponds.
handout
Agenda
TeachingNotes
1. Opening:DiscussionofHomeworkQuestions(10
minutes)
Inthislesson,studentsworkcloselywithChapter6.Chapter7isthenassignedashomework.
2. WorkTime: IntroductiontoChapter6(10 minutes)

3. Homework
LessonVocabulary
Materials
crept,taunted,padded,familiar,
administrative, jotted,blinding
Opening
Homework:TrackingMyThinking,EagleSong (oneperstudent)
DiscussionofHomeworkQuestion(10minutes)
Formtriadsofstudentgroupsandaskthemtodiscussthe homeworkquestions.Reviewasaclass,withafocusonidentity.
HowdoWillandDannyhandleconflictdifferentlyintheirschools?LookforanswersthatDannyhasignoredthe
bullying,andWillhasjoinedagang.StudentsmayalsoreferencetheopportunityforDannysfamilytobeinvolved
differentlythanWills.
Howdoestheauthordevelopdifferentmeaningsforthetitleofthechapter?Lookforanswersthatincludecolorsofa
gang(notesomeexplanationmaybeneededhere)andthefactthatWillalsolovesartandcolor,asevidencedwhenhe
showsDannytheartandshowshisdreamsforthefuture(page64).Studentsmayalsopointoutthatthebeginningof
thechapterisfullofcolorfuldescriptionofDannyshomeinBrooklynandonthereservation(page59).
Howdothosedifferentmeaningscomparetoeachother?LookforanswersthataddressthedifferentaspectsofWills
charactertheviolenceofgangsvs. thebeautyofart.
WhatdothosedifferentmeaningsshowusaboutWillsandDannys identities? Lookforanswersthatinclude thefact
thatcolorsaresymbolicof dreamstheyhaveofthefuture aswellplacesthatare meaningful tothem.
Worktime
DivingDeeperintoChapter6(7 minutes)
Askstudentsiftheyhaveanyquestionsatthispointintimeaboutthebook.Usethisopportunitytoclearup
misconceptions.ReferbacktoChapter6page61,andaskastudenttoread(orhavestudentswhisperread)theparagraph
beginningwithWilleyedtheswelling.
Whenstudentsarefinishedreading,askthemwhytheauthormightincludethesethoughtsinthischapter.Whatisthe
authorsintentionforthereaderhere? Movestudentstowardanunderstandingthattheauthor issuggestingsomething
forthereaderthroughthethoughtsofacharacter.
IntroduceChapter7(3minutes)
InvitestudentstoreadChapter7ashomework,andanswerthequestionsthataccompanyit.Introducingthischapterin
greaterdetailtakesawayfromthediscoveryprocessforthestudents,soleaveitopen.
Homework
Considerprovidingadditionaltime
duringthedayforreading.
AskstudentstocompletereadingChapter7 andanswerthequestionsonthe Homework:TrackingMyThinking,

handout. Theyshouldalsouseevidenceflagstomarkthespecificareasinthebookthatsupporttheiranswers.
ReviewofChapter7,IntroductiontoChapter8
Icandeterminethethemeofastoryortext.(RL.4.2)
OngoingAssessment
IcananswerquestionsaboutChapter7of EagleSong withspecificdetailsfromtext.
LearningTargetsreflectionsheet
Icandescribethemaincharacter,thesetting,andeventsfromEagleSong.
handout
IcanexplaintheadviceDannysfathergiveshim,andhowthatrelatestothemainmessageofthenovel. Answerstotextdependentquestions
Agenda
TeachingNotes
1. Opening
Inadvance:ReadChapter7andreviewthetextdependentquestionsforthischapter(seesupporting
materials).
2. WorkTime
A. ReadaloudandTextDependentQuestion:Chapter
7of EagleSong(10minutes)
B. ReviewingTextDependentQuestionsinTriads(15
minutes)
4. Homework
Studentsmaynothavetimetoansweralltextdependentquestionsremindthemthatitismost
importantforthemtodiscusseachquestionthoroughlyandciteevidence.
DuringtheClosingandAssessmentofthislesson,beginreferringtotheupcomingendofunit
assessment,inwhichstudentswillneedtothinkandwriteindependentlyabouttopicsfromEagleSong.
LessonVocabulary
Materials
swept,whipped,shivered,girders,
wrenches,creased
Evidenceflags
Homework:TrackingMyThinking, EagleSong(oneperstudent)
Opening
Studentshavebeenworkingwithaverysimilarsetoflearningtargetsforsometimenow,andhopefullytheyarestartingto
feelasenseofprogressanddevelopment.Today,ratherthanhavingstudentsreadanddiscussthelearningtargets,
distributetheLearningTargetsReflectionsheet foundinlessonmaterials.Thiswillhelpyougetasenseofhow
individualstudentsareprocessingthetargetsandiftheyfeeltheyaremakingprogress.
vocabulary.
Pointouttheonenewtargetabout theme.Tellstudentstheywillthinkaboutthismoreintheirtriaddiscussionlatertoday.
WorkTime
A.ReadaloudandTextDependentQuestions:Chapter7ofEagleSong(10 minutes)
Readaloudthechaptertitleandpage65tonearlytheendof68,endingwithSheturnedbacktohim,asstudentsfollow
alongintheirtexts. Astheylisten,askthemtofocusonwordsordescriptionsandphrasesthatcreateafeelinginthem.
Consider modelingthefirstone.
havingthekeyideasprehighlighted
intheirbooks.Highlightor
underlinespecificdetailsintheir
booksaheadoftime.Thiswillallow
themsuccessduringthediscussion
withpeers.Removethisscaffolding
overtime.
Askstudentstoreviewthereadingandcompilealistofwordsthatweremeanttocreateafeeling,andwhatfeelingthey
createdinthereader.Studentscanpairsharethiswiththeclass.Makealistusingyourdocumentcameraorinteractive
whiteboard.Studentslikelywillnamesomeofthefollowing:
tears=sadnessknockitoutofthetree=dangershoutawarning=dangerdirtysnow=
sadness/darkness/unhappiness/coldsweptin orwindwhipped=cold oldmanwithlong,skinnyfingers=
cold/creepy Dannyjumped=nervous buzzingofafly=worried fistshovedinhisstomach=fear
Ask:Whywouldtheauthorusesomanywordsaboutsadness,worry,andfearinthebeginningofthechapter?Reinforce
yourstudentsideas, helpingthemunderstandtheconceptofmoodandtone.
WorkTime(continued)
B.ReviewingTextDependentQuestionsinTriads (15 minutes)

Reorientstudentstothefinallearningtarget:IcanexplaintheadviceDannysfathergiveshim,andhowthatrelatestothe
mainmessageofthenovel.Tellstudentsthattheyarealmostdonewiththenovel,andthattheyprobablyarestartingto
have ideasaboutthemainmessageorthemeofthestory.Encouragethem,astheyworkwiththeirtriadstoday,tothink
abouttheadviceDannysfatherisgivinghim,andaboutwhatDannyislearning.
Intriads,studentsshoulddiscussthehomeworkquestionsfromChapter7,makingsurethattheiranswersaremarkedwith
evidenceflags.Monitorthisdiscussion,makingsureallstudentsareparticipating.Duringthistime,sitwithoneortwo
triadstoobserveandrecordtheirprogressand/orscaffoldthemmoredirectlybyaskingquestionsandclarifyingtheir
understanding.
Reviewanddiscusstheanswersasaclass,encouragingtriadstobuildoffofeachothersideas.Revisittheparagraphabout
peaceonpage74.Readaloudthechapter,orhaveastudentread,whenyoureviewtheanswertoquestion4,asitconnects
tothethemeofthebookmentionedinthefirstbullet.
Distributeindexcardsorhalf sheetsofpaper.Ask studentstosummarizethelessonsthatDannyhaslearnedfromhis
fatherinthischapterandwhythoselessonsareimportanttothewholebook. Collecttheanswersfromstudents.
havingaparagraphframeto
supportthemwhen completingthe
answertothisquestion.
Homework
Askstudentstoreadthelastchapterof EagleSong,Chapter8,andanswerthequestiononthe Homework:TrackingMy

Thinking,EagleSong handout.Theyshouldalsouseevidenceflagstomarkthespecificareasinthebookthatsupport
theiranswers.
GRADE4:MODULE1A:INDEPENDENTREADINGEAGLESONG
Lesson9:Chapter8andThemesofEagleSong
Icandetermineathemeofastory,drama,orpoemfromdetailsinthetext.(RL.4.2)
Icandescribeastoryscharacter,setting, oreventsusingspecificdetailsfromthetext.(RL.4.3)
SupportingLearning Targets
OngoingAssessment
IcananswerquestionsaboutthenovelEagleSong withspecificdetailsfromthetext.
Icandescribethemaincharacter,thesetting,andeventsfromEagleSong.
IcanexplainthethemesofEagleSong.
Agenda
TeachingNotes
Opening
B. DiscussionofShe:kon(3minutes)
WorkTime
Answerstotextdependent questions
SomebodyInWantedButSo(SIWBS)recordingforms
Theclosingofthislessonincludesanewsetofanchorcharts:ThemesinEagleSong
Inadvance:Prepareseveralpiecesofchartpapertobethemeanchorcharts.
Inadvance:ReadChapter8andreviewthetextdependentquestionsforthischapter(seesupporting
materials).Answerstothequestionsareprovidedforyourconvenience.Prepareacopyofthe
questionswithoutanswerstoshowonyourdocumentcameraorboard.
A. ReadaloudandTextDependentQuestion:Chapter
8ofEagleSong (10minutes)
B. ReviewingChapter8:AnsweringaQuestion(5
minutes)
C. SomebodyInWantedButSoinTriads(10minutes)
D. WholeClassDiscussion:Theme(10minutes)
A. NewAnchorCharts:Themesof EagleSong (8
NYSCommonCoreELACurriculum G4:M1:U2:IndependentReadingLesson9 June2014 1
minutes)
B. RevisitThemeLearningTarget(2minutes)
Homework
LessonVocabulary
Materials
theme,tossing,hymn
Evidenceflags
Somebody...In...WantedBut...SoCloseReadrecordingform(twoperstudent)
ThemesinEagleSong anchorcharts(newteachercreatedseeWorkTimeD)
Indexcardsorhalfsheetsofpaper(oneperstudent)
Opening
Remindstudentsthatyesterday,theybegantothinkabouttheadviceDannysfathergavehim,andhowthatrelatedtothe
mainmessageorcentralideaofthenovel.
Pointoutthattodaythereisanewlearningtarget:IcanexplainthethemeofEagleSong.Querythestudentsto
understandwhattheyalreadyknowabouttheme,andifneeded,offerthatthethemeisthecentralideaofapieceof
literature.Astheylearnedwhentheyread TheIroquois,itiswhatapieceofliteratureismostlyabout.Sometimesthe
authorsofliteraturewantreaderstolearnsomethingaboutlifefromtheirwork,sothethemecansoundlikealesson,or
moral.
Letstudentsknowthattoday theywillfinishEagleSong andtheywillbethinkingaboutthethemeofthenovel
B.DiscussionofShe:kon(3minutes)
AskstudentstotalktoaneighboraboutMr.BigtreesendingDannyofftoschoolwiththewordShe:kon.Askthemto
recallfromChapter1whatthiswordmeans.(Ifnecessary,directthemtopage14.)Askthem whytheauthormightdothis.
Facilitateabriefclassdiscussion.
WorkTime
A.ReadaloudandTextDependentQuestion:Chapter8ofEagleSong(10minutes)
Readaloudpages76tothebreakonpage79(Thebellrang,callingthemintoschool.)asstudentsfollowalongintheirtext.
Drawtheirattentiontothelines:DannysawBradandTyroneontheplayground.Hetookadeepbreathandwalked
towardthem.
Ask:Whatistheauthorshowingthereader aboutDannybychoosingthesewords?
AskstudentstoThinkPairSharetoanswerthisquestion,theninvitetheclasstosharetheirresponses.Askstudentsto
reviewtherestoftheirconversation,throughthetopofpage79.Ask:WhatdotheselinestellyouaboutDannys
character?AboutTyrone?
B.ReviewingChapter8:AnsweringaQuestion(5 minutes)
AsktheclasstoformtheirtriadstocomparetheiranswersfortheChapter8question.Makesuretheyhavespecific
evidenceflaggedtoanswertheirquestions.Askafewtosharetheirideaswiththewholeclassandcollecttheirwritten
work.
C.SomebodyInWantedButSoinTriads(10minutes)
ProjectacopyoftheSomebodyInWantedButSorecordingform onthedocumentcamerasoallstudentscanseeit.
Notehowthelastboxoftherecordingasksthemtothinkaboutthethemeofthestory.Todaytheyaregoingtoworkintheir
triadstothinkaboutthecentralideaorthemeofthewholestoryofEagleSong.
DistributetwocopiesoftheSomebodyInWantedButSorecordingformtoeachstudent.Tellstudentsthefirstsomebody
theyshouldthinkandtalkaboutisMr.Bigtree.Studentsshoulddiscusswiththeirtriad,thencompletetheirownindividual
recording for.
Afterstudentshaveworkedwiththisidea,asktoheartheirfinalstatements.Itislikelythattheywillprovidestatements that
aremoreofaretellingoftheSomebodyInWantedButSoconstructthanacentralidea.(Forexample,theymightsay:Mr.
Bigtree,inNewYorkCity,wantedworktotakecareofhisfamily,buthissonwasunhappy,sohetoldhimandhis
classmatesabouttheIroquoisways.)Pushstudentstowardtheso:whydidtheauthorshowustheseeventsandchoices?
Whatdidhewant ustolearn?Helpstudentstakethatthinkingonestepfurthertoapotentialcentralmessage:Stories
fromthepastcanhelppeoplemakegooddecisions.
Askstudentstoworkintriadstocompletethesecondcopyoftherecordingform,withthesomebody beingDanny.
Modelingprovidesaclearvisionofthe
expectationforstudents.
D.WholeClassDiscussion:Theme(10minutes)
AsktriadstoreportoutontheirthinkingfromthelastboxoftheirSomebodyInWantedBut Sorecordingforms.Continue
toprobestudents,sotheymovebeyondsummarizingtheplottotalkingabouttheso orthemeofthenovel.
Asstudentsshareouttheirthemestatements,beginnewThemesinEagleSonganchorcharts.Listonestrongtheme
statementperchart.
A.NewAnchorCharts:Themesof EagleSong(8minutes)
Askstudentstocontinuetoworkintheirtriadsandgatherbyoneofthenewthemesin EagleSong anchorcharts.Askthem
toaddspecificdetailsfromthenovelthatalignwiththethemestatements.(Forexample,ifstudentsgeneratedthetheme
Peopleshouldtalktoeachotherabouttheproblemstheyarehaving,detailsthatstudentsmightcapturewouldbe
relatedtoDannytalkingabouthisproblemswithhisfather,howthingswerehardforDannywhenhedidnottellaboutthe
fightontheplayground,andhowDannywasbraveenoughtotalktoBradandTyrone.)
Afewstudentsmaybenefitfrom
havingsomepremadehintcards
availabletothemduringthis
portionoftheclass.Hintcardsare
indexcardswithdetailsthatlikely
supportthethemestatements
alreadywrittenonthem.
Homework
None,unlessstudentshavenot completedthenovelorthepreviousTrackingMyThinkingsheets.Studentswhohavenot
donesoshouldcompletethoseashomework.
Name:
Date:
Somebody...In...WantedBut...SoCloseReadRecordingForm
CapturingtheGistofaStory
YouhavecompletedreadingthenovelEagleSong!Talkwithyourtriadaboutthethemeofthenovel.
Whatisthe centralmessageorlessontheauthorwantsyoutolearn?
Somebody.
(character)
In
(setting)
Wanted
(motivation)
But
(problem)
So
(resolution)
Grade4:Module1:U
Somebody...In...WantedBut...SoCloseReadRecordingForm
Afterthinkingandtalkingmoreaboutthisnovelwithyourtriad,NOWaskyourselves,Sowhat?
Whydidtheauthorchoosetoshowreaderstheseeventsandchoices?Whatdidtheauthorwantustolearn?
Supportyourideaswithspecificdetailsfromthetext.
OptionalEagleSongAssessment:EvidenceBasedParagraphWriting
GRADE4:MODULE1A:EAGLESONG
Icanrecognize,interpret,andmakeconnectionsinnarrativestoothertexts,ideas,culturalperspectives,personalevents, andsituations.(RL.4.11)
Icanchooseevidencefromfourthgradeliteraryorinformationaltextstosupportanalysis,reflection,andresearch.(RL.4.3andW.4.9)
OngoingAssessment
IcanconnectwhatIalreadyknowabouttheIroquoistotheideasinthenovelEagleSong.
EndofUnit2Assessment:TopicExpansiongraphic
organizerandparagraphwriting
IcananalyzethecharacterofDannyfrom EagleSong.
Icansupportmyanalysiswithevidencefromthetext.
Agenda
TeachingNotes
1. Opening
Allowstudentstousethechartstheyhavebeenbuildingasaclassduringthisassessment.
A. LearningTargets(5minutes)
B. PreviewofAssessmentTask(5minutes)
2. WorkTime
A. EndofUnit2Assessment(35minutes)
A. ClassDiscussion(5minutes)
4. Homework
LessonVocabulary
Materials
analyze,analysis,traditional
TrackingmyThinking packet
EndofUnit2Assessment:SolvingConflict (oneperstudent)
Opening
A.LearningTargets(5minutes)
LetstudentsknowthattodaytheywillcompletetheirworkwithEagleSong bythinkingandwritingindependentlyabout
themaincharacter,Danny,and howheusesthesupportofhisfamily,community,andculturetohelphimsolvehis
problems.
Askstudentstoreadthelearningtargetaloudwithyouandtodiscussthewords analyze and analysisandsharetheir

thinkingwiththeclass.Tryandbuildonwhattheyofferforexample,iftheycomeupwithstudyingsomething,or
lookingcloselyatsomething,bridgetheirunderstandingtoanalyzing acharacter.Thatsright,wearegoingtostudythe
characterofDannyclosely,andthinkabout howheusesthesupportofhisfamily,community,andculturetosolvehis
problems.Thenwearegoingtowritean analysiswritingthatexplains howhedoes this.And,asusual,youaregoingto
supportyouropinionswithevidencefromthetext.
B.PreviewofAssessmentTask(5minutes)
Showstudentstheassessmenttaskandaskthemtoreaditover.Askquestionstoensurethatstudentsunderstandwhatis
expectedforexample,Whatisthefirststepyouwilltake?andWhatresourcesdoyouhaveavailablethatyoushoulduse
todoagreatjobwiththisassessment?(Someexamplestheymightcitewouldbetheirbooksorthepacket.)
Makesurestudentsunderstandthattheyareexpectedtocompletethisassessmentwithoutcheckinginwiththeirneighbors.
WorkTime
A.EndofUnit2Assessment(35 minutes)
Distributethe EndofUnit2Assessment:SolvingConflict.Addressanyclarifyingquestions.Theninvitestudentsto
begin.
Dependingonyourclassprogress,
youmaywanttohavestudentsfill
outthegraphicorganizeringroups
anddothewritingindividually.
Asstudentsareworking, observethemtoensurethattheyareactivelyusingtheirbookswiththeirevidenceflagsandthe
anchorchartstoselectsupportingevidencefortheirparagraphs.
foryou?
Collectstudents EndofUnit2Assessments.
A.ClassDiscussion(5 minutes)
Aftercollectingstudentswork,posttheguidingquestionforthisunitonyourboardorinteractivewhiteboard.Askstudents
toThinkPairSharewithaneighboraboutthequestion,HowcanweusethelessonsDannylearnstomakeourclassroom
communityabetterplace?Goaroundtheroom,askingeachpairtocontributeideas.Ifapairsideahasalreadybeen
taken,promptthemtosaymoreabouttheideabyasking:Whatwouldweneedinordertodothat?orWhatother
peoplebesidesthisclasswouldneedtobeinvolved?
Planthegoaroundtoensurethat
studentsrequiringadditional
supportarechosenneitherfirstnor
lasttocontributetheirthinking.
Thiswillallowthemextrathink
timeandthescaffoldingofhearing
othersideas,andwillmakeitmore
likelythattheirspecificideahasnot
beencompletelydiscussed.
Homework
None,unlessstudentsstillneedtocompleteprevious TrackingMyThinkingsheetsfromtheirreadingof EagleSong.
SupportingMaterials
Grade4:Module1A:EagleSongAssessment
EVIDENCEBASEDARAGRAPHWRITING
Name:
Date:
EndofUnit2Assessment:SolvingConflict
InthenovelEagleSong,themaincharacter,Danny,isaMohawkboywhohasmovedtoBrooklyn.HowdoesDannyusethe
supportofhisfamily,communityandculturetosolvehisconflict?Usethegraphicorganizertoprepareyourresponse,andthen
writeaqualityparagraphtoexplainyouranalysis.
Reserved.
NYSCommonCoreELACurriculum G4:M1:U2:L17 June2013 5
Grade4:Module1A:EagleSongAssessment
EVIDENCEBASEDARAGRAPHWRITING
Endof EagleSongAssessment:SolvingConflict
FirstDetail:
HowdoesDannyusethesupportofhisfamily,community or
culturetosolvehisconflict
Second Detail:
HowdoesDannyusethesupport ofhisfamily,community or
culturetosolvehisconflict
ConflictthatDannySolves:
ThirdDetail:
HowdoesDannyusethesupportofhisfamily,community
andculturetosolvehisconflict
Reserved.
Conclusion
EagleSongbyJosephBruchac
TRACKINGMYTHINKINGPACKET
Name________________________________
Date_________________________________
Chapter1
Andthenwemovetothebirds,thosethatfly.Theseareveryspecial.Thesebirdsdo
many,many,manyduties.Andthechief,theleader,theeagleistheonethatlooks out
forall.Andwethinkofeventhesmallest,thetiniest,thehummingbirdandthesongs
thattheygiveusthatcanraiseourspiritswhenwedontfeelgood.Theywakeusin
themorning,theyreminduseverydaythisisanotherday.Theyaremessengersand
wegivethanksforallthebirdsoftheworld.OrenLyons
Pages710
1. WhatmisunderstandingsdothechildreninDannysschoolhaveabouttheHaudenosaunee?
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2. HowislifeinBrooklyndifferentfromlifeinAkwesasne?
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Page10 13
3. WhatistheimportanceoftheeagleforDanny?
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4. Howelsedoestheauthorusebirdsinthischapter?
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5. Howdoesthefatherspresenceaffectthefamily?
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Chapter2
GUSTOWEH(pronouncedgaSTOHweh)referstoahatthatfitssnuglyonthe
headthatHaudenosauneemenwearatcommunitygatheringsandceremonies.
Theycanbedecoratedwithanimalhide,silver,hairandfeathers.Eachnationof
theHaudenosauneehasadifferentnumberofeaglefeathers,andthesefeathers
arepositioneddifferentlyonthegustoweh.
1. HowdoestheexcerptbelowcomparewithRichardBigtreesexplanationaboutwherewomenfitinthe
HaudenosauneeNation?
Butweknewlongago,ourpeopleknewlongagothatwomenwerethecenterofournation.
Werepartners.Wevealwaysbeenpartners,fullandequal,withdutiesofthewomanand
dutiesoftheman.Notdifficult.Noonebetterthantheotherbutworkingfor thegoodofthe
familyandworkingforthegoodofthenation.Notaproblem,thisideaofequality.OrenLyons
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2. HowaregustowehsandhardhatsthesameforRichardBigtree?
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3. Howdoestheauthorusebirdsinthischapter?
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Date_________________________________
Chapter3
1. NotethreesimilaritiesbetweenthissectionandBirthoftheHaudenosauneefromUnit1.
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2. Howdoestheauthorof EagleSong changetheHaudenosauneePeacemakerStory?
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3. WhydoesDannyfeelthathisclassneedstohearthisstory?
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Date_________________________________
Chapter4
1. Howdoestheauthorshowthereaderthatthestudentsareinterested?
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2. WhatdoTyronesactionsonpage42showabouthimthatDannyhadntnoticedbefore?
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Chapter 5
1. WhydoestheauthortitlethischapterTheLongestDay?
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2. DoesTyronehitDannywiththeballintentionally(onpurpose)?Usespecificevidencefromthetextto
supportyourclaim.
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Chapter6
1. HowdoWillandDannyhandleconflictdifferentlyintheirschools?
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2. Howdoestheauthordeveloptwodifferentmeaningsforthetitleofthechapter?
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3. Howdothosedifferentmeaningscomparetoeachother?
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4. WhatdothosedifferentmeaningsshowusaboutWillsandDannyscharacters?
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Chapter7
1. WhatanimalsdoesHalcompareBigtreetowhenhedescribestheaccident?
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2. Whatkindofimagedoestheauthorcreatewhenhedoesthis?
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3. WhyisWillsdreamimportantinthischapter?
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4. Whycanhavingfriendsberisky?
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5. Howdotheeventsinchapter7connecttothefollowingquotation?
KyleKaronhiaktatieBeauvais,aMohawkironworker,says,"AlotofpeoplethinkMohawksaren't
afraidofheightsthat'snottrue.Wehaveasmuchfearasthenextguy.Thedifferenceisthatwe
dealwithitbetter.Wealsohavetheexperienceofoldtimerstofollowandtheresponsibilitytolead
theyoungerguys.There'sprideinwalkingiron."
https://www.lib.ncsu.edu/archivedexhibits/boomingout/about.html
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Chapter8
1. HowdoesDannyusehisfatherswordsaboutpeaceinthischaptertochangehissituationinschoolandhis
outlookonhislife?
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UnitataGlance
Grade4:Module1A:Unit3Overview:
BuildingaClassroomCommunity
Overview
UnitataGlance
Unit3expandsontheconversationaroundsymbolism andculturebeguninUnit1toincorporateglobalperspectives.Students listento,view,andcloseread informational

textsregardingthetraditionsotherculturesusetotellstoriesandpassdowninformation. Studentswillrevieworaltraditionandrevisititfromadifferentangleasthey
exploretheGriottraditioninAfrica.StudentswilllookathowsymbolscanbecapturedinartthroughblanketmakinginHawaiiandquiltmakingthroughPatricia
Polaccosstory TheKeepingQuilt.Studentswillrevisitspecific textsand notesfromUnits1and2toexaminehowthecentralideaofcommunityconnectsthetextswithin
themodule. Studentswillusethesetexts,videos,and theirunderstandingof symbols,community,andculturaltraditions tocreateaquiltthatdefinestheclassroom
community.Eachstudent willcreateasymbolonaquiltsquare thatrepresentssomething theyvalueaboutthemselvesandthattheybringtotheclassroomcommunity,
suchasapositivepersonalitytrait oraccomplishment. Emulatingthepracticeoforaltradition,studentswillthenexplainthesymbolismbehindtheirquiltsquares, which
willbethesourceoftheendofunitassessmentinwhichstudentswillwritetoexplainhowthestudentcreatedquilt willunitetheclassroomasacommunity.
Howcanourclassroomdrawideasandpracticesfromdifferentculturestocreateastrongcommunity?
Peacecanbecreatedandsustainedthroughpersonalresponsibility, agreementsandactions.
Peopleallovertheworldhavemethodsofpreservingtheircultures.
MidUnitAssessment
None,duetoabbreviatedlengthofunit.
EndofUnit Assessment
OnDemandReadingAssessment:TheEvolutionofOralTraditioninMountainBallads
ThisassessmentcentersonNYSP12CCLSStandardsRI.4.1,W.4.2, W.4.9, W.4.10,SL.4.1.andL.4.4.
CentralTexts
VideoaboutOralTraditionDailyLifeatOnondagaVideotobelinked
TalkingDrums TheGriotsofMali (videoandtranscript)
ExcerptfromNativeQuiltingTraditionsEducatorGuidehttp://nmai.si.edu/sites/1/files/pdf/education/quilts.pdf
TheKeepingQuilt,PatriciaPolacco(ISBN13:9780153052125)(920L)
TheEvolutionofOralTraditioninMountainBallads(videoandtranscript):http://www.npr.org/templates/transcript/transcript.php?storyId=143010880
UnitataGlance
Thisunitis7days.
Lesson
LessonTitle
LongTermTargets
SupportingTargets
OngoingAssessment
Lesson1
HowCommunityisShapedbyCulture:
A preteensperspectiveonthe
Haudenosauneetoday.
Icanparaphraseinformationpresentedindiverse
mediaandformats.(SL.4.2)
Icanretellthemainpointsofaninformational
video.
Anchorchart
Icanengageeffectivelyinacollaborativediscussion.
(SL.4.1)
I canidentifyhowacommunityisshapedbyits
culture.
Teacherobservations
Imakeinferencesaboutavideo.
Lesson2
Comparing HistorySharing:The
TalkingDrumsofMali
Icananswerquestionsusingevidencefromtext.
(RI.4.1)
Icanexplainthemeaningofmetaphorsincontext.
(L.4.5a)
Icanexplainametaphorinatext.
Anchorchart
I canengageindiscussioncomparingatextand
Teacherobservations
avideo.
Icanparaphraseinformationpresentedindiverse
mediaandformats.(SL.4.2)
Lesson3
Lesson4
GettingtheGist:Hawaiianquilt
Icanengageinacollaborativediscussionwithdiverse
partners.(SL.4.1)
Icandeterminethegistandmainideaofatext
usingimportantwordsfromthetext.
Reflectingbackonhowsymbolismand
communityfitintoallofthepieceswe
havestudiedinthemoduleusingthe
Hawaiiantextasajumpingoffpoint.
Icandeterminethemainideausingspecificdetails
IcanintegratetheinformationinthetwotextsI
havereadsofar.
The KeepingQuilt: Identifyingtheme

and symbolism inthepassingdownof
cultural storiesandexperiences
Icandetermine athemeofastoryfromdetailsinthe
Teacherobservations
Closereadannotationsandmargin
notes
Icanintegrateinformationfromtwotextsonthesame
topic.(RI.4.9)
text(RL.4.2).
IcanidentifythethemeofTheKeepingQuilt.
Teacherobservations
Icantakenotesonatopicandsharethemwith
peers.
Studentsnotes
Icancreateaquiltsquarethatwillhelptodefine
Teacherobservations
Anchorchart
IcandocumentwhatIlearnaboutatopicbytaking
notes.(W.4.8)
Lesson5
MakingConnections:Building a
community througha classroomquilt
Icanintegrateinformationfromtwotextsonthesame
topicinorder towriteorspeakaboutthesubject
knowledgably.(RI4.9)
Icancreateanartworkinresponsetoathemestudied
myclassroomcommunity.
Studentcreatedquiltsquares
Icanexplainhowsymbolshelptodefinea
community.
inclass.(W.4.11)
Lesson6
EndofUnitAssessment:Ondemand
Icanrefertodetailsandexamplesinatextwhen
Icanusedetailsinatexttoexplainwhatatext
EndofUnitAssessment:The
UnitataGlance
paragraph writing
explainingwhatthetextsaysexplicitlyandwhen
drawinginferences.(RI.4.1)
Icanwriteinformative/explanatorytextstoexamplea
says.
IcanfollowourgroupnormswhenIparticipate
EvolutionofOralTraditionin
MountainBallads
inaconversation.
topicandconveyideasandinformationclearly.(W4.2)
Icandrawevidencefromliteraryorinformationaltexts
tosupportanalysis.(W.4.9)
Icanwriteroutinelyovershortertimeframesfora
rangeofdisciplines.(W.4.10)
Icandeterminethemeaningofunknownwordsand
phrases.(L.4.4)
Lesson7
DefiningOurClassroomCommunity
Icanreportonatopicusingdescriptivedetailsto
supportamainideaortheme.(SL.4.4)
Icanexplainhowourclassroomquiltdefines
ourclassroomcommunity.
Explanatoryparagraph
Teacherobservation
Icanindependentlywriteanexplanatory
paragraph.
IcanfollowourgroupnormswhenIparticipate
inaconversation.
BringingCommunitiesTogether:
DailyLifeatOnondaga
DailyLifeatOnondaga
Icanparaphraseinformationpresentedindiversemediaandformats.(SL.4.2)
OngoingAssessment
Icanretellthemainpointsofaninformationalvideo.
CultureandCommunity AnchorChart
Ican identifyhowacommunityisshapedbyitsculture.
Imakeinferencesaboutavideo.
Agenda
TeachingNotes
1. Opening
Studentswillquicklyreviewwhattheylearned abouttheHaudenosauneecultureandcommunityin
ordertosetthestageforlearningabouthowvariousculturespassdowninformationandunitetheir
communities.
A. ReflectingonHaudenosauneeCulture(10minutes)
2. WorkTime
A. Video: LifeatOnondaga(15minutes)
B. CultureandCommunityAnchorChart (20minutes)
C. Debrief(5minutes)
ThevideothestudentswillbewatchingwasfilmedneartheOnondagaNationSchoolin,NY. Iftime
allows, considerincorporatinginstructionaroundthesymbolismfoundintheschoolbuildingitselfto
supplementthelearningaroundsymbolismfromUnit1.Informationmaybefoundhere:
http://www.lafayetteschools.org/teacherpage.cfm?teacher=681.
ReviewThumbsupThumbsdownProtocol(AppendixA)
A. ThumbsUp,ThumbsDown(5minutes)
4. Homework
Althoughnotpartofthelesson,thetranscriptofthevideoisprovidedforteacherswhomayneedtouse
itassupportfortheirstudents.
LessonVocabulary
Materials
community,culture,ceremonies,
transcript
VideoDailyLifeatOnondaga: https://www.youtube.com/watch?v=g9vhmZ4gHrs
Anchorchart (foundinSupplementalMaterials)
Video NoteCatchers(oneperstudent) (foundinSupplementalMaterials)
DailyLifeatOnondaga
Excerptfrom TalkingDrumsofMali transcriptforhomework(foundinSupplementalMaterials)
Transcriptofvideo DailyLifeatOnondaga(foundinSupplementalMaterials)
Opening
A.ReflectingonHaudenosauneeCulture(10 minutes)
Informstudentsthatthisfinalunitwillfocusoncultureandcommunity.Askstudentsforadefinitionofculture.Listenfor
thebeliefsorcustomsofasociety. Askstudentsforadefinitionofcommunity.Listenforagroupofpeoplewholivein
thesameplaceandhavesomethingincommon.
Clarifyingvocabularymeetsthe
needsofELLsandotherstudents
developingacademiclanguage.
AskstudentstoThinkPairShareaboutwhattheyhavelearnedabouttheHaudenosauneecultureandcommunity.Aftera
fewminutes,allowsomestudentstosharewiththewholeclass.Informstudentsthatwewillstillbelearningaboutthe
Haudenosauneeculturebutwewillbeexpandingourconversationtoincludeotherworldculturesaswell.
Sharethelearningtargets:Icanretellthemainpointsofaninformationalvideo.Icanidentifyhowacommunityisshaped
byitsculture.Icanmakeinferencesabout avideo.Invitethestudentstodiscusswhatthesetargetsmeanfortheirwork
today. Remindstudentsabout makinginferences ifnecessary. Focusstudentsontheirunderstandingofthephrase
communityisshapedbyitsculture.Ask:Whatisshaping?Whenacommunityisshapedbyitsculture,what is
happening?(Listenforcommentssuchas:Asociety isformedbythetraditionssharedbyitspeopleorThecustomsthat
peoplehaveandsharewitheachothercanhelptobringthemtogethertomakeacommunity.)Pointouttostudentsthat
today,andfortherestoftheunit,theywillbelookingat howdifferentculturesshapetheircommunities.Besuretoreview
mainideaforproceedingaswell.
WorkTime
ForELLs,considerposting
nonlinguisticsymbolsforsomeof
the keyvocabularytermsinthe
targets(e.g.,achartwithnumbers
fordata).
A.Video:LifeatOnondaga(15minutes)
Sharewiththestudentsthatthe videotheyareabouttoseewasfilmedonthecampusoftheOnondagaNationSchoolonthe
OnondagaReservationnearSyracuse,NY.ShowstudentsamapofNewYorkStatetoclarifythelocation.Explainthatthe
childrenwhoattendthisschoolareOnondagaandthisvideowasmadespecificallyforthisunit.
Tellstudentsthat theywillwatchthevideoonceforgist.Showthevideo DailyLifeatOnondaga.
DistributeVideoNoteCatchers.Informstudentsthattheywillwatchthevideoagainbutthistime,theywillfocusonthe
firsttwoquestionsonthenotecatcher.Reviewthetwoquestionsandclarifyasnecessary.Tellstudentsthattheywillnot
DailyLifeatOnondaga
answerthelastquestionyet.
Remindstudentsthatwhentakingnotes,theyarenotexpectedtowritecompletesentences.Thepurposeofthenotesisto
jotdownquickobservationsmadewhilewatchingthevideo. Emphasizethatitisnotimportanttowritedowneverything
thattheyhearorsee,justenoughtoanswerthequestionsonthenotecatcher.Showthevideoasecondtime.Circulateto
supportstudentsastheytakenotes.
Askstudentsiftheyfeeltheygotenoughinformationtocomeupwithamainideaforthevideo.Usethe Thumbsup
Thumbsdownprotocol toassesswhetherthevideoshouldbeshownathirdtime.
Placestudentsintotriadstotalkaboutthenotestheytookandto comeupwithamainideaforthevideo.Afterafew
minutes,askforvolunteerstosharetheirmainideas.Answersmayinclude:TheOnondagaSchoolisverysimilartomyown
school.TheOnondagawayoflifehaschangedbutmanyoftheirritualsarethe same.Theboyinthevideoappreciates
theOnondagaculture.EnsurediscussionincludesthepassingofOnondagarituals/languagethroughthegenerationsas
wellasthefunctionofthedrummingandsingingintheceremonies.
B.CultureandCommunityAnchorChart:Modelling(20minutes)
Informstudentsthattheywillbebeginninganewanchorchartthatwillhelpthemkeeptrackofthecommunitiestheywill
belearningaboutinthisunit.Youwillfillinthechartforthevideotogethersothatstudents willbeabletocompletetherest
ontheirown inlaterlessons.
Distributethe CultureandCommunity AnchorCharttoeachstudent,orhavestudentscreateitintheirnotebooks.
Displaytheanchorchartonawhiteboardorwithadocumentcamera.
Encouragestudentstopairshare
theirthoughtsforthevideobefore
theboxesarefilled.Themoreof
thisactivity studentscandowithout
yourinput,thebetter.
Walkstudentsthroughyourthinkingasyoufillineachboxforthevideo.Callonstudentstohelpyoucomeupwith
suggestionstoputineachbox.Usethecompletedanchorchartfoundinsupplementalmaterialsasaguidebutusestudent
suggestionsaswell.Askstudentstoprovideevidencefortheirthinkingbeforeyourecord theirideas.
C.Debrief(5minutes)
Afterthe anchorcharthasbeencompletedforthevideo,askstudentstodebriefintheir triads.Encouragethemtoshare
theirthoughtsanddiscoveries:
WhatnewinformationdidtheyfindoutabouttheHaudenosaunee?
Howeasyordifficultdidtheyfindtakingnotesonavideo?
Weretheyabletocometoaconsensusonamainidea?
Remindthemhowimportantitistolearntocollaboratewiththeirpeers,andthatthisisoneofthebigskillstheywillbe
workingonallyear.
DailyLifeatOnondaga
A.TurnandTalk(5minutes)
Askthestudents:Howcanourclassroombuildacommunity? Withapartner,turnandtalkaboutwayswecanbringour
classtogetherasacommunity. Askstudentvolunteerstosharetheirideas.
Homework
Studentswillclosely readaportionofthe TalkingDrumsofMalitranscriptandanswerquestions.

InformstudentsthatthetextwasspokenbyamanforwhomEnglishisnothisfirstlanguage.Explainthatthisisa
transcript(printedversion)ofsomethinghesaidsoithasnotbeeneditedbuttheywillstillbeableto understandwhatis
beingsaidintheparagraph.
Remindstudentsthatgistisinitialthinkingofwhatatextismostlyabout.
SupportingMaterials
VideoNoteCatcher:
DailyLifeatOnondaga
Video NoteCatcher
DailyLifeatOnondaga
Whatdoyoufindoutabouttheboyinthevideo?
WhatdoyoulearnabouttheOnondagaNationcommunity?
Basedonyournotes,whatisthemainideaofthisvideo?
CultureandCommunityAnchorChart
CultureandCommunity AnchorChart forTeacherReference

Text/Video
Community
represented
Howdoesthe
communityshare
itsstories/history?
DailyLifeatOnondaga
Onondaga Nation
Drummingandsinging
atceremonies(oral
tradition)
JohCamaraTranscript
Malivillages
Drummingandsinging
byjellis(oraltradition)
HawaiianQuilt
Hawaiian
Throughsymbolsand
picturesonaquilt
TheKeepingQuilt
RussianJewish
Thematerialsand
picturessewnona
quilt.Alsooral
tradition.
Howdoesithelpto
bringthe
community
together?
Whenthecommunity
gatherstoperform
ceremonies,the
drummingandsinging
isapartofitandall
agegroupsparticipate.
Thejellistravelto
makesureeveryone
knowsthestoriesand
getsthemessagesthat
areimportanttothe
people.
Whatisthemain
idea?
Explainany
symbolism
Eachgenerationlearns
abouttheOnondaga
culturethrough
languageandthrough
theceremonies.
N/A
Thejelliare
responsibleforkeeping
the Malitraditions
alivethroughtheir
storytelling.
Thequiltsallowthe
communitytoshare
andbeproudof
Hawaiianhistoryand
culture.
Thepiecesofthequilt
comefromdifferent
familymembersand
neighborssothat
everyonesstorycanbe
told.
Hawaiianquiltskeep
Hawaiianhistoryand
culturealiveforfuture
generations.
Thewordjellimeans
bloodandthepeople
whoarecalledjelli
representtheblood
thatkeepsthe
communityandits
traditionsalive.
SymbolsofHawaiian
royaltycrowns,leis,
combs.Thestars
representtheeight
mainHawaiianislands.
Thequiltwaspresent
ateverymajoreventin
thefamilyslives.The
quiltrepresents ones
pastalwaysbeingwith
us.
Althoughthingsmay
change,family history
helpsusremember
wherewecamefrom.
CultureandCommunityAnchorChart
CultureandCommunity AnchorChart
Text/Video
Community
represented
Howdoesthe
communityshareits
stories/history?
Howdoesithelpto
bringthe
community
together?
Whatisthemain
idea?
Explainany
symbolism
ExcerptfromTheTalkingDrumsofMali:
Homework
Readthisexcerptfrom TheTalkingDrumsofMali.Underlineideasyou understandandcircleanywordsthat

areunfamiliartoyou. (Notethatthisisatranscriptofsomeonespeaking,andEnglishisnothisfirst
language.Youmayseesomemistakes.)
LearningtoDrum
IstartdrummingsinceIwasfiveyearsold.AsayoungboybackhomeinMali,whereImfrom,you
know,whenyouareaboy,yourtoyisadrum.Soeverytimeyoucry,theyjusthandyouthedrum,
andyoujustkeepbangingonit,andyoudontevenknowwhatyouredoinguntilyoustopcrying.So
thatshowIstart,soIhadmyfirstdrumwhenIwastwoyearsold,andIstartdrummingaroundthe
ageoffive.AndasIsaid,Icomefrom,youknow,abigfamilyofthegriot,andinthegriotfamily,
everyday,peopleplay,sing,anddanceeveryday.SoI grewupseeingpeopledoingthatevery
dayaftereachmealisthepartytime.Soyouseepeopleplaying,drumming,singing,andyoujust
watchandyoutrytobepartofit,andyouknowthatshowyoulearn.
WhatisonefeatureofacommunityinMali?
Whatdoyouthinkagriotis, basedonthetext?
Whatisthegistofthisexcerpt?
HomeworkChallenge:Research griot andcompareyourfindingstoyourdefinitionoftheword.Howdoesyour

definitioncomparetowhatyoufound?Wereyouabletorelyoncontextcluestocomeupwithacorrect
definition?
TranscriptofDailyLifeatOnondaga
TranscriptofDailyLifeatOnondaga
JoAnne:SowhatsitlikelivingatOnondaga?
Joseph:Itsveryfunandopenhere.Ilikewalkingaround,especiallywithmyfamily.AndIalso
likegoingtotheceremoniesbecauseIalsoliketosinganddance.AndIliketobikearoundheretoo
itsveryfun.Andlike,itsverycoolherebecauseeveryoneknowswhereeveryonelivesso,like,we
havealotoffamilyaroundhereandwecandriveoverandbeokay.
JoAnne:Doyouplayanysports?
Joseph:IplaylacrosseandinthefallIplaycrosscountry.MosttimesIrun,incrosscountry
practiceIrun,like5milesor3miles.Andlacrosse wehaveatwohourpracticeanditsreally
intense.
JoAnne:Sowhatsschoollikeforyou?
Joseph:Schoolisreallyfunformebecausewehaveahugetimeinourclasseswhereitslike
Language,andwetalkaboutandlearnaboutourwaysandhowwedostuffanditsreallyfun.And
theresalsoELAclassestoo.IlikeELAtoo.
JoAnne:Whatdoyouhavethere?
Joseph:Itscalledawaterdrumanditsplayedonspecialoccasionsandcelebrationsanditsused
forfastbeatsorforadancecalledWomansDanceanditsveryappreciative.
JoAnne:Willyousingforme?
Joseph:Sure.
JoAnne:Willyou?Great!
Joseph:Now?
JoAnne:(Laughs)YespleasethatwouldbegreatIdloveit.
<<Josephbeginstodrumandsing>>

Comparing Media:
The Talking Drums of Mali
GRADE 4: MODULE 1: UNIT 3: LESSON 2

Comparing Media:
Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can answer questions using evidence from text. (RI.4.1)
I can explain the meaning of metaphors in context. (L.4.5a)
I can paraphrase information presented in diverse media and formats. (SL.4.2)
Supporting Learning Targets
Ongoing Assessment
I can explain a metaphor in a text.
Culture and Community Anchor chart
I can engage in discussion comparing a text and a video.
Students notes
NYS Common Core ELA Curriculum G4:M1:U3:L2 June 2014

Comparing Media:
Agenda
Teaching Notes
1. Opening
The video and transcript for this lesson was found on primary source.org, an organization dedicated to
global education and understanding. More information about this topic , as well as other activities, may
be found there: http://resources.primarysource.org/content.php?pid=144239&sid=1226877
A. Engaging the Reader (HW review) (10 minutes)

2. Work Time
A. Close Reading a Video Transcript (30 minutes)
B. Debrief (15 minutes)
3. Closing and Assessment
Be prepared to explain to students that the man in the video does not speak English as a first language
but everything he says in the video has been transcribed for them. They will be studying the video as
well as the transcript.
Griot is pronounced gree-oh
A. Exit Ticket (5 minutes)
Be prepared to show students Mali on a map of Africa and the location of Africa in respect to the U.S.
4. Homework
Lesson Vocabulary
Materials
Transcript, griot, jelli, initiation, Mali,

oral tradition, documentation,
communication, narrator, vocabulary,
metaphor, symbolism
Video- The Talking Drums of Mali video is available under the Primary Source Activity Section
http://resources.primarysource.org/content.php?pid=144239&sid=1226877
Culture and Community Anchor Chart (from Lesson 1)
Document camera or interactive white board
Joh Camara Transcript from Talking Drums of Mali (found in Supplemental Materials)

Comparing Media:
Opening
A. Engaging the Reader (10 minutes)

Ask the students to sit with a partner to discuss last nights homework. Post these questions for students to see. They will
have a few minutes to discuss the questions and then each group will share out.
What was the gist of the paragraph?
What did you find out about the people and communities of Mali?
What do you know about the person talking?
Did you research griot? What did you find?
Cold call on volunteers to share responses to the questions. If students know about Mali or griots, allow them to share their
knowledge with the class. Show Mali on a map.
Explain to students that this paragraph was only a portion of an entire transcript of a video that they will be watching.
Discuss the speakers language in the transcript and video if necessary. Sometimes when a persons first language is not
English, when they learn English they speak it with an accent that may be different than ours.
Explain to students that we have read about and saw examples of the Haudenosaunee oral tradition and how the
Haudenosaunee keep their communities together. We will now begin studying other cultures and think about how people all
over the world share their histories and build their communities.

Comparing Media:
Work Time
A. Close Reading a Video Transcript (30 minutes)

Write the definition of transcript on the board. Verbally review the definition and use the word in 2-3 sentences to clarify
the definition for students. Explain that the text they are about to read is a transcript of the video they will be viewing.
Explain that they will be reading and viewing the video in chunks so that you can ensure their understanding of the content.
Distribute Joh Camara Interview Transcript to each student. Ask students what they notice about the transcript.
Ensure that students notice the titles of each section as well as <<Joh>> and <<A Drummer from Mali>>. Lead a brief
discussion about the layout of this text and how it compares to other texts they have been reading. Ask questions leading
students to discover what a transcript is. Consider comparing the features of the transcript to the text features of The
Iroquois from Unit 2. Explain that a transcript is a written or printed version of material originally presented in another
medium. To illustrate, give an example of testimony given in a courtroom, a written version of a famous speech, etc.
Students should add transcript to their vocabulary journals.
Show students the video up to the first break, What is a Jelli? Now read aloud the same paragraph and ask students to
follow along as you read. As you read, they should be listening for and underlining important details about Joh, the narrator.
They should also circle any words they do not know.
After you read, have students turn and talk with their partner about the gist of the paragraph. Students should write a gist
statement in the margin. Call on volunteers to share gist statements and any questions they have about the reading so far. Be
sure not to answer any questions that are answered later in the text.
Show the second portion of the video from What is a Jelli? up to Learning to Drum. Read aloud the same paragraph and
ask students to follow along as you read. As you read, they should be listening for and underlining any imagery they see.
Review imagery if necessary.
After you read, have students turn and talk with their partner about the imagery in the paragraph. Ask students to discuss
the purpose of this imagery, with questions such as: What effect does Johs description have on your understanding of the
word jelli? After students have written a gist statement in the margin, call on volunteers to explain what a jelli is and how
they know. Call on a student to describe the imagery and the purpose it serves in the text. Explain to students that Joh is
using a metaphora comparison in which one thing is said to be another. Move students toward an understanding of how
Joh compares the jelli of Africa to the blood in your body and how the jelli serve the same purpose as blood. He is indicating
how important the jelli are to the people of Mali. Spend as much time on this concept as is needed to clarify. Give additional
examples of metaphor to support understanding. Consider recalling the reference to the longhouse in the video Whats in a
Name? from Unit 1, Lesson 1. Explain how the figurative longhouse covers the state/land in order to include everyone in

Comparing Media:
the community. If time permits, show the clip to clarify.

Show students the video up to Uses of the Drum: Initiation. This is the part they read for homework last night. Read aloud
the same paragraph and ask students to follow along as you read. As you read, they should listen for and underline what they
learn about the drumming culture in Mali.
After you read, have students turn and talk with their partner about how Joh learned to drum. What does this tell them
about drumming in Mali? Students should write this in the margin next to the paragraph. Call on volunteers to share the
statements they wrote.
Show the next part of the video up to Talking Drums. Read aloud the same paragraph and ask students to follow along as
you read. They should listen for and underline clues to figure out the meaning of initiation.
After you read, have students turn and talk with their partner about what initiation might mean. They should write this in
the margin next to the paragraph. Call on volunteers to share their definitions of initiation. If students have difficulty coming
up with a definition, lead a discussion that guides them to the action of admitting someone into group.
Show the next part of the video up to Language of the Drum. Read aloud the same paragraph and ask students to follow
along as you read. As you read, students should listen for and underline how the people communicate.
After you read, have students turn and talk with their partner about why this section is called Talking Drums. They
should write this in the margin next to the paragraph. Call on volunteers to share why this section is called Talking Drums
including evidence from the text to support their thinking.
Show the next part of the video up to Speaking with the Drum. Read aloud the same paragraph and ask students to follow
along as you read. As you read, students should listen for and underline important ideas.
After you read, have students turn and talk with their partner about the gist of this section. They should write a gist
statement in the margin next to the paragraph. Call on volunteers to share their gist statements. Discuss the language of
the drum with students.
Show the last part of the video Speaking with the Drum. Read aloud the same paragraph and ask students to follow along
as you read. They should listen for and underline important details.
After you read, have students turn and talk with their partner about the gist of this paragraph. They should write the gist
statement in the margin. Call on volunteers to share their gist statements and lead a brief class discussion summarizing the
video and transcript.

Comparing Media:
Work Time (continued)
B. Debrief (15 minutes)

Instruct students to take out their Culture and Community anchor chart. Students should work in groups of four (two
pairs can work together) to fill in the chart for Joh Camara Transcript. Circulate to provide assistance.
Display your anchor chart using a document camera or whiteboard and add students responses to your chart. Clarify
student thinking as necessary.
Closing and Assessment
A. Reflection (5 minutes)
Ask students: How are the transcript and video the same? How are they different? Which version did you prefer? Why?
Give students time to write down their thoughts.
Call on student volunteers to share their ideas.
Homework
For tonights homework, students will continue independent reading at home.
Grade 4: Module 1: Unit 3: Lesson 2

Supporting Materials

The Talking Drums of Mali:
Joh Camara Transcript

<<Joh>>
<<A Drummer from Mali>>
<<Drumming>>
Hello, my name is Mohamad Joh Camara, from Mali, West Africa. Im a master
drummer and dancer, and I learned this from my mothers side. Back home, we
have two different classes. We have class of kingdom, and class of entertainer.
And from my fathers side, Im from the class of kingdom, and from my mothers
side Im from the class of entertainers. And I learned all this from my mothers
side because I grew up with my mothers family. And my mother is what we call
back home a griot, and the griotthats how the Western people call thembut in
my culture we call them jelli.
<<What is a Jelli?>>
In my culture, jelli means blood. Why we call them jelli? So lets try to think about
the human being, you know; look at our body. Without our blood, how would we
survive? There is no way! You cant survive without blood. So think about it as if
Africa is a human body. So these people, which we call jelli, would be the blood of
that human body. Thats why we call them jelli. Thats how important they are.
Because they play so many different role in the village. So many things we are
talking about today, there is no documentation for that. Theres no book, theres no
video, theres no image for that. These people try to memorize history without
writing it down and they pass from generation to generation; its called oral
tradition. And, thats one of the biggest parts of a jelli. And this is very important.
Like we always say, tell me about methe rest doesnt matter. So this is one of the
things the jelli do; they tell you who you are. The jelli are the one who are keeping
the tradition alive.
<<Learning to Drum>>
I start drumming since I was five years old. As a young boy back home in Mali,
where Im from, you know, when you are a boy, your toy is a drum. So every time
you cry, they just hand you the drum, and you just keep banging on it, and you
dont even know what youre doing until you stop crying. So thats how I start, so I
had my first drum when I was two years old, and I start drumming around the age
of five. And as I said, I come from, you know, a big family of the griot, and in the
griot family, every day, people play, sing, and dance every day. So I grew up seeing
people doing that every dayafter each meal is the party time. So you see people
playing, drumming, singing, and you just watch and you try to be part of it, and you
knowthats how you learn.
<<Uses of the Drum: Initiation>>

The Talking Drums of Mali:
So the first time we had this instrument, you know, it was for initiation. And back
home, we have three steps of initiation, starting from one to seven, and seven to
fourteen, and fourteen to twenty-one. So you have to go through each of those
steps. So, when we have this instrument, the main reason was to use it for
initiation.
<<Talking Drums>>
But beside initiation, this drum, it has a beautiful sound. You know, a long time
ago, back home in Africa before we had telephone, before we had microphone,
before we had TV, before we had radio, people used to travel from village to village
to bring the newsyou knowwe can have just one big chief, and you know, ruling
like ten different villages. And, uh, instead of him going back and forth between
villages, he had some people who were in charge who would bring the message. So
these people were traveling, and at that time, we didnt have car or bicycle, so
people were bringing all of those on foot. So, what happened, we find this beautiful
instrument, and we find that through this instrument, we can communicate. So we
start using this instrument for communication. As you can see, this drum, it talks,
but sometimes you have to understand the drum language to be able to tell what its
saying to you. So this drum really talks. It has three different sounds: Tone, Slap,
and Bass. So between tone, slap, and bass, the drum has its own vocabulary as well.
So the Tone, Slap, and Bassthats more Westernbut for us, we would call Tone
pee like the sound P or T, and the Slap we call paa or kaa. And the Bass is
called boom or koom. So you have pee or tee, paa or kaa and boom or
koom. So those are the drum vocabulary. So you have to understand that. Like
for example, if I want to say pee paa koom, so the pee paa koom, thats
the drum vocabulary.
<<Language of the Drum>>
Every time you learn this sentence, it has meanings. For example, this one
<<drumming>>, this sentence right here has meanings. Anybody who knows
about this instrument, who is initiated to this instrument, when they heard this
sound, they know exactly what to do. This is a warning. Its telling you, Get Ready!
Something is about to happen!
<<Speaking with the Drum>>
Somebody who was not initiated to this instrument and who doesnt have any clue
to the drum language wouldnt know what you say to them. Okay? So thats how
this drum talks. So you have to understand the drum language to be able to tell
what its saying to you. So thats why we call this instrument, you know, a talking
drum.
Used with permission from Primary Source and can be found at the following website:
http://resources.primarysource.org/preservingafricanculture
GettingtheGist:
HawaiianQuilt
Exemptthirdpartycontentisindicatedbythefooter:NYSED.Usedbypermissionandnot subjecttoCreativeCommonslicense.
CloseReadingtoUnderstandSymbolism:
HawaiianBlanket
Icanengageinacollaborativediscussionwithdiversepartners.(SL.4.1)
Icanintegrateinformationfromtwotextsonthesametopic.(RI.4.9)
OngoingAssessment
Icandeterminethegistandmainideaofatextusingimportantwordsfromthetext.
Teacherobservations
Ican integratetheinformationinthetwotextsIhavereadsofar.
Closereadannotationsandmarginnotes
Agenda
TeachingNotes
1. Opening
Previewthe QuilterProfilefor HarrietSoongonpage16ofToHonorandComfort:NativeQuilting

Traditionsfoundhere: http://nmai.si.edu/sites/1/files/pdf/education/quilts.pdf.
A. EngagingtheReader(5 minutes)
2. WorkTime
A. VocabularyInstruction (10minutes)
B. CloseReadingoftheQuilterProfileforHarriet
SoongfromToHonorandComfort(20minutes)
Inadvance:Thistextincludescomplexvocabulary.Definitionsformanyofthewordsarenotnecessary
forcomprehension.Choose45wordsthatyoufeelaremostimportantforunderstandingand
implementthevocabularyPowerPointexercisefromUnit1.
PreviewGettingtheGistProtocol(Appendix1)
C. GettingtheGistProtocol(15minutes)
A. DebriefAnchorChart(10 minutes)
4. Homework
LessonVocabulary
Materials
mainidea,supportingdetails,gist,
quilt,compliment,expertise,
CultureandCommunity anchorchart(fromUnit1)
TheQuilterProfileforHarrietSoongfrom ToHonorandComfort:NativeQuiltingTraditions
HawaiianBlanket
enthusiasm,intricate,appliqued,
contrasting,contours,dishonorable,
overthrow,monarchy,plead,
restoration,throne,leis,perpetuating,
preserving, generations,reflection
GettingtheGistProtocol(foundinSupplementalMaterials)
GettingtheGistProtocol teacherreference(foundinSupplementalMaterials)
Indexcards(oneperstudent)
Opening
A.EngagingtheReader(5 minutes)
Invitetheclasstoreadthe second learningtargetaloudwithyou:Icandeterminethegistandmainideaofatextusing
importantwordsfromthetext.
Usethoughtfulgrouping:Consider
required.Thiscanallowstudentsto
RemindthestudentsoftheirworksofarinUnit1 identifyinggist and inUnit 2withidentifyingthemainideaandhow

detailssupportthemainidea.Askthestudents:Howdoyoudeterminethemainideainatext?Whataresupporting
details?Invitestudentstothink,thensharewithapartner,aboutthesequestions.Ask:Howdoesdeterminingthemain
ideaandexplaininghowitis supported withdetailshelpusasreaders?Invitestudentstothink,thensharewithapartner,
aboutthisquestion.
Tellstudentsthattodaytheywillbepracticingthesereadingskillswithpeerswhenreadingthe QuilterProfilefor Harriet
Soong,NativeHawaiian,onpage16. Explainthatthisarticlecontainssomecomplexvocabularybutwearegoingtochoose
someimportant wordsfromthetextthatwillhelpusfigureoutthegistandthemainidea.
WorkTime
A.VocabularyInstruction(10 minutes)
Choose45wordsfromthetextthat willaidincomprehensionofthetext(recommend:enthusiasm,intricate,contours,
monarchy,plead,perpetuating).UsethosewordsinaPowerPointactivityasdescribedinUnit1.Makesurethatstudents
writethewordsandtheirdefinitionsinavocabularyjournal.
B.ReadingforGistQuilterProfile(20minutes)
Asyoudistributethearticletostudents,tellthemthatnowtheywillworktogether,withyourhelp,totryreadingcloselythe
articleQuilterProfile.
Usingvisualimagesforsupportin
thepowerpoint,orasan
alternativetothem,maybe
helpfulforsomestudents,
especiallywithwordslike
appliqued,contours,andleis
Asktheclasstoreadthearticlesilently.Askstudentsforathumbsupiftheyhavesomethingtosayaboutthearticle.Say:
Goodstart!Letsseeifwecanlearnmore!
HawaiianBlanket
Forthesecondread,chunkthearticleintosmallersections.Askstudentstochorallyrereadthefirstparagraph. After,ask
studentsto takeamomentandcircleanywordstheythinkareimportanttounderstandingthetext. Circulatetoprovide
supportandremindstudentsthattheyshouldskipthewordstheydonotunderstandandcontinuereading.Ifneeded,
remindstudentsthatwearereadingforthegist.
Repeatforthesecondparagraph.Again,askstudentstochorallyrereadtheparagraphandcircleanywordstheythinkare
important.
Repeatforthethirdparagraph.
C.GettingtheGistProtocol(15minutes)
Commendstudentsfortheirworkonreadingaverydifficulttext.Explainthatwearenowgoingtofigureoutthegistofthe
article.DistributeGettingtheGistProtocol handouttoeachstudent.Reviewthedirections.Studentswillworkwiththeir
samepartnerstochoose15ofthewordstheyselectedtolistonthehandout.Circulatetoprovidesupport.Ensurethat
studentsonlychoosewordsthattheycandefine. Circulatetoprovidesupport.
Studentpairswillthenworktogethertocomeupwithasummarystatementofthearticle.SeesampleinSupplemental
Materialsforguidance.Studentsshouldtryto useall15wordsintheirsummarystatementsandshouldbeencouragedto
rethinktheirwordchoicesiftheirstatementsarenottruesummaries. Whenstudentshavecompletedthehandout,coldcall
volunteerstosharetheirsummarystatements.
Note: Dependingontheskilllevelofyourstudents,considerhavingstudentscompletetheprotocolindividually.
A.DebriefAnchorChart(10 minutes)
Afterreviewingsummarystatements(gist),displaythe CultureandCommunity anchorchart onadocumentcameraor
whiteboard. Askstudentstotakeouttheiranchorchartsaswell.
ProvideELLswithasentence
startertoaidinlanguage
production.Forexample:Onerule
fromthearticleis_______.
Ask:WhatdidwelearnabouttheHawaiianculturefromthistext?Inviteseveralstudentstosharetheirideasabout
communityandthesharingoftheHawaiianculture.
Elicitstudentresponsestothefourquestionsposedontheanchorchart.Usestudentideastocompleteyouranchorchart.
Congratulatethestudentsontheirhardwork.Ask,Didthismethodoffindinggistworkforyou?Wouldyoutryitagain?
Leadabriefdiscussionallowingstudentstorelatetheirexperienceswiththetextandtheactivity.
HawaiianBlanket
Handeachclassmemberan indexcardand displaythispromptforstudentstosee:Comparesomeofthewaysthatthe

HawaiiancommunityandtheMalivillagesshare their history.
Providestudentswithenoughtimeto makeconnectionsbetweenthetwotexts.
Glanceoverthemforaquickassessment.
Note:Ifthereistime, havestudentssharetheirticketswithapartner,thencoldcallanddiscussanswersasaclass.
Homework
Fortonightshomework,studentsshouldcontinuereadingathome.
SupportingMaterials
Exemptthirdpartycontentisindicatedbythefooter:NYSED.Usedbypermissionandnot subjecttoCreativeCommonslicense.
GettingtheGist:
QuilterProfile:HawaiianQuilt
Getting the Gist Protocol

Determine ImportanceSummarize and Synthesize
Even if you do not understand all of the vocabulary in a text, you can get the gist of the story by
summarizing your understanding of it using 15 important words. Select the 15 most important words from
the text. Then, use them to write a summary statement.
Important Words
1.
9.
2.
10.
3.
11.
4.
12.
5.
13.
6.
14.
7.
15.
8.
Summary Statement:
GettingtheGist:
QuilterProfile:HawaiianQuilt
Getting the Gist ProtocolTeacher Reference

Determine ImportanceSummarize and Synthesize
Even if you do not understand all of the vocabulary in a text, you can get the gist of the story by
summarizing your understanding of it using 15 important words. Select the 15 most important words from
the text. Then, use them to write a summary statement.
Important W ords
1. Hawaiian
9. respect
2. quilter
10. symbols
3. unique
11. designs
4. pattern
12. record
5. story
13. culture
6. traditional
14. generations
7. history
15. beauty
8. princess
Summary Statement
This article is about a Hawaiian quilter who uses unique patterns in her quilts to tell stories. She uses
traditional designs and symbols to show respect for the last Hawaiian princess in one of her quilts. The
quilts record the Hawaiian culture and history for generations and also show the beauty of the Hawaiian
culture.
ThemeandSymbolism:
TheKeepingQuilt
ThemeandSymbolism:
TheKeepingQuilt
Icandetermineathemeofastoryfromdetailsinthetext.(RL.4.2).
IcandocumentwhatIlearnaboutatopicbytakingnotes.(W.4.8)
OngoingAssessment
Ican identifythethemeof TheKeepingQuilt.
Students notes
Icantakenotesonatopicandsharethemwithpeers.
Teacherobservations
CultureandCommunity Anchorchart
Agenda
TeachingNotes
1. Opening
Reviewthe CarouselProtocol(Appendix1)thisactivityismodifiedtofittheneedsofthislesson.
Inadvance:Label4piecesofchartpaperwiththefollowingfromtheanchorchart:
A. EngagingtheReader Homeworkreview(5 minutes)

2. WorkTime
Howdoesthecommunityshareitsstories/history?
A. MasterReading TheKeepingQuilt(30 minutes)
Howdoesthecommunitycometogether?
B. ModifiedCarousel(20minutes)
MainIdea of TheKeepingQuilt,
Symbolism intheKeepingQuilt,
ThistextisaboutaRussianJewishfamily.UnlessstudentsarefamiliarwithJewishcustomsthenthis
aspectwillnotbeapparenttothem.Bepreparedtoexplainsomeof thepracticesthatappearin this
text. ItmaybehelpfultoshowwhereRussiaisinrelationtotheUnitedStatestogivestudentsanidea
aboutthedistancebetweenthetwocountriesandcontinents.
Beforeyouread TheKeepingQuilt,notethetextdependentquestionsincludedintheworktimebelow.
Astherearenotpagenumbersonallversionsofthistext,youwillhavetokeepthequestionshandyor
usesmallpostitstoremindyourselfwhentoaskthemonthesecondreading.Reviewtheanswersto
thequestionsaheadoftime.On thefirstreading,studentsshouldjustlisten.
Notethealternativeoptiontothecarouselactivityifthelessonbecomespressedfortime.
4. Homework
ThemeandSymbolism:
TheKeepingQuilt
LessonVocabulary
Materials
main idea,supportingdetails,poverty,
challah,huppa,babushka,bouquet,
Amazon
TheKeepingQuiltbyPatriciaPolacco(teachercopyforreadaloud)
TheKeepingQuilt notecatcher(oneperstudent,foundinSupplementalMaterials)
TheKeepingQuilt notecatcher(teacherreference)
Chartpaper
Markers
CultureandCommunity anchorchart(beguninLesson1)
Documentcamera
Indexcards
Opening
A.EngagingtheReader ExitTicket Review(5 minutes)

Reviewstudentsexitticketsfromthepreviouslesson.Havestudents turnandtalkabouttheirdefinitionsandqualities
ofacommunity.Coldcallstudentsforanswersandleadabriefdiscussionaboutwhatmakesacommunity.Toenhance
studentsunderstandingofthistextanditspurposeintheunit,allowthatafamilycanbeacommunityaswell.Talkabout
whatkeepsfamiliestogetheraswellaswhatformsandkeepscommunitiestogether.
Note:Ifyouhadthisconversationattheconclusionofclassyesterday,reviewitbrieflybeforecontinuing.
WorkTime
A.MasterReadingTheKeeping Quilt(30minutes)
Explaintostudentsthatthisisastoryabout a worldculture/community thatmaybe unfamiliartothem. Tellthemthat
youwillfigureoutanyunknownwords together.
sentenceframe,asentencestarter,
languageproductionand provide
thestructurerequired.
Considerallowingstudentsto
drawtheirobservations,ideas,or
Explaintostudentsthatsofartheyhavebeentakingnotesontextstheyhavebeenreading.Today,theywillpracticetaking
notesonatextthattheyhear.Explainthattheprocessissimilarbutinsteadofbeingabletowriteonthetext,theywill
havetolistencarefullyandtakenotesonanotecatcher.Assurestudentsthattheywillhearthestorymorethanonceand
they willhaveplentyoftimetowritedowntheirthoughts.
Forthefirstreadaloud,studentswilljustlistentothestory. Readwithenthusiasmandemphasis. Afterthereadingis
ThemeandSymbolism:
TheKeepingQuilt
complete, askstudentswhattheynoticeaboutthestory.Coldcallstudentsforresponses.Ifstudentscommentonthe
illustrations,tellthemthatyouwillbetalkingaboutthem whenyoureadagain.Tellstudentsyouaregoingtoreadthe
storyaloudasecondtimeandthistimetheywillbetakingnotes.
noteswhenappropriate.This
allowsELLstoparticipateina
meaningfulway.
DistributeTheKeepingQuilt notecatcherandreviewthedirections. Displayanotecatcherusingadocumentcamera

orsmartboard.Ensurestudentsunderstandwhattheyarelisteningandlookingfor. Tellstudentsthattheyshouldlisten
andlookforideasthatrelatetohowpeoplemakeconnections tobuildacommunity. Includedaresuggestionsforstopping
pointstodiscusstheillustrationsbutyoumaybeflexibleandchoosealternatepagesonwhichtofocus.
Considerwritinganddisplaying
stepsformultistepdirections.
ELLscanreturntostepstomake
suretheyareontrack.
Turntothetitlepageandask,Whatdowelearnfromthispage?Elicitstudentresponses,listeningforThebookisabout
immigrants.OrThebookmaytakeplaceinNewYorkCity.Modelforstudentshowtochooseinformationthatis
importantenoughtowriteonthe notecatcher.Theyshouldwritetheirnotesaboutthispageontheirnotecatcherinthe
Illustrationscolumn.
Varythemethodsofresponsefor
studentswhostrugglewithwriting
tasks.
Beginreading TheKeepingQuilt.Pauseafterthefirstpage.Askstudents,Whatshouldwewritedownonournote
catchersatthispoint?Havestudentsbrieflyturnandtalkthencoldcallstudentsforpossiblenotestoinclude.Model
writingnotesforboththetextandtheillustration.
Optimizeaccesstotoolsand
assistivetechnologiessuchas
tablets.
Asyoureadtheremainderofthetext,pauseandaskthefollowingquestions whereappropriate.Thesewillsupport
studentswiththeirnotetakingandbuildastrongunderstandingofthetext. (Seeteachernotesatbeginningoflesson).
Studentsshouldnotwritedowntheanswerstothesequestions,butastheydiscussaspairsandasaclass,theanswerswill
assistthemwiththeirnotecatchers. Makesureyouaskthemtosupporttheiranswerswithevidencefromthetext.
Considersharingavocabulary
powerpointforthetextwith
studentsbeforereading,orafter
theinitialreading.Oneexample
ofanexcellentpowerpointis:
https://teacherweb.com/CA/.../M
ichelleTrejo/KeepingQuilt
Vocab.ppt
Lookatthepicturesinthefirstfewpages.WhydoestheillustratorchoosetomakeAnnasclothesincolor?
HowislifeinNewYorkCitydifferentthanlifeinRussia?Howisitsimilar?Whatdetailsfromthetextshowus
this?
Theauthorwrites,Englishsoundedtoherlikepebblesdroppingintoshallowwater.Whatdoesthisphrase
mean?
WhydidAnnasmotherdecidetomakethequilt fromscrapsofoldclothing?
Howdoesthequiltbecomeapartofthefamilysweeklyprayers?
WhatdoesGreatGrandpaSashagiveAnnatoshowthathewantstobeherhusband?Whatdoeseachitem
symbolize?
Howisthequiltusedintheweddingcelebration?
HowisthequiltusedwhenCarleisborn?Howisitusedwhenshegetsmarried?
WhattraditionalitemsweregiventoCarlewhenshewasborn?
ThemeandSymbolism:
TheKeepingQuilt
Whyisthequiltshownincolor?
HowisMary Ellensweddingsimilartohermothersandgrandmothers?Howisherweddingdifferentfromher
mothersandgrandmothers?
Thesentence,Thequiltwelcomedme,Patricia,intotheworld.Whatcluedoesthissentencegiveyouaboutthe
relationshipbetweenthenarratorandeachcharacterinthestory?
WhichdetailsdidPatriciasmothertellherabouthowthequiltwasmade?WhydidPatriciasmothertellherthe
storyofhowthequiltwasmade?
WhatistherelationshipbetweenTraciDeniseandthenarrator?
Howisthequiltusedwhenafamilymemberisdying? Whydoestheauthorincludethephrase,prayerswere
saidtolifthersoultoheaven?
WhydoestheauthorcallthequilttheKeepingQuilt?
Whatstaysthesameinthefamily,generationaftergeneration,andwhatisdifferent?
Note:Ifthissecondreadingtakeslongerthanexpected,donotrushtheprocess.Itispossibletoomitthemodifiedcarousel,
moverightintothe ClosingandAssessment,andhavestudentsfillinthe CultureandCommunityanchorchart
forhomework.Takinglongerinthispartofthelesson,toensurestudentunderstanding,willeasilycompensateforthe
carouselactivity.
WorkTime(continued)
B.ModifiedCarousel(20 minutes)
Putstudentsintogroupsoffourandpostthechartpaperforthe carouselactivityaroundtheroom. Eachgroupshould

haveadifferentcolormarker.Eachstudentshouldbringtheirnotecatcherwiththemastheytraveltoeachpostedpieceof
chartpaper.
Instructeachgrouptobeginatadifferentpieceofchartpaper.Theywillusetheirnotestocomeupwitharesponsetothe
promptthatiswrittenoneachone.Groupsshoulddiscusstheanswersbeforeaddingthemtothechartpaper.Groupswill
have3minutesateachstationbeforebeingtoldtomovealong.
After15minutes,invitestudentstogobacktotheirseatssothatyoucanreviewtheirresponsesaloud.Studentswilluse
thisreportouttimetofillintheirownanchorcharts.Ifstudents thinkingchangedfrom theirinitialresponses,tellthemit
isokaytoaddsomeoneelsescommentstotheirownanchorcharts.
ThemeandSymbolism:
TheKeepingQuilt
Discusstheauthorschoiceincoloringonlyportionsoftheillustrationsaswell.Allowstudentstomaketheirowninferences
andvalidatethem.
A.ClassDebrief(5minutes)
Askstudentstosharetheirideasaboutthelastquestiononthenotecatcher:similaritiesbetweentheuseofthequiltand
oraltradition.Movethemtowardanunderstandingthatthequiltisanotherwaytopassdownhistories,andcanactually
bepartoforaltradition.
ForELLs,considerproviding
extratimefortasksandanswering
support,offerasentenceframeor
starter.
StudentswillneedtheirKeepingTrackofHowitAllFitsTogetheranchorchartfromUnit1forthenextlesson.
Homework
independentlywillbenefitfrom
hearingbooksreadtothem,either
byacaregiverorthroughaudio
recordings.
Inaddition,thesite
novelnewyork.orghasafree,
searchabledatabaseofcontent
relatedtextsthatcanbeplayedas
audiofilesonahomeorlibrary
computer.Textsonthissitecan
alsobetranslatedintomany
languages.Usethedatabaseto
provideathomereadingofrelated
textstoELLsandtheirfamiliesin
theirnativelanguages.
Fortonightshomework,studentsmaycontinueindependentreading,orifthecarouselwasomitted,theymayusetheir
notestofillintheiranchorchartfor TheKeepingQuilt. Notethatifthisistheoptionyouselect,youwillhavetospend
sometimeinthenextlessontoreview.
ThemeandSymbolism:
TheKeepingQuilt
ThemeandSymbolism:
TheKeepingQuilt
AnswerstotheTextDependent Questions(CourtesyStudentAchievementPartnersandFresnoDistrict)
TextDependentQuestions
Answers
Lookatthepicturesinthefirstfewpages.Whydoestheillustratorchooseto TheillustratorwantstoshowthatAnnaisthemaincharacterandshehas
makeAnnasclothesincolor?
animportantpartinthestory.Herclothes,includingherbabushka,
becomepartoftheKeepingQuilt.
HowislifeinNewYorkCitydifferentthanlifeinRussia?Howisitsimilar?
Whatdetailsfromthetextshowusthis?
Lifeisdifferentinthecitybecausepeopleareinahurryanditiscrowded.
Lifeissimilarsincetheirneighborsarelikethem.
Theauthorwrites,Englishsoundedtoherlikepebblesdroppinginto
shallowwater.Whatdoesthisphrasemean?
Why didAnnasmotherdecidetomakethequiltfromscrapsofoldclothing?
Howdoesthequiltbecomeapartofthefamilysweeklyprayers?
AnnadoesntunderstandEnglish.Englishsoundsdifferent.
WhatdoesGreatGrandpaSashagiveAnnatoshowthathewantstobeher
husband?Whatdoeseachitemsymbolize?
Howisthequiltusedintheweddingcelebration?
Hegaveheragoldcoin,adriedflower,andapieceofrocksaltalltiedin
linenhandkerchief.Thegoldisforwealth.Theflowerisforlove.Thesalt
istoaddflavorintheirlives.
Theyusedthequiltasahuppa.
HowisthequiltusedwhenCarleisborn?Howisitusedwhenshegets
married?
WhattraditionalitemsweregiventoCarlewhenshewasborn?
ThequiltisusedtowrapCarlewhenshewasababy.Itusedasahuppain
herwedding.
Shewasgivenagoldcoin,flower,salt,andbread.
Whyisthequiltshownincolor?
Toshowthatthequiltisanimportantpartof theirfamily.
HowisMaryEllensweddingsimilartohermothersandgrandmothers?
Howisherweddingdifferentfromhermothersandgrandmothers?
Theystillusedthequiltasahuppaandincludedtraditionalsymbolsin
thebouquet.SheinvitednonJewishfriendstothewedding.
Thesentence,Thequiltwelcomedme,Patricia,intotheworld.Whatclue
doesthissentencegiveyouabouttherelationshipbetweenthenarratorand
eachcharacterinthestory?
WhichdetailsdidPatriciasmothertellherabouthowthequiltwasmade?
WhydidPatriciasmothertellherthestoryofhowthequiltwasmade?
ThissentencetellsusthatPatriciaisthenarratorandsheisthegreat
granddaughterofAnna.
WhatistherelationshipbetweenTraciDeniseandthenarrator?
ShewantsthequilttoremindeveryoneabouthomeandfamilyinRussia.
TheyusedthequiltasatableclothonFridaynights.
Thequiltismadefromscrapsofsleeves,aprons, anddressesfromfamily
members.Hermotherwantshertoknowthatthequiltisspecialandis
importantbecauseofitsconnectiontoherRussianancestors.
TraciDeniseisthenarratorschild.
Howisthequiltusedwhenafamilymemberisdying?Whydoestheauthor
includethephrase,prayersweresaidtolifthersoultoheaven?
WhydoestheauthorcallthequilttheKeepingQuilt?
Whenafamilymemberisdyingthequiltisusedtocoverthem.Prayers
aresaidtoguidethepersontoheaven.
Itkeepsthefamilyhistoryalivetraditionallythefamilysharesitsstory
withnewmembers.
Whatstaysthesameinthefamily,generationaftergeneration,andwhatis
different?
Thequiltisalwaysthere,asblanket,cape,andhuppaaseachchildisborn
andgrowstobeanadult,marry,andhavechildren.Customschange,
suchaswhogetsinvitedtoanddancesattheweddings.
TheKeepingQuilt:
NoteCatcher
TheKeepingQuilt notecatcher(teacherreference)
Asyoulistentothestorybeingread,takenotesonwhatyoulearnaboutfamily,community,historyandtraditionfromthetext
andfromtheillustrations.
WhatIfoundoutfrom:
Thetext
ThefamilyisfromRussia
TheirnewhomeisdifferentfromRussia
Mostoftheirneighborsarejustlikethem
AnnaspokeEnglishforherparents
AnnaonlyhadtwothingsfromRussia(herdressand
babushka)
Annasmotherusedherolddressandbabushkatomakea
quilttohelpremembertheirhomeinRussia.
Thequiltwasmadeusingscrapsofclothing
ThefamilysaysprayersonFridaynightsforSabbath
Thequiltisatablecloth
Symbolism:gold=wealth,flower=love,salt=flavor
Thequiltwasusedasaweddinghuppa
MenandwomencelebrateseparatelyatAnnaswedding
Thequiltwarmedanewbaby
Moresymbolismbread=neverbeinghungry
Thequiltwasusedasahuppaagain
Annamovedtoafarm
ThequiltkeptAnnaslegswarm
Thequiltwasusedasatablecloth
Annadied
MaryEllen(Annasdaughter)lefthome
MaryEllenmarriedunderthehuppa
Thequiltwelcomedanotherbabyandwasatableclothagain
Patriciatellsstoriesaboutthequiltwithhermother
Thequiltwasusedasahuppaagain
Symbolism wine=laughter
TraciDenisewaswrappedinthequilt
Theillustrations
Thefamilyareimmigrants
Therearemanywomenandchildren
Thisstorytakesplaceinthepast
Annamadefriendsatschool
Annalikedtodance
Thequiltwasmadebymanyneighborhoodwomen
Thequiltincludedalotofsymbolsandpictures
Thefamilyisreligious
ThequiltwasusedwhenAnnagotengaged
Womendancetogetherandmendancetogetheratthe
wedding everyoneisofthesameculture
Theyliveinacity
Thequiltwrappedanotherbaby
Thefamilyenjoysbeingtogether
ThefamilyissadaboutAnnasdeathandpraysforher.
MaryEllensweddinglooksdifferentfromAnnasandCarles.
Thechildrensclotheshavechanged.Thestoryisnotsofarin
thepastanymore
Patriciaplayswiththequilt
Patriciasweddingincludedpeopleofverydifferent
backgrounds
Thequiltisusedtowelcomeanotherbaby
Howisthequiltin TheKeepingQuilt similartostoriespasseddownusingoraltradition?
SupportingMaterials
Copyright2008byScholastic.Usedbypermissionandnotsubjectto
CreativeCommonslicense.
TheKeepingQuilt:
NoteCatcher
TheKeepingQuilt notecatcher
Asyoulistentothestorybeingread,takenotesonwhatyoulearnaboutfamily,community,historyandtraditionfromthetext
andfromtheillustrations.
WhatIfoundoutfrom:
Thetext
Theillustrations
Howisthequiltin TheKeepingQuilt similartostoriespasseddownusingoraltradition?
Copyright2008byScholastic.Usedbypermissionandnotsubjectto
CreativeCommonslicense.
MakingConnections:
BuildingaCommunity
MakingConnections:
BuildingaCommunity
Icanintegrateinformationfromtwotextsonthesametopicin ordertowriteorspeakaboutthesubjectknowledgably.(RI4.9)
Icancreateanartworkinresponsetoathemestudiedinclass.(W.4.11)
OngoingAssessment
Icancreateaquiltsquarethatwillhelptodefinemyclassroom community.
Teacherobservations
Icanexplainhowsymbolshelptodefineacommunity.
Studentcreatedquiltsquare
Agenda
TeachingNotes
1. Opening
Inadvance,findimagesofquiltswithsymbols/squarestoshowstudentsasamodelforthequiltthey
willbecreating.AGooglesearchforimagesofsymbolicquiltsyieldsmanyoptions.
A. Engagingthe Artist(10 minutes)

2. WorkTime
A. CreatingourQuiltSquares(30minutes)
Studentsmayspendsometimebrainstormingideastogether,butthefinalproductmustbemade
individually.
Displayanchorcharts: KeepingTrackofHowitAllFitsTogether (fromUnit1)and Cultureand
Community (fromLesson1ofUnit3)
Rewordthis: Thestudentsquiltsquarescanbeaselaborateasyouareableto havethem be. Thisquilt
activityisdesignedtobringtheclasstogetherandtoserveasareminderthateveryonehasa
contributiontomake.Therefore,basedonthemeansavailabletoyourstudents,remindthemthatthe
artistryisnotwhatisbeingassessed.Theyshouldendeavortocreateasquarethattheywillbeproudto
displayintheclassroom.Computercreateditemsmayalsobeusedinthisactivity,ifthemeansis
available.Iftimeorsuppliesareafactor,studentsmayusetheblanksquareintheSupplemental
Materials.
4. Homework
LessonVocabulary
Materials
conflictresolution,territory,assemble,
address,deliberation,peaceful,
patient,calm,discuss,respect
CultureandCommunity anchorchart(fromLesson1)
KeepingTrackofHowitAllFitsTogether anchorchart(fromUnit1)
MakingConnections:
BuildingaCommunity
Artsuppliesincluding:paper,crayons,pencils,felt,yarn,glitter,glue,scissors,markers,imagesfrommagazines,etc.
Opening
A.EngagingtheArtist(10 minutes)
Orientstudentstothelearningtarget:Icancreatea quiltsquarethatwillhelptodefinemyclassroomcommunity.Circle
thephrasedefinemyclassroomcommunity.Askthestudents:Basedonourpreviouslessons,howshouldwedefinea
classroomcommunity?Listenforresponsessuchas:Studentsget alongwithoneanother,Studentssupporteachother,
orEveryonecontributes.Allowseveralstudentstoshare.
Remindthestudentsofthelasttwotextstheyreadaboutquilts.Explainthattheywillbecreatingaquilttogether thatwill
bedisplayedintheclassroom.Everystudentwillcreateasquaretoaddto thisquilt.Displayimagesofquiltswithsymbols
andsquarestogivestudentsabetterideaofwhatthistypeofquiltlookslike.Discusstheimagestheyseeandrefreshthe
conversationaboutsymbolism.
Havestudentstakeouttheir KeepingTrackand CultureandCommunity anchorcharts. Postthesestatementsfor
studentstosee:Thinkabouthowtheseculturesusesymbolstodefinethemselves.Thinkaboutasymbolthatcould
representyouandsomethingyoucancontributetoyourclassroomcommunity.Allowstudentsafewminutestosilently
reviewthenotestheyhavewrittenandthinkabouthowsymbolismisusedintheculturestheyhavestudied.Theyshould
reflectontheirownstories,achievements,goals,personalattributes,etc.
Afterafewminutes,callstudentsattentiontothe lineontheanchorchartforthevideo,DailyLifeatOnondaga.Recall
thattherewasnosymbolismmentionedinthatvideo.Say,Letspretendthattheboyinthevideoneedstothinkofasymbol
torepresenthimselfjustasyoudo.Basedonyournotesandwhatyourememberofthevideo,whatmightbeasymbolthe
boywouldchooseandwhy?Coldcallstudentsandlistenforresponseslike:adrumbecauseheenjoysplayingitand/orit
isimportantforthe Haudenosauneeceremonies,aboydancingbecauseheenjoyssinginganddancing,alacrossestick
becauseheplayslacrosseand/oritisimportanttohisculture,abookbecausehelikesELA,aHiawathaBeltbecauseheis
proudofhispeople.Studentsmaythinkmoreabstractlythanthis, whichisacceptableaslongastheycansupporttheir
thinking.
WorkTime
A.Creating OurQuiltSquares(30minutes)
Ifstudentsneedmoretimetothinkofasymbol,allowafewmoreminutes ofbrainstorming.Explainthattheartistryisnot
whatisbeingassessed. Theywillhavetoexplainthesymbolontheirsquareinthenextlessonandthenwriteaboutthequilt.
MakingConnections:
BuildingaCommunity
Thewritingwillbeassessed.Remindstudentstochoosesymbolstheyarecomfortablesharingwiththeclass.
Distributeartsuppliesandallowstudentstimetocreatetheirquiltsquares.Circulatetoprovideassistanceand toquestion
studentsontheirsymbols.Ensurethattheyareabletoexplainitsmeaningandthattheyarechoosingsymbolsthat
representsomethingtheyarecomfortablesharingwiththeclass.
A.Debrief(5minutes)
Invitestudentstodiscusssymbolism.Whydoweusesymbolism? Whatpurposecansymbolsserveinacommunity? What
kindsofsymbolshavetheyseeninthismodule? Howdidthosesymbolsinfluencetheirownsymbols? Inviteafewstudents
toshare.
Distributeindexcards.Askstudentstorespondtothe prompt:Explainthemeaningbehindyoursymbol.Howdoesit
showacontributionyoucanmaketoourclassroomcommunity?
Givestudentstimetowritetheirresponse.
Glanceoverstudentsresponsesforaquickassessmentandtohelpyouwithplanningfornextlearningneeds.
Homework
Note: TheExitTicketpromptwillbethefocusofthenextlesson,soyoumaywishtocollectthem.
SupportingMaterials
ClassroomCommunityQuilt
MyQuiltSquare
Directions:Thinkofasymbolthatrepresentsyou.Youmayfocusonagoal, anachievement,a skill,a personalitytrait,likes,
etc. Thissymbolshouldconnectto somethingyoucancontributetotheclassroomcommunity.Createthissymbol,andbe
preparedtoexplainyoursymbolinthenextlesson.Chooseasymbolyouarecomfortabletalkingaboutanddisplayinginthe
classroom.
EndofUnitAssessment:
Icanrefertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferences.(RI.4.1)
Icanwriteinformative/explanatorytextstoexampleatopicandconveyideasandinformationclearly.(W4.2)
Icandrawevidencefromliteraryorinformationaltextstosupportanalysis.(W.4.9)
Icanwriteroutinelyovershortertimeframesforarangeofdisciplines.(W.4.10)
Icandeterminethemeaningofunknownwordsandphrases.(L.4.4)
OngoingAssessment
Ican usedetailsinatexttoexplainwhatatextsays.
EndofUnitAssessment: TheEvolutionofOral
TraditioninMountainBallads
IcanfollowourgroupnormswhenIparticipateinaconversation.
Agenda
TeachingNotes
1. Opening
Thislessonincludestwoactivities:anewondemandassessmentandasharingoutofthestudentsquilt
squaresymbols
A. SharingOurQuiltSquares(10 minutes)
2. WorkTime
A. OnDemandEndofUnitAssessment: TheEvolution
ofOralTradition(30minutes)
ReviewandchooseeitherConcentricCirclesorMixandMingleprotocol(Appendix1)forusein
OpeningA.
Thetextfortheendofunitassessmentiscomplex.Tohelpstudentsaccessthistext,thestudentswill
listentotheaudiofilefoundonnpr.org. SeeWorktimeA.
4. Homework
LessonVocabulary
Materials
transcript,respect,oraltradition,
evolution,ballad,integral,extinct,
EndofUnitAssessment: TheEvolutionofOralTradition inMountainBallads(oneperstudent)

AssessmentText: http://www.npr.org/templates/transcript/transcript.php?storyId=143010880 (uptoPENLAND:
rural,expansive,ancestors,snicker,
generation
passeddownsolelythroughtheoraltraditions.(approximatelyline48)
Assessmentaudiofile(optional): http://www.npr.org/blogs/therecord/2011/12/04/143010880/fromkneetokneetocd
theevolutionoforaltraditioninmountainballads
QuiltSquarenotecatcher(foundinSupplementalMaterials)
Opening
A.SharingOurQuiltSquares (10 minutes)

Ensurethatallstudentshaveaquiltsquaretoshare.Explainthattheywillnowhavetheopportunitytosharetheirsymbols
andtheirsquareswiththeirclassmates.Theywillalsobeexpectedtotakenotesastheylistentoeachother.
Reviewstudentresponsibilitiesregardingrespectforlisteningtoothersideas.
Distributethe QuiltSquare notecatchertoeachstudent.Usingthe MixandMingleprotocolorthe ConcentricCircle
protocol,allowstudentstheopportunitytosharetheirquiltsquareswith45otherstudents.Eachstudentwillexplaintheir
squaretoanotherstudentfocusingonthesymbolandwhatitrepresents.Studentswilltakenotesonthe notecatcher.
Aftertheprotocol,allowstudentsafewminutestosynthesizewhattheyheardandwrotedownsotheycanfillinthelast
squareforeachstudent.Theyshouldthinkaboutacontributioneachstudentmakestotheclassroomcommunityandwrite
itinthatsquare.
Studentswillneedthisnotecatcherinlesson7.
WorkTime
A.OnDemandEndofUnitAssessment:TheEvolutionofOralTradition(30minutes)
Theaudioforthistranscriptisalso
Distributethe EndofUnitAssessment worksheet andthe AssessmentText:FromKneetoKneetoCD:TheEvolution
providedtohelpstudentsaccessthe
text.
ofOralTraditioninMountainBallads(excerpt).Reviewwithstudentsthatatranscriptisawrittenversionofwhatsomeone
hassaid.Inthiscase,theyarereadingatranscriptof5differentpeoplespeaking. Compareittothetranscripttheyreadof
Considerdisplayingthephotothat
JohCamarainLesson2.Explainthatyouwillreadthefirstparagraphwiththemandthentheywilllistentotheaudiofileas
accompaniestheaudiotohelp
theyfollowalongontheirtranscripts.Theywillthenbeworkingontheirassessmentsfortheremainderofthelesson.
studentsvisualizethespeakers.
Beforelisteningtothefile,readthefirstparagraphaloudasthestudentsfollowalong.
Studentsmayneedsupportwithvocabularyandmeaningbeforemovingon,checkforcomprehensionofthefirst
paragraph.
Playtheaudioofthetranscriptupto 2:53asstudentsfollowalongusingthetranscript.
Givestudentsampletimetoindependentlycompletethe Endof Unit Assessment handout.
A.Debrief(10minutes)
Bringthewholegrouptogethertodiscusshowtheassessment went. Howdidlisteningtothetranscripthelptheir
understanding?Wasthereanythingtheygotfromtheaudiothattheydidnotgetjustfromthetext?Havetheylearned
anythingnewaboutoraltradition?
Inlesson7,studentswillpracticetheirownoraltradition.
Homework
Students whoareuncomfortablespeakinginpublicmaywanttopracticetalkingabouttheirquiltsquareathome.
SupportingMaterials
Name:
Date:
QuiltSquareNoteCatcher
Youandyourclassmateswillshareyourquiltsquareswitheachother.Foreachquiltsquareyoulearnabout,include:students
name,symbolused, and whatitrepresents.Aftereveryonehashadachancetoshare,youwillthinkaboutandwritedownthe
contributioneachstudentcanmaketoourclassroomcommunity.Usethebackofthispaperifyouneedmoreroom.
StudentsName
SymbolUsed
WhatitRepresents
Contribution
Name:
Date:
EndofUnit3Assessment
Directions:FirstlistentotheaudioofthetranscriptFromKneetoKneetoCD:TheEvolutionofOral
TraditioninMountainBallads.Answerthefollowingquestionsusingthetextofthetranscript. Circle
theletterofthebestanswerfor14.
1.Whichlinebesthelpstodefinethewordballad?
a.Thesesongswerepasseddownorallyfromgenerationtogeneration.
b.Theporchusedtobeareallyimportantpartofmountainmusic.
c.Adamsisamusicianandwriter.
d.Therewasnootherwayaroundit.
2.Whichdetailbest helpstodefinethewordrural?
a. aporchswingcoveredinoldquilts
b.viewoftheBlueRidgeMountains
c.learnedthenamesofthetreesonhisfarm
d.youhadtospendthetimewiththem
3.Basedonthetext,howwillEzralearntheballads?
a.Hewilllearnabouttheminschool.
b.HewilllearnthembylisteningtoCDs.
c.Hewillhearthemeveryday.
d.Hewillreadthemeveryday.
4.Whatinferencecanyoumakeaboutmountainballadsbasedonthisline:ButImgladIdidntjustgodownthereand
say,letmerecordthis,becauseyougot allInezChandlerandasong.
a.Mountainballadsmeandifferentthingstodifferentpeople.
b.MountainballadswerecreatedbyInezChandler.
c.Mountainballadsshouldberecordedforthefuture.
d.Mountainballadsaremorethanjustasong.
5.Whatinferencescanyoumakeaboutmountainballadsbasedontheline,ButtoEzra,itsJerusalemMorebecause
thatsthewayheunderstandsthesong.Usetwodetailsfromthetexttosupportyourclaim.
Name:
Date:
EndofUnitAssessment:Continued
6.Attheendofthetext,Penlandsays,Thefactthatmy5yearoldnephewissingingaballadatallisnothingshortofa
miracle.Whyisthisstatementimportanttounderstandingoraltradition?Usetwodetailsfromthetexttosupportyour
response.
7.Explainthetitleofthetext,FromKneetoKneetoCD:TheEvolutionofOralTraditioninMountainBallads.Use
detailsfromthetexttosupportyourresponse.
8.HowdoestheoraltraditionoftheruralEasternUnitedStatesresidentsandballadeers(singers)totheoraltradition
oftheHaudenosaunee?
Reserved.
DefiningourClassroomCommunity
LessonVocabulary
Materials
Contribution,symbol,define,
community
ClassroomQuilt
QuiltSquare notecatcher(fromLesson6)
QuiltGalleryWalk notecatcher(foundinSupplementalMaterials)
Indexcards
Icanreportonatopicusingdescriptivedetailstosupportamainideaortheme.(SL.4.4)
OngoingAssessment
Icanexplainhowourclassroomquiltdefinesourclassroomcommunity.
Explanatoryparagraph
Icanindependentlywriteanexplanatoryparagraph.
Teacherobservation
IcanfollowourgroupnormswhenIparticipateinaconversation.
Agenda
TeachingNotes
1. Opening
Inadvance,attachthestudentsquiltsquarestomakeaclassroomquilt.Ifneeded,considergrouping
thepiecesinto4or5separateminiquiltstomaketheGalleryWalkeasier.
2. WorkTime
A. ClassroomQuiltGalleryWalk(10 minutes)
B. WritinganExplanatoryParagraph(20minutes)
Thislessonincludesashareoutofstudentwriting.Thefocusofthisunitistohelpturntheclassintoa
communityoflearnerswhosupporteachother.Thisactivitywillbeanexercisethatfostersthisinthe
students.Reluctantstudentsshouldfeelencouragedtospeakinfrontoftheirclassmates.
ThisEndofModulePerformanceTaskmaybeexpandedtohavestudentswriteafullessay.
A. SharingourExpectations(20 minutes)
4. Homework
Opening
A.EngagingtheWriter(5minutes)
Remindthestudentsoftheworktheydid withTheKeepingQuilt.RecallthepromptfromtheExitTicket:Whydoyou
thinkthisstoryiscalled TheKeepingQuilt?
Leadabriefdiscussionaboutthetitleandthesignificanceofthequilttothefamilyandculture.Emphasizethatithelpsto
remindthefamilyoftheirpastandthecontributionseveryonehasmadeovertime.
lesson.
WorkTime
A.ClassroomQuiltGalleryWalk(10 minutes)
Explaintostudentsthattheywillfirstengageinagallerywalk ofthequilttheycreated.Distributea QuiltGallery Walk
notecatcher(supplementalmaterials)toeachstudent.Reviewthedirections.
Considerdisplayingthequiltin
chunkssothatstudentshavelessto
lookatandprocessatonetime.
Asthey studythequilt,theyshouldfocusonthreeofthesquaresinthequilt.Theyshouldchoosesquaresthattheydidnot
hearaboutinthepreviouslesson.Explainthattheywillbemakinginferencesaboutthesymbolstheysee.Explainthatcolor
maybesignificantaswellasanyimagesorwordsaccompanyingthesymbols.Chooseasquaretomodelforstudents.For
example,Thissquareshowsafriendlydog nearatree.Ithinkthismeansthatthestudentlikesdogs.Thismaymeanthat
thestudenthasadogandlikestoplaywithitinthepark.Icaninferthatthepersonisplayfulandmaybekindbecauses/he
lovesthisdog.Therefore,thisstudentcancontributefunandkindnesstoourclass.
Recalltheworktheydidinthepreviouslessontothinkaboutthecontributionstheotherstudentscanmaketotheclass.
Theywillbeusingthesameprocesstoday.
Ifthequiltisdisplayedinpiecesorchunks,createarotationschedulesothatallstudentsgettoseeallthesquares.
Studentsshouldgobacktotheirseatsattheconclusionoftheactivity.
WorkTime(continued)
B.WritinganExplanatoryParagraph(20minutes)
Recallthedefinitionofcommunity(agroupofpeoplelivinginthesameplaceorhavingaparticularcharacteristicin
common,orafeelingoffellowshipwithothers,asaresultofsharingcommonattitudes,interests,andgoals).
Distributethe EndofModulePerformanceTask worksheet(supplementalmaterials)andinstructstudentstouse
theirnotecatchersfromthegallerywalkandLesson6towrite 12 paragraphsexplaininghowthisquiltdefinestheir
classroomcommunity.TheyshouldrefertothesymbolstheystudiedtodayandmayrefertothenotestheytookinLesson
6aswell.
Studentwritingmayfocuson:whattheyexpecttheclasstobelike,thediversityofthestudents,whatstudentshavein
common(ordont),etc.
Circulatetoprovidesupport, ensuringthatstudentsarewritingaboutthesymbolstheysaw,andthecontributionsthe
studentswillmaketotheclass.Howwillthesecontributionsmakeourclassroomastrongcommunity?
A.SharingourExpectations(20 minutes)
Congratulatestudentsontheirhardworkandtheirinterpretationoftheclassroomquilt.
Thereadingaloudoftheparagraphs
isoptionalandnotgraded.Youmay
choosetohaveafewstudentsread
aloudorbuildanentirelesson
aroundashareout.
Leadabriefdiscussionaboutthepowerof oraltradition,focusingonhowitunitesandkeepscommunitiestogether.Explain
thattheywillnowparticipateinasimulationoforaltraditionbyreadingtheirparagraphsaloud.Reviewexpectednormsof
behaviorandtheimportanceofcreatingawelcomingenvironment fortheirclassmates.
Callonvolunteerstoreadtheirparagraphsaloudtosharetheexpectationstheyhavefortheclassfortheschoolyear.Iftime
allows,haveallstudentssharetheirparagraphs(thismaytakeanadditionallesson).
Distributeindexcards.Askstudentstorespondtothequestion:Basedonwhatyouheard,howsuccessfuldoyouthink
ourclassroomcommunitywillbe? Whatevidencedoyouhaveforthisclaim?
Givestudentstimetowritetheirresponse.
Homework
Name:
Date:
Endof ModulePerformanceTask:WritingtoExplain
HowOurClassroomQuiltDefinesourClassroomCommunity
Howdoesthequiltdefineourclassroomcommunity?Usedetailsandsymbolsfromthequiltto explainwhattheother
studentsintheclasswillcontributetoourclassandhowthey willhelptomakeourclassroomacommunity. Howwill
thesecontributionsmakeourclassrooma strong community?
Name:
Date:
QuiltGalleryWalk
Notecatcher
Directions:Asyoustudythequilt,findthreesymbolstofocuson.Foreachsymbol, identifywhatyouthinkit
meansandwhatthestudenthastocontributetoourclassroomcommunity.Donotchooseanyofthesymbols
youlearnedaboutinthepreviouslesson.
Symbol
(includeadescription)
Whatitmeans
Contribution

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