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Grade 4: Module 1: Unit 1: Lesson 3 “Birth of the Haudenosaunee”: The Creation of a Nation
Standards Addressed:
- RI.4.1
- SL.4.4
- Level 1
- T1 minutes
- Close Reading, Speaking, Writing
- Unit 1
The Peacemaker and his journey to bring peace.
Objectives
- I can explain what a text says using specific details from the text. (RI.4.1)
- I can engage effectively in a collaborative discussion. (SL.4.4)
- I can notice new ideas and wonder about how nations are created
- I can answer questions using specific details from a text.
- I can demonstrate what I know by contributing to discussions.
Assessment/CFU
• Student created graphic organizers
Opening/Warmup/Connecting Prior Knowledge
A. Opening: Engaging the Reader: Gallery Walk (10 minutes)
- Share the learning targets:
- “I can answer questions using specific details from the text.”
- “I can show what I know by contributing to discussions.”
- “I can notice new ideas and wonder about how nations are created.”
- Help students understand the meaning of “specific details,” “showing what they know,” “contributing,” and “discussions.”
- Tell students that at the end of the lesson they will share how they did moving toward the learning target.
- Distribute the I Notice/I Wonder notecatcher to each student and project it on a document camera (or make a chart of it on chart paper or on your board).
- Model Notice and Wonder for students. (“I notice that this flag is purple I wonder what the white markings mean?”)
- Begin Gallery Walk, and as the students move in groups of three or four, encourage them to ask questions and record ideas on their note-catchers.
- Ask students to ThinkPairShare about some of the images. Students may add any new notices or wonders from their partners to their own note-catcher. Each student pair should select one notice or wonder and be prepared to share with the class. Call on several pairs of students to add one notice and several pairs to share one wonder to the projected note–catcher.
- Explain to students that symbolism is giving special meaning to objects, things, relationships or events. So when they see something like a red heart, what does that symbolize or represent? Ask students if they recognize the flags. Ask, “What do they symbolize?” Call on students for responses. Debrief on where and when we see symbols and why they are important.
- The Haudenosaunee symbols will likely not be as familiar. Inform students that these symbols will begin to be explained in the readings that we do throughout the module, and are sacred symbols to the Haudenosaunee people. If students are familiar with these symbols, encourage them to share their meanings.
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