1. Module 1: Unit 1
How can our school benefit from the beliefs and agreements of the Iroquois?

2. Lesson 1: Launching the Mystery: What’s that symbol?
Today’s Supporting Targets
I can notice new ideas and wonder about the lives of people long ago. (RI.4.1)
I can answer questions using specific details from a text. (RI.4.1)
I can demonstrate what I know by contributing to discussions. (SL.4.1)
Vocabulary
details contribute
discussion notice
wonder constitution
confederacy rivals
miracle “set about”
warring suspicious
vanished wampum
Iroquois nations
symbolized Haudenosaunee

4. The Iroquois Confederacy

5. Think-Pair-Share
I noticed….
I wonder…..

6. Put your guesses about what is on Tim’s shirt and any other questions about the video in side the little circle.

7. Dekanawideh (day-gahn-na-WEE-da)

9. Think-Pair-Share
What do you think the symbol on Tim’s shirt might mean?

10. Put your guesses about what is on Tim’s shirt and any other questions about the video in side the little circle.
Write at least 3 specific details about the Really Great Law of Peace in the large square.

11. 0 (Fist)=Not ready, need help now 1-2=Struggling, need some help.
Fist to Five
0 (Fist)=Not ready, need help now
1-2=Struggling, need some help.
3= On my way
4= Ready
5= Ready and highly motivated!
I can contribute to classroom discussions.
I can answer questions using specific details.

12. Lesson 2: Practicing Reading Closely
Vocabulary
details contribute
discussion notice
wonder captions
constitution confederacy
wampum belt brilliant
nations symbolized
Haudenosaunee
Today’s Supporting Targets
I can notice new ideas and wonder about the lives of people long ago. (RI.4.1)
I can answer questions using specific details from a text. (RI.4.1)
I can demonstrate what I know by contributing to discussions. (SL.4.1)

13. What specific details from your reading do you think Tim should know about his shirt?
Put your guesses about what is on Tim’s shirt and any other questions about the video in side the little circle.
Write at least 3 specific details about the Really Great Law of Peace in the large square.

17. Things to Tell Tim

18. 0 (Fist)=Not ready, need help now 1-2=Struggling, need some help.
Fist to Five
0 (Fist)=Not ready, need help now
1-2=Struggling, need some help.
3= On my way
4= Ready
5= Ready and highly motivated!
I can contribute to classroom discussions.
I can answer questions using specific details.

19. Lesson 3: Practicing Reading Closely: Section 1 of the Great Law of Peace
Today’s Targets
I can use details and examples from the Iroquois Constitution when explain what specific passages mean or say.
(RI. 4.1, RI, 4.3)
Vocabulary
details examples
oral tradition historical text
reading closely confederacy
constitution Lords

22. What part of today’s lesson helped you learn from hard reading?
Reflection
What part of today’s lesson helped you learn from hard reading?

23. Lesson 4: Reading Closely
Targets
I can use details and examples from the Iroquois Constitution when explaining what specific passages say or mean. (RI.4.1)
I can explain the main part from the Iroquois Constitution accurately. (RI.4.3)
I can engage in a discussion about the Iroquois Constitution. (SL.4.1)
Vocabulary
details examples
historical text law
reading closely constitution
confederacy accumulate
staff assemble
gratitude pelts

24. Why are the Iroquois Constitution and the Great Law of Peace written in uppercase letters?

25. Review
How many different groups did the Great Peacemaker “join together” in peace? What is a “confederacy”? In your own words, explain what the last sentence means.

28. Reflection
How did reading closely help you understand the assigned sections?
What worked well for you?
What are you still having difficulty with?

29. What are some rules in the Great Law of Peace?

30. Lesson 5: Mid-Unit Assessment and Close Read of Section 24
Today’s Targets
I can use specific details from a text to answer questions. (RI.4.1
I can explain the main points in a historical text accurately.
(RI.4.3)
Vocabulary
details examples
assessment spans
offensive criticism
yearning tempered
tenderness fury
lodgment deliberation

33. Lesson 6: Writing to Explain: Gathering Details and Organizing Paragraphs
Today’s Targets
I can determine what information Tim still needs to include in his video. (W.4.9)
I can reread to find specific details. (RI.4.1)
I can plan a paragraph for a postcard explaining to Tim the information he should include in his video. (W.4.5) (W.4.2)
Vocabulary
describe
develop
provide
informational paragraph
postcard
topic sentence
conclusion

34. The Iroquois Confederacy

36. Next Steps for Planning Your Paragraph
Collect details about the Iroquois flag from the original texts and complete the top right-hand box.
Decide one more thing you think Tim should include in the video.
Reread “The (Really) Great Law of Peace” and the four Sections of the Great Law of Peace to collect specific details about your chosen thign to tell Tim.

37. Reflection How is rereading helping you to plan for your postcard?
How is talking helping you to plan for your postcard?
How is using the Four-Square graphic organizers helping you to plan for your postcard?

38. Lesson 7: Writing to Explain: Drafting Strong Paragraphs
Vocabulary
revise
critique
suggestions
Today’s Targets
I can plan a paragraph for a postcard explaining to Tim the information he should include in his video.
I can engage in a collaborative discussion. (SL.4.2)

40. Next Steps for Planning Your Paragraph
Finish your graphic organizer. Reread texts or notes as needed.
Write your topic sentence on writing paper.
Combine the information in your top right box and bottom left box into one or two sentences. Write them on your writing paper.
Begin to think about the end of your paragraph.
What is missing?

42. Reflection
How is the Four-Square graphic organizer helping you to plan your paragraphs for your postcard?
How did it you to make sure that you had enough information to write about?
Can you predict what we are going to do next?

43. Today’s Supporting Targets
Lesson 8: Writing to Explain: Concluding and Polishing Strong Paragraphs
Today’s Supporting Targets
I can conclude my informational postcard for Tim. (W.4.2)
I can revise my paragraph for my postcard to Tim. (W.4.2)
I can give helpful feedback to my peers. (SL.4.1)
Vocabulary
conclusion
revising
optional

44. Next Steps to Your Paragraph
Use teacher feedback to revise what you already have.
Reread your paragraph
Think about what all the ideas in your paragraph have in common.
Write your conclusion.
Show your finished paragraph to me.
Begin optional activities.

45. Today’s Supporting Targets
Reflection
Today’s Supporting Targets
I can conclude my informational postcard for Tim. (W.4.2)

46. Today’s Supporting Targets
Lesson 9: Unit 1 Assessment: Paragraph to Explain the Symbols on My Flag
Today’s Supporting Targets
I can write a paragraph to inform the reader about the symbolism in my flag. (W.4.2)
I can speak clearly to ask and answer questions about our class flags. (SL.4.1)
Vocabulary
Gallery
Walk

48. Reflection How did it feel to talk about your work in a small group?
Were the members of your group good listeners? Give evidence.
Did the group members ask good questions? Give evidence.

49. Celebration!!
What was the most interesting flag you saw during the Hosted Gallery Walk?
What should we do with our class flags now?
What was your individual responsibility today? Did you meet your responsibilities?