Week 1 - 9/4
Week 2 - 9/10
Week 3 - 9/17
Week 4 - 9/24
Week 5 - 10/1
Week 6 - 10/9
Week 7 - 10/15
Week 8 - 10/22
Week 9 - 10/29
Title: Oral Tradition, Symbolism, Building Community
Module 1A focuses on building community by making connections between visual imagery, oral accounts, poetry, and written texts of various cultures, with a focus on the Haudenosaunee (Iroquois) culture. Students will determine a central idea and demonstrate how gathering information from a variety of sources can help us understand a central idea more fully.
Module 1 also reinforces reading fluency, close text analysis, explanatory paragraph writing, and presenting to peers. The module reinforces the fact that Native Americans—specifically the Iroquois (Haudenosaunee, People of the Longhouse) —were early inhabitants of the New York region and state, and continue to contribute to the region’s history. In Unit 1, students will read and listen closely to interpret main ideas and thematic connections between visual imagery (symbols and graphics), oral tradition
(Haudenosaunee video), and literary texts (“Birth of the Haudenosaunee”, Two Row Wampum, and Frost’s “A Time to Talk”). Students will demonstrate their understanding by creating symbols and writing explanatory paragraphs about how they connect to the texts (W.4.11, RL.4.11). In Unit 2, students read The Iroquois: The Six Nations Confederacy and view authentic video about the Haudenosaunee, to learn about how the community transcends time. At the end of Unit 2, students write an explanatory piece about how the lives of the Haudenosaunee people have changed and remained the same since the Europeans came to the continent, drawing evidence from two sources to support their claim (W.4.9). Unit 2 will also introduce an optional Independent Reading project that focuses on character development and connects to the other module texts. Unit 3 consists of a readaloud of Patricia Polacco’s The Keeping Quilt and a close reading of other texts to draw the module together. Students will use these texts, and what they have learned about symbols, culture and community, to create a “quilt” that defines the classroom community. Each student will create a symbol on a quilt square about themselves in the context of the classroom [how they can contribute to the classroom community/ what is required of them in order to make the classroom a peaceful community/ what community means]; write explanatory paragraphs about their quilt square, including how it was influenced by the module texts; and present it to the class as the performance task (W.4.2).
For Support with Instructional Protocols, utilize this document.
This link provides a list of engaging and accessible texts with text difficulty ranging from grades 1-8 and Lexiles 140-925. These texts give students opportunities to practice strategies taught during core instruction, build background knowledge around the Module topic, strengthen fluency, and engage in guided and/or independent reading. Keep in mind that these texts not only support independent and/or guided reading, but can also function as a supplemental resource to reteach standards students struggled with through small group instruction.
To support additional texts during guided reading and to build a volume of reading around the Module topic, please see the text sets listed on Newsela here.
This module topic is a great way to start the school year as it lends itself to building community in the classroom. Students examine the culture of the Haudenosaunee. Incorporate community builders to give students opportunities to discuss their culture. Setting the stage for this topic, students build background knowledge and practice reading closely to interpret main ideas and thematic connections between visual imagery (symbols and graphics), oral tradition (Haudenosaunee video) and diverse texts (“Birth of the Haudenosaunee”, Two Row Wampum, and Frost’s “A Time to Talk”). Be mindful of how these lessons and activities support students in answering the essential question "How can our class benefit from the beliefs and agreements of the Haudenosaunee?" Teachers should also consider and plan for organizational routines and procedures for notebooks/folders, note-taking & general unit tasks as students will complete an assortment of documents connected to the unit topic. Please note that standard L 4.4 is not explicitly covered in this unit, but will be assessed on the A1 interim assessment. Use extra days built into the upcoming weeks, and supplemental resources to address L 4.4.
Students will be practicing listening and reading closely as they engage with informational text.
Lesson 1 Instructional Protocol: None
Students begin this unit by doing a close read of the Haudenosaunee Thanksgiving Address. Although students may have had prior experience with reading closely, it will be important to explicitly model and practice routines and procedures for protocols that will be used during this unit (ie. Equity Sticks/Cold Call, TPS). This lesson calls for a student-created graphic organizer. Consider providing students with a graphic organizer to support them in organizing the information learned from the informational text and engaging in collaborative a discussion.
Lesson 2 Instructional Protocols: TPS, Equity Sticks/Cold Call, Fist-to-Five
Students continue practicing listening and reading the Haudenosaunee Thanksgiving Address closely. We recommend using www.novelnewyork.org for ELs/DLs. This site contains audio files and can be translated into many languages; and use sentence stems for writing/talking tasks.
3: RI 4.1, SL 4.1
4: RI 4.1, SL 4.1
5: R.I.4.11, SL.4.1, SL.4.2
6: RI 4.1, RI 4.2
Lesson 6, Item 9
Mid-Unit Assessment: RI.4.1, RI.4.2, SL.4.1
These lessons are content, skill, and vocabulary heavy. Extra time has been built into the week to give teachers the option of splitting one of the lessons into 2 days, if necessary. It is also recommended that these lessons be used as opportunities to assign students homework about symbolism in their culture. This can be used each morning as a way to build community. Students may draw pictures, bringing in artifacts, or share symbols that represent their personal culture. (i.e. all about me poster, consider having a gallery walk of all about me posters, and use that opportunity to teach expectations for gallery walk, which will also happen in instructional part of lesson 3.).
Lesson 3 Instructional Protocols: Gallery Walk, TPS, Equity Sticks/Cold Call
Students will begin lesson 3 with a Gallery Walk of symbols. Teachers are encouraged to plan this activity ahead of time based on classroom space, structure and student needs. Students are introduced to a simple routine of I Notice/I Wonder. Teachers should explicitly model and practice how to conduct a gallery walk with the note-catcher.
Lesson 4 Instructional Protocols: TPS, Equity Sticks/Cold Call
Students work on understanding symbolism during this lesson. We recommend enlarging the symbols and using an anchor chart to capture text-based answers to the questions students will discuss and respond to about the “Birth of the Haudenosaunee”. Consider adding the discussion piece from lesson 5 at the end of this lesson.
Lesson 5 Instructional Protocol: N/A
Half of the lesson focuses on vocabulary review via word association and a modified carousel activity, and then students shift to making connections to the text and sharing out their connections to the whole group.
Lesson 6 Instructional Protocol: N/A
Lesson 6 is the Mid-Unit Assessment. Students read a story about the Haudenosaunee Two Row Wampum and use specific details to answer questions about the text. Administer the entire assessment to students. Question 9 will serve as the Bi-weekly Assessment ane will assess RI 4.1 (which was explicitly taught over the past several lessons).
7: RL 4.2, RL 4.5, SL 4.1
8: SL 4.1, RI/RL 4.10
9: W 4.9, W 4.5, L 4.1, SL 4.1
10: SL 4.1, W 4.2, W 4.5
Students start out the week reading poetry and identifying theme and synthesizing symbolism. The focus shifts to writing as students gather details, and organize their ideas as they write strong informational/expository paragraphs.
Lesson 7 Instructional Protocol: TPS
This is the first time literary standards are addressed (RL 4.2 and RL 4.5), which are formally assessed on A1. This lesson allows students to read a literary poem by Robert Frost “A Time to Talk” and identify the theme. Consider having students conduct a visualization exercise where they draw images that come to mind as they listen to the poem. We also suggest posting the guiding questions on an anchor chart as students read, discuss and deepen their understanding of the poem.
Lesson 8 Instructional Protocol: None
During this lesson, students begin synthesizing symbolism and designing their personal wampum belt. Students create symbols to represent a theme or main idea about their culture. This is an important lesson as students will use their wampum belt to produce a complete paragraph with details about their symbols for bi-weekly next week.
Lesson 9 Instructional Protocol: None
The next few lessons will be focused on standard W.2 which will also be on A1 interim assessment. They strategically scaffold up to support students in writing an explanatory paragraph about their wampum belt. Students will begin to formally gather details about the wampum belt. They use a graphic organizer to begin drafting a paragraph.
Lesson 10 Protocol: Simple Critique Protocol, TPS, Equity Sticks/Cold Call
Students continue to work on their writing. They begin drafting a strong paragraph with the purpose to inform the reader about the symbolism in their wampum belt. The Simple Critique protocol is introduced. Consider forming strategic pairing based on student needs, DLs and ELs. Explicitly model and review expectations for this protocol to ensure all students receive positive and meaningful feedback.
11: W 4.2
1: RI 4.1, RI 4.7
2: RI 4.1, RI 4.2, W 4.8
3: RI 4.1, RI 4.2, W. 4.8
End of Unit Assessment
W.4.2, W.4.5, SL.4.1
Students begin the week by taking the end of unit assessment. Focus then shifts to the next unit as students begin reading the central text. They'll look at text features as well as use a graphic organizer to take notes as they read.
Lesson 11 Protocol: Gallery Walk
This is the End of the Unit Assessment. Students produce an explanatory paragraph about the wampum belt they created and how it connects to the texts they've read. Administer the entire assessment. The completed paragraph students wrote serves as the Bi-weekly assessment and will asess W 4.2 (which was explicitly modeled and taught over the past couple lessons).
In Unit 2, students deepen their knowledge of the Haudenosaunee and begin reading the central text, The Iroquois: The Six Nations Confederacy with a focus on determining main ideas and supporting details. We recommend forming strategic partners early to support students that are not able to access the central text. Teachers should prepare to explicitly model and practice new systems or routines and procedures for independent reading and completing homework assignments. A list of possible supplemental texts and resources have been linked (see "Guided Reading and Supplemental Resources". Students will begin reading independently at home as well as part of homework due to assigned readings from this book. This unit will also allow students to build their writing stamina through extended paragraph writing. Teachers are also highly encouraged to use the optional reading project connected to the topic using "Eagle Song" by Joseph Bruchac (680L) to address literacy standards.
Lesson 1 Protocol: TPS
In this lesson, students spend some time browsing a variety of informational texts to get oriented to typical text features. They begin reading The Iroquois: The Six Nations Confederacy. Consider pulling together several informational texts on the module topic and display them in the library or create a theme basket filled with informational texts at different levels for students to check out and read to practice using text features during independent reading time.
Lessons 2 & 3 Protocol: TPS
In these next two lessons, students are reintroduced to the four square graphic organizer that was previously used in Unit 1. Students use this graphic organizer to take notes on main idea and supporting details as they read. Teachers are encouraged to create a four square anchor chart to explicitly model for students. This will continue to reinforce habits that are necessary to support students in building their capacity to plan and write their explanatory paragraphs in upcoming lessons.
4: RI.4.1, RI.4.2, W.4.8
5: RI 4.1, RI 4.2, W 4.8, W 4.2, W 4.5
6: RI 4.1, RI 4.2, W 4.8, W 4.2, SL 4.1
7: RI.4.1, RI.4.2, W.4.8
RI.4.1, RI.4.2, W.4.8
Students start out the week by capturing main ideas and details in informational text. They then practice paragraph writing and take the mid-unit assessment. The week ends with students doing a close read of an informational text.
Lesson 4 Protocol: N/A
This lesson was omitted as it primarily asks students to practice the same skills they have used for the past few lessons and it relies on students taking full ownership of reading a complex text. This activity can be completed with as part of independent reading with texts at the appropriate level of the student's' reading level. If students struggle with the text, consider strategically organizing partners or triads to work together to complete the activity.
Lesson 5 Protocol: TPS
This lesson is chunked out nicely to support I/We/You. Students use their four square graphic organizer to begin crafting strong paragraphs. Teachers are asked to explicitly model how to craft a paragraph and should consider using their four square anchor chart to model how to write a paragraph using this graphic organizer.
Lesson 6 Instructional Protocol: N/A
This is the Mid- Unit Assessment. Students read a new excerpt from the text The Iroquois: The Six Nations Confederacy, take notes using a graphic organizer and then write a paragraph in response to the prompt: “What is the Great Law of Peace and why is it important?” Administer the entire assessment to students and use the completed paragraph students developed as the biweekly student artifact as it demonstrates student progress towards mastery of both standard RI 4.2 and W 4.2 which was explicitly modeled and taught over the past several lessons.
Lessons 7 Instructional Protocol: TPS
Students continue to practice reading closely to identify the main idea. Please note that lessons 7 and 8 are split into Part 1 and Part 2, with the same skill, however students will engage in different activities each day. In this lesson, students turn their attention to the contemporary (modern) Iroquois culture. They reread select chapters (2, 4 and 5) to discuss how things changed for the Iroquois. Students work with partners to compare the "traditional life" and the Iroquois today. Consider how you want to organize groups of students or structure the activity. Be strategic with partnerships or triads to ensure all students are participating. If necessary, teacher can join a struggling group and support them in completing this activity.
8: RI 4.1, RI 4.2, W 4.8
9: RI 4.1, RI 4.9, SL 4.4, L 4.1
10: RI 4.1, RI 4.2, W 4.8, SL 4.1
From Work time A:
What do both passages tell us about how modern Iroquois traditions are still in practice today?
Students begin the week by continuing the close reading work they started in the previous week. They will then compare to informational texts on a similar topic. Next they focus on creating complete sentences in order to then start drafting strong expository paragraphs.
Lesson 8 Instructional Protocol: None
This lesson examines the structural features of the text, including sidebars and the timeline at the end. While the structure of a text (RI/RL 4.5) is not a priority standard for this lesson, it lends itself very nicely in this lesson should students need additional reinforcement or practice with these standards.
Lesson 9 Instructional Protocol: N/A
This lesson gives students an opportunity to use what they learned in Lessons 7 and 8 about the Iroquois keeping their traditions alive today. They read two short informational texts (one from the Iroquois book) and discuss what each text says about how lacrosse is an important tradition for the Iroquois. The final question in Worktime A, What do both passages tell us about how modern Iriquois traditions are still in practice today?, will serve as the Bi-weekly assessment and will assess RI.4.9.
Lesson 10 Instructional Protocol: None
Students return to the skill of writing strong explanatory paragraphs. Their writing prompt is “What is lacrosse and why is it important to the Iroquois?” In this lesson, students will look at two explanatory models in order to generate criteria for success for their explanatory paragraph. Teachers should leverage some of the suggestions presented of key success criteria are listed in the supporting materials. We recommend advance planning around the four square graphic organizers as students will use one of these to organize their explanatory paragraph.
11: RI 4.1, RI 4.2, SL 4.1, W 4.2, W 4.5
12: RI 4.1, RI 4.2, W 4.5, W 4.9
End of Unit Assessment
W.4.1, W.4.5. W.4.9
Students start off the week critiquing and polishing their expository paragraphs before taking the end of the unit assessment. Students will quickly review what they learned about the Haudenosaunee culture and community in order to set the stage for learning about how various cultures pass down information and unite their communities using multi-media.
Lesson 11 Instructional Protocol: Praise-Question-Suggest Protocol
Students critique and polish their explanatory paragraphs with a partner using the praise-question-suggest protocol. Be sure to review how to critique peer work. We recommend explicitly modeling how to participate in this protocol and post questions students can ask each other during this activity. Teachers should always consider organizing strategic pairings to ensure all students participate in a meaningful way.
Lesson 12 Instructional Protocol: None
This is an End of Unit Assessment where students make a claim about how the lives of the Haudenosaunee have changed and remained the same over time. They will support their claims with evidence from the central text "Iroquois: Six Nations Confederacy" and other informational texts and video. Although this assessment will not be treated as a biweekly, we recommend teachers using this lesson to gauge student progress before beginning Unit 3. It will allow teachers to collect formative data that can inform small group instruction and independent work.
This unit builds on what students learned about symbolism and culture in previous units. They will continue to do a close read of informational texts regarding the traditions other cultures use to tell stories and pass down information. Students are introduced to a new central text, The Keeping Quilt by Patricia Polacco. This picture book allows students to examine how symbols can be captured in art through quilt making. Using what they learned thus far, students analyze how the central idea of community connects the texts within the module and create a “quilt” that defines the classroom community as the final performance task. Applying the practice of oral tradition, students will also explain the symbolism behind their quilt squares through writing.
Lesson 1 Instructional Protocol: Thumbs Up-Thumbs Down Protocol
Students begin the unit by learning how community is shaped by culture. They learn about how various cultures pass down information and unite their communities. Students watch a film near the Onondaga Nation School in, NY. We recommend also using this resource as a way to review symbolism. A transcript of the video is also shared with teachers to support students.
Lesson 2 Instructional Protocol: TPS
Before showing the students a video about the Talking Drums of Mali, we recommend building background by showing students a map of Mali and engage students in a discussion about where Africa is geographically located compared to the United States.
3: RI 4.2, RI 4.9, SL 4.1
4: RL 4.2, SL 4.1, W 4.8
5: RI.4.9, W.4.11
Students start out the week by finding the gist in an informational text. They will reflect back on how symbolism and community fit into all of the pieces we have studied in the module using the Hawaiian text as a jumping off point as they identify theme and symbolism in the passing down of cultural stories and experiences. Lastly, students will end the week by beginning to prepare to wrap up the module as they build community by beginning work on a classroom quilt.
Lesson 3 Instructional Protocol: Getting the Gist Protocol
In this lesson, students practice identifying the gist while reading a text about a Hawaiian quilting, “To Honor and Comfort: Native Quilting Traditions”. They think about how symbolism and community fit into all of the pieces we have studied in the module using the text.
Lesson 4 Instructional Protocol: Carousel Protocol
Students are introduced to The Keeping Quilt and identify theme and symbolism in the passing down of cultural stories and experiences. Because this story is about a Russian Jewish family, consider how you want to build students' background knowledge. We recommend using a map, similar to Lesson 2 and images of where Russia. Split this lesson into 2 days to give students ample background information on the topic. You'll need to do some research to provide additional resources for your students (especially ELLs).
Lesson 5 Instructional Protocol: None
Students begin creating a symbol on a quilt square that represents something they value about themselves and that they bring to the classroom community, such as a positive personality trait or accomplishment. The purpose of this activity is to bring the class together so teachers should make sure that each student makes a contribution to the classroom quilt. Consider providing images of various quilts with symbols/squares to help students brainstorm ideas for their quilt square.
6: RI 4.1, W 4.2, W 4.9, SL 4.1, L 4.4
7: W 4.2, SL 4.4
End of Unit Assessment
R.I.4.1, L.4.1, R.I.4.4
The lessons for this week will wrap up the module. Students use everything they learned through texts, videos, and their understanding of symbols, community, and cultural traditions to create a “quilt” that defines the classroom community. Student are expected to describe the symbols behind their quilt squares and explain its symbolism, which will be the source of the end of unit assessment in which students will write to explain how the student created quilt will unite the classroom as a community. Note that lesson 6 is split over two days to give students ample time to finish their quilt squares.
Lesson 6 Instructional Protocols: Concentric Circle or Mix and Mingle Protocols
This lesson is very complex as students participate in either a concentric circle or mix and mingle activity to discuss their quilt squares and complete an end-of-unit assessment. The end of the unit assessment involves multiple tasks connected to the text, “From KneetoKnee to CD: The Evolution
of Oral Tradition in Mountain Ballads (excerpt).” We recommend making this assessment optional as it assesses standards that have already been addressed in previous biweeklies and lesson tasks. This will give students more time to finish their quilt square if necessary.
Lesson 7 Instructional Protocol: Gallery Walk
Students finish this module writing an explanatory paragraph connected to the quilt square they designed. Before they begin writing, they engage in a quilt gallery walk. This is an important part of the lesson as it gives students an opportunity to discuss the symbols on the quilt squares students created and complete a notecatcher during the gallery walk. This activity will support students in writing their paragraphs explaining how their quilt defines their classroom community.