4th Grade Module 1A Unit 1

TH
4
GRADE MODULE 1A
UNIT 1
Lesson 3:
“Birth of the Haudenosaunee”:
The Creation of a Nation
Learning Goal
By the end of the unit . . .
Students will be able to
show understanding when
reading nonfiction text by
CLOSE READING and writing
summaries.
4.RI.1 & 4.RI.3
Learning Targets
Unit 1A
Lesson 3
◦ I can use details and examples from “The Birth
of the Haudenosaunee” when explaining what
specific passages say or mean.
◦ I can show what I know by contributing to
discussions.
Vocabulary
Unit 1A
Lesson 3
◦mourning great sadness felt because someone has died
a person who gives physical or emotional care to someone
◦caretaker who
is sick
cause someone to do something by asking, arguing or
◦persuade to
giving reasons
◦symbolize to give special meaning to objects, things, relationships or
events represent
◦endure To experience pain or suffering for a long time
Can you use your vocabulary?
◦ mourning, caretaker, persuade, symbolize, and endure
endure
symbolize (verb)
symbolism (noun)
caretaker
persuade
mourning
Unit 1A
Lesson 3
Unit 1A , Lesson 3
Symbolism:
Symbolism is giving special meaning to objects, things, relationships or
events. So when we see something like a red heart, what do you
think it symbolizes?
• Think-Pair-Share:
1. I think the red heart symbolizes___________ because_____________________.
2. Where and when do you see symbols and why they are important?
Unit 1A , Lesson 3
I Notice/I Wonder…
Learning Target: I can notice new ideas and “wonder” about how nations are created.
I Notice…
I Wonder…
The Haudenosaunee symbols will likely not be as familiar. These symbols will begin to be
explained in the readings that we do throughout this unit, and are sacred symbols to the
Haudenosaunee people.
Unit 1A , Lesson 3
I Notice/I Wonder…
Seal of the
Haudentosaunee
Tree of
Hope
Five Arrows
• Think-Pair-Share:
1. What do you notice or wonder about after paying careful attention to
the Haudenosaunee symbols?
Unit 1A , Lesson 3
Getting Started Reading about the
Haudenosaunee
*Think-Pair-Share:
Compare and Contrast
the 2 maps.
/
New York Today
Before Europeans came to this continent there were people already living in
what is now New York, and we are going to hear about some of their nations in
the reading today and throughout the unit.
Unit 1A , Lesson 3
Getting Started Reading about the
Haudenosaunee
Wampum (noun)
Facts about wampum
• Wampum is purple and white beads that come from clam shells.
• The Haudenosaunee use wampum to tell stories, make treaties and
record history.
• Wampum beads are strung on belts to form pictures and symbols.
• Wampum belts are very important to the Haudenosaunee people.
Unit 1A , Lesson 3
Masterful Reading and Close Reading of “Birth of
the Haudenosaunee” (35 minutes)
• (Distribute Reading) You are going to read this story at least twice
and some sections of it even a few more times. Strong readers
almost always reread in order to understand a text more fully. You
will be practicing this a lot this year. Sometimes our understanding
of a text can change as we learn more about it.
1st READ: Teacher will read aloud-students will follow along.
2nd READ: Partner Reading: Students will re-read the section called
“The Journey of the Peacemaker.”
Underline or highlight only the details that are important.
Circle the words you do not understand.
Unit 1A , Lesson 3
Masterful Reading and Close Reading of “Birth of the
Haudenosaunee” (35 minutes)
Journey of the Peacemaker
Over
a thousand
on the
shoresanother
of Onondaga
Lake,
in present
Youowill
work
togetheryears
to tryago
reading
closely
section
of the
text. day central New York,
democracy was born. The Seneca, Cayuga, Onondaga, Oneida, and the Mohawk people had
Turn to
section
2 “The
Eartheach
Mother”
their
copy
Thanksgiving
Address.
Give
a thumbs-up
if you
been
warring
against
otheron
and
there
wasofgreat
bloodshed.
These five
nations
had
have forgotten
something
to ways
say about
the actions
section.saddened
Discuss what
you think this section is about with a partner.
their
and their
the Creator.
For the second read, chunk the passage into smaller sections.
o The reread
Creatorthe
sentfirst
a messenger
the people
so thatthey
the five
nations
could live
in peace. His the
Chorally
sentence. to
Underline
anything
think
is important
to understanding
name
the Peacemaker.
gist. Turn
to was
a partner
and say what you think the sentence says.
Continue
chunking until
the end
of thewords
section.
Choraltoread
the nations.
next sentence.
Take
then
o The Peacemaker
carried
powerful
of peace
the five
He traveled
in notes,
a canoe
of turn
and talk
to stone
restate
sentence.
white
to the
show
that his words are true.
o One of the first to join the Peacemaker’s vision was an Onondaga named Hiawatha. Hiawatha
was in mourning with the death of his daughters. The Peacemaker used Hiawatha’s purple and
white wampum strings to clear his mind to think clearly again. Together they traveled to the
other nations persuading them to put down their weapons of war.
Unit 1A , Lesson 3
Masterful Reading and Close Reading of “Birth of the
Haudenosaunee” (35 minutes)
Journey of the Peacemaker (continued)
You◦will
work
together tothen
try reading
another
section
of the
The
Peacemaker
soughtclosely
out the
most evil
people
of text.
the five nations. He knew
Turn to
section
2 “The to
Earth
Mother”
on their
of Thanksgiving
Address.
Give a thumbs-up
if you
that
for peace
endure,
these
men copy
needed
to be turned
into good-minded
leaders.
have something to say about the section. Discuss what you think this section is about with a partner.
For the second read, chunk the passage into smaller sections.
◦ The Peacemaker had already successfully convinced the Mohawks, Oneidas,
Chorally
reread and
the first
sentence.
Underline
anything
they
think is important
to understanding
the
Cayugas,
Senecas
to join
the Great
Peace;
however
an Onondaga
named
gist. Turn
to a partner
and say
you think
says.
Tadodaho
stopped
the what
completion
ofthe
thesentence
vision. He
was the most evil person of the
Continue
untilwas
theso
end
ofthat
the section.
read the
next
sentence.
then turn
time.chunking
Tadodaho
evil
his bodyChoral
was twisted
and
snakes
grewTake
fromnotes,
his head.
and talk to restate the sentence.
◦ The Peacemaker gathered all of the chiefs. They traveled together to convince him to
join the peace. Only then did Tadodaho accept the Peacemaker's message and his
special duty of caretaker of the council fire of the Haudenosaunee. His body and hair
straightened and he became the last of the fifty chiefs. The five nations were united at
last!
Unit 1A , Lesson 3
Masterful Reading and Close Reading of “Birth of the
Haudenosaunee” (35 minutes)
Journey of the Peacemaker (continued)
You will work together to try reading closely another section of the text.
Turn◦ to
section
2 “The Earth
Mother”
on their
copy of
Thanksgiving
Address.
a thumbs-up
if you
The
Peacemaker
showed
them that
one nation
can
be easily broken,
like Give
a single
arrow; but five
bound
together,
arrows,Discuss
will become
strong.
Thethis
Peacemaker
furtherwith
symbolized
have nations
something
to say
aboutlike
thefive
section.
what you
think
section is about
a partner.
thissecond
union of
peace
by selecting
the white
tree.
The tree’s pine needles are also bundled
For the
read,
chunk
the passage
into pine
smaller
sections.
into groups of five to remind us of the Great Peace. The Peacemaker uprooted a great white
Chorally
the first
sentence.
they
think
is important
to understanding
pinereread
tree leaving
a great
hole. Underline
Everyone anything
then buried
their
hatchets
of war and
replanted the the
tree.toThe
Peacemaker
placed
eagle
top
of the Tree
of Peace. The eagle is there to warn
gist. Turn
a partner
and say
whatan
you
thinkon
the
sentence
says.
the Haudenosaunee
of any
to this Great
Peace.
Continue
chunking until the
enddangers
of the section.
Choral
read the next sentence. Take notes, then turn
and talk to restate the sentence.
◦ A wampum belt made of purple and white clam shells was created to record the event. Four
squares (starting from the east) representing the Mohawk, Oneida, Cayuga and Seneca Nations
with the Great Peace Tree (representing the Onondaga) in the center. This became known as
the Hiawatha Belt which showed the union of the five Nations.
Unit 1A , Lesson 3
Masterful Reading and Close Reading of “Birth of the
Haudenosaunee” (35 minutes)
◦ Are there additional vocabulary words
◦ Why did the Creator send the
You willthat
workyou
together
to try
reading
of the text. to the five nations?
and your
partner
areclosely
stuck another sectionPeacemaker
Turn to section
on?” 2 “The Earth Mother” on their copy of Thanksgiving Address. Give a thumbs-up if you
◦ Why
the with a partner.
have something to say about the section. Discuss what you
thinkdid
thisHiawatha
section isjoin
about
Peacemaker?
For the second read, chunk the passage into smaller sections.
Usingisevidence
from
the text,
Chorally reread the first sentence. Underline anything they◦ think
important
to understanding
the
gist. Turn to a partner and say what you think the sentence what
says. three things do we find out
the sentence.
Peacemaker?
Continue chunking until the end of the section. Choral readabout
the next
Take notes, then turn
and talk to restate the sentence.
◦ How does this illustration reflect
what we have read in this
section?
◦ What is the purpose of the
Hiawatha Belt?
Unit 1A , Lesson 3
Debrief and Exit Ticket
Have you met your Learning Targets?
1. I can contribute to class discussions.
2. I can answer questions using specific details from the
Let’s watch a video about wampum.
How does the video enhance your understanding of the
Peacemaker? Write your response on the index card as your exit
ticket.
What is Wampum?
Learning Scale
I rate my learning as a ___ because
4
3
2
1
In addition to a 3,
I can make a
meaningful, realworld connection
from the text.
I CAN show my
understanding when
reading nonfiction
texts by explaining
ALL of the
following:
• The gist (topic)
• The main idea
• Specific &
accurate details
• Providing an oral
or written
summary
I CAN show my
understanding when
reading nonfiction
texts in some ways
like explaining the
main idea but
sometimes I forget
important details or
misstate them.
Even with help, I
have a limited
understanding of
how to explain my
understanding when
reading nonfiction
texts.
4.RI.1 & 4.RI.3