Bringing the Common Core to Life

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Bringing the Common Core to Life

Grade 4, Module 1, Unit 1, Lesson 1SIMULATION

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Learning Targets• I can notice new ideas and

wonder about the lives of people long ago.

• I can answer questions using specific details from text.

• I can show what I know by contributing to discussions.

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Learning Targets

• Tools in understanding your own learning

• Help you know what you are expected to learn and do during a lesson

• Part of every lesson, used at the beginning and at the end so you can share how you did moving toward the learning target

• “I can…” statements that you are striving to be able to do in any given lesson or series of lessons

New Unit of Study!

Iroquois, a Native American Group• Lifestyles• Values• Beliefs

Settled in New York more than 11,000 years ago!

Influenced how we live today

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video

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For example…

Observing something

For example…

Questioning the meaning, history, or purpose of what you see

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"The Iroquois Confederacy"First Half…

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Share… cold call…

Chart…

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"The Iroquois Confederacy"Second Half…

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Have you met the learning target,

‘I can record new ideas and wonder about the lives of people

long ago?

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Cold Call

Add to Chart

What do the symbols on Tim’s shirt mean?

Reading about the Iroquois

• May help explain what is on Tim’s shirt

• You’ll read the article…read some sections several times just like strong readers!

• You’ll keep track of your ideas on a

graphic organizer

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Creating Your Graphic Organizer

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Write your guesses about what’s on Tim’s

shirt

Write any other questions you have

from the video

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Does this look like what’s on Tim’s shirt?

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Reading about the Iroquois

• Important for you to answer the question from reading instead of from hearing a teacher’s explanation…we’ll practice learning from reading all year!

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Page 1 ONLY for today…

• Dekanawideh day-gahn-na-WEE-da

A different language

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Think about the flag and follow along as I read paragraph 1…

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CONSTITUTIONA set of rules people

agree to live by

America has a constitution.

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Follow along as I read the rest of page one

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• Reread page 1 on your own, focus on what it is mainly about.

• Make notes in the margins.

• It’s okay if parts don’t make sense…we’ll reread for two lessons.

Page 1• What is the article

mostly about?

• I noticed some important vocabulary. Did you, too? Let’s talk about it…

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Important Vocabulary• Bitter rivals (paragraph 1)

What does it mean? How did you figure it out or may I show you how I

figured it out?

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What does it mean?• So they were rivals…they were competing with

each other for something.

I wonder what issues they would compete over.

What do you think?

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‘Miracle Maker’• Strong readers

notice specific words

• I notice ‘miracle’ in big letters; It might be important

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‘Miracle Maker’• What is a miracle?

• Who is the Miracle Maker?

• What is the miracle that he made?

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Reread page one on your own.

Think about the symbol on Tim’s shirt.

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Discussion• Add 3 specific details from “The (Really) Great Law of

Peace” that might connect to the symbol from Tim’s shirt or answer your questions

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Write your guesses about what’s on Tim’s

shirt

Write any other questions you have

from the video

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What do you still wonder?

Have you met today’s learning targets?

• I can contribute to class discussions.

• I can answer questions using specific details from the text.

• What is your evidence?

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Homework• Independent Reading (from list of

Recommended Texts or other topic-related texts from classroom, school or local library

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