Lesson Plan 6z4011
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Molloy College Division of Education Laura Drew EDU 329 Grade 4 Topic: Native Americans
Professor Wisnewski April 12, 2017 Content Area: Social Studies
INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*) After completing a KWL Chart and listening to the book, If you Lived With the Iroquois, students will collaboratively complete a Venn Diagram comparing the Iroquois culture to our own today and write a paragraph citing at least three similarities and three differences between the two cultures.
NYS-CCLS / +NYS STANDARDS AND INDICATORS Key Idea: 4.2 NATIVE AMERICAN GROUPS AND THE ENVIRONMENT: Native American groups, chiefly the Haudenosaunee (Iroquois) and Algonquian-speaking groups, inhabited the region that became New York State. These people interacted with the environment and developed unique cultures. (Standards: 1, 3, 5; Themes: ID, MOV, GEO, GOV) Key Concept: 4.2c Each Native American group developed a unique way of life with a shared set of customs, beliefs, and values. Students will examine Native American traditions; work specialization and the roles of men, women, and children in their society; transportation systems; and technology. Students will examine contributions of Native Americans that are evident today. Indicator: This will be evident when students complete the Venn diagram comparing the Iroquois tribe with our society today and write a paragraph citing three similarities and differences between the two cultures.
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
ELA & Literacy Standard (NYS/CCSS) Speaking and Listening: Comprehension and Collaboration (SL. 4.1) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. Speaking and Listening: Comprehension and Collaboration (SL. 4.2) Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Indicator: This will be evident when students listen to the book, “If you Lived with the Iroquois”, and use the information presented to complete the Venn diagram and paragraph citing three similarities and differences between the two cultures.
INSTRUCTIONAL RESOURCES
Book, If you Lived with the Iroquois, by Ellen Levine Venn Diagram Worksheet comparing Iroquois culture and present day culture (three differentiated forms of this worksheet will be created: a Venn diagram with skeleton notes and labeled, a Venn diagram with just labels, and a blank Venn diagram) Iroquois KWL Chart Picture of an Iroquois longhouse to be displayed on SMART board Picture vocabulary sheet of key Iroquois “The Six Nations” reading comprehension worksheet Formative online quiz about Iroquois tribe
MOTIVATION (Engaging the learner(s)*) Teacher will present a picture of an Iroquois longhouse on the SMART Board and ask students what objects, people, or actions they see being performed in the picture, and will circle these observations with the pen. What do you notice about this picture? Does anyone know the name of this shelter? Which Native American tribe is pictured here?
DEVELOPMENTAL PROCEDURES (Including Key Questions) 1. Students will complete the first two sections of a KWL chart to assess prior knowledge about the Iroquois (What do you know about the Iroquois?) (Where did the Iroquois live?)
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
2. Students will share some of the items listed in the “Know” and “Want to know” category of the chart, and the teacher will write these ideas on the board. 3. Students will listen to the book, If you Lived with the Iroquois, paying close attention to similarities and differences of the Iroquois culture and way of life to our own society today. (What are some similarities and differences between the Iroquois and our society/lives today?) 4. After reading the book, students will complete a Venn diagram graphic organizer comparing and contrasting the Iroquois to our own society/ lives. 5. As a class, students will contribute ideas to the class Venn diagram, each student sharing one idea from their own chart to the collaborative Venn diagram (Are there more similarities or differences between the Iroquois and our society?). 6. End the lesson by having students write a paragraph of their own citing three similarities and three differences between the Iroquois and our own society.
INSTRUCTIONAL STRATEGIES (Learning Strategies*) KWL Chart Indicator: This will be evident when students complete the first two columns of the KWL Chart to assess prior knowledge about the Iroquois tribe. Indirect Instruction Indicator: This will be evident when students independently complete the Venn diagram graphic organizer and then share their ideas with the class with teacher guidance.
ADAPTATIONS
Student with fine motor disability will be given larger paper and lines to write on within the KWL Chart and Venn diagram as well as a thicker pencil. ELLs will have an Iroquois study guide vocabulary sheet to refer to when completing the Venn diagram and paragraph.
DIFFERENTIATION OF INSTRUCTION Struggling Students Students will be given skeleton notes within the Venn diagram and complete it in a group. When writing the paragraph, students will be given prompts to assist in development of their writing (Example: What are the similarities and differences between Iroquois shelter and our own?). © Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Average Students Students will complete the pre-labeled Venn diagram in a group and write the paragraph independently. Advanced Students Students will complete the blank Venn diagram in a group and write the paragraph independently.
ASSESSMENT
Students will collaboratively complete a Venn diagram graphic organizer comparing the Iroquois culture to our own today Students will write a paragraph citing at least three similarities and three differences between the Iroquois culture and our own culture today.
INDEPENDENT PRACTICE Students will complete a Formative quiz about the Iroquois tribe.
FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT Direct Teacher Intervention The teacher will meet with the student and complete a reading comprehension age and follow-up questions with them to solidify understanding of the topic. Academic Enrichment Students will be directed to complete a written mock- interview with a pretend member of the Iroquois tribe in which they ask five questions about Iroquois lifestyle and write a response to each question. The interview should be formatted as if it were to be placed in a newspaper or magazine. Students have the option of supplementing their written interview with a drawing to make the activity more creative.
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
References Engstrom, D. The six nations. Retrieved from http://etls.dpsk12.org/documents/Alma/units/ExploringNortheastNative%20AmericansIro quois.pdf
New York State K-12 social studies framework. Retrieved from https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework.
Levine, E. (1998). If you lived with the Iroquois. New York, NY: Scholastic.
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Motivation Picture
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
KWL Chart
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Differentiation: Struggling Student
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Differentiation: Average Student
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Differentiation: Advanced Student
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Vocabulary Sheet of Key
Longhouse
Wampum
Canoe
Corn, beans, squash (3 Sisters) © Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Direct Teacher Intervention
Exploring Northeast Native Americans: “The Six Nations” By Denise Engstrom The Iroquois are a group of American Indians located in the northeast region of the United States and Canada. They are called the Six Nations by the English and “Haudenosaunee” by themselves, instead of “Iroquois.” The word “Iroquois” is a French word, derived from a Huron Indian meaning “black snakes.” Haudenosaunee means “People building an extended house” or People of the Longhouse.” According to oral history, over 1,000 years ago, five nations banded together to form a union now called the Iroquois confederacy. The five nations of the confederacy are the Mohawk, Cayuga, Seneca, Oneida and Onondaga. In the 1700’s, the Tuscarora’s ed the union making the confederacy Six Nations. It is important to that oral history often conflicts with written history making consideration of all sources helps to better understand history. The Council of Chiefs is the governing authority and follows its own laws. The majority of the Six Nations function under the Great Law of Peace, which promotes peace, power and righteousness. The Iroquois confederacy established that each nation should handle their own affairs. Each nation has representation on the Council. The Great Law is a unique representational form of government, with the people in the clans having say in what information is ed upward. Historically, the Iroquois were ruled by 50 council . It has been reported that Benjamin Franklin used many aspects of the Iroquois system in the development of the government of the United States. The Iroquois are considered a matriarchal society because descent is ed through the mother, rather than the father. Both men and women have equal roles in the social, political and economic life of the community. The balance of the gender roles makes the society unique. For example, children of either sex are d with their mother’s clan. © Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
For the Iroquois the clan is the basic unit of social organization. of one clan are considered to be relatives and intermarriage in the same clan is forbidden. Each clan is led by a Clan Mother. The responsibilities of the Clan Mother include the naming of all those in the clan, as well as the selection of the male candidate for Chief, which the rest of the Clan must approve. She can however remove that same chief if he fails in his duties. The historical Iroquois lived in villages with long wooden buildings called “longhouses.” Families would live together in the structures with extended family . Today the longhouse is either a frame building or a large, log house. The Haudenosaunee view the concept of the longhouse like six families living under one roof, with each nation representing a family. The Iroquois Nations could be described as similar to a large longhouse that extends from where the sun rises in the east, to where it sets in the west. The earth is the floor of this longhouse and the sky is considered the roof. In this great longhouse the Mohawk nation are the keeper of the eastern door. The Seneca is the keeper of the western door. The Onondagas in the middle are the keepers of the central fire. Together these three are referred to as the elder brothers and they represent half of the longhouse families. The Cayuga, Oneida, and Tuscarora nations are the younger brothers and they represent the other families that complete the house. Children were valued and respected by Haudenosaunee people. The children received much love and attention from the family in the long house. During this time, the women owned the long houses and the land. Today, longhouses still exist on some Haudenosaunee reservations and are used for ceremonial purposes. The Haudenosaunee grew a variety of vegetables, such as corn, beans, and squash. Hunting and fishing contributed to part of the food they ate. They also grew tobacco that was used for ceremonial and medicinal purposes. The men and boys usually hunted for © Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
deer, bear and small mammals. Although much hunting was accomplished by bow and arrow, many men also used snares, traps and guns.
1. Which of the following were NOT part of the Six Nations? a. Oneida b. Tuscarora c. Cayuga d. Cherokee 2. The Iroquois were a matriarchal society True
False
3. What type of shelter did the Iroquois live in? a. longhouse b. log cabin c. teepee d. wigwam 4. Over 500 clan were part of the Iroquois council. True
False
5. Which of the following did the Iroquois use for food? a. squirrel b. rabbit c. fish d. bugs
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Independent Practice
Formative online quiz: https://goformative.com/student/#/assignments/FQZD372
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Professor Wisnewski April 12, 2017 Content Area: Social Studies
INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*) After completing a KWL Chart and listening to the book, If you Lived With the Iroquois, students will collaboratively complete a Venn Diagram comparing the Iroquois culture to our own today and write a paragraph citing at least three similarities and three differences between the two cultures.
NYS-CCLS / +NYS STANDARDS AND INDICATORS Key Idea: 4.2 NATIVE AMERICAN GROUPS AND THE ENVIRONMENT: Native American groups, chiefly the Haudenosaunee (Iroquois) and Algonquian-speaking groups, inhabited the region that became New York State. These people interacted with the environment and developed unique cultures. (Standards: 1, 3, 5; Themes: ID, MOV, GEO, GOV) Key Concept: 4.2c Each Native American group developed a unique way of life with a shared set of customs, beliefs, and values. Students will examine Native American traditions; work specialization and the roles of men, women, and children in their society; transportation systems; and technology. Students will examine contributions of Native Americans that are evident today. Indicator: This will be evident when students complete the Venn diagram comparing the Iroquois tribe with our society today and write a paragraph citing three similarities and differences between the two cultures.
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
ELA & Literacy Standard (NYS/CCSS) Speaking and Listening: Comprehension and Collaboration (SL. 4.1) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. Speaking and Listening: Comprehension and Collaboration (SL. 4.2) Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Indicator: This will be evident when students listen to the book, “If you Lived with the Iroquois”, and use the information presented to complete the Venn diagram and paragraph citing three similarities and differences between the two cultures.
INSTRUCTIONAL RESOURCES
Book, If you Lived with the Iroquois, by Ellen Levine Venn Diagram Worksheet comparing Iroquois culture and present day culture (three differentiated forms of this worksheet will be created: a Venn diagram with skeleton notes and labeled, a Venn diagram with just labels, and a blank Venn diagram) Iroquois KWL Chart Picture of an Iroquois longhouse to be displayed on SMART board Picture vocabulary sheet of key Iroquois “The Six Nations” reading comprehension worksheet Formative online quiz about Iroquois tribe
MOTIVATION (Engaging the learner(s)*) Teacher will present a picture of an Iroquois longhouse on the SMART Board and ask students what objects, people, or actions they see being performed in the picture, and will circle these observations with the pen. What do you notice about this picture? Does anyone know the name of this shelter? Which Native American tribe is pictured here?
DEVELOPMENTAL PROCEDURES (Including Key Questions) 1. Students will complete the first two sections of a KWL chart to assess prior knowledge about the Iroquois (What do you know about the Iroquois?) (Where did the Iroquois live?)
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
2. Students will share some of the items listed in the “Know” and “Want to know” category of the chart, and the teacher will write these ideas on the board. 3. Students will listen to the book, If you Lived with the Iroquois, paying close attention to similarities and differences of the Iroquois culture and way of life to our own society today. (What are some similarities and differences between the Iroquois and our society/lives today?) 4. After reading the book, students will complete a Venn diagram graphic organizer comparing and contrasting the Iroquois to our own society/ lives. 5. As a class, students will contribute ideas to the class Venn diagram, each student sharing one idea from their own chart to the collaborative Venn diagram (Are there more similarities or differences between the Iroquois and our society?). 6. End the lesson by having students write a paragraph of their own citing three similarities and three differences between the Iroquois and our own society.
INSTRUCTIONAL STRATEGIES (Learning Strategies*) KWL Chart Indicator: This will be evident when students complete the first two columns of the KWL Chart to assess prior knowledge about the Iroquois tribe. Indirect Instruction Indicator: This will be evident when students independently complete the Venn diagram graphic organizer and then share their ideas with the class with teacher guidance.
ADAPTATIONS
Student with fine motor disability will be given larger paper and lines to write on within the KWL Chart and Venn diagram as well as a thicker pencil. ELLs will have an Iroquois study guide vocabulary sheet to refer to when completing the Venn diagram and paragraph.
DIFFERENTIATION OF INSTRUCTION Struggling Students Students will be given skeleton notes within the Venn diagram and complete it in a group. When writing the paragraph, students will be given prompts to assist in development of their writing (Example: What are the similarities and differences between Iroquois shelter and our own?). © Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Average Students Students will complete the pre-labeled Venn diagram in a group and write the paragraph independently. Advanced Students Students will complete the blank Venn diagram in a group and write the paragraph independently.
ASSESSMENT
Students will collaboratively complete a Venn diagram graphic organizer comparing the Iroquois culture to our own today Students will write a paragraph citing at least three similarities and three differences between the Iroquois culture and our own culture today.
INDEPENDENT PRACTICE Students will complete a Formative quiz about the Iroquois tribe.
FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT Direct Teacher Intervention The teacher will meet with the student and complete a reading comprehension age and follow-up questions with them to solidify understanding of the topic. Academic Enrichment Students will be directed to complete a written mock- interview with a pretend member of the Iroquois tribe in which they ask five questions about Iroquois lifestyle and write a response to each question. The interview should be formatted as if it were to be placed in a newspaper or magazine. Students have the option of supplementing their written interview with a drawing to make the activity more creative.
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
References Engstrom, D. The six nations. Retrieved from http://etls.dpsk12.org/documents/Alma/units/ExploringNortheastNative%20AmericansIro quois.pdf
New York State K-12 social studies framework. Retrieved from https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework.
Levine, E. (1998). If you lived with the Iroquois. New York, NY: Scholastic.
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Motivation Picture
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
KWL Chart
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Differentiation: Struggling Student
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Differentiation: Average Student
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Differentiation: Advanced Student
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Vocabulary Sheet of Key
Longhouse
Wampum
Canoe
Corn, beans, squash (3 Sisters) © Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Direct Teacher Intervention
Exploring Northeast Native Americans: “The Six Nations” By Denise Engstrom The Iroquois are a group of American Indians located in the northeast region of the United States and Canada. They are called the Six Nations by the English and “Haudenosaunee” by themselves, instead of “Iroquois.” The word “Iroquois” is a French word, derived from a Huron Indian meaning “black snakes.” Haudenosaunee means “People building an extended house” or People of the Longhouse.” According to oral history, over 1,000 years ago, five nations banded together to form a union now called the Iroquois confederacy. The five nations of the confederacy are the Mohawk, Cayuga, Seneca, Oneida and Onondaga. In the 1700’s, the Tuscarora’s ed the union making the confederacy Six Nations. It is important to that oral history often conflicts with written history making consideration of all sources helps to better understand history. The Council of Chiefs is the governing authority and follows its own laws. The majority of the Six Nations function under the Great Law of Peace, which promotes peace, power and righteousness. The Iroquois confederacy established that each nation should handle their own affairs. Each nation has representation on the Council. The Great Law is a unique representational form of government, with the people in the clans having say in what information is ed upward. Historically, the Iroquois were ruled by 50 council . It has been reported that Benjamin Franklin used many aspects of the Iroquois system in the development of the government of the United States. The Iroquois are considered a matriarchal society because descent is ed through the mother, rather than the father. Both men and women have equal roles in the social, political and economic life of the community. The balance of the gender roles makes the society unique. For example, children of either sex are d with their mother’s clan. © Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
For the Iroquois the clan is the basic unit of social organization. of one clan are considered to be relatives and intermarriage in the same clan is forbidden. Each clan is led by a Clan Mother. The responsibilities of the Clan Mother include the naming of all those in the clan, as well as the selection of the male candidate for Chief, which the rest of the Clan must approve. She can however remove that same chief if he fails in his duties. The historical Iroquois lived in villages with long wooden buildings called “longhouses.” Families would live together in the structures with extended family . Today the longhouse is either a frame building or a large, log house. The Haudenosaunee view the concept of the longhouse like six families living under one roof, with each nation representing a family. The Iroquois Nations could be described as similar to a large longhouse that extends from where the sun rises in the east, to where it sets in the west. The earth is the floor of this longhouse and the sky is considered the roof. In this great longhouse the Mohawk nation are the keeper of the eastern door. The Seneca is the keeper of the western door. The Onondagas in the middle are the keepers of the central fire. Together these three are referred to as the elder brothers and they represent half of the longhouse families. The Cayuga, Oneida, and Tuscarora nations are the younger brothers and they represent the other families that complete the house. Children were valued and respected by Haudenosaunee people. The children received much love and attention from the family in the long house. During this time, the women owned the long houses and the land. Today, longhouses still exist on some Haudenosaunee reservations and are used for ceremonial purposes. The Haudenosaunee grew a variety of vegetables, such as corn, beans, and squash. Hunting and fishing contributed to part of the food they ate. They also grew tobacco that was used for ceremonial and medicinal purposes. The men and boys usually hunted for © Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
deer, bear and small mammals. Although much hunting was accomplished by bow and arrow, many men also used snares, traps and guns.
1. Which of the following were NOT part of the Six Nations? a. Oneida b. Tuscarora c. Cayuga d. Cherokee 2. The Iroquois were a matriarchal society True
False
3. What type of shelter did the Iroquois live in? a. longhouse b. log cabin c. teepee d. wigwam 4. Over 500 clan were part of the Iroquois council. True
False
5. Which of the following did the Iroquois use for food? a. squirrel b. rabbit c. fish d. bugs
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
Independent Practice
Formative online quiz: https://goformative.com/student/#/assignments/FQZD372
© Molloy College, Division of Education, Rockville Centre, NY 11571 Revised 10/25/16 *edTPA academic language
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