bringing the common core to life

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Bringing the Common Core to Life

Grade 4, Module 1, Unit 1, Lesson 1

SIMULATION

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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

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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.

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

"The Iroquois Confederacy"First 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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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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CONSTITUTION

A 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

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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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Bitter rivals (paragraph 1) • What does it mean? • How did you figure it out or may I show you how I figured it out?

‘Miracle Maker’

• Strong readers notice specific words

• I notice ‘miracle’

in big letters; It

might be

important

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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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