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 (The Great Peacemaker, 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).
Unit 3 expands on the conversation around symbolism and culture begun in Unit 1 to incorporate global perspectives. Students listen to, view, and close read informational texts regarding the traditions other cultures use to tell stories and pass down information. Students will review oral tradition and revisit it from a different angle as they explore the Griot tradition in Africa. Students will look at how symbols can be captured in art through blanket making in Hawaii and quilt making through Patricia Polacco’s story The Keeping Quilt. Students will revisit specific texts and notes from Units 1 and 2 to examine how the central idea of community connects the texts within the module. Students will use these texts, videos, and their understanding of symbols, community, and cultural traditions to create a “quilt” that defines the classroom community. Each student will create 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. Emulating the practice of oral tradition, students will then explain the symbolism behind their quilt squares, 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.