Courtney Hall, Seda Umsu, Kaylee Zbytek

Grade 4
Academic Primary Learning Target: Social Studies: Students will know the different tribes
from The League of the Iroquois, where they settled geographically and why.
Academic Standard

CCSS.ELA-LITERACY.RH6-8.7: Integrate
visual information (maps) with other
information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.1: Cite
specific textual evidence to support
analysis of primary and secondary
sources.

IEP Goal

Not Applicable

Lesson Objective

Students will know where the Iroquois tribe

settled, why from a geographic point of
view, and how it affected their lifestyle.

Assessment

The students ability to show that they

understand where the Iroquois settled and
why, or what resources are located there,
through the SMARTBoard activity.

Academic Supporting Learning Target: ELA: Students should be able to cooperate in a

group setting to recall information and work consistently from their homework texts/questions
and draw inferences about the information with the help of in class sources.
Academic Standard

RL.4.1: Refer to details and examples in a

text when explaining what the text says
explicitly and when drawing inferences
from the text.
RL.4.7: Make connections between the
text of a story or drama and a visual or oral
presentation of the text, identifying where
each version reflects specific descriptions
and directions in the text.
RI.4.9: Integrate information from two texts
on the same topic in order to write or
speak about the subject knowledgeably.
W.4.8: Recall relevant information from
experiences or gather relevant information
from print and digital sources; take notes
and categorize information, and provide a
list of sources.

IEP Goal

One student is labeled ADHD, is very

enthusiastic to participateinappropriately
so, at times, and is very sensitive. It is

important to make sure student is on task

and raises their hand in order to give an
appropriate response during activities. The
goal for the student is to work consistently
without verbal or physical disruption of
other students.
Lesson Objective

The student can explain why the Iroquois

settled where they did and how that
effected their way of life. The students can
use textual and visual evidence to support
their ideas while decreasing inappropriate
responses.

Assessment

Exit Ticket worksheet:

What did I already know?
What new information did I learn?
What do I want to learn more about?
How did I perform/behave today in class?
Did I raise my hand and participate
appropriately?
SCOOM

Instructional Strategies/Learning Tasks

1. Engaging Hook/Anticipatory set: Show
images from book--ask engaging
questions. If you were to move to a new
house what needs would you need met
and what landscape would you want to
live by? What would you want your
house to look like and be made of?
2. Have students pick up Assessment
Sheet (teach live assessment 1 sheet) in
the beginning of class. Ask the students
to go over the homework (teach live
lesson 1 hw) from last class. Have each
student answer at least one question. (5
min. time duration.)
3. (Iroquois smartboard activity UPDATED)
Do first smart board activity about Who
are the Iroquois?. There are pull tabs
for directions on the activity and a key for
when it is finished. After doing this
activity, review if needed and give the
students a way to remember which tribes
are part of the League of Iroquois-SCOOM. (5 min. time duration)
4. Second smartboard activity with the map,
settlements, and resources. There are

Accommodations
Reminders: Raise hands when wanting to
answer a question.
Be respectful and do not interrupt while
others are speaking.
Let everyone have a turn to answer a
question.
Make sure to remind students to ask
questions that pertain to the task at hand.

pull tabs for directions on the activity and

a key for when it is finished. Each
student is responsible for two triangles
and one resource. Call on students to
have explain where the triangles need to
be placed and place the ten triangles
where the tribes settled. Also, have the
students decide where to place the
resources in the on the map after being
called on. Talk about why the tribes
settled where they did and how it
helped/hurt their lifestyle. (10 min. time
duration.)
5. Take out Assessment Sheet(teach live
assessment 1 sheet) that the students
picked up at the beginning of class and
have the students complete this
Assessment. This is their exit ticket from
class. (5 min.)
6. Call on each student to share one of their
answers to the questions about what
they learned. (5 min.) [Reminder: Dont
always call on people in the front row
right away try to hit the back first.]
Resources and Materials:

If you Lived With The Iroquois, By: Ellen Levine

Iroquoian Article (http://www.encyclopedia.com/topic/Iroquoian.aspx) MODIFIED
Smart board Activities
The Homework Worksheet
Assessment Worksheet