LAI 521

LESSON TITLE: Myths of the Iroquois

GRADE LEVEL: 4

ESTIMATED TIME:
60 minutes

OVERVIEW:
The major focus of this lesson is to learn basic beliefs of the Iroquois people. The purpose is
to understand what a myth is and how it explains something.

PREREQUISITE LEARNING:
Reading skills
Writing skills
Artistic skills

STANDARDS/BENCHMARKS ADDRESSED:
New York State Common Core Writing Standard 3 - Write narratives to develop real or
imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
New York State Common Core ELA and Literacy, Key Ideas and Details 2. - Determine the
main idea of a text and explain how it is supported by key details; summarize the text.

CONNECTIONS TO OTHER TOPICS/DISICPLINES:
This lesson incorporates writing skills, including story formation and event sequencing, and
reading concepts. This lesson also includes artistic concepts.

OBJECTIVES:
Students will learn what a myth is and the purpose of a myth. Students will be able to
identify the main idea of a myth as well as what a particular myth explains. Students will
learn how to form their own myth through writing and art.

MATERIALS:
Turtle Island chapter from The Iroquois by Raymond Bial
How the Bear Clan Became Healers chapter from Skywoman: Legends of the Iroquois by
Joanne Shenandoah and Douglas M. George
Pen/Pencil
Paper
Markers/Colored pencil/Crayons
Chalkboard
Chalk
Myth definition (Teacher edited to ensure grade level understanding)
Myth chart

ENGAGEMENT ACTIVITY:
LAI 521
The teacher will lead a discussion about what the students believe a myth is.
The teacher will write the definition of a myth on the board.
The class will read together the definition of a myth: A traditional story about the early
history of a group of people that explains a practice, belief, or something in nature.

INSTRUCTIONAL PLAN:
The teacher will pass out the Turtle Island chapter.
The teacher will read Turtle Island to the class, while students follow along.
Students will use think-pair-share to discuss what the main idea of this myth is with a
partner.
Students will complete row one of the myth chart independently.
The teacher will read out loud to the class How the Bear Clan Became Healers while
students follow along.
Students will think-pair-share to discuss what this myth explains with a partner.
Students will complete row two of the myth chart independently.
Students will create their own myths to explain a practice, belief, or something in nature of
their choice.
Students will complete row three of the myth chart using their own myth.
Students will draw at least one picture from their own myth.
Students will hand in their myth chart, their myth, and their myth depiction for assessment.

SUSTAINING, CONCLUDING, OR EXTENDING ACTIVITIES:
Students who would like to volunteer may read their myth and explain their depiction(s).
After assessment, the teacher will hang the students work around the classroom for others to
view.
In the future, this lesson may be extended to learn about myths from other cultures, such as
the ancient Greeks or Romans. Furthermore, this lesson may be extended to study folklore
and fairy tales, such as Cinderella or Jack and the Beanstalk.

EVALUATION AND ASSESSMENT:
Students will be assessed on if they accurately identify the main idea and the myth
explanation from both Turtle Island and How the Bear Clan Became Healers on their
myth chart.
Students will be assessed on if their myth explains a practice, belief, or something in
nature.
Students will be assessed on if they have identified the main idea of their myth in their
myth chart.

REFERENCES

Bial, R. (1999). The Iroquois. New York: Benchmark Books Marshall Cavendish Corporation.


Shenandoah, J., & George, D.M. (1998). Skywoman, Legends of the Iroquois. Santa Fe, New
LAI 521

Mexico: Clear Light Publishers.

Myth. (n.d.). In Merriam-Webster Dictionary online. Retrieved from

http://www.merriam-webster.com/dictionary/myth

New York State Common Core Social Studies Framework Grades K-8. (2014, March 1). .

Retrieved May 10, 2014, from

http://www.engageny.org/sites/default/files/resource/attachments/ss-framework-k-8.pdf