Aztec Class Structure 2

October 9, 2024

Correlation to State Content Standard:

7.7.1 Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.

7.7.2: Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.

ELD Standard:

P1: A1, A2, A3, C10, C12

Expected Student Outcomes (Objective)

 Today I am learning about the Aztecs by: 

1. Describing their diet based on their social status.

2. Explaining the important role their markets had on social life.

Common Core Literacy Standard         

  RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from   prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

            RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts 

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 6: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiency.

WHST 8: Gather relevant information from multiple print and digital sources (primary and secondary sources).

WHST 9: Draw evidence from information texts to support analysis reflection, and research.

Anticipatory Set (5 min.)

       SDAIE: 5 W's/TPS/Text to Read: Starter & Starter Quiz: Students will identify the 5 W's (who, what, where, when, why) from the chunked reading taking from the History Channels "This Day in History" website.

Direct Instruction (10 min.)

            SDAIE: Direct Teach/Model/Video Clip: Aztec Diet :  Teacher will model and explain the directions in which they will have to read or have the passage read to them.  After students have completed their section during the time allotted for the assignment.  Teacher will discuss the types of foods and provide picture of them.  Teacher will also show a clip of the Aztec must controversial soup...Pozole and provide a table talk discussion question.

Guided Practice (10 min.)

        SDAIE: TPS/Progress monitoring : Aztec Daily Life:  Teacher will walk around and inspect students work during their independent practice.  Teacher will help out students who need help or are stuck with the question.

Independent Practice (20 min.)

   SDAIE: Chunked Reading/Text to Speech/Visuals/Graphic : Aztec Diet:  Students will read or have KAMI read the chunked passage to them (4 min).  After the reading, student will have ten minutes to describe the diet of the Aztecs visually creating a menu of the Aztec diet based on their social status.

SDAIE: Chunked Reading/Text to Speech/Close Paragraph/Graphic : Aztec Market:  Students will have five minutes to read the passage or have it read to them.  Passage has been chunked by the teacher to just two small paragraphs.  After the reading students will fill in the blanks of a Close paragraph that summarizes the importance of the Aztec Markets using information they have gathered from the reading.

Homework.

            EdPuzzle: Aztec Culture due Friday by 5 p.m.

Closure (3 min.)

1.     Clean up.

2.     Dismiss Class.

Lesson Modifications for GATE, RSP, and EL Students

EL: Projector (visuals), questioning, chunking, cognitive words, repetition, translation in Spanish.

RSP: Projector (visuals), questioning, modified assignments, check for understandings.

GATE:  Require answers that will demonstrate depth and complexity of fertilization.

September 27, 2022

Correlation to State Content Standards

7.7.1 Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and develop­ment of urban societies. 

7.7.2: Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.

Common Core Literacy Standard

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH 7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

RH9: Analyze the relationship between a primary and secondary source on the same topic.

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 5: With some guidance and support from peers and adults, develop and strengthen writing as needed by panning revising, editing, rewriting or trying a new approach.

WHST 9. Draw evidence from informational texts to support analysis reflection, and research.

Expected Student Outcomes (Objective)

       Students will be able to:

1.    Understand the Aztec social hierarchy.

2.   Understand the roles played by each member in the Aztec society.

Anticipatory Set (5 min.)

           Starter: Quiz: Students will take a Quiz based on their starters from last week.  Weekly starter quiz teaches students the skill of studying and taking test.

Direct Instruction (10 min.)

           SDAIE: Direct Teach/Close Read: Aztec Class Structure:  Teacher will close read the section dealing with the introduction and the ruler.  Teacher will clarify and discuss how the Aztec class structure is different from that of the Maya.  Will explain the directions for the assignment.  

Guided Practice (10 min.)

        SDAIE: TPS : Aztec Class Structure:  Teacher will and students will gather the information from the reading and place the responsibility and privileges of the ruler.  Will go over the Prior Knowledge question.  

Independent Practice (20 min.)        

SDAIE: Jigsaw/Group: Aztec Class Structure:  Students will be given one of the four remaining class structures.  They will read their section and underline the class responsibility and privilege.  Once they are done with the reading and annotating they will write their answers on the Graphic Organizer.

Homework.

         EdPuzzle: Aztec Elite Warrior by Friday at 5:00 pm.

Closure (5 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.