Embedded Files
September 2730, 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 belies and practices, and slavery.
7.7.3: Explain how and where each empire arose and how the empires were defeated by the Spanish.
7.7.5: Describe the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilizations’ agricultural systems.
ELD Standard:
P1: A1, A2, A3, C10, C12
Expected Student Outcomes (Objective)
Today I am learning about the origins of the Aztecs by:
Understanding how the Aztecs came to power.
Analyze and Explain the origin of the Aztecs.
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: Metacognition: Starter Quiz: Students will complete their starter Quiz based on last weeks starters.
Direct Instruction (5 min.)
SDAIE: Close Read/Direct Teach/Chunked Reading/EQ/Video Clips/Annotate: Truth Behind the Legend: Teacher will close read chunked reading to the students aloud. After teacher has read the passage students will reread the chunked passage to themselves. Teacher will use "Talk to the Text" to guide students annotations to improve comprehension of material. As teacher goes over the annotations, teacher will lecture and provide further clarification and examples to ensure students understand the material.
Guided Practice (5 min.)
SDAIE: Visual/QuickWrite: Aztec Primary Source: Students will analyze an Aztec Primary source to identify the following: Origins of the Aztec Empire, The Lands Natural Resources, and The Aztecs Relations with their Neighbors. Students will identify the three items on the mural and one new piece of information they can learn from the mural and provide an explanation.
Independent Practice (10 min.)
SDAIE: Visual/QuickWrite: Aztec Primary Source: Students will analyze an Aztec Primary source to identify the following: Origins of the Aztec Empire, The Lands Natural Resources, and The Aztecs Relations with their Neighbors. Students will identify the three items on the mural and then explain how it fits into the origins of the Aztec Civilization.
Homework.
EdPuzzle: 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 22, 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 belies and practices, and slavery.
7.7.3: Explain how and where each empire arose and how the empires were defeated by the Spanish.
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. DESCRIBE the impact of Teotihuacán and the Toltecs civilization had on the the rise of the Aztecs.
2. IDENTIFY the methods used by the Aztecs to gain power over their territory.
3. EXPLAIN why the Aztecs chose Tenochtitlan as their new home.
Anticipatory Set (5 min.)
Starter: 5 W’s: Students will read a section from "This Day in History" and identify the 5 W's (Who, What, When, Where, Why.) Teacher will use thumbs up/down for quick checking for understanding before going over the answer.
Direct Instruction (10 min.)
SDAIE: Close Read/Direct Teach/Chunked Reading/Talk to text: Aztecs Rise to Power: Teacher will close read chunked reading to the students aloud. After teacher has read the passage students will reread the chunked passage to themselves. Teacher will use "Talk to the Text" to guide students annotations to improve comprehension of material. As teacher goes over the annotations, teacher will lecture and provide further clarification and examples to ensure students understand the material.
Guided Practice (10 min.)
SDAIE: Visual/QuickWrite: Aztec Primary Source: Students will analyze an Aztec Primary source to identify the following: Origins of the Aztec Empire, The Lands Natural Resources, and The Aztecs Relations with their Neighbors. Students will identify the three items on the mural and then explain how it fits into the origins of the Aztec Civilization. (Go over the answers since it was left for HW. Students will make corrections teacher already verified completion prior to class period)
SDAIE: TPS/Annotating/Video Notes: Aztecs Rise to Power : Teacher will go over the answers dealing with the annotation and answering the essential questions after each paragraph. Teacher will discuss video notes and provide further explanation.
Independent Practice (20 min.)
SDAIE: Chunk Reading/TPS/Annotation/EQ/Text to Speech/Video Notes/Sentence Stem: Aztecs Rise to Power: Students will continue their learning by completing the last two chunked paragraphs in their Graphic Organizer. Students will use their headphones and the Text to Speech function on their Chromebooks so that it can read the second passage to the students. Students will then annotate and use Think Pair Share to discuss their findings with their group. Students will answer one Essential question for each of the remaining paragraphs focusing on the Aztecs civilization rise to power and how they obtained it.
Homework.
EdPuzzle: Aztec Civilization by Friday at 5:00 pm.
Closure (3 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
September 22, 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 belies and practices, and slavery.
7.7.3: Explain how and where each empire arose and how the empires were defeated by the Spanish.
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. DESCRIBE the impact of Teotihuacán and the Toltecs civilization had on the the rise of the Aztecs.
2. IDENTIFY the methods used by the Aztecs to gain power over their territory.
3. EXPLAIN why the Aztecs chose Tenochtitlan as their new home.
Anticipatory Set (5 min.)
Starter: 5 W’s: Students will read a section from "This Day in History" and identify the 5 W's (Who, What, When, Where, Why.) Teacher will use thumbs up/down for quick checking for understanding before going over the answer.
Direct Instruction (10 min.)
SDAIE: Close Read/Direct Teach/Chunked Reading/Talk to text: Aztecs Rise to Power: Teacher will close read chunked reading to the students aloud. After teacher has read the passage students will reread the chunked passage to themselves. Teacher will use "Talk to the Text" to guide students annotations to improve comprehension of material. As teacher goes over the annotations, teacher will lecture and provide further clarification and examples to ensure students understand the material.
Guided Practice (10 min.)
SDAIE: Visual/QuickWrite: Aztec Primary Source: Students will analyze an Aztec Primary source to identify the following: Origins of the Aztec Empire, The Lands Natural Resources, and The Aztecs Relations with their Neighbors. Students will identify the three items on the mural and then explain how it fits into the origins of the Aztec Civilization. (Go over the answers since it was left for HW. Students will make corrections teacher already verified completion prior to class period)
SDAIE: TPS/Annotating/Video Notes: Aztecs Rise to Power : Teacher will go over the answers dealing with the annotation and answering the essential questions after each paragraph. Teacher will discuss video notes and provide further explanation.
Independent Practice (20 min.)
SDAIE: Chunk Reading/TPS/Annotation/EQ/Text to Speech/Video Notes/Sentence Stem: Aztecs Rise to Power: Students will continue their learning by completing the last two chunked paragraphs in their Graphic Organizer. Students will use their headphones and the Text to Speech function on their Chromebooks so that it can read the second passage to the students. Students will then annotate and use Think Pair Share to discuss their findings with their group. Students will answer one Essential question for each of the remaining paragraphs focusing on the Aztecs civilization rise to power and how they obtained it.
Homework.
EdPuzzle: Aztec Civilization by Friday at 5:00 pm.
Closure (3 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
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