Aztec Daily Life

October 10, 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. Explaining the important role their markets had on social life.

2. Identifying major Aztec Gods and their religious practice.

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: EQ/TPS/Text to Read: Starter: Students will read a chunked reading taking from the History Channels "This Day in History" website.  Students will be given an essential question to answer based on the reading.  They will have to annotate the answer and then answer it.  If no evidence is given to answer the question they will write "Not enough information."

Direct Instruction (10 min.)

            SDAIE: Direct Teach/Cornell Notes//Talk to Text/Video Clip: Aztec Religious Practice:  Teacher will lecture and clarify the Aztec Religion as we go over the answers to the Cornell Notes.  Student will watch a short video clip of Aztec Religion after they are done with the reading.

Guided Practice (10 min.)

        SDAIE: TPS : Aztec Market:  Teacher will review the answers to the Aztec Market section had to complete for Homework.  Students will fill in the close paragraph. Teacher would have already graded those students who did the work and turned it in and made 

      SDAIE: TPS : Aztec Religion and Practice:  Teacher will review the answers to the Aztec Religion and Practice. 

Independent Practice (20 min.)

   SDAIE: Chunked Reading/Close Paragraph/Text to Speech: Aztec Markets:  Students will be given additional time to complete box 3 dealing with the Markets.

     SDAIE: Cornell Notes/Graphic Organizer/Speech to Text/Talk to the Text/Chunked/Video Clip : Aztec Religion and Practice:  Students will have the chunked passage dealing with Aztec Religion read to them through KAMI for about 4 minutes.  The secon time students can chose to have it read to them again or they can silently read the passage again.  Next a short video clip will be played that covers about the same information that was mentioned in the reading. Finally students will use the information from the reading and the video clip.  Information will be placed in their Cornell Notes using the hints provided by the Talk to the text by the teacher.  Students who finish the Cornell Notes, Essential Question, and the Connection question will notify the teacher to ensure its done with 90% accuracy and get their point.

Homework.

            EdPuzzle: due Saturday 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.

9/30/23

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.  Teacher will go over the answers to the order and explanation of the Aztec Rise to Power.  Teacher already checked assignment for completion

Guided Practice (5 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 (15 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: by Friday at 5:00 pm.

Closure (5 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.

September 30, 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.    Identify and explain the Aztecs daily life.

2.    Understand Aztec economy, religion, food, and family life.

Anticipatory Set (5 min.)

           Starter: 5 W’s: Students will complete their daily starter in which they will identify the Who, What, When, Where, and Why from the chunk passage from “This Day in History.”

Direct Instruction (10 min.)

  SDAIE: Direct Teach: Aztec Daily Life:  Teacher will explain the directions.  The Aztecs daily life graphic organizer is divided into four sections dealing with Family life, Food, Markets, and Religious Practice.  Teacher will inform students that each group member will be responsible for one section.  Then they will come together to discuss and share their findings with the rest of the group members.

Guided Practice (X min.)

        SDAIE: Progress Monitoring : Aztec Daily Life:  Teacher will monitor students’ progress in class by walking around and ensuring students are staying on task and not surfing the internet or playing games.

Independent Practice (30 min.)        

   SDAIE: Think Aloud/Cornell Notes/Text Related Questions/Close Paragraph/Jigsaw: Aztec Dialy Life:  Students will chose one of the four topics and assignments; Family Life Cornell Notes, Food Text Related Questions, Market Close Paragraph, and Religious Practice Cornell Notes.  Each student in the group of four will read their section and complete their tasks.  Once all members of the group are done they will teach the other members about their topics and go over the answers.  Members will write the answers they get from their peers in purple.

Homework.

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

Closure (5 min.)

1.   Clean up.

2.   Exit Question

3.   Dismiss Class.

Summary

1.      Have students complete their starter.  Display answer after 5 minutes using the elmo.

2.     Explain to students they will work on the Aztec Daily Life Graphic Organizer.  Explain to students that each member in the group of four will select one topic and work on it.  Page numbers are on the graphicc organizer.  Once students are done with it they can discuss their findings.  Allow them 20 minutes to finish and 10 minutes to begin their group discussion.  If a group member finishes their section and the others have not, they can work on the assignment from yesterday or any other missing assignment as they wait for the other team members to finish.