Embedded Files
October 1, 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:
Explaining the origins and rise of the Aztec Empire.
Understanding how the Aztecs ran their extensive empire.
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: 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: 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 (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 one new piece of information they can learn from the mural and provide an explanation.
SDAIE: Think Aloud/TPS/: Aztec Storyboard: Teacher will model think aloud to guide students in completing their stoyboards dealing with the Rise of the Aztecs and how they took over the Mexican Valley.
Independent Practice (20 min.)
SDAIE: Chunked Reading/Annotate/Text to Read/Video Clip: Truth Behind the Legend: Students will read the chunked passage dealing with the Aztec rise to power. Students will be annotating evidence depicting how they took control of the Mexican Valley and from who. Video Clip dealing with the passage will be played for visualizing and audiotory learners.
SDAIE: Visuals/QuickWrite/TPS: Aztec Storyboard: Students will a be given six images in which they will have to identify by placing them in order that details the origin of the Aztecs to how the established their empire. Below each picture students will have to provide a quick summary with tier 2 and 3 vocabulary words and dates in their summary so they can explain the rise of the Aztec's empire.
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.
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