Embedded Files
October 20, 2023
Correlation to State Content Standards
7.7.1: Study the locations, land forms, 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.
7.7.3: Explain how and where each empire arose and how the Aztec and Incan 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.
Expected Student Outcomes (Objective)
I am learning about the fall of the Aztec empire.
Understand how Cortéz was able to conquer the Aztecs.
Common Core Literacy Standard
RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH 7: Integrate visual information (eg. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
WHST 2: Write informative/explanatory texts, including the narration of historical events,...
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Anticipatory Set (5 min):
Starter: Digital Footprint: Continuing with the Cyber Week, today stuedents will see the negative impact of leaving Digitial Footbprint when getting a job. Today they will complete a 3 question quiz going over what they learned all week.
Direct Instruction (10 min.)
SDAIE: Direct Teach/Role Play: Advice from the Future: Teacher will set up the stage and explain the prompt. Students will be asked to pretend to go back in time and provide advice to Montezuma on how to deal with the Spaniards and Cortés. Teacher will display video clips to set up the assignment. Teacher will ask students to share out their advice.
Guided Practice (10 min.)
SDAIE: Close Read/Chunk Reading/Annotate/EQ/Video Clips: Cortés & Malinche: Teacher will lead studetns in a close reading about Cortés and the Malinche. The reading will discuss the role they had in brigning down the Aztec empire. After the chunked reading teacher will show a short video clip that provides further explanation of the reading. Teacher will clarify.
Independent Practice (20 min.)
SDAIE: Cornell Notes/Talk to Text/Video Clip: War is Near VCN: Students will complete a Video Cornell Note dealing with the elite warrior class of the Aztecs. Students will get information about the Aztec ritual before battle and the God they honor. The Cornell Notes will provide students with information that hints on the idea that the Aztecs had a chance in winning the battle instead of being conquered.
Homework
EdPuzzle: Aztec Culture Due Friday by 5:00pm.
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.
October 20, 2023
Correlation to State Content Standards
7.7.1: Study the locations, land forms, 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.
7.7.3: Explain how and where each empire arose and how the Aztec and Incan 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.
Expected Student Outcomes (Objective)
I am learning about the fall of the Aztec empire.
Understand how Cortéz was able to conquer the Aztecs.
Common Core Literacy Standard
RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH 7: Integrate visual information (eg. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
WHST 2: Write informative/explanatory texts, including the narration of historical events,...
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Anticipatory Set (5 min):
Starter Quiz: Metacognition: Students will take a quiz based on last weeks starter information dealing with Digtial Footprint based on the Districts initiative of Cyber Week.
Direct Instruction (5 min.)
SDAIE: Direct Teach/Role Play: Advice from the Future: Teacher will set up the stage and explain the prompt. Students will be asked to pretend to go back in time and provide advice to Montezuma on how to deal with the Spaniards and Cortés. Teacher will display video clips to set up the assignment. Teacher will ask students to share out their advice.
Guided Practice (10 min.)
SDAIE: Close Read/Chunk Reading/Annotate/EQ/Video Clips: Cortés & Malinche: Teacher will lead studetns in a close reading about Cortés and the Malinche. The reading will discuss the role they had in brigning down the Aztec empire. After the chunked reading teacher will show a short video clip that provides further explanation of the reading. Teacher will clarify.
Independent Practice (10 min.)
SDAIE: Cornell Notes/Talk to Text/Video Clip: War is Near VCN: Students will complete a Video Cornell Note dealing with the elite warrior class of the Aztecs. Students will get information about the Aztec ritual before battle and the God they honor. The Cornell Notes will provide students with information that hints on the idea that the Aztecs had a chance in winning the battle instead of being conquered.
Homework
N/A
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.
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