Embedded Files
November 3, 2023
California State Standard(s)
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)
I am learning about the role of each class in the Inca city-states.
1. Describe the roles and importance of the members that made up the Inca hierarchy.
2. Identify the layers of the Inca social hierarchy.
3. Create an Inca quipu.
Anticipatory Set (5 min.)
Starter: Evidence: Students will read a chunked section of "This day in History" and provide the evidence within the reading that will help answer the essential question.
Direct Instruction (5 min.)
SDAIE: Direct Teach: Inca Class Structure: Teacher will provide directions to the assignments. Students will use their textbook pages 412-413. Students will be asked to read the sections dealing with “The Emperor,” “Nobles”, and “Commoners.”
Guided Practice (10 min.)
SDAIE: Progress Monitor:Inca Class Structure: Teacher will walk around the class making sure students are on task and answering questions to students who may need help.
SDAIE: Model: Inca quipu Teacher will model how to create an Inca quipu with students who completed their work of the Inca Class Stucture yesterday with the substitute. Teacher will model to students how to make their main chord and their other chords and where to put the knots.
Independent Practice (25 min.)
SDAIE:Cornell Notes/Text to Speech/Talk to the Text: Inca Class Structure: Students will read pages 412-413 in their textbook. Students will read the sections on the Emperor, Nobles, and Commoners. Students Cornell Notes have hints to guide their reading to improve their comprehension.
SDAIE: Close Paragraph: Inca Class Structure: Students will use their Cornell Notes to complete the mini Close Paragraph to check their understanding of the Inca class structure.
SDAIE: Realia: Inca Quipu: Students will create an Inca quipu that displays the year they will graduate high school. Materials will be provided by the teacher. Students would have created their main chord and frist string with the teacher and will complete the other three strings on their own. This will only be for the students that completed their assignment yesterday with the sub.
Homework.
EdPuzzle: Last Inca Bridge due on Friday by 5 p.m.
Closure (3 min.)
Clean up.
Exit Question
Dismiss Class
Report abuse