Maya Civilization

VITAL COURSE INFORMATION

Subject(s):

World History

Topic or Unit of Study:

Mesoamerica, Mayan Civilization

Grade/Level:

7th

CCSS Standards/State Frameworks:

RH 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RH 10. Read and comprehend complex literary and informational texts independently and proficiently.

RH 6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

WHST. 6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

WHST. 6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation

Corresponding Essential Questions:

Corresponding Big Ideas: 1. What defines a civilization?

Would the Mayan Civilization be considered civilized?

IMPLEMENTATION

Learning Context:

In the Mesoamerican unit, the Mayans come after the Olmec civilization. Prior to today’s lesson, the students spent the last two days learning about the Olmecs. Today’s lesson is an introduction to Mayan Civilization.

Learning Objectives Matched to an Essential Question:

1. Describe the rise of Mayan Civilization.

2. Compare Mayan civilization to European society.

Instructional Input:

Introduction: Every morning the students are expected to come into class take out a sheet of paper and answer the journal prompt displayed on the board. The students will be asked to answer, What defines a civilization? The teacher will show examples of European society and ask the students do they look civilized followed by asking for thumbs up if they agree thumbs down if the disagree.

Anticipatory Set: In order to engage the students, the teacher will have the students open their chrome books and log into their google classroom accounts. Once they are in google classroom the students will click on the link that will take them to Air Pano. This tool will allow the students to use 3D technology to explore a Mayan city. The students will also be assigned to a graphic organizer (also google classroom) box one.

Direct Instruction: Continuing on with the graphic organizer the teacher will focus on box two of the graphic organizer, The Birth of a Civilization. The teacher will do a Cloze Reading with the students. In addition to the teacher will also use chunking to increase the chances of the student comprehending the material. The teacher will read each paragraph out loud and then ask the students to go back through and read to themselves.

Guided Practice: The teacher and the students will go back through Birth of a Civilization in their graphic organizer and together as a whole group using Talk Through Text. The teachers and the students will go over the important information of the reading by highlighting, circling vocabulary, and making connections.

Independent Practice: Continuing with box three of the graphic organizer, the students will be expected to transfer their annotations and complete them into Cornell notes by summarizing their findings. The will be expected to identify the main idea of the passage, lands of the Mayas, and beginning of the Maya. If time allows the students will continue onto box four of the graphic organizer and will read pages 382-384 in their textbook, After each section they will answer the questions in complete sentences.

Closure: Clean up and dismiss class.

Procedures with Subject Specific Pedagogical Rationale for each choice (including expert references):

This lesson uses a variety of SDAIE strategies. SDAIE strategies were originally designed to meet the needs of ELL students and better help them understand the material. SDAIE strategies, however meet the needs of all students. We selected a Cloze Read because it increases the student’s ability to comprehend the vocabulary being used. By chunking the reading material, the teacher is able to add in wait times to allow the students time to process the information as well as further break down the reading material.

Differentiated Instruction (Tailoring to Individual needs of specific students ELL, GATE, Special Needs):

ELL: To meet the needs of the ELL students we are using a variety of SDAIE strategies including, Think-Pair-Share, Cloze Reading, chunking and putting in wait times to allow students time to process information.

SPED: One of the modification that we will be using for this lesson is incorporating several visuals. Using the 3D Air Pano tool and still pictures, students will be able to see examples of Mayan civilization.

GATE: To meet the needs of a GATE student, the teacher has incorporated depth of knowledge (DOK) questions in box four of the graphic organizer. These questions require a higher level of thinking.

Student Products that will be collected:

Graphic Organizer will be collected after completion.

Informal Checking for Understanding that will occur:

The teachers will use thumbs up thumbs down as one of the one of the methods to check for understanding as well as using chunking during direct instruction. This will allow time for the teacher to use verbal and nonverbal ques to check if students are comprehending. During guided practice the teacher will be walking around from group to group making sure that students are understanding the assignment.

Student Collaboration and grouping:

The students are already grouped into a group of five based off the seating chart. Students will be using Think Pair Share during guided

Time Allotment:

Normal middle school class period, 57 minutes.

Author's Comments & Reflections:

MATERIALS AND RESOURCES

Instructional Materials and resources (Including Technology):

Materials Needed:

-Paper

-Pencil

-ELMO

-Laptop

-Chrome book

Resources Needed:

-Google Classroom

-Air Pano

STANDARDS & ASSESSMENT

Assessment/Rubrics with Connection back to an essential question and appropriate learning objectives:

The teacher will constantly be assessing the students through each stage of the lesson.