Embedded Files
August 29, 2024
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 society
ELD Standard:
P1: A1, A2, A3, C10, C12
Expected Student Outcomes (Objective)
Today I am learning about the Maya Civilization by:
Identifying the boundaries of the Mayan civilization and the its major cities.
Identifying the three main periods of the Maya Civilization..
Understanding the achievements accomplished during each of the Mayan periods
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.
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 8: Gather relevant information from multiple print and digital sources.
WHST 9: Draw evidence from information texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
SDAIE: Chunked Reading/5 W's/Text to Read: Starter: Students will complete their starter by reading their daily passage of “This Day in History” and identifying the Who, What, When, Where, and Why from the passage. Daily short task to improve reading and comprehension skills.
Direct Instruction (10 min.)
SDAIE: Direct Teach/Video Clip: Maya Empire Map: Teacher will introduce the next topic by explaining the directions. Teacher will explain how the Maya followed the Olmecs and created a vast empire. Students will then see a video that highlights that empire and shows thier architecture. Teacher will show how to use KAMI to color the map and label the cities.
Guided Practice (10 min.)
SDAIE: TPS: Maya Boundary/Three Period of Maya Civilizations : Teacher and students will go over how to complete this section of the graphic organizer. Teacher will cloze read and use think aloud to model obtaining the information from the reading and then completing the task on the classwork. After 15 minutes teacher will review the correct answers with the students.
Independent Practice (20 min.)
SDAIE: Book to Paper: Maya Boundary: Students will use the map on page 373 in their textbooks to identify the Mayan territory by shading it on their map. They will also identify four of the key Mayan cities on their map.
SDAIE: Text to Speech/Graphic Organizer/TPS/Chunk Reading: Three Period of Maya Civilization: Students will read or use their headphones (text to read function) or pages 372-373 for students without their computer. Teacher has chunked the reading and presented it on Google classroom. Students will then identify the periods on a timeline using green, blue, and purple and also when identifying the achievements of the Mayan Civilization.
Homework.
EdPuzzle: The Great Maya Disappearance 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.
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