Embedded Files
August 30, 2023
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.
7.7.5: 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)
Students will be able to:
1. Identify and explain two agricultural techniques used by the Maya and their importance.
2. Understand the how Mayans used their knowledge of astronomy to farm.
3. Create a planter and plant the three sisters.
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.
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...
WHST 8: Gather revelent information from multiple pring and digital sources...
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
Starter: 5 W’s: Students will work on identifying the 5 W’s from a chunked reading from “This day in History.”
Direct Instruction (10 min.)
SDAIE: Close Read/Annotate/Chunked Reading/VBQ/Speech to Text: Challenges Facing Mayan Agriculture: Teacher will lead students in close reading that has been chunked from the textbook. Students will then read the paragraph by themselves (they can use headphones and speech to text) the second time and complete the annotations based on the Talk to the Text hint at the end of the paragraphs. After each paragraph, students will answer a Video Based Question (VBQ) that will cover a further examples and/or provides a visual and audio of agriculture achievements .
SDAIE: Model/3 sisters plant: Teacher will model to students how to create a planter to plant the three sister, corn, bean, and squash. Teacher will provide the seeds, planting dirt, cup, and water. Students will plant the seeds and be responsible for them for two weeks.
Guided Practice (10 min.)
SDAIE: TPS: Challenges Facing Mayan Agriculture: Teacher will review the answers to the essential questions and the four pictures explanation. Students will make corrections to their assignment as needed in complete sentences. Teacher and students will go over the answers to the Cornell Notes and Photo analysis.
Independent Practice (20 min.)
SDAIE: Cornell Notes/Talk to Text: Challenges Facing Mayan Agriculture: Students will go back into their reading and use the information they annotated to complete their Cornell Notes. Students will organize their information and use the talk to the text hints to help students guide their comprehension.
SDAIE: QuickWrite/TPS: Challenges Facing Mayan Agriculture: Students will analyze four pictures and then write 2-3 sentences explaining the importance of the picture by describing the mayan technique and its importance by utlizing the information from the reading and the Cornell Notes.
Homework.
EdPuzzle: Mayan Lime Mortar. Due by Friday at 5:00 pm.
Closure (3 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
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