Olmec Origins

August 28, 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 creation of civilization in Meso-America by: 

1. Tracing the origins of Olmecs.

2. Understanding the knowledge passed down to future civilizations by the Olmecs.

3. Explaining why the Olmecs are reffered to the "Mother Culture" of the Americas.

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: Cloze Read/Annotate/Chunk Reading/Lexile level/CER/Video Clip: Origins of the Olmecs:  Teacher will cloze read the  chunk passages from the textbook that have been dropped in lexile reading for our students.  After the cloze read, students will read the section to themeselves.  After students have read the section teacher will play a short video clip that goes along with the reading and will include a Table Talk discussion question for the class. Teacher will introduce the Claim and students will highlight the evidence within the text that will validate the Claim from the reading.

Guided Practice (10 min.)

   SDAIE:  TPS/Annotating: Origins of the Olmecs Cornell Notes: Teacher will go over the answers to the Cornell Notes that the students have completed.  Students will correct their answers.

Independent Practice (20 min.)

    SDAIE: Text to Speech/Annotate/TPS/Chunked Reading/Lexile: Origins of the Olmecs: Students will read the second chunked paragraph using the headphones and the Read Aloud function from KAMI.  Students will then annotate the evidence the validates the given Claim supplied by the teacher and write them down on the graphic organizer.

SDAIE: Graphic Organizer/Cornell Notes/Talk to Text/Video clip: Origins of the Olmecs Cornell Notes: Students will complete their Cornell Notes based on the reading dealing with the Origins of the Olmecs.  Students will be given 7 minutes to complete the 8 notes which they are given hints to guide their comprehension of the passages by the teacher (Talk to the text).

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.