TEACHER EDITION: 3 HOMESCHOOL HISTORY

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TEACHER EDITION: 3rd-5th

H O M E S C H O O L H I S T O R Y : Latino/a EPISODE 1

PREPARED BY: SCHOOLYARD RAP

ARLENA FORD/BRANDON BROWN

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Episode 1

Primero- First

Overview In the Spanish language the word Primero means first. Before the United States were founded, and before Christopher Columbus landed on the shores of modern-day Puerto Rico, there were people, kingdoms, and empires that thrived on the continents of North and South America. These civilizations were known as Mesoamerica, starting around 2600 BC. Cultures like the Olmecs, Mayas, Incas, and Aztecs mapped out the stars, had complex trading systems, and even built a city in the middle of a lake. These cultures, the ancestors of modern day Mexican, Guatemalan, Peruvians, Brazilian and many more were the first on the westside of the earth. They were Primero. The Mayan Empire were the first and longest lasting Mesoamerican civilization, starting around 2600 BC. Their land included modern-day southeast Mexico, Guatemala, El Salvador, Belize, and Honduras. The Maya rose to greatness in their later years after adopting some of their culture from the younger Olmec civilization. Olmec Civilization dates back to about 1500 BCE, in modern-day Mexico near the Gulf of Mexico. They are known for their stone monuments, good farmers, artists, mathematicians, and astronomers. They wrote in hieroglyphics, as did most of the cultures that followed them.

The Inca civilization can be traced back to around 1200 CE, in the mountains of Peru. Their civilization extended for 2,500 miles and included 16 million people. They were known for being advanced and had an army, laws, roads, bridges, tunnels, and a complex irrigation system. They did not use writing systems, instead used knotted ropes.

Lastly, the Aztecs founded the biggest city, Tenochtitlan, in 1235 CE. They gradually conquered the rest of the area, until they fell in 1521 at the hands of Spanish invaders. They are known for their 365-day calendar and use of hieroglyphics. This episode of HomeSchool History will explore the various engineering and scientific accomplishments and contribution of ancient Latin American cultures; and explore in detail how these people lived and thrived in their culture.

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Episode 1 Primero Lesson Overview

Introduction to Mesoamerica Lesson Objective: Students will be able to learn about the empires of Mesoamerica (Maya, Olmec, Inca, and Aztec) by using “Primero”. Reading Passages: "Primero" (song)

Incan Empire Lesson Objective: Students will be able to explore the Incan Empire through an interview with the 9th Incan ruler and by reading the text “What is an Engineer?” Reading Passages: Text 1-"What is an Engineer?”

Mayan Empire Lesson Objective: Students will be able to learn about the Mayan Empire through Lady Six Sky interview and “Mayan Calendar” text. Reading Passages: Text 2- "Mayan Calendar”

Aztec Empire Lesson Objective: Students will be able to learn about the Aztec Empire

through an interview and by reading the text “The Mighty, Mighty Aztec”. Reading Passages: Text 3- "Aztec”

Mesoamerica

Lesson Objective: Students will be able to summarize their learning about Mesoamerican Empires by writing a persuasive commercial. Reading Passages: ”Primero” (Song)

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Episode 1 Lesson 1: Introduction to Mesoamerica

OBJECTIVE: Students will be able to learn about the empires of Mesoamerica (Maya, Olmec, Inca, and Aztec) by using “Primero”.

SUGGESTED LESSON STRUCTURE:

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OPENING AND HOOK (17 minutes)

CLOSE READING (15 minutes)

HOMESCHOOL HISTORY (10 minutes)

INDEPENDENT PRACTICE (10 minutes)

DEBRIEF (5 minutes)

SUGGESTED MATERIALS:

Text Author Type of Text Lexile Level Vocabulary

Primero Griot B Song 800L-1010L causeway, primero, Quipu

What is an Engineer?

Kimberly Nguyen Informational 1010L-1200L spanned, construct, hydraulic

Mayan Calendar Kimberly Nguyen Informational 810L-1000L adapted, advanced, various

The Mighty, Mighty Aztec Kimberly Nguyen Informational 1010L-1200L Dominant, agriculture, terrace

Standard(s) Key Ideas and Details RI.1-.3, Craft and Structure .4-.6, Integration of Knowledge and Ideas .7-.9 RI 3.1 RI 4.2 RI 5.2

Determine the main idea of a text; recount the key details and explain how they support the main idea. Determine the main idea of a text and explain how it is supported by key details; summarize the text. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RL 3.5

RL4.5

RL5.5

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Integration of Knowledge and Ideas:

• Chart Paper • Episode 1: Student Worksheets • Note Catcher or Notebook • Access to Primero Song and Lyric Sheet • Access to Episode 1

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E1 L1: Introduction to Mesoamerica

Opening and Hook (17 minutes)

KEEPING IT COOL: Partnership Reminder: Be sure to remind students of partner

expectations. Volume level,

participation expectations,

location of the pairs, etc. If you do not have clear pair expectations,

consider modeling pair

expectations whole group teacher

is student 1 and student volunteer is student 2. Just note, students must

have opportunities to engage in

discourse, so spend time

developing expectations/norms. Teacher Laps: Teacher should

always walk a lap around the

classroom to ensure students understood the task, if more than

40% of the classroom doesn’t

understand regroup the class and

explain directions or model as a whole class. Second lap should be

to find mastery responses to call on

for the share out.

Timing: Remind students of the time

remaining verbally, by announcing it, and visually by writing it on your

whiteboard or using countdown

clock/timer (3 minutes, 1 minute, 30

seconds).

K L W K W L

• Grounding in Learning Objective (2 minutes) • Activity 1: Building Background Knowledge (10 minutes) • Activity 2: Introduce SYR Song (5 minutes)

Grounding in Learning Objective (2 minutes)

Make sure all learning objectives are posted for students to see. Read the learning goal aloud: Today, I will be able to learn all about the Mesoamerica civilization by using the song “Primero”. Say: I am excited that we are using a new resource to learn about history and ground our work in reading, songs, and videos. We are using a new resource called HOMESCHOOL HISTORY (HSH) from School Yard Rap to guide our learning. Today, we will unpack the song Primero and explore the different civilizations of Mesoamerica (Aztec, Inca, Maya, and Olmec).

Activity 1: Building Background Knowledge (10 minutes) Place students in pairs. Have students create a KWL chart (K-What I KNOW, W- What I WANT to learn, L- What I LEARNED) by folding a white sheet of paper into three parts horizontally (hamburger style). In pairs, students will discuss what they already know about Mesoamerica. (3 mins) Teacher Says: Discuss with your partner what you already know about Mesoamerica, Aztec, Inca, Maya, Olmec, or Latin American Natives (2 minutes)

After 3 minutes of partnership time: Have partnerships share their response (3 minutes) Class Anchor Chart: teacher will use chart paper to write out student responses. Filter responses to show mastery responses. Have students write in mastery responses on their KWL chart.

Student Example Class Anchor Chart

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Keeping it Cool: Adding Joy: Students must be able to enjoy the song. A great sign of enjoyment is when students are bobbing their heads, dancing, and catching on to the chorus. Remind students about personal space and your class expectations. Text Reminder: Make sure the text is large and legible enough for all students to see or ensure students also have their copy of the text in hand.

E1 L1: Introduction to Mesoamerica Activity 2: SYR Song (5 minutes) Building Reading Habits: When we look at a picture, book, or article, we notice details. Today we are going to listen to and read “Primero” a song written by Griot B. Let’s track the lyrics as we listen to the song.

Close Reading (15 minutes)

Pre-Read Primero (3 minutes) Ask students, “What do we notice about this text/song?”

CLOZE Reading: Keep students engaged by having them track each word, and CLOZE read with tier 1 words. For example, the teacher reads “How you find” pause and the entire class reads “something“ teacher continues to read “already been found?”

Students should notice the pictures, the stanza, verses, chorus. Be sure to briefly explain stanzas, verses, chorus if your students are not familiar. Academic Vocabulary:

• Stanzas: a division of a poem consisting of a series of lines arranged together, a verse.

• Verses: writing arranged with a metrical rhythm, typically having a rhyme.

• Chorus: a part of a song repeated after each verse. First Read (10 minutes) You or a confident reader can read the song aloud, use CLOZE reading strategies to ensure all students are following along.

Reminder: The goal of the first read is to look for key ideas and details. The initial reading should be as independent as possible, with little background or pre-teaching. Here, students are looking for the main ideas and details of the text, in this case song.

After Reading the entire text, engage students in a Think-Pair-Share. Think-Pair-Share: (5 mins) Use one of the following questions prompts:

• What is this song about? • What new information about Mesoamerica did we learn?

After 2-4 minutes of partnership time, call on partnerships to share their response. Add student responses to the L section of the KWL chart.

Teacher says: The next few weeks we will explore different Latino/a history topics from School Yard Rap, using their TV show called HOMESCHOOL HISTORY. HOMESCHOOL HISTORY main character is Dr. Brown who goes back into time to interview different influential (or important) historical figures.

Play Performance Video: Primero (~4mins)

• Pre-read (3 minutes) • First Read (7 minutes) • TPS- Debrief (5 minutes)

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E1 L1: Introduction to Mesoamerica

Keeping it Cool: Note Catcher: Feel free to print out SYR Note Catcher or have students use a notebook/journal as a note catcher. Taking notes on a video might be difficult for students at first, so feel free to pause the clip to give students time to write. OR use this time to model how to take good notes while watching a video (you can create an anchor chart using chart paper as a class model), pause the video and talk out what you’re doing and why “hmm… this sounds really important, so I’m going to jot down _____”. “This answer the question that my teacher asked, so I’m going to write/jot down the answer”. Be sure to go over expectations and have students involved with creating notes (e.g. As we watch this clip, I would like to see 1 new things you learn, when I pause the clip, I want you to a fact that you learn).

The show is broken up into different segments (or parts): INTRODUCTION, COMMERCIALS, HISTORY HIGHLIGHTS, INTERVIEWS, LIVE PERFORMANCES, and FREESTYLE VOCABULARY RECAP. Today we will watch the INTRODUCTION to the first Latino/a episode called Primero and watch a history highlight. As we are watching the INTRODUCTION, I want you to try to answer the following questions:

• What does primero mean? • What people or civilizations thrived in North and South America

first? You will use a note catcher to take notes while we watch the clip. As we are watching the HISTORY HIGHLIGHT, I want you to try to answer the following questions:

• In what modern-day country was the Olmec civilization located? • What is the most notable or impressive art work created by the

Olmecs? Pair Share (5 minutes) Pair Share: Have students share what they learn from the clip. “Something new I learned from the clip is______________."

Must Do: Worksheet: Complete questions 1-2 on the worksheet May Do: KWL: Write in at least 3 new things you’ve learned (L) and 2 things you want to learn this week (W).

In a closing circle, have students share either one thing they learn or one wondering. Push students to share something new. Teacher says: Today we listened to and read “Primero” and watched part of HOMESCHOOL HISTORY Episode 1, what did you learn and wonder about Mesoamerica? *Push students to speak in complete sentences. Offer a sentence starter

• “I learned _____ from the song” • “I learned _____ from the episode” • “I still wonder ______”

Play the following clips from HSH Latino/a EP 01: • INTRODUCTION • HISTORY HIGHLIGHT: Olmec

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Episode 1 Lesson 2: Incan Empire

OBJECTIVE: Students will be able to explore the Incan Empire through an interview with the 9th Incan ruler and by reading the text “What is an Engineer?


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DEBRIEF (5 minutes)




RL 3.5

RL4.5

RL5.5



• KWL Chart (Students and Anchor) • E1 Student Worksheet • Text 1- “What is an Engineer?” • Access to Primero Song and Lyric Sheet • Access to Episode 1







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E1 L2: Incan Empire Opening and Hook (10 minutes)

Keeping it Cool: Learning Objective: All students should be reading the learning objective aloud. Have a student leader facilitate this by having them use a pointer or laser. Adding Joy: Students should enjoy the song. It's a great sign when students are bobbing their heads, dancing, or reading loudly. Remind students about personal space and your class expectations.

Guided Practice (15 minutes)

Note Catcher: Model note taking. Be sure to pause, ask yourself what is important, and take brief notes. Be sure to go over expectations and have students involved with creating notes (e.g. As we watch this clip, I would like to see 5 new things you learn, when I pause the clip I want you to write a fact that you learn, or center students notes on the guided questions “pay close attention to..”).

• Grounding in Learning Objective (2 minutes) • Activity 1: Building Fluency (8 minutes)

Grounding in Learning Objective (2 minutes)

Post all learning objectives for students to see. Read the learning goal aloud: Today, I will be able to explore the Incan Empire through an interview and the text “What is an Engineer?”

Say: Today, we will explore the Incan Empire. Before we learn about the Incan Empire, we are going to listen to “Primero” by Griot B and try to learn the first verse by practicing fluency.

Activity 1: Building Fluency (8 minutes) First Listen: Listen to the entire song Play Primero Lyric Video (3 mins 34 secs)

Ask students to follow along in their text or use a laser pointer with lyric video. It is important to play the song all the way through. The purpose is to build their fluency, not aid them in comprehension through questioning or discussion.

Second Listen: Students will whisper read along to the first verse only. (Play up to 1 min 04 sec)

Third Listen: Read along to the first verse only. (Play up to 1 min 04 sec) (Optional Activity) Read first verse without the music

Teacher says: Today, we will continue to explore Mesoamerican civilizations by learning more about Inca. In today’s clip from HOMESCHOOL HISTORY Dr. Brown will INTERVIEW an Inca ruler and we will take notes and discuss what we’ve learned. Today as we watch this INTERVIEW, I want you to try to answer the following questions: (Worksheet Questions 3-4)

• How many miles of land did Inca rule over? • What is Sapa Inca? • How did Inca keep records?

Quick Write (5 minutes) Pair Share: Have students share what they learn about the Inca. “Something new I learned from the clip is______________."

Play the following clips from HSH Latino/a EP 01: • INTERVIEW: Pachacuti

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Keeping it Cool: Close Reading Option: Depending on your class, you can extend the Close Reading into multiple days. If you want to only use one text for the week, explore each text to determine which text you’ll use (Text 1- What is an Engineer?, Text 2- Mayan Calendar, and Text 3- Aztec). Again, you’ll use the same text for the entire week during the Close Reading section. Day 1- Preview and First Read students will look for key ideas and details, Day 2- Second Read students will look at the text structure and focus in on a smaller portion of the text, Day 3- Third Read students will integrate their knowledge from the text with their background know and HSH information. Text Reminder: Make sure the text is large and legible enough for all students to see or ensure students also have their copy of the text in hand.

E1 L2: Incan Empire

SecoDurin

gd thisReadread,(8 minuidentifyes)unfamiliar words by

modeling the cognitive thinking "this word seems tricky" "hmmm.. I wonder what this word means" “Let’s WAC this word to see if we can use word structure, apposition, or context clues"

WAC Tier 2 Vocabulary: process, equip, operator (feel free to add additional words depending on your class needs)

Suggested Tier 3 vocabulary words: peacemaker

• Pre-read (2 minutes) • First Read (5 minutes) • Second Read (8 minutes)

Today, we are going to continue to explore the Incan Empire. We are going to read Text 1 “What is an Engineer?” using a close reading lens. While we read, we will find details about the Incan Empire. When we close read a text, we are reading and rereading a text to improve our understanding on a topic or text. So, today we are going to close read “What is an Engineer?”, we will approach each read slightly different.

Preview “What is an Engineer?” (2 minutes) Ask-students “What do we notice about this text?” Students should notice the title and images.

First Read (5 minutes) You or a confident student reader can read the text aloud. Remind students to track each word, and CLOZE read with tier 1 words. Think-Pair-Share (3 minutes): Use one of the following questions prompts:

• What is this text about? • What is the main idea of this text?

Second Read (8 minutes) During this read, identify unfamiliar words by modeling the cognitive thinking

• "this word seems tricky", "hmmm.. I wonder what this word means" , “Let’s WAC this word to see if we can use word structure, apposition, or context clues"

Word Structure, Apposition, or Context Clues (WAC) • Word Structure: the meaning of a word can be figured out by using

prefix base word suffix. • Apposition: the word is followed by the definition, which is often set

off by commas. • Context Clues: using other words in the sentence or paragraph to

figure out a word. Look for clue words to help you. WAC Tier 2 Vocabulary: spanned, construct, hydraulic (feel free to add additional words depending on your class needs)

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E1 L2: Incan Empire

IndependentOingandPracticeHook (10(7minutes)minutes)

Students will work independently on the Black Made That Lesson 2 worksheet. (M0L2- Student Worksheet)

Keeping it Cool:

Small Group Scaffold: If you have a group of students reading below grade level, avoid any classroom outbursts by pulling a small group and read the passage and questions together.

Debrief (10 minutes)

Gather students in a whole group to debrief independent practice. Post a student exemplar response under the document camera or module the correct answer by having a pre-written independent practice written and showing one question at a time.

During the debrief, you want students to:

speak in complete sentences

Debrief Reminder: Push students to speak in complete sentences by providing sentence starter support. This is also a time for students to fix any errors and ensure students are accurately writing their responses in complete sentences.

WORD DEFINITION PICTURE

spanned (v)

Extend across (a period of time)

construct (v) To build

hydraulic (adj) denoting or relating to a

liquid moving in a confined space under pressure

Must Do: Re-read “What is an Engineer?” and complete questions 1-3. • Remind students to write in complete sentences and use facts

(evidence) from the text. Optional Guided Practice: Model how to find text dependent questions and model complete sentences. For example, Q1 What is the main idea of the text “What is an engineer?” Create an anchor chart for MAIN IDEA students can use as a reference in the future:

“What is an Engineer?” main idea is _________. One key idea _________. This is important because_____. Another key idea _________. This matters because _______. In conclusion, “What is an Engineer?”_______________.

Gather students in a whole group to debrief independent practice. Post a

student exemplar response under the document camera or model the

correct answer by having a pre-written answer or by sharing a student

response

During the debrief, you want students to: (7 minutes) • speak in complete sentences • acknowledge what their peers said before adding on or disagreeing

use text evidence to support their answers.

Add to the class Anchor KWL chart: (3 minutes)

• What additional things did we learn today about Mesoamerica (specifically about Inca)?

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Episode 1 Lesson 3: Mayan Empire

OBJECTIVE: Students will be able to learn about the Mayan Empire through Lady Six Sky interview and “Mayan Calendar” text.


.





DEBRIEF (5 minutes)




RL 3.5

RL4.5

RL5.5



• Anchor Chart of KWL • Ep 1 Student Worksheets • Text 2- Mayan Calendar • Access to Primero Song and Lyric Sheet • Access to Episode 1






The Mighty, Mighty Aztec

Kimberly Nguyen Informational 1010L-1200L Dominant, agriculture, terrace

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E1 L3: Mayan Empire Opening and Hook (10 minutes)

Keeping it Cool: Learning Objective: All students should be reading the learning objective aloud. Have a student leader facilitate this by having them use a pointer or laser. Adding Joy: Students should enjoy the song. (Optional Activity) Table competition: have different tables read along to see which group is the loudest and most fluent. Text Reminder: Make sure the text is large and legible enough for all students to see or ensure students also have their copy of the text in hand.

Optional: Have students complete the first questions Q1: What is the main idea in the text “ Mayan Calendar”?


Grounding in Learning Objective (2 Minutes) Post all learning objectives for students to see. Read the learning goal aloud: Today, I will be able to learn about the Mayan Empire through Lady Six Sky interview and “Mayan Calendar” text.

Say: Today, I am excited that we will continue our learning about Mesoamerica civilization by will take out our close reading lens to read the text “Mayan Calendar” to identify the main idea from the text.

Activity 1: Building Fluency (5 minutes) Play: Primero

Recall: See how many students recall the first verses of "Primero". As students listen to the song, have students rap along to the first verse and read the rest of the song. Remember to have students follow along in their text or use a laser pointer with lyric video.

Second Listen: Students will whisper read along to the second verse only.

Third Listen: Read along to the second verse only.

• First Read (8 minutes) • Second Read (10 minutes)

Today, we are going to continue to explore Mesoamerican civilizations by reading more about the Mayan Empire. We are going to read Text 2 “Mayan Calendar” using our close reading lens.

First Read (5 minutes) You or a confident student reader can read the text aloud. Remind students to track each word, and CLOZE read with tier 1 words.

Think-Pair-Share (3 minutes): Use one of the following questions prompts:

• What is this text about? • What is the main idea of this text? • What interesting fact did you learn from the text?

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Keeping it Cool: Second Read Reminder: The goal of the second reading is to focus on a smaller portion or vocabulary. If you want to focus in on vocabulary you can use the following words: notable, elastic, and peninsula.

E1 L3: Mayan Empire

Close Reading (15 minutes)Second Read (10 minutes) On the second read, focus your students on a smaller portion of the text that includes complex elements or ideas so they can read to gain a deeper understanding. Today we are going zoom in on the last paragraph focusing on the parts of the Mayan calendar.

Annotation: This is often referred to as “reading with a pencil,” as

students are encouraged to circle, underline, and write notes as they

read through a passage. They can highlight words they are unsure of,

identify patterns in the story, or call out points that back-up their ideas.

Annotations can also be helpful when students need to develop

written responses to questions.

Teacher says: Today, we will continue to explore Mesoamerican civilizations by learning more about the Mayan Empire. In today’s clip from HOMESCHOOL HISTORY Dr. Brown will INTERVIEW a Mayan ruler, Lady Six Sky, we will take notes and discuss what we’ve learned.

Today as we watch the INTERVIEW, I want you to try to answer the following questions: • What does maize mean? How did Mayans use maize? • What is astronomy? How did astronomers help create the Mayan

calendar?

Pair Share (5 minutes) Pair Share: Have students share what they learn from the clip. “One interesting fact from the clip is______________." “Something new that I learned today is__________,”

Must Do: Worksheet: Complete questions 5-6 on the worksheet

May Do: KWL: Write in at least 2 new things you’ve learned (L) and 1 things you want to learn this week (W).

Play the following clips from HSH Latino/a EP 01: • INTERVIEW: Lady Six Sky

Check for Understanding Lap: Make a lap around the room to see how students are answering the questions. Determine if you need guide the whole group or a small group of students.

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E1 L3: Mayan Empire

IndeOpendentingandPracticeHook (10(7minutes)minutes)

Students will work independently on the Black Made That Lesson 3 worksheet. (M0L3- Student Worksheet)

Keeping it Cool:

Debrief (10 minutes)

Gather students in a whole group to debrief independent practice. Post a student exemplar response under the document camera or module the correct answer by having a pre-written independent practice written and showing one question at a time.

During the debrief, you want students to:

speak in complete sentences acknowledge what their peers said before adding on or disagreeing use text evidence to support their answers

This is also a time for students to fix any errors and ensure students are accurately writing their responses in complete sentences.

Exit Ticket (10 minutes)

Students will work independently on the the Exit Ticket. (M0L3: Exit Ticket)

Reminder: It’s important for students to talk. You might want to start off with a pair share “Share your answer with your partner. What do you notice that is similar or different in your response?”

Gather students in a whole group to debrief independent practice. Post a student exemplar response under the document camera or model the correct answer by having a pre-written independent practice written and showing one question at a time. During the debrief, you want students to:

• speak in complete sentences • acknowledge what their peers said before adding on or

disagreeing use text evidence to support their answers This is also a time for students to fix any errors and ensure students are accurately writing their responses in complete sentences.

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Episode 1 Lesson 4: Aztec Empire

OBJECTIVE: Students will be able to learn about the Aztec Empire through an interview and by reading the text “The Mighty, Mighty Aztec”. SUGGESTED LESSON STRUCTURE:

.





DEBRIEF (10 minutes)










RL 3.5

RL4.5

RL5.5



• Chart Paper • E2 Student Worksheets • Note Catcher or Notebook • Access to M.W.A. Song and Lyric Sheet • Access to Episode 2

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Grounding in Learning Objective (2 Minutes) Post all learning objectives for students to see. Read the learning goal aloud: Today, I will be able to learn about the Aztec.

Say: Today, we will continue our journey in Mesoamerica by learning about the Aztecs. We will read a text called “The Mighty, Mighty Aztec” and watch an interview segment from Homeschool History.


Recall: See how many students recall the first and second verses of "Primero.". As students listen to the song, have students rap along to the first and second verse and read the rest of the song.

Second Listen: Students will whisper read along to the third verse only.

Third Listen: Read along to the third verse only.

• Pre-read (2 minutes) • First Read (8 minutes) • Second Read (10 minutes)

Today, we are going to read about the Aztecs.

Preview “The Mighty, Mighty Aztecs” (2 minutes) Ask-students “What do we notice about this text?” Students should notice the title, bolded words, and the picture.

First Read (5 minutes) You or a confident student reader can read the text aloud. Remind students to track each word, and CLOZE read with tier 1 words.

Think-Pair-Share (3 minutes): Use one of the following questions prompts:

• What is this text about? • What is the main idea of this text?


E1 L4: Aztec Empire

Keeping it Cool: Learning Objective: All students should be reading the learning objective aloud. Pace: Feel free to adjust the pace. If students need more time with the first and second verse, feel free to spend time practicing it instead of moving on to the third verse

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Second Read (10 minutes) On the second read, focus your students on a smaller portion of the text that includes complex elements or ideas so they can read to gain a deeper understanding. Today we are going zoom in on the 2nd paragraph focusing on agriculture. Guiding Questions:

• What is agriculture? • Why was agriculture important for the Aztecs?

Teacher says: Today, we will continue to explore Mesoamerican civilizations by learning more about the Aztec. In today’s clip from HOMESCHOOL HISTORY Dr. Brown will INTERVIEW an Aztec god Huitzilopochtli and we will take notes and discuss what we’ve learned. Today as we watch this INTERVIEW, I want you to try to answer the following questions:

• What does Huitzilopochtli mean? • What are chinampas? • Take note of 3 other interesting or important facts.

Pair Share (5 minutes) Pair Share: Have students share what they learn from the clip. “Something new I learned from the clip is______________."

Must Do: Worksheet: Complete questions 7-8 on the worksheet

E1 L4: Aztec Empire

Keeping it Cool: Annotation Reminder: Students should be reading with a pencil. Guide students to circle, underline, and write notes as they read through the text.

Taking Notes: Be sure to pause the clip to allow students to jot down their notes. Remind students that notes do not have to be in complete sentences.

Play the following clips from HSH Latino/a EP 01: • INTERVIEW: Huitzilopochtli

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Gather students in a whole group to debrief independent practice. Post a student exemplar response under the document camera or model the correct answer. (Optional Discussion: What are similarities and difference between the different Mesoamerican civilizations we’ve learned this week. Push students to provide evidence from their notes, worksheet, or text set.) During the debrief, you want students to: (7 minutes) • speak in complete sentences • acknowledge what their peers said before adding on or

disagreeing use text evidence to support their answers.

E1 L4: Aztec Empire

Keeping it Cool: Reminder: To ensure you add joy to the debrief. You can play Primero, move students to the carpet or stand in a circle. You can even have a talking stick (or ball) students use to share, if using a ball you can show students safe ways to pass the ball to another student to share.

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Episode 1 Lesson 5: Mesoamerican Empires

OBJECTIVE: Students will be able to summarize their learning about Mesoamerica by writing a persuasive commercial.




CLOSE READING

(20 minutes)

SHARE OUT (10 minutes)




RL 3.5

RL4.5

RL5.5


Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RL.4.7

• E1 Student Worksheet • Text 1- What’s an Engineer?, Text 2-Mayan Calendar, Text 3-

The Mighty, Mighty Aztec • Access to Primero Song and Lyric Sheet • Access to Episode 1 Commercials







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E1 L5: Mesoamerican Empire


Keeping it Cool: Adding Joy: See which table group can add dance movements to the song (select the verse they are creating the dance for).


Grounding in Learning Objective (2 Minutes) Post all learning objectives for students to see. Read the learning goal aloud: Today, I will be able to summarize my learning about Mesoamerica.

Say: Today, we will have a chance to put all of our new learning about Mesoamerica together and summarize what we’ve learned.


First Listen: See how many students can read/rap "Primero”

Second Listen: Slow down and clean up any verse students are struggling with.

Third Listen: Have fun. See which table group or individual can rap the loudest and fluently.

Teacher Say: Today we are going to watch COMMERCIALS from HOMESCHOOL HISTORY. The topics include creations from Mesoamerican civilizations like popcorn, gum, and chocolate. We are going to pay attention to the different parts of the commercials and the important facts. Later on today, we will create our own commercials.

Today as we watch the COMMERCIALS, I want you to take note of: • The audience: who is the audience? • Humor: Is there a funny component(s)? • Facts: What new or important fact did you see in the commercial?

Pair Share (5 minutes) Pair Share: Have students share what they learn from the clip.

• One thing I noticed about the commercial was _______. • I thought _______ was an important fact about ______.

Play the following clips from HSH Latino/a EP 01: • COMMERCIALS: Popcorn • COMMERCIALS: Gum • COMMERCIALS: Chocolate • •

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Keeping it Cool:

Group Reminder: Make sure group expectations are clear with the class. It’s important to keep the groups small (no more than four) to ensure each person is participating in the group. Timer: Feel free to add a timer for completing graphic organizer and a timer to practice. If your students need more time than what is allocated, consider extending this activity for two days and adjusting the time. Guided vs Group: Depending on the needs of your students you might consider modeling how to answer the graphic organizer questions versus allowing students to answer independently in groups.

E1 L5: Mesoamerican Empire

Guided Practice (

• Framing (5 minutes) • Reread (5 minutes) • Second Read (10 minutes)

Framing (5 minutes) Say: Today, we are going to reread text from this episode. I will split the class up into three groups (Inca, Maya, and Aztec), you’ll reread your groups text and create a commercial summarizing why people should visit your ancient civilizations. Reread (5 minutes) Independently or in pairs or trios, students will reread their assigned text. Students should annotate or highlight key details. Second Read (10 minutes) In groups (no more than three), students will complete their commercial graphic organizer. Answering the following questions:

• Where is your civilization located? • What are three things that is unique to your civilization? • Why should people visit your civilization? How will you persuade

travelers to visit your location? Before students practice their commercial, review the commercial rubric.

3 2 1

Presentation: Enunciation and clarity

Presenters speak clearly and the commercial can be understood by the audience

Presenters somewhat speak clearly and most of the commercial is clear

Presenters do not speak very clearly, and the commercial is somewhat clear

Persuasive The commercial clearly explains why someone should travel to the civilization

The commercial somewhat explains why someone should travel to the civilization

The commercial does not explain why someone should travel to the civilization

Knowledge of Civilization

Commercial includes at least three correct facts about the civilization

Commercial includes at least two correct facts about the civilization

Commercial includes somewhat correct facts about the civilization

After students complete their graphic organizer, have students practice their commercial. Commercial shouldn’t take longer than 2 minutes.

Students will share their commercial with the class. At the end of the commercial, have students provide positive feedback by using the rubric (e.g. “Good job on sharing information about _____ Empire, I liked when you shared ______.”) During the debrief, you want to discuss with students what did they learn during this episode:

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Documents

TEACHER EDITION: 3 HOMESCHOOL HISTORY