Explorers Day-3 2013

Title: The Siege of Tenochtitlan Subject: Cortes and the Aztecs Standard Addressed: Date: March 20th, 2013 Grade Level: 7th grade Unit: Spanish and Portuguese Explorers

6-8. RH.8 Distinguish among fact, opinion, and reasoned judgment in a text. 68.RH.9 Analyze the relationship between a primary and secondary source on the same topic. I can identify facts and opinions in primary source documents from the siege of Tenochtitlan. What is fact and what is opinion in a primary source? Laptop computer for video, Document camera, different colors of pens for underlining facts/opinions in the accounts, and students each need their History Reflection Journals to record this assignment in. War in World History: Society, Technology, and War from Ancient Times to the Present by Stephen Morillo, Jeremy Black, and Paul Lococo Teachertube.org The Fall of the Aztec Empire http://teachertube.com/viewVideo.php?video_id=221665 Siege a military blockade of a city or fortified place to compel it to surrender. Montezuma Emperor of the Aztecs in 1519 Cuilahuac Brother of the Emperor Hernan Cortes a 34 year old Spanish explorer who lead men against the Aztec Empire. Quetzalcoatl Aztec feathered serpent god

Objectives:

Essential Question: Materials Needed:

Resources Utilized:

New Vocabulary:

Old Vocabulary to refresh: What background Knowledge I want to draw from:

By reviewing the cast of characters my goal will be to trigger the students memories of past lessons when we looked at the religious and social structures of Aztec society.

Explorers Day-3 2013

Lesson Plan Time Instruction /Activity Review What should the student be doing? Taking down the definitions for the cast of characters and answering guided questions. What should the teacher be doing? Explaining the key people in the cast of characters that the students will see in the film. Asking thought prompting questions such as: Who remembers what Quetzalcoatl was the god of? Why is he important to the Aztecs? If Montezuma is the emperor what are his job responsibilities? Watching the film and check in with students who need to regain their focus.

5 min

15 min

Film: The Fall of the Aztec Empire Reflect after the film. Read aloud the two accounts from War in World History Find the fact Summary Writing

4 min

10 min

Actively watching the film (heads up, eyes and ears open) they should be taking notes so they can remember key evidence (facts) from the film. Writing in their History Journals a few quick facts they learned about the siege of Tenochtitlan from the film. Students role is to follow along while others read a paragraph each, and be prepared to read if called on.

Write down 2 facts you learned from the video.

Follow along with the students while reading the accounts. We tried popcorn reading1 and it did not work so the students

6 min

10 min

Clean-up 2 min

Working with a partner students are to underline facts in the accounts. Writing their summary in their History Reflection Journals making sure they use evidence in their writing. They can use any of their notes to help them write their summary. Student put all of their work into their folders and put their folders into the crates.

Rereading the article to look for any facts that I might have missed earlier. Walking around answering questions and asking the students guided questions to activate their minds for this activity.

Answering students questions and wishing the students a good rest of their day. Students must all be sitting down when the bell rings in order to leave.

Popcorn reading is when one student volunteers to read a section and when finished chooses the next student who will read. This takes the pressure off the teacher to call on students and not knowing when they will be called on works well for some classes. The students tend to pay more attention because they could be called on at any moment by a peer to read.

Explorers Day-3 2013

Formative Assessment: Teacher will watch the students while they are taking notes to make sure they are actively engaged in watching the film. After reading the accounts have the students work with elbow partners to find facts and opinions in the accounts. Give the students 5 minutes then call them back and go paragraph by paragraph underlining facts and opinions as a class. Post Assessment: Have the students write to this prompt: Summarize the siege of Tenochtitlan using 3 pieces of evidence. Underline your 3 pieces of evidence to make sure you have used 3. Expand for Next Lesson: Adaptations Adaptions N/A TAG Plan Modifications Assessment Modifications After they have written their summaries, encourage them to go back and underline their facts and add more to their writing. Must have 1 piece of evidence from either the video or handout reading. Grammar is not graded in the summary, however they must have 2 pieces of evidence.

IEP

ESOL

Encourage them to track along reading with the group. Using the document camera to underline facts or opinions so they can visually see the difference. Visual drawing of siege along with a verbal definition of the word.