Rebecca Berreman LESSON PLAN for A Day in the Life

The technologically enhanced portions of the lesson plant are written in GREEN
This lesson is a reflection of acquired knowledge about the daily life of individuals in
the Mayan, Aztec, or Incan civilizations. It is aimed to give perspective to the
different roles of individuals in the social pyramid, as well as different traditions,
beliefs, and customs during this time period. Students choose which civilization they
would like to represent, then the teacher assigns a hierarchical status ranging from
the ruler, the nobles, scholars, merchants, and peasants. Students are required to
cover daily practices revolving around religion, food, recreation, work, education,
and family duties.
Title of Lesson: A Day in the Life of a Mayan/Aztec/Incan
Grade: 7th
Subject Area: Medieval History
Anticipated Time Frame: 50 mins
Classroom Organization:
individual
Resources and materials:
Review of the three different civilizations and the social pyramid
Civilization Posters
History Alive Textbook: Unit chapters
Elmo Projector
Macbook Pro
Chromebooks
Dragon Naturally Speaking software
blank paper

Central Focus or Big Idea of Learning Segment:

The differences in modern Central and South American cultures, to the medieval
cultures of the Mayan, Aztecs, and Incas
California Content Standard(s)/Common Core Standards
Content Objectives:
Who occupied Central and South America before the Spanish Inquisition?
How was the social pyramid organized in the Mayan, Aztec, and Incan empires?
What were the different roles and responsibilities of different individuals within
the 3 empires?
Performance Objectives:
Write out (or type using provided chrome book with Dragon software) different
roles the individual possesses such as family role, religious duties, work or
education, and recreation.
Draw images to support different roles or duties of the individual. (students who
are using an online version of the document will draw image on a separate sheet
of paper)
Share with classmates and describe their individual.

7.7
2.

Students compare and contrast the geographic, political, economic, religious, and
social structures of the Meso-American and Andean civilizations.
Study the roles of people in each society, including class structures, family life,
warfare, religious beliefs and practices, and slavery.

Prerequisites:
Knowledge of the units read in class about the 3 different civilizations of the
Mayan, Aztecs, and Incas. Understanding from their Civilization Posters and
geography studies, in how the land affects daily life and roles of different
individuals in the civilizations.

Key ELD Standard(s): Reading, Writing, Listening, Speaking

1. (SL.7.1, 6; L.7.3,6) Exchanging information/ideas
Students will contribute to class discussions and small groups, focusing on the
academic topic by asking relevant questions, providing coherent comments, and
affirming others.
5. (SL.7.1, 3, 6; L.7.1, 3, 6) Listening actively
Within the classroom discussions and presentations, attentive listening and
comprehension is shown by engagement and questions. During review of
previous content, students are able to remember target material presented to them
both by the instructor and peers.
10. (W.7.1-10; WHST.7.1-2,4-10; L.7.1-6) Writing literary/informational texts
To complete the activity students are required to write key concepts, traits, and
use vocabulary words. They are meant to explain why the information and
examples given.
Challenging Academic language and concepts:
Participating in class discussions about past historical events and civilizations.
New vocabulary focusing around foreign cultures and names in different
languages native to the Mayan, Aztec, and Inca civilizations.
Access to the curriculum/modifications:
A Day in the Life handout with template of what should be included.
Vocabulary cards
Access to their groups Civilization Posters
Laptop for translations and images
Chrome book
Dictionary

Instructional Sequence:
What does the teacher do or say?

What do students do or say?

Introduction:
Begin an oral review of the Mayan, Aztec, and Inca
civilizations. Pass back Civilization Posters and discuss
the social pyramids and roles of each hierarchical level.
Using MacBook and Elmo to project for whole class,
show a quick 5 minute video that illustrates what life
was like for the three civilizations, that way students
have a better understanding with the visual support.
Student Learning Tasks:
Pass out to students the A Day in the Life handout and
explain directions and expectations.
Instruct students to decide which civilization they
would like to do.
Assign which societal role students will be responsible
for within the chosen civilization.
Independent Practice:
Instruct students to utilize the classs Civilization
Posters, their textbooks, and vocabulary cards to help
develop their A Day in the Life.

Students participate by
raising hands to answer
questions, or to ask
questions. Review their
Civilization Posters with
their groups. Watch video.

Students read along, listen,

and asking clarifying
questions if needed.
Students take a few
minutes to decide.
Students share out their
chosen civilization and
wait their societal role
assigned by teacher.

When students have finished written (or typed) answers

to handout, have students begin drawing and coloring
images to accompany written texts.

Students gather resources,

and begin working
independently to answer
the questions on the A Day
in the Life handout.

Checks for Understanding/Ongoing informal

Assessment:
Teacher will check understanding by walking around to
observe progress.

Students raise hand when

done writing, and get the
okay to begin drawing
and coloring.

Teacher will check understanding when students raise

their hand when done with writing, and teacher will

determine if the student is ready to move on to drawing
and coloring.
Closure:
Students will present their handouts first to their desk
groups/neighbors. Then students will be given the
opportunity to share out to entire class. (for students
using computers the end result can be presented on the
chrome book as well as their drawing on a separate
sheet of paper)

Assessments: Formal and Informal

Participation in class review/discussion
A Day in the Life components completed
Presentation to peers and/or whole class
Technology Enhanced Lesson Plan
In order to better serve students with mild to moderate learning disabilities and students
as a whole, the video will provide visual reference for perspective taking on the lifestyles
of the three Mesoamerican civilizations. For students who have difficulty writing, chrome
books will be provided for students to either type or use the Dragon software. The
Dragon software is a speech-to-text type of software that allows students to speak into
the computer and have it type out what they want. As for the drawing portion, students
can simply use a blank sheet of paper for that part and present it along with their chrome
book at the end of class if desired.