LESSON PLAN TEMPLATE

Aztec Story Assignment Work Periods 8A

Date April 17 & 18, Lesson Title Grade Level
2019
Social Studies 10 &11
Time in Lesson Subject Lesson #
45 min x 2
Developed by
Candice Webb

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies

(What are the SPECIFIC outcomes to be addressed in this lesson?)

8.3.1 – Students will appreciate how the Aztec and Spanish worldviews influence the society's choices, decisions and interactions with other societies
8.3.2 – Students will appreciate how Aztec and Spanish identities and worldviews were affected by intercultural contact
8.3.3 – Students will appreciate and recognize how rapid adaptation can radically change the Aztec and Spanish societal beliefs, values and knowledge
 How did the Aztec civilization’s worldview influence the Aztecs’ choices, decisions and customs?
 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish?

Objective in student-friendly language
(What will I accept as evidence of learning/development? Have I employed formative
(What will students understand/experience/appreciate as a result of this lesson?)
The students will have recently completed the lessons on the Spanish culture, society and
political structure and how it determined their world view. The students previously
completed the lessons on the Aztec social structure, religion and political system. The
students will make comparisons between the 2 and use this knowledge to write a story
from the perspective of a Spaniard or Aztec. Students will go through the rubric with the
teacher in a class discussion and through the assignment to clarify any misunderstanding
before proceeding to independent completion of the task.
AoL:
Assessment Strategies
assessment? Do I make use of prior assessments in this lesson?)
 Prior assessments: Students have learned about the differing roles of the
Spanish and Aztec economic and political systems. Students will understand the
basis of how each society is constructed with varying levels of rights and
responsibilities. Students will start to comprehend similarities and differences
between Spanish and Aztec societies. Students have learned the importance of
the gods in Aztec society and the importance of the gods in Aztec daily life.
Students will draw on this information for this lesson.
 Differentiation: All students will be required to complete the assignment. Each
students work will be assessed independent of each other. All students are
assessed based on ability to complete the task and comprehension of the
material. The assignment has not been modified for any students within the
class.
 AfL: The teacher will review the task and rubric to ensure comprehension prior
to independent work.
 AaL:
Students can use class notes, text and study notes to complete the task. Student
can ask questions to the teacher but not engage in discussion with peers as it ins
individual work.

Adapted from Wiggins, Grant & J. McTighe (1998)

 The teacher will assess the task based on the rubric. The review of the completed stories
will inform the teacher of student comprehension of the Unit. The teacher will use the
information from the completed stories to determine any changes in teaching this Unit to
future classes. The teacher will reference comparisons to the Aztecs and Spaniards as she
proceeds through the next Unit on Japan. If similar gaps in learning are noticed through
the assessment of the stories, certain ideas may be discussed in the next Unit discussion.

Where have your students been and where are they headed? What prior knowledge do
What materials/resources/technology will be required?
they have and what do they require? What misconceptions may they have?

 Students have been learning about the class system, cities, various
occupations/roles within Aztec and Spanish society.
Handout the task with rubric.  Students have learned about the significance of the gods and the Aztec
worldview which centers on an inward knowledge of understanding
 Students will be making comparisons between the 2 societies in 1500 as they
proceed through the Unit.
 Students have gained insight into the Aztec and Spanish cultures, inclusive of
religious practices, calendar, medicine and knowledge of architecture.
 Students did a role play to reinforce knowledge
 Students are completing a story for summative evaluation which they will need
to tell from the viewpoint of an Aztec or Spaniard.

LESSON PLAN SEQUENCE

How will you ACTIVATE prior knowledge and ENGAGE them in the lesson?
How does this lesson connect to prior lessons?

Students will be completing an independent task. Students can reference their study notes and text to assist them with comprehension of knowledge for the task. Students may also
speak with the teacher to clarify the assignment or rubric. This is the final project for the Unit lesson. Students will be engaged in writing a story and using creative energy to develop
the character, plot and events, based in historical time.

What is the learning/activity sequence?

How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.
How will you TAILOR and PERSONALIZE the learning to optimize the learning for ALL students?

What is the TEACHER doing? What is your plan for the body of the lesson? What are the STUDENTS doing? How are they engaged while you are
Approx. time
What steps are taken during the lesson? teaching the lesson?

Students will listen, read the task and rubric. Students will clarify with 45-minute class
1) Assignments will be handed to the class
questions. Students will work independently. period

2) Teacher will go through the task and rubric

Adapted from Wiggins, Grant & J. McTighe (1998)
 3) The students will work independently on the task and clarify ant
questions with the teacher

How will you conclude the lesson? How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

Students will make connections between Spanish and Aztec societal systems as they develop Worldviews.
Students will understand why the Spanish understand the differences between the 2 societies.
Students will use this role play to help determine which society they would prefer to live in if they existed in 1500,
which will assist students with developing their story for their final Unit project.

PRE-SERVICE TEACHER SELF-REFLECTION

 How do you feel your students experienced this lesson?

 Were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 Were you able to make good use of formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
 What went well and what needs refinement? What might you do differently next time?

TBD

Adapted from Wiggins, Grant & J. McTighe (1998)