Content Area Unit

LESSON PLAN FORMAT

CSL 570
SUMMER 2019
NAME: Christina, Francesca, and Victoria

LESSON TOPIC: Ancient Civilizations in 5th Grade

RATIONALE: This lesson is necessary to help students understand the difference between the
different civilizations. The Mayan, Incan and Aztec civilizations are integral parts of the basis
for many future civilizations.

COMMON CORE STANDARD(S):

5.2 COMPLEX SOCIETIES AND CIVILIZATIONS: Between 1100 B.C.E. and 1500 C.E,
complex societies and civilizations developed in the Western Hemisphere. Although these
complex societies and civilizations have certain defining characteristics in common, each is also
known for unique cultural achievements and contributions.
5.2a Civilizations share certain common characteristics of religion, job specialization, cities,
government, language and writing systems, technology, and social hierarchy.
→ Students will locate the complex societies and civilizations of the Mayas, Aztecs, and Incas
on a map, and students will determine when these societies and civilizations occurred.
→ Students will investigate the characteristics of the Mayas, Aztecs, and Incas, noting
similarities and differences.
5.2b Complex societies and civilizations adapted to and modified their environment to meet the
needs of their people.
→ Students will compare how the Mayans, Aztecs, and Incas adapted to and modified their
environment to meet the needs of the people, examining the clothing, farming, shelter, and
transportation systems for each

OBJECTIVE(S): The student will be able to…

• Locate the complex societies and civilizations of the Mayas, Aztecs, and Incas on a map,
and students will determine when these societies and civilizations occurred.
• Compare how the Mayans, Aztecs, and Incas adapted to and modified their environment
to meet the needs of the people, examining the clothing, farming, shelter, and
transportation systems for each.

ACADEMIC LANGUAGE:
The students will use discourse to distinguish the three civilizations.
Some vocabulary addressed in this lesson include, civilization, empire, Mayan, Inca, and Aztec.

MOTIVATION OR ANTICIPATORY SET:

Map of Mexico, Central and South America to identify the settlements of the Mayans, Aztecs,
and Incas by placing an accurate visual representation.
BRIEF PROCEDURE:
 1. The teacher will introduce the unit about three new civilizations by presenting the triad
Venn diagram.
2. As a pretest the students will view pictures of housing, food, and clothing to identify
which civilization they coincide with.
3. The teacher will call on students and ask them to decide where each image is placed on
the diagram according to their background knowledge of each civilization.
4. As the teacher and class completed the Venn diagram, students will cut and paste each
visual in their best believed spot.
5. The teacher will present a world map and introduce each civilization and their
appropriate location.
6. To help the student comprehend each civilization, the teacher will use a specific visual
that will identify each society and place the image on the world map.
MATERIALS USED:
• SMART Board
• Interactive Maps
• Various Visuals to represent each civilization

TECHNOLOGY COMPONENT (IF APPLICABLE):

Interactive Map of Mexico, Central and South America that will be displayed on the SMART
Board.
ASSESSMENT OF COMMON CORE STANDARD (S)
· Formal: The teacher will assess the finished Venn diagram the class has created. The teacher
will use this to assess what information has to be taught throughout the unit.
· Informal: The teacher will take anecdotal notes about student’s responses during discussion.
The teacher will use the data collected to determine what topics need to be taught and what
topics do not need further instruction.

ADAPTATIONS:

· Student with special needs - The teacher will introduce the photo to the student. The
teacher will give the student two choices of what the correct response is.
· English Language Learner - When the images are presented to the class, the teacher will be
able to click on the image and audio response will follow with the identified picture.
· Struggling Reader - The struggling reader will also be able to click on the image and listen
to the audio response associated with the identified picture.
Books to Reference in our Classroom Library:
 LESSON PLAN FORMAT
CSL 570
SPRING 2019
NAME: Francesca Kraft
LESSON TOPIC: Vocabulary of Ancient Civilizations
GRADE: 5th
RATIONALE: This lesson is necessary to help students create meaning within texts, and
understand the different vocabulary used within the different civilizations. The readings for this
lesson are expository texts, reading comprehension is essential and students should use the
vocabulary learned, throughout the remainder of the unit.

COMMON CORE STANDARD(S):

5.2 COMPLEX SOCIETIES AND CIVILIZATIONS: Between 1100 B.C.E. and 1500 C.E,
complex societies and civilizations developed in the Western Hemisphere. Although these
complex societies and civilizations have certain defining characteristics in common, each is also
known for unique cultural achievements and contributions.
5.2a Civilizations share certain common characteristics of religion, job specialization, cities,
government, language and writing systems, technology, and social hierarchy.
5.2b Complex societies and civilizations adapted to and modified their environment to meet the
needs of their people.

OBJECTIVE(S): The student will be able to…

• Increase reading comprehension through the exploration of new vocabulary words.
• Identify new vocabulary terms and determine their meaning and importance through the
use of different strategies.

ACADEMIC LANGUAGE: The students will use discourse to analyze and distinguish the three
civilizations vocabulary terms. Students will evaluate as a group whether a word should be
deems as kept or junk’d.

MOTIVATION OR ANTICIPATORY SET: Keep It or Junk It activity where the students get to
decide as a class whether the vocabulary terms are important enough to include based on a
centrally focused question.

BRIEF PROCEDURE:
1. The teacher will complete a quick Do Now, activating students prior knowledge of the
lesson learned from the day before.
2. Teacher will introduce the lesson for the day, which includes, readings and vocabulary.
3. Students will be separated into groups of four. The teacher will explain that they are to
read the reading twice, once to listen and the second time to highlight words that they
think fit the “Characteristics of Ancient Civilizations” focal point.
4. While in their groups, students will take turns reading. When they reach the second read
through, they should begin highlighting their vocabulary words.
 5. When students have completed highlighting they will receive a large piece of paper to
write their new terms and post it on the board.
6. The teacher will then pick four students to run the lesson. These students will stand in
the front of the room with the vocabulary posters, two will run the class and two will
cross off discussed vocabulary terms.
7. Students will use their fingers to display whether they want to Keep It (one finger), Junk
It (two fingers) or Cloud It (three fingers). (The Cloud It option is for the teacher to go
back through and discuss with the class, when the students have completed their
vocabulary list.)
8. Students must justify their answer if called on by their classmate as to why they chose the
option they did. Students will be asked twice what they will like to do with each
vocabulary word, the second being after three students get to justify their choice.
9. After all the vocabulary terms are gone through, students will create a giant final class
vocabulary poster that will displayed around the room for reference.
10. Students will complete a 3-2-1 exit ticket and must include three new vocabulary terms.
MATERIALS USED:
• Readings
• Poster paper
• Markers

TECHNOLOGY COMPONENT (IF APPLICABLE):

ASSESSMENT OF COMMON CORE STANDARD (S)

• Formal- The teacher will assess the students exit tickets on the vocabulary used in the
unit.
• Infomal- the teacher will take anecdotal notes about students discussion within their small
groups, as well as, during whole class discussion. The teacher will use the data to
determine what terms or ideas may need further explanation.
ADAPTATIONS:
• Students with special needs- The teacher will provide a small list of words they may want
to keep their eyes open for when reading. They will also receive prompts that will help
them justify their reasoning.
• English Language Learner- The teacher will provide pictures to help students with word
association. They will also have their word wall to refer to and add any new words to.
• Struggling Readers- Students will be given the text with short summary questions after
every five sentences. In their summary section they will also be asked to write down the
words they highlighted.
Teacher Vocab List Olmecs and Mayans: Teacher Vocab List Aztecs and Incas:

1. lost cities 1. conquer (conquest)

2. traces (trace (d,ing)) 2. military force

3. temple 3. causeway

4. palace 4. chinampas

5. carved (carver, (ed, ing)) 5. offering to the gods

6. innovations (novel, innovate) 6. sacrifice

7. elite 7. conquistador (conquest, conquer)

8. tumpline 8. cannons

9. plaza 9. tribute

10. ball court 10. peaks

11. cenotes 11. valley

12. glyphs (hieroglyphics) 12. plateau

Resource for vocab list and readings: Thomas Gambino, Samoset Middle
School. (When I asked where he got it from he stated that this was a resource he’s had
since he was student teaching, he received it from his cooperating teacher.)

Passage: Olmecs and Mayans

The Olmecs lived along the Gulf of Mexico as early as 1500 B.C. Traces of their

ceremonial centers and lost cities can still be seen today. Olmec civilization included an elite

class of people who held power and ordered the building of large structures such as temples and

palaces. The Olmecs carved huge heads from rock. Some of these heads can still be seen

today. The Olmecs were creative people who developed many innovations such as mirrors made of

polished iron ore and a hieroglyphic writing system. Workers used a tumpline, which is a strap

placed over the forehead, to carry heavy loads. Tumplines are still used today in many parts of

the world.

The Maya civilization built on ideas developed by the Olmecs. The Mayans developed a

system of writing using picture symbols called glyphs. Archaeologists are still working to

understand the glyphs. The Mayans also built temples, palaces, pyramids, plazas and ball

courts. Each king built a temple to worship the gods, and was later buried in it. Plazas were

large paved open-air areas that were places for people to gather. Ball courts were built for a

ceremonial ball game that was very popular. In the Yucatan Peninsula, the Mayans built their

cities near deep natural wells of water called cenotes. Today, people from all over the world come

to see the remains of Olmec and Mayan civilization.

Passage: Aztecs and Incas

The Aztecs and the Incas are two examples of civilizations that built great empires in the

Americas before the Europeans came. The Aztec people migrated from the north to a valley in

central Mexico and built a great city on an island in Lake Texcoco. They built causeways, or land

bridges, to connect the island to the mainland. They also built man-made island gardens called

chinampas. During the 1400’s Aztec warriors conquered many other people using military force,

and built a large empire. The people they conquered had to pay tribute of food, clothing and

other goods to the Aztecs. The Aztecs made many offerings to their gods and believed that

the gods demanded human sacrifice. In battle, they tried to capture their enemies alive so that

they could have slaves or so that they could sacrifice them during religious ceremonies. In the

1500’s Spanish conquistadors used weapons such as cannons to defeat the Aztec ruler. They

built a new city over the ruins of the Aztec city. This city later became Mexico City.

The Inca Empire began in a valley between the peaks of the Andes Mountains in the

1200’s. It spread to include a large area on the South American continent from the Pacific

Oceans to high plateaus in the Andes Mountains. The Incas also conquered people by

military force. They built roads and causeways to connect parts of their empire. In the 1500’s

the Spanish conquistadors also defeated the Inca ruler with military force and trickery.

Traces of both Aztec and Inca culture are still seen today in the remains of their roads,

buildings and monuments. Traces of these cultures can also be seen in the traditions and language

of people living in Mexico and Peru.

Compare and contrast at least two of the civilizations in a writing assignment.

COMMON CORE STANDARDS:

Social Studies Standards for topic~
5.2 COMPLEX SOCIETIES AND CIVILIZATIONS: Between 1100 B.C.E. and 1500 C.E,
complex societies and civilizations developed in the Western Hemisphere. Although these
complex societies and civilizations have certain defining characteristics in common, each is also
known for unique cultural achievements and contributions.
5.2a Civilizations share certain common characteristics of religion, job specialization, cities,
government, language and writing systems, technology, and social hierarchy.
→ Students will locate the complex societies and civilizations of the Mayas, Aztecs, and Incas
on a map, and students will determine when these societies and civilizations occurred.
→ Students will investigate the characteristics of the Mayas, Aztecs, and Incas, noting
similarities and differences.
5.2b Complex societies and civilizations adapted to and modified their environment to meet the
needs of their people.
→ Students will compare how the Mayans, Aztecs, and Incas adapted to and modified their
environment to meet the needs of the people, examining the clothing, farming, shelter, and
transportation systems for each
 W.5.2 Writing
Text Types and Purposes
2. Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
W. 5.9 Writing
Research to Build and Present Knowledge
9. Draw evidence from literary or informational texts to support analysis, reflection and research.

OBJECTIVE (S): Students will learn how to compare and contrast information across three
different resources on a given subject. Students will be able to successfully write an essay to
compare and contrast two topics. The students will be able to describe at least four similarities
and differences for each civilization in their writing piece.

ACADEMIC LANGUAGE:
• Aztecs
• Incas
• Mayans
• Civilizations
• Compare
• Contrast
• Similarities
• Differences
• Characteristics

MOTIVATION OR ANTICIPATORY SET:

To review the concept of compare and contrast, the class will participate in a warm up activity.
The teacher will hand pairs/or small groups of student’s cards that contain pictures of food,
sports, animals etc. They will help one another to develop similarities and differences between
the two. They will write them down on post it notes and place them on their Venn diagram chart.
After about 10-15 minutes the class will share the charts.

BRIEF PROCEDURE:
1. After the activity is complete, the teacher will present her instructions and steps for the
writing assignment.
2. Next, she will ask students to take out their Chromebooks. They will log on and open the
graphic organizers and Venn diagrams she posted in Google Classroom.
3. She will begin to explain to the students that they will be choosing 2 ancient civilizations and
writing a paper, to compare and contrast them.
4. The students will read the various articles and decide what two civilizations they would like to
write about.
5. They will use the various charts and diagrams to fill in the information and to organize their
writing.
6. When the students are finished, they will then open a blank Google Doc and begin writing
their essays, following the guidelines of the teacher.
 Ancient Civilization Assignment
Please choose two of the ancient civilizations we learned about throughout the unit
(Aztecs/Incas/Mayans)
Write a Compare and Contrast essay including the following:
• At least 3-4 similarities and differences between the two civilizations
• An introduction and conclusion paragraph
• Be sure to use the proper punctuation and grammar throughout your essay
• Please use the NewsELA articles and the website /Ducksters to locate the various facts
and information included in your article.

CLOSURE: The class will read and discuss their essays to their class to share all the information
they learned throughout the unit about the Aztecs, Incas and Mayans.
MATERIALS USED:
Chromebooks/laptops
SmartBoard
Graphic Organizers
Venn Diagrams
Post its
Pencils
Highlighters
Articles
Websites: NewsEla and Ducksters

TECHNOLOGY COMPONENT (IF APPLICABLE):

~The students will use their Chromebooks to fill in their graphic organizer chart with various
facts and information regarding the three civilizations.
The students will also use their Chromebooks to complete their pre-writing Venn Diagram to
organize their essays.
~NewsEla & Ducksters~ The students will need to use both of these websites to locate the
articles and information they need to include in their essays.
Newsela Article Titles
• The Ancient Maya Empire: It Flourished and Mysteriously Ended
• The rise and fall of the Inca Empire
• The Aztec Empire: The Last Great Native Civilization in Mesoamerica
ASSESSMENT OF COMMON CORE STANDARD(S):

Formal: The teacher will collect the student essays and using a scoring rubric to indicate if the
students met all the tasks of the writing assignment.
Informal: The teacher will monitor and take anecdotal notes while the students are writing the
essays. She will also briefly look at the student’s organizers they completed prior to starting the
assignment.

ADAPTATIONS:

Student with special needs~ The teacher will reintroduce and remind the student of each
task they need to include in their essay. She will give them prompts to help them fill in
their graphic organizers.
English Language Learner ~ The teacher will give these students a graphic organizer
template that has prompts/ sentences partly filled in to guide them.
Struggling Reader~ The struggling readers will already have the text pre-read or will
listen to an audio recording of the information presented in the articles.

*All of these students will also receive a visual checklist of steps to follow as they complete the
assignment. If the teacher finds it necessary based on the needs, these students will also be
allowed to include a less amount of similarities and differences in their essays. For example, they
can include two vs three or four. *
 Compare and Contrast Rubric for
Student Writing
3 2 1

Facts/Details Student included at Student included at Student included less

least 4-5 similarities least 2-3 similarities than 3 similarities
and differences and differences about and differences
about the two the two civilizations about the two
civilizations they are they are comparing civilizations they are
comparing and and contrasting. comparing and
contrasting. contrasting.

Identification of Student labeled and Student did not Student did not write
Ancient Civilization mentioned the clearly address the about one particular
(Mayan, Inca, or Aztec) civilization they one civilization they civilization
were writing about are writing about

Grammer/ Student used Student used some Student did not write
Organization complete sentences complete sentences, in complete
throughout their but organization was sentences.
paper and was very poor.
organized.

Spelling/Punctuation Student makes no Student makes 1-4 Student makes more

errors in spelling and errors in spelling and than 4 errors in
punctuation that punctuation that spelling and
distract the reader distract the reader punctuation that
from the content. from the content. distract the reader
from the content.
 LESSON PLAN FORMAT
CSL 570
SUMMER 2019
NAME: Christina Santospirito
LESSON TOPIC: Ancient Civilizations in 5th Grade (Narrative Writing)
RATIONALE: This lesson will help students gain a deeper understanding of how children
interacted during their ancient civilization time. They will be able to see how times have
changed as they expand their knowledge of other civilizations and compare/contrast
societies. Students will have a greater understanding and become empathetic of their
surrounding and how others lived before.
COMMON CORE STANDARD (S):
5.2a Civilizations share certain common characteristics of religion, job specialization, cities,
government, language and writing systems, technology, and social hierarchy.
5.2b Complex societies and civilizations adapted to and modified their environment to meet the
needs of their people.
CCSS.ELA-LITERACY.W.5.3.B
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and
events or show the responses of characters to situations.

OBJECTIVE: Students will be able to describe how life is as a child living during the Mayan,
Inca or Aztec civilization
ACADEMIC LANGUAGE: The students will use syntax when writing their narratives about a
child’s life during one of the ancient civilizations.
MOTIVATION OR ANTICIPATORY SET: Students will play four corners to refresh their
memory of each civilization and accurately answer questions the teacher announces aloud. The
students will be able to get up and move around the classroom while showing clear
comprehension of the unit.

BRIEF PROCEDURE:
1. The teacher will begin by representing the world map and refreshing the student
memories of the location of all three civilizations.
2. Students will then be instructed to stand in the middle of the room and listen while the
teacher explains the instructions for the game four corners.
3. Students will walk to the corner that they believe is the right answer for the question
asked. Each corner will be visually labeled with A,B,C, or D to ensure that students
know which corner they should walk to.
4. The teacher will announce which corner is correct, but will not further explain, as that
will be addressed during a mini reteach lesson at a later date.
5. Once four corners is complete, the students will return back to their desks where they will
be instructed to take our a pencil and follow along as the teacher visually projects the
expectations of the narrative writing piece. The teacher will express that students will be
writing about one of the ancient civilizations and describing how life was a child during
that time.
6. Students will begin their narrative writing piece by choosing one of the three ancient
civilizations and following the expectations that are projected within the classroom.
7. Students will hand in their completed narrative.
 8. The teacher will formally assess their writing and check for understanding.
MATERIALS USED:
• SMART Board
• Question Card (Four Corners)
• Writing paper that meets the needs of all students
• Image of world map that identifies each location of the Mayan, Aztec, and Inca
civilization
TECHNOLOGY COMPONENT (IF APPLICABLE):
World map of the location of all three ancient civilizations projected on the SMART board.

ASSESSMENT OF COMMON CORE STANDARD (S)

· Formal - The teacher will assess students based on supporting details to describe the life of a
child living during one of the ancient civilizations. The student must include at least eight facts
to support their description of the ancient civilization. The student must clearly state which
ancient civilization they have chosen (Mayan, Inca, or Aztecs).
· Informal - The teacher will play four corners with the students prior to providing them with
the narrative writing. The teacher will be able to determine what students may need additional
understanding of each civilizations based on the corner they believe is the correct answer.
ADAPTATIONS:
· Student with special needs - Students will be given sentence starters to ensure that all
aspects are met when discussing the life as a child during one of the ancient civilizations.
· English Language Learner - Students will write five sentences to describe life as a child
during the civilization they have chosen. Students will then draw a visual representation that
matches the civilization they have choose to write about.
· Struggling Reader - Students will respond to questions when discussing the life of a child
during one of the three civilizations.
Writing Rubric:

Life as a child during the Ancient Civilizations

3 2 1

Facts/Details Included all 8 facts Included at least 5 Student included

about their civilization facts and supporting less than 3 facts
with supporting details. about their ancient
details. civilization

Identification of Student labeled and Student did not clearly Student did not
Ancient Civilization mentioned the address the one write about one
(Mayan, Inca, or civilization they were civilization they are particular
Aztec) writing about writing about civilization

Grammar/ Student used complete Student used some Student did not
Organization sentences throughout complete sentences, write in complete
their paper and was but organization was sentences.
very organized. poor.

Class Writing Paper Sample:

Writing Paper for ELL’s Sample

Name

Civilization:
 LESSON PLAN FORMAT

CSL 570

SUMMER 2019

NAME: Christina, Francesca, and Victoria

LESSON TOPIC: Ancient Civilizations in 5th Grade (End Assessment)
RATIONALE: This lesson deepens the understanding of how each civilization and society are
different and similar in many aspects through government, language, writing systems,
technology and social hierarchy.
COMMON CORE STANDARD (S):
5.2 COMPLEX SOCIETIES AND CIVILIZATIONS: Between 1100 B.C.E. and 1500 C.E,
complex societies and civilizations developed in the Western Hemisphere. Although these
complex societies and civilizations have certain defining characteristics in common, each is also
known for unique cultural achievements and contributions.
5.2a Civilizations share certain common characteristics of religion, job specialization, cities,
government, language and writing systems, technology, and social hierarchy.
5.2b Complex societies and civilizations adapted to and modified their environment to meet the
needs of their people.
CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas
logically and using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.

OBJECTIVE: The students will be able to create comic strip to define each civilization using
visuals and concrete examples that are specific to each society.
ACADEMIC LANGUAGE: The students will use syntax to complete the comic strip based off
of their knowledge when identifying all three civilizations
MOTIVATION OR ANTICIPATORY SET: Students are able to create a unique comic that
represents the three civilizations through each students’ representation of them.

BRIEF PROCEDURE:
1. Students will engage orally in discussion about the Mayan, Inca, and Aztec civilizations
including key details of each.
2. The teacher will introduce Storyboard That and how to easily navigate the comic strip
site.
3. The teacher will model how to the website and present a sample comic strip using a
simple topic.
4. Students will learn the expectations of the assignment they will be encouraged create a
comic strip that includes a visual and a description that clearly identifies each civilization.
5. Students will work on their comic strip independently.
6. After completing the comic strip they will present their comic strip to the class.
7. Finally, the students will hand in a paper copy to the teacher.
8. The close the lesson the teacher will display the Venn diagram used throughout the unit.
9. As a class they will review their similarities and differences.
MATERIALS USED:
1. Storyboard That Website
2. Laptops
3. Notes on each civilization (Aztec, Mayan, Inca)
4. Printed copies of students cartoon trips

TECHNOLOGY COMPONENT (IF APPLICABLE): The students will use Storyboard That to
create an online comic strip to present the information they learned about each ancient
civilization throughout the unit.
ASSESSMENT OF COMMON CORE STANDARD (S)
Formal: The teacher will assess the student comic strips to ensure they reached at least 80% accuracy.
They will need to include at least 2 or 3 facts for each, clearly label each civilization, and provide proper
visuals that match their societies
Informal: The teacher will use anecdotal notes and monitor student’s work when completing the given
activity. The teacher will also assess student presentations of their comic strips.
ADAPTATIONS:
Student with special needs - Students will be given visuals and descriptive sentences to match with the
identified civilization.
English Language Learner - Students will use the descriptive sentences to create visuals that coincide
with identified civilization.
Struggling Reader - Students will be given sentence starters to form descriptive sentences with each
civilization pre-identified.

Group Members Participation: Christina, Francesca and Victoria collaborated and created the
lesson plans for the technology and intro lessons. Francesca made a sample of our end
assessment using Storyboard That.