Mrs. Price’s
Lesson Plans
Week of: January 23rd
Monday
Tuesday
Standard/Objective: The Maya
6-4.3 Compare the contributions and the decline of the Maya, Aztec, and Inca in central and
South America, including their forms of government and their contributions in mathematics,
astronomy, and architecture
SC ELA RI 9: Apply a range of strategies to determine the meaning of known, unknown, and
multiple meaning words and jargon; acquire and use general academic and domain-specific
vocabulary
Plan for the day:
1. First Five – Teacher will pass out notes and map for the Maya, Aztec, and Inca unit.
2. Teacher will begin instruction on the Maya, Aztec, and Inca civilizations using the
power point.
3. Students will fill in their guided notes from the power point on the Maya.
4. Teacher will discuss and question important concepts, such as government, social
classes, religion, architecture, and language.
5. Students will define the vocabulary words for Chapter 16 using the glossary in the
textbook.
Homework: none
Assessment: Maya notes and discussion, Vocabulary
Integrated Technology: Smart Board
Standard/Objective: SS Weekly
6-4.1 Compare the major contributions of the African kingdoms of Ghana, Mali, and Songhai,
including the impact of Islam on the cultures of these kingdoms
6-4.2 Describe the influence of geography on trade in the African kingdoms, including the salt
and gold trades
SC ELA RI 4.1: Read grade-level text with purpose and understanding
SC ELA RI 5.1: Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text
SC ELA RI 9: Apply a range of strategies to determine the meaning of known, unknown, and
multiple meaning words and jargon; acquire and use general academic and domain-specific
vocabulary
Plan for the day:
1. Students will read informational articles in “SS Weekly #8: African Kingdoms” and
answer comprehension questions for a classwork grade.
2. Students will highlight the sentences in the articles that provide the text evidence for
their answers.
3. Students will write the question number beside the highlighted text evidence in the
newspaper and the title of the article in which they found the answer beside the
question.
4. Students will complete Chapter 16 vocabulary definitions if needed.
5. Early finishers will complete the crossword puzzle on the back of the newspaper or
read AR books.
Homework: Study Ch 16 vocabulary
Assessment: SS Weekly
Integrated Technology:
Wednesday Standard/Objective: The Aztecs
6-4.3 Compare the contributions and the decline of the Maya, Aztec, and Inca in central and
South America, including their forms of government and their contributions in mathematics,
astronomy, and architecture
SC ELA C 1.2: Participate in discussions; ask and respond to probing questions to acquire and
confirm information concerning a topic, text, or issue
Plan for the day:
1. First Five – Students will complete one multiple choice PASS like review question and
one short answer question.
2. Teacher will continue instruction on the Maya, Aztec, and Inca civilizations using the
power point.
3. Students will fill in their notes from the power point on the Aztec civilization.
4. Teacher will discuss and question important concepts, such as government, social
classes, religion, architecture, and language.
5. Students will discuss similarities and differences between the Maya and the Aztec.
Homework: Crossword Puzzle
First Five notebooks due Friday
Assessment: First Five, Notes, Discussion
Integrated Technology:
Thursday
Standard/Objective:
6-4.3 Compare the contributions and the decline of the Maya, Aztec, and Inca in central and
South America, including their forms of government and their contributions in mathematics,
astronomy, and architecture
SC ELA RI 4.1: Read grade-level text with purpose and understanding
Literacy Skills for SS: Select or design appropriate forms of social studies resources to organize
and evaluate social studies information
Plan for the day:
1. First Five – Review homework answers.
2. Teacher will pass out Maya, Aztec, and Inca reading passage and outline worksheet.
3. Students, with a partner, will read the passage and fill in the outline, using main ideas
for the headings and supporting details.
4. Teacher will post a blank outline on the smart board.
5. Students will come to the smart board and fill in the outline.
6. Students will correct their outlines as needed.
7. Teacher and students will evaluate the information in the outline to compare and
contrast the contributions of the Maya, Aztec, and Incan civilizations.
Homework: First Five notebooks due Friday
Ch 16 Voc Quiz Tuesday
Assessment: Outline
Integrated Technology: smart board and smart pens
Friday
Standard/Objective: The Maya and Aztec
6-4.3 Compare the contributions and the decline of the Maya, Aztec, and Inca in central and
South America, including their forms of government and their contributions in mathematics,
astronomy, and architecture
SC ELA RI 4.1: Read grade-level text with purpose and understanding
Plan for the day:
1. First Five: Students will turn in their First Five notebooks for a classwork grade.
2. Teacher will pass out MAYA 101 and AZTEC 101 informational reading passages.
3. Students will read the passages and use the information to answer comprehension
questions about the Maya and Aztec for a classwork grade.
Homework: Ch 16 Vocabulary Quiz Tuesday
Assessment: First Five Notebook, Informational Passage
Integrated Technology: