Lesson Two: Interpreting Informational text and video
This lesson plan does not include step-by-step procedures, because each teacher has different access to technology and reading programs. Teachers should adjust the presentation of the lesson contents based on their classroom resources and programs.
This section of the unit (which should be divided into several sessions) consists of:
Goals/Objectives:
Students will interpret and analyze information from multiple sources.
Students will compare and contrast various aspects of Zapotec culture with another cultural group
Students will describe historical achievements of Zapotec culture.
Students will discuss the significance of Monte Alban in Zapotec culture.
Students will discuss how environmental changes affected Zapotec culture.
Standards:
English Language Arts:
CCSS.ELA-Literacy.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-Literacy.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why,
based on specific information in the text.
CCSS.ELA-Literacy.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text
CCSS.ELA-Literacy.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts,
or information in a text or part of a text.
CCSS.ELA-Literacy.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations,
or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in
which it appears.
CCSS.ELA-Literacy.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.
CCSS.ELA-Literacy.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-Literacy.RF.4.4a: Read grade-level text with purpose and understanding.
Social Studies:
NCHS History Standard 7A:
Materials:
Copies of article and graphic organizers (pdf files below)
Classroom or lab computers
Explore Monte Alban module (Student Activities section of this website)
A Zapotec Perspective video (Student Activities section of this website)
External Links (Student Activities section of this website)
Projector (ideally the video would be viewed by the whole class)
Vocabulary:
Mesoamerica
Olmec
Zapotec
Mixtec
stratified society
stela
Activities
I would recommend that students view resources in the following order:
1. View Explore Monte Alban multimedia module.
2. Read the "Introduction to Monte Alban and Zapotec History" article.
3. View "A Zapotec Perspective" video.
Presentation of computer-based resources:
Ideally, students would view, "Explore Monte Alban" and the other links in a computer lab or with a mobile lab. However, if students only have access to a small number of computers, they could rotate computer use with another activity. Have students use the Explore Monte Alban" graphic organizer (pdf file below) to support their understanding of the information. Ask students to note at least three interesting facts they learned about Monte Alban on the graphic organizer.
The video, "A Zapotec Perspective" should also ideally be viewed whole class with a video projector. However, students could view on class computers if there is no access to a projector. Use the "note-taking" graphic organizer (pdf file below) to support their understanding of the information presented in the video. (They will note main ideas and supporting details from the four sections of the video.)
Presentation of article:
Article could be read whole class or in reading groups, depending on your reading program. Reading strategies should also align with your reading program. Have students use the "note-taking" graphic organizer (pdf below) to support their understanding of the text. (They will note main ideas and supporting details from the four sections of the article.) Ask students to discuss and summarize the key concepts in the text based on their reading and note-taking.
Compare and contrast activity:
Fourth grade students usually study local indigenous cultures as a part of the social studies curriculum. After reading/viewing all of the resources, have students compare and contrast Zapotec culture with the local cultures they have previously studied in class. Ask students to use the venn diagram (pdf file below) to support their analysis.
External Links:
When students are finished with the Explore Monte Alban module or have extra time, they can explore the other online resources available in the Links section of the Student Activities menu on this website.
Evaluation
Evaluate student participation on Teacher Observation Rubric.
Evaluate portfolio documents on Student Portfolio Rubric.
Ask students to reflect on their learning in their field notebook after each session/lesson.
This section of the unit (which should be divided into several sessions) consists of:
- an online learning module, "Explore Monte Alban," found in the Student Activities section
- a video, "A Zapotec Perspective," found in the Student Activities section
- an article, "Introduction to Monte Alban and Zapotec History," (pdf file below)
- links to other online sources for information about Zapotec history, found in the Student Activities section
- graphic organizers to help students interpret the text and video (pdf files below)
Goals/Objectives:
Students will interpret and analyze information from multiple sources.
Students will compare and contrast various aspects of Zapotec culture with another cultural group
Students will describe historical achievements of Zapotec culture.
Students will discuss the significance of Monte Alban in Zapotec culture.
Students will discuss how environmental changes affected Zapotec culture.
Standards:
English Language Arts:
CCSS.ELA-Literacy.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-Literacy.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why,
based on specific information in the text.
CCSS.ELA-Literacy.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text
CCSS.ELA-Literacy.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts,
or information in a text or part of a text.
CCSS.ELA-Literacy.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations,
or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in
which it appears.
CCSS.ELA-Literacy.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.
CCSS.ELA-Literacy.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-Literacy.RF.4.4a: Read grade-level text with purpose and understanding.
Social Studies:
NCHS History Standard 7A:
- The student understands the cultures and historical developments of selected societies in such places as Africa, the Americas, Asia, and Europe and is able to compare and contrast various aspects of family life, structures, and roles in different cultures and in many eras.
- Formulate questions to focus their inquiry or analysis.
- Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions.
- Hypothesize influences of the past.
- Formulate historical questions.
- Obtain historical data.
- Interrogate historical data.
- Marshal needed knowledge of the time and place, and construct a story, explanation, or historical narrative.
Materials:
Copies of article and graphic organizers (pdf files below)
Classroom or lab computers
Explore Monte Alban module (Student Activities section of this website)
A Zapotec Perspective video (Student Activities section of this website)
External Links (Student Activities section of this website)
Projector (ideally the video would be viewed by the whole class)
Vocabulary:
Mesoamerica
Olmec
Zapotec
Mixtec
stratified society
stela
Activities
I would recommend that students view resources in the following order:
1. View Explore Monte Alban multimedia module.
2. Read the "Introduction to Monte Alban and Zapotec History" article.
3. View "A Zapotec Perspective" video.
Presentation of computer-based resources:
Ideally, students would view, "Explore Monte Alban" and the other links in a computer lab or with a mobile lab. However, if students only have access to a small number of computers, they could rotate computer use with another activity. Have students use the Explore Monte Alban" graphic organizer (pdf file below) to support their understanding of the information. Ask students to note at least three interesting facts they learned about Monte Alban on the graphic organizer.
The video, "A Zapotec Perspective" should also ideally be viewed whole class with a video projector. However, students could view on class computers if there is no access to a projector. Use the "note-taking" graphic organizer (pdf file below) to support their understanding of the information presented in the video. (They will note main ideas and supporting details from the four sections of the video.)
Presentation of article:
Article could be read whole class or in reading groups, depending on your reading program. Reading strategies should also align with your reading program. Have students use the "note-taking" graphic organizer (pdf below) to support their understanding of the text. (They will note main ideas and supporting details from the four sections of the article.) Ask students to discuss and summarize the key concepts in the text based on their reading and note-taking.
Compare and contrast activity:
Fourth grade students usually study local indigenous cultures as a part of the social studies curriculum. After reading/viewing all of the resources, have students compare and contrast Zapotec culture with the local cultures they have previously studied in class. Ask students to use the venn diagram (pdf file below) to support their analysis.
External Links:
When students are finished with the Explore Monte Alban module or have extra time, they can explore the other online resources available in the Links section of the Student Activities menu on this website.
Evaluation
Evaluate student participation on Teacher Observation Rubric.
Evaluate portfolio documents on Student Portfolio Rubric.
Ask students to reflect on their learning in their field notebook after each session/lesson.
Extension Activities
Have students create a timeline (or create a class timeline). Add dates from each Zapotec Trek source. Ask students to add dates relating to other cultures from other historical sources or past lessons.
Have students create a timeline (or create a class timeline). Add dates from each Zapotec Trek source. Ask students to add dates relating to other cultures from other historical sources or past lessons.
Files for downloading:
Graphic organizer for "Explore Monte Alban"
explore_monte_alban_notes.pdf | |
File Size: | 187 kb |
File Type: |
Article: Introduction to Monte Alban and Zapotec History
introduction_to_zapotec_history.pdf | |
File Size: | 346 kb |
File Type: |
Graphic organizer for taking notes on article and Zapotec Perspective video
note_taking_page.pdf | |
File Size: | 64 kb |
File Type: |
Venn Diagram for comparing Zapotec culture with local culture (previously studied)
venn_diagram.pdf | |
File Size: | 75 kb |
File Type: |