1. Technology Training with Steve Gibbs
Technology Integration Unit Outline
Type only in the gray areas
Name: Maria E. Vega
Project Title: The Maya Legacy
Project Subject: The Mayan Culture, Myths, legends and traditional stories
Grade Level(s): 10th
Essential Questions: Why are archeological discoveries important to value a culture?
What do modern societies consider to be the greatest
accomplishments of the Mayan civilization?
Assignment Students will study about the location, culture, economy,
Summary: government, society, art, important places, archeological
discoveries and history, of the Mayan Civilization as well as
beliefs and traditions. After doing research, students will
create a Google Presentation about the greatest
accomplishments and legacy of the Maya Civilization. The
presentation will include pictures and video. In addition,
students will read and interpret myths, legends and discuss the
importance of oral tradition in Pre-Colombian cultures and
compare them to modern myths in other cultures or students’
own culture.
Approximate Length of Unit (days, weeks)
4 weeks
Goals:
To demonstrate an understanding of the ancient and modern Mayan culture using
technology.
To interpret pre-Columbian myths, legends and traditional stories and compare them to
other myths and legends from other cultures.
Objectives:
Content:
Students will be able to acquire information about the Mayan culture and connect it to
other disciplines.
Communication:
Students will be able to used planned language to produce a Google Presentation on an
assigned topic related to the Mayan Culture.
Students will be able to write a five paragraph essay successfully.
Students will be able to interpret and evaluate a written text: “La historia de
Quetzalcóatl”, El casamiento del Sol:, “Los primeros incas”.
Students will be able to interpret and evaluate a written text: “La historia de
Quetzalcóatl”, El casamiento del Sol:, “Los primeros incas”.
Students will be able to present to an audience of listeners or readers.
Students will be able to use created language (sentences and strings of sentences).
2. Technology Training with Steve Gibbs
Functions:
Students will be able to demonstrate understanding of the general meaning, key ideas,
and some details in authentic texts.
Cultures:
Students will be able to demonstrate understanding of the roles that products, practices,
and perspectives played in the Mayan Culture.
Students will be able to state reasons for cultural borrowings.
Structures:
Students will be able to distinguish the /s/ sound and know that it can be written as c, s or
z.
Settings:
Students will be able to use language in informal and formal settings both written and
oral.
Lesson Plan Sequence of Events – give day-to-day details:
Day 1: Introduction to the Mayan Culture and Vocabulary 1
Day 2: Elements of literature- read “El Popol Vuh”, the sacred book of the Mayas
about the creation of the world. Discuss what is a myth?
Answer questions 1-5 on page 310.
Workbook (vocabulary) p. 89-90.
Day 3: Complete the CATALOGO DE LECTURA (literary analysis of story).
Day 4: Watch video “El Popol Vuh” parts 1 &2
Day 5: Vocabulary Quiz
“El Popol Vuh” closing activity- reflect over the world that was created by the
Mayas. If you have lived in that world, what message would you send on a
Post card. Draw a post card that goes with the time and draw a stamp.
Day 6: Introduce Mayan Culture Project – Show Google Presentation & Give written
instructions to students.
Show Mayas video
Day 7: Complete map of the Mayan Region
Oral Reading “ Los Mayas”, text, pp. 312-316
Vocabulary-discuss and write meaning of words.
Day 8: Mayas Culture Quiz
Show Video on Mayan Empire & Oral discussion
Day 9: Research in Computer Lab
Day 10: Vocabulary Quiz 2 & Research in Computer Lab
Day 11: Vocabulary 3-discuss and write meaning of words.
Orthography, the sound /s/ written as c, s, or z, text pages 352-353
Day 12: Use Net books in class to begin rough draft of written essay.
Day 13: Accentuation with verb forms, text pages 354-355
Exercises E, F, G, pp. 354-355
Day 14: Oral reading with assigned group, “El casamiento del sol”, mayan myth, text
Pages 323 327.
Day 16: Finish reading “El casamiento del sol” with group.
Read and discuss “Los primeros incas” text pages 326-327.
Day 15: Vocabulary Quiz 3
Complete CATALOGO DE LECTURA for “El casamiento del sol”.
Group Consultation and give feedback on project.
Day 17: Vocabulary 4- discuss and write meaning of words.
3. Technology Training with Steve Gibbs
Oral reading & Cornell Notes with assigned group, “La historia de
Quetzalcoatl”, text, pages 320-321.
Day 18: Complete CATALAGO DE LECTURA for “La historia de Quetzalcoatl”.
Quetzalcoatl”, text, pages
Workbook p.91-92
Day 19: The Mayan Culture Project Presentation
Day 20: Vocabulary Quiz 4
The Mayan Culture Project Presentation
Key Websites Used:
www.history.com
www.chaacreek.com
http://archaeology.about.com/od/mayaarchaeology/a/maya_civ.htm
http://www.monografias.com/trabajos65/arquitectura-maya/arquitectura-maya.shtml
http://go.hrw.com/gopages/wl-sp.html (Nuevas Vistas Text)
Accommodations for Differentiated Instruction
Resource Student: Provide teaching strategies based on the students learning needs
i.e., individualized instruction, independent study, peer tutoring,
cooperative learning, hands-on learning, visuals, etc.
Provide extra help/re-teach during Intervention period.
Gifted Student: Provide critical thinking and problem solving opportunities.
Provide Enrichment activities.
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