Literacy Linkages and Content Area language considerations

The Temple of the WarriorsGrade: 11 – Spanish IIGoal 2: Cultures

Standard 5: Students demonstrate an understanding of the relationship of the relationship between the products and perspectives of the culture studied.

Learning Objectives: o Students will be able to describe various products and symbols of the

target culture by completing an odd-word out activity individually, and completing a categorizing and sorting activity with a partner.

o Students will be able to identify examples of artistic expression in the target culture by matching the word with the picture a worksheet with a partner.

o Students will be able to describe where the temple is found, the type of temple it is, the kind of architecture that was used to build it, what the temple was used for, and what the carvings and statues were made to resemble by reading 2 articles about the temple in Chitzen Itza as a class and writing a postcard concerning those topics to their families individually.

Language Objectives: o Students will be able to describe the Temple of the Warriors by

writing a postcard to their families using the vocabulary words learned today.

o Students will be able to categorize vocabulary words and explain their reasoning to the class with a partner.

o Students will be able to say the vocabulary words by presenting them to the class along with the categories they create for them.

Academic Language: Content obligatory words:

1. Chitzen Itza – A city in Mexico1. Chac Mool – A sculpture of a human figure in a position of reclining

with the head up and turned to one side, holding a tray over the stomach.

2. Bas-relief - Sculpture in low relief (not deep), in which the forms project slightly from the background but no part is completely detached from it

3. Frieze- Any decorative band at the top or beneath the cornice (top or bottom part) of an interior wall, piece of furniture, pillar, etc.

4. Mayan – An ancient Mesoamerican civilization.5. Three-tiered - Being or arranged in tiers or layers.

Content Compatible words:1. Repository - A receptacle or place where things are deposited, stored,

or offered

2. Colonnade - a series of regularly spaced columns supporting an entablature and usually one side of a roof.

3. Ceremonies - The formal activities conducted on some solemn or important public or state occasion. A formal religious or sacred observance; a solemn rite.

4. Pyramids - A quadrilateral (4 sided) building that is stepped and sharply sloping and was used as a tomb or a platform for a temple.

5. Architecture - The character, style or design of buildingo Facade - The front of a building, especially an imposing or decorative

one. Materials

o Computero Projectoro PowerPoint slides of pictures and vocabularyo Copies of the articles for the studentso Copies of the postcard assignmento Crate paper and markerso Response cards and markerso The proper worksheets

Introductiono Self-starter: Answer the following questions in your notebook.

What do you think would be the purpose of a building called “The Temple of the Warriors”?

What do you think it would look like? Why would it look that way?

Procedures:Pictures and definitions

o Show pictures of the Temple of the Warriorso Go over the content obligatory and content compatible vocabulary words and

their definitions on a PowerPoint presentation. o During the presentation instruct students to write the words and their

definitions. o Show one picture at a time and ask them what the picture is based on the

vocabulary we went over.o Give them the worksheet with different pictures and instruct them match the

vocabulary words to the correct picture with a partner. Modifications/Cultural Responsiveness/Differentiation:

o Ask students: Do any of you have any similar artistic symbols or products in your culture? What do they represent? How do they affect your culture?

Matching activityName: ___________________________________Period: __________________________Write the letter of the vocabulary word on the line next to the correct picture.Example: Write B next to the Chac MoolA) Chitzen Itza, B) Chac Mool, C) Bas-relief, D) Frieze, E) Three-tiered Pyramid, F) Repository, G) Colonnade

1. __C_ 2. __D__

3. __E_ 4. ___G__

5. ___A__ 6. __B___

7. ___F__

Odd-word OutPart 1: Activity

After going over the vocabulary and their meaning on the board, the students will engage in an odd-word out activity. Give each student a response card. Tell them you are going to say a vocabulary word and then 4 other words after it. Their objective is to identify the word that doesn’t fit. They will write that word on the response card and hold it up. Here are the words:

Chac Mool – sacrifice, sculpture, painting, heartBas-relief – etching, sculpture, art, pictureFrieze – statue, detail, banner, artMayan – Mexico, society, religion, PeruThree-tiered – steps, temple, slope, flatChitzen Itza – Mexico, city, Honduras, siteRepository - table, basin, bowl, Chac MoolColonnade – columns, section, one, manyCeremonies – religion, secular, formal, worshipPyramids – slope, rectangle, temple, triangleArchitecture – design, blue print, buildings, painting Facade - section, left, facing, wide

Part 2: AssignmentWhen you are done with this activity collect the response cards and give the

students the odd-word out worksheet. Here they will come up with their own words for the activity. Have them work alone. Walk around the room and help them when they need it. Have them turn it in when they are done.

Modifications/Cultural Responsiveness/Differentiation: o ELL students can write two similar words and one that isn’t

Odd-word Out worksheetInstructions: For each vocabulary word, give three more that are similar and one that isn’t.

Name: _____________________________________________

1. Chac Mool – _______________, _______________, _______________, _______________

2. Bas-relief – _______________, _______________, _______________, _______________

3. Frieze – _______________, _______________, _______________, _______________

4. Mayan – _______________, _______________, _______________, _______________

5. Three-tiered – _______________, _______________, _______________, _______________

6. Chitzen Itza – _______________, _______________, _______________, _______________

7. Repository - _______________, _______________, _______________, _______________

8. Colonnade – _______________, _______________, _______________, _______________

9. Ceremonies – _______________, _______________, _______________, _______________

10. Pyramids – _______________, _______________, _______________, _______________

11. Architecture – _______________, _______________, _______________, _______________

12. Facade - _______________, _______________, _______________, _______________

Read the ArticlesRead the article as a class. Use the popcorn method. Make sure to stop occasionally and ask them to summarize what is being said, especially when you come up to the content obligatory words.

Modifications/Cultural Responsiveness/Differentiation: o Students who struggle to read the language out loud will only read a

few sentences. I will dictate when to stop and switch readers.

Categorizing and SortingPart 1: Two categories

After doing the odd-word out activity and reading the article divide the students into groups of 4. Give each group a sheet of crate paper and a marker and tell them to write their names on it. Using the vocabulary on the board, each pair will categorize and sort the words into 2 categories based on the meanings of the words and write them on the paper. Walk around the room and ask the students to explain what categories they have and why they put certain words in each category and also offer help when necessary.

Part 2: Four categoriesWhen they are done ask for 4 groups to come up to the front of the class and

share what they wrote on their paper and why. After they are done sharing, have them turn their paper over and this time they will categorize and sort their words into 4 categories. Walk around the room and do the same thing as before. When they are done have 4 new pairs come up to the front of the room and share what they did. When the 4 pairs are done presenting have the students put their papers on the table at the back of the room so they can get participation points for doing it.

Modifications/Cultural Responsiveness/Differentiation:o Have the groups be heterogeneous as much as possible, i.e. language,

ethnicity, gender.

Postcard AssignmentName: ______________________________________________Period: ________________________Pretend you are visiting the Temple of the Warriors in Chitzen Itza, Mexico. Write a postcard to your family about your visit. Be sure to answer the following questions:

Where is the Temple of the Warriors found? What kind of temple is it? What kind of architecture was used to build it? What was the temple used for? What were the carvings and statues made to resemble?

Modifications/Cultural Responsiveness/Differentiation: How does this compare to your culture?

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Assessmentso Formative:

Picture identification activity during lecture Observing students while they work on matching activity Odd-word out response card activity. Observing students while they work on the odd-word out

worksheet. Observing students during the categorizing and sorting

activity. Ask questions during the reading activity to assess their

understanding.o Summative:

Matching the word and picture worksheet Odd-word out worksheet Categorizing and sorting activity Writing a post card activity that addresses the following

questions: Where is the Temple of the Warriors found? What kind of temple is it? What kind of architecture was used to build it? What was the temple used for? What were the carvings and statues made to resemble? How does this compare to your culture?

Closureo Instruct students to read their postcard to a partner.o Conduct a short discussion, asking students to explain what they have

learned.