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6.05 - Revised Lesson
on Hernando Cortez
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Plan Author: David Riddick
Date Created: 2/3/2003 8:03:58 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Social Studies
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Goal(s):
Students will have an understanding of Hernando Cortez and that he conquered
the Aztec empire.
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Concept(s):
Students will learn Hernando Cortez conquered the Aztecs by making alliances
with the enemies of the Aztec empire.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Engaging and Supporting all Students
in Learning
TPE: C. Engaging and Supporting Students in Learning
CSTP Description: Teachers build on students’ prior knowledge, life
experience, and interests to achieve learning goals for all students.
Teachers use a variety of instructional strategies and resources that
respond to students’ diverse needs. Teachers facilitate challenging
learning experiences for all students in environments that promote
autonomy, interaction and choice. Teachers actively engage all students
in problem solving and critical thinking within and across subject matter
areas. Concepts and skills are taught in ways that encourage students to
apply them in real-life contexts that make subject matter meaningful.
Teachers assist all students to become self-directed learners who are
able to demonstrate, articulate, and evaluate what they learn.
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• CSTP Key Element : Promoting self-directed, reflective learning for all
students.
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 Question : motivate all students to
initiate their own learning and to strive for challenging learning
goals?
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CA- California K-12 Academic Content Standards
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• Subject : History & Social Science
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• Grade : Grade Five
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• Area : United States History and Geography: Making a New Nation
Students in grade five study the development of the nation up to 1850,
with an emphasis on the people who were already here, when and from where
others arrived, and why they came. Students learn about the colonial
government founded on Judeo-Christian principles, the ideals of the
Enlightenment, and the English traditions of self-government. They
recognize that ours is a nation that has a constitution that derives its
power from the people, that has gone through a revolution, that once
sanctioned slavery, that experienced conflict over land with the original
inhabitants, and that experienced a westward movement that took its
people across the continent. Studying the cause, course, and consequences
of the early explorations through the War for Independence and western
expansion is central to students’ fundamental understanding of how the
principles of the American republic form the basis of a pluralistic
society in which individual rights are secured.
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• Sub-Strand 5.3: Students describe the cooperation and conflict that
existed among the American Indians and between the Indian nations and the
new settlers.
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Standard 1: Describe the competition
among the English, French, Spanish, Dutch, and Indian nations for
control of North America.
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Objective(s):
Cognitive: Students will learn the interactions and conflicts between Cortex
and the Aztecs.
Observable behavior: Students will research information in the text, handouts
and internet to answer questions brought up in the KWL chart.
Criteria: Students will answer questions posted on the KWL chart. The
students will answer with 85% accuracy of the What questions.
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Prerequisite Background Skills/Knowledge:
Students should be cognizant of the Spanish exploration of North America.
Students should be aware that Columbus opened the door to Spanish Exploration
in the Bahamas. The Spanish held a stronghold in Cuba.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes from the KWL chart posted and copy it in
their Social Studies journal.
Reading: Students read from the Social Studies text, Cortez handout, and
information on the computer.
Vocabulary: Exploration, empire, Hernando Cortez, ambitious, Montezuma,
Tenochtitlan, Montezuma, Spainard
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Materials:
1) Pencil & Paper
2) Markers - red, green, blue
3) Transparencies
4) Transparency pen
5) Butcher paper
6) Social Studies textbook
7) Cortez handout
8) Computers - Internet - "Google"
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
Social Studies to be the first volunteers to share what they know about
Hernando Cortez.
I will give out extra credit points for students who participate and who are
actively engaged.
Procedure: Body
Input:
1st: Point our standards we are working on (posted).
2nd: Establish a sense of academia by introducing vocabulary for this lesson.
Review the background vocabulary they need to know, and deepen their
understanding by illustrating an overhead of Cortez's journey.
3rd: I will model how a K-W-L chart works and what the acronyms stand for. K-
know, W - what they want to know, L what they learned. I will call on
volunteers to keep the interest going. Students will take notes and replica
the K-W-L chart in their notebooks.
4th: As students raise their hands with what they know, I will write it with
a marker on the butcher paper in the K column.
5th: Once we fill up the K column, we will move onto the W column. As
students raise their hands with questions, I will write them on the butcher
paper in the W column.
6th: I will promote high level and/or open-ended questions by asking them to
research their questions so we can write them in the L column.
Guided Practice:
I will write what they know and their questions on the butcher paper.
We will discuss ways to research. We will read the section in the text on
Cortez and ask/answer questions whole group.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Some students will be allowed to research answers on the computer, while
other students will use the textbooks and handouts.
Other students may work in cooperative groups to discover their answers
together.
ADAPTATIONS FOR STUDENTS WITH SPECIAL NEEEDS:
As students are researching independently on "What They Want to
Know," I will work with my student(s) in assisting research and in
guiding the student(s) inquiry investigations. I will write with the
student(s)to assist and support his/her learning. If the student learns best
orally, I will engage in a discussion to promote higher level thinking
skills.
Procedure: Close
To close the lesson and summarize what was learned, students will reflect in
their journals what they learned and vocabulary introduced. I will hand it
over to the class to discuss what they learned, giving them ownership of
their learning.
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Assessment:
I will ask students to answer the What questions. Samples include:
1. Why did the Aztecs think Cortez was a god?
2. How did Cortez defeat the Aztecs?
3. Why did Cortez want to defeat the Aztecs?
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Assessment/Rubrics:
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Reflection:
The objective of the lesson was achieved. I know the objective was achieved
because the students learned of the interactions and conflicts between Cortez
and the Aztecs. The criterion of the objective was met as the students
correctly answered 85% of the “What” questions. The lesson flowed extremely well.
I was amazed at the curiosity and engagement level the KWL chart produced. I
made few adaptations to the lesson.
I correctly anticipated the prior knowledge the students had of Hernando
Cortez. I was able to engage all of the students. The KWL chart was an
excellent vehicle in turning the class into active learners. I am comfortable
with the lesson.
If I were to teach this lesson again, I would have done less teacher talk and
allow the students more time for inquiry research.
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