Teacher: Joshua Arbogast,

Joaquin Maiquez,
Gretchen Venkatesh and
David Monroe
th
Subject: 7
Grade New
Mexico History
Week of: 8/31

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

STANDARDS

RL.7.2: Determine two or more central ideas a text and analyze their development over the course of the
text; provide an objective summary of the text.
4.1 Describe how the conflict Mayans and Aztecs faced impacted the development of New Mexico.
28.1 Describe the conflict between early humans faced and environmental events that impacted the
development of New Mexico.

LEARNING TARGET
(content objective)
Today I will

write an objective
summary of a news
article.

analyze the
differences
between two texts
about the Spanish
in Central America.

analyze the
differences
between two texts
about the Spanish
in Central America.

analyze the
differences between
the Pueblo tribes
(Mogollon, Chaco,
and Anasazi) and
non-Pueblo tribes
(Navajo, Apache).

FORMATIVE ASSESSMENT
I will know I learned this
when

I have met all

criteria for success
for writing an
objective summary.

I have met all

criteria for success
for using an
objective
summary.

I have met all

criteria for success
for my Tribal
Project.

I have met all

criteria for success
for using an
objective summary.

RELEVANCE/RATIONALE
This is important to me
because

...I need to find the

central ideas to
summarize and
understand the text.

...I need to find the

central ideas to
summarize and
understand the
text.

...I need to find the

central ideas to
summarize and
understand the
text.

...I need to find the

central ideas to
summarize and
understand the text.

ACTIVITIES/TASKS/TIME
(language objective)

Do Now: In 2-3
sentences, describe

Do Now:
Estimation Line-up

Do Now: Describe
in 2-3 sentences

Do Now: Describe in
2-3 sentences what

analyze the
differences
between the
Pueblo tribes
(Mogollon, Chaco,
and Anasazi) and
non-Pueblo tribes
(Navajo, Apache).
I have met all
criteria for
success for using
an objective
summary and
history content.
...I need to find the
central ideas to
summarize and
understand the
text.
Do Now: Are you
ready for this

Do Now:

Building background:
Student activities:

what is the Central

Idea of a text? (5
minutes)

N/A
TTW introduce the
weekly standard's.
(5 minutes)
TTW give notes
over how to write
an objective
summary (10
minutes)
TTW read the
following
article
together. (10
minutes)
TTW go through the
article highlighting
the central idea and
3 supporting
details. TSW will
follow along with
their own devices.
(15 minutes)
TTW show an
exemplar of what a
good summary

with the following

question: How
many Indians died
from the Spanish
invasion of the
Americas? (10
minutes)

what happened to
the Aztecs in the
story yesterday? (5
minutes)

happened
differently to the
Aztecs in the story
yesterday? (5
minutes)

assessment?
Why? Why not?

Answer: 15 million
N/A
TTW review the
criteria for success
for writing an
objective
summary. (5
minutes)

N/A
TTW review the
criteria for success
for writing an
objective
summary. (5
minutes)

N/A
TSW take their
assessment over
the history
standards and
RL.7.2. (30
minutes)

Groups will read

and translate
Cuauhtemoc
Surrenders. (20
minutes)

Groups will read

and translate
Cuauhtemoc Taken
Prisoner. (20
minutes)

N/A
Watch the following
video about the
Pueblo Revolt:
http://video.pbs.or
g/video/23653223
72/
. TSW take notes
as they watch
looking for the
central ideas. (15
minutes)

Groups will answer

the questions in
the Two Different
Views worksheet.
(10 minutes)

Groups will answer

the questions in
the Two Different
Views worksheet.
(10 minutes)

TCW review the

central ideas and
supporting details
of the story. (10
minutes)

TCW review the

central ideas and
supporting details
of the story. (10
minutes)

TCW review the

material for the
assessment on
Friday. (30
minutes)
TTW explain the
Fedex Project. (10
minutes)

TSW complete
Journal Entries in
class. (15
minutes)
TTW give an
overview of the
non-Pueblo tribes
of New Mexico
(Navajo and
Apache). (15
minutes)

TSW complete
Journal Entries in
class. (10 minutes)

TSW create their

About Me
section of their
blog. (15 minutes)

Extension Activity
- Watch the

Extension
Activity
- Watch

would have. (5
minutes)
TTW introduce the
Criteria for Success
for the NEWSELA
assignment. (10
minutes)
TTW introduce
Weebly, the
students will login,
and create their
blog page. (10
minutes)

Review and assessment:

Extension Activity
- Watch the
following videos:
What happened to
the Aztecs?
What happened to
the Mayans?
(6 minutes)
Exit Ticket - Write
an objective
summary of the
NEWSELA article.
(10 minutes)

Introduce Journal
Entries to students.
(15 minutes)

TSW complete
Journal Entries in
class. (10 minutes)

Extension Activity
- Watch the
following videos:
What happened to
the Aztecs?
What happened to
the Mayans?
(6 minutes)

Extension Activity
- Watch the
following videos:
What happened to
the Aztecs?
What happened to
the Mayans?
(6 minutes)

KEY VOCABULARY

Varies by student

Exit Ticket - Write

an objective
summary of
Cuauhtemoc
Surrenders. (10
minutes)
Varies by student

MATERIALS/RESOURCES
(supplementary and
adapted)

Chromebook,
headphones

Chromebook,
headphones

following videos:
What happened to
the Aztecs?
What happened to
the Mayans?
(6 minutes)

the following
videos:
What
happened to the
Aztecs?
What happened to
the Mayans?
(6 minutes)

Exit Ticket - Write

an objective
summary of
Cuauhtemoc Taken
Prisoner. (10
minutes)
Varies by student

Exit Ticket - Write

an objective
summary of the
Pueblo Revolt. (10
minutes)

Summative
Assessment over
RL.7.2 and history
content.

Varies by student

Varies by student

Chromebook,
headphones

Chromebook,
headphones

Chromebook,
headphones

PARTICIPATION FOR ALL

(1) Strategies through
Grouping:

Homogenous
grouping to
promote peer
assistance.
Ability to learn
st
through 21
century learning.
Use of higher DOK
questions for a
variety of skills
levels after the first
formative
assessment.

Homogenous
grouping to
promote peer
assistance.
Ability to learn
st
through 21
century learning.
Use of higher DOK
questions for a
variety of skills
levels after the first
formative
assessment.

MODIFICATIONS

As needed, per IEP.

As needed, per IEP.

ACCOMMODATIONS

Extra time,
language, visual and
verbal aids, seating
arrangements,
differentiated
instruction,
peer-tutoring,
repetition and
clarification of
instructions, break
of instructions into
small sections,

Extra time,
language, visual
and verbal aids,
seating
arrangements,
differentiated
instruction,
peer-tutoring,
repetition and
clarification of
instructions, break
of instructions into

(2) Scaffolding
(adjustments):
(3) Questioning
(who/how/DOK):

Class periods
rotating with
technology
Ability to learn
st
through 21
century learning.
The characteristics
st
of the 21
century
classroom will be
very different from
those of the
classrooms in the
past because the
focus is on
producing students
who are highly
productive,
effective
communicators,
inventive thinkers,
and masters of
technology.
As needed plus
reference sheets
Extra time,
language, visual
and verbal aids,
seating
arrangements,
differentiated
instruction,
peer-tutoring,
repetition and
clarification of
instructions, break
of instructions into

Homogenous
grouping to
promote peer
assistance.
Ability to learn
st
through 21
century learning.
Use of higher DOK
questions for a
variety of skills
levels after the first
formative
assessment.

Homogenous
grouping to
promote peer
assistance.
Ability to learn
st
through 21
century learning.
Use of higher DOK
questions for a
variety of skills
levels after the
first formative
assessment.

As needed, per IEP.

As needed, per
IEP.
Extra time,
language, visual
and verbal aids,
seating
arrangements,
differentiated
instruction,
peer-tutoring,
repetition and
clarification of
instructions,
break of

Extra time,
language, visual and
verbal aids, seating
arrangements,
differentiated
instruction,
peer-tutoring,
repetition and
clarification of
instructions, break
of instructions into
small sections,

HOMEWORK

paraphrasing,
modeling, allowing
for verbal
responses, teacher
proximity;
Homogeneous
groups after notes
and example
problems, working
with different
teachers with
different skill sets.
Following IEPs.

small sections,
paraphrasing,
modeling, allowing
for verbal
responses, teacher
proximity;
Homogeneous
groups after notes
and example
problems, working
with different
teachers with
different skill sets.
Following IEPs.

small sections,
paraphrasing,
modeling, allowing
for verbal
responses, teacher
proximity;
Homogeneous
groups after notes
and example
problems, working
with different
teachers with
different skill sets.
Following IEPs.

paraphrasing,
modeling, allowing
for verbal
responses, teacher
proximity;
Homogeneous
groups after notes
and example
problems, working
with different
teachers with
different skill sets.
Following IEPs.

Journal Entry
Topics Due
September 8

Journal Entry
Topics Due
September 8

Journal Entry
Topics Due
September 8

Journal Entry
Topics Due
September 8

Contact parents
regarding student
progress, if
needed.

Contact parents
regarding student
progress, if
needed.

Contact parents
regarding student
progress, if needed.

instructions into
small sections,
paraphrasing,
modeling,
allowing for
verbal responses,
teacher proximity;
Homogeneous
groups after notes
and example
problems,
working with
different teachers
with different skill
sets. Following
IEPs.
Journal Entry
Topics Due
September 8

2nd Period has

RACE worksheet
due Tuesday.

PARENT CONNECTION

Contact parents
regarding student
progress, if needed.

Contact 5 parents
with positive
comments about
student progress.