the maya calla lesson - … maya calla lesson topic: ... the aztec and mayan worlds, ... regular...

CALLA Project YOED 6020 J. de Araujo Jorge

The Maya CALLA Lesson

Topic: World History Extension in ESL

Grade Level/Span: 9th-10th grade

Language Proficiency: Advanced Intermediate-Advanced

Language Learning Strategies:

1. Metacognitive Strategies – a) Advance Organization b)Organizational Planning c)Monitoring

Comprehension and d)Self-assessment

2. Cognitive Strategies – a) Note-taking b) Elaboration of Prior Knowledge c)Summarizing

d)Imagery

3. Social/Affective Strategies – a) Questioning for Clarification and b) Cooperation

Materials:

Student Language Learning Strategies Handouts

Language Learning Strategies Chart

Literature Selections –

Passport to the Past: The Aztec and Mayan Worlds, Fiona Macdonald

The Mysterious Maya, George and Gene Stuart

CALLA Project YOED 6020 J. de Araujo Jorge The Mayas, Pamela Odijk

The Heart of a Jaguar, Marc Talbert

Content Material –

Yucatan and the Maya Civilization

Photographs of Mayan Ruins

Vocabulary Flashcards

Overall Goal/s of the Lesson: After taking part in this unit—which supports World History in the

regular education class—students will be able to implement specific learning strategies that will

help them become more independent language learners. These skills combined with the content

material will help students to employ academic language in both the language learning

environment and the regular classroom setting.

Lesson Objectives: After: a) creating a concept map about Mayan life b)listening to a reading of

Mayan poetry, c) identifying specific vocabulary words related to Mayan civilization, d) engaging in

a brief discussion about the universals of civilizations, and d) viewing and discussing material

focusing on specific language learning strategies, TSW:

1. Monitor their comprehension during group read aloud sessions of The Heart of a Jaguar by

Marc Talbert with a listening guide. (metacognitive strategy – monitoring comprehension)

2. Create a mental picture by illustrating the story (cognitive strategy – imagery from text)

3. Predict, skim, and scan before reading excerpts from Passport to the Past: the Aztec and

Mayan Worlds (metacognitive strategy – advance organization)

4. In groups read aloud and discuss excerpts from Passport to the Past: the Aztec and Mayan

Worlds (social/affective strategy- cooperation)

5. In groups plan who will gather information for each of the following categories: Mayan

government, Mayan families, Mayan buildings, Mayan Food, Mayan religion, Mayan

warriors and decide what information is essential (i.e. websites for images, vocabulary and

definitions, facts and dates).(metacognitive strategy- organizational planning)

6. Self-generate at least three questions regarding a chosen expert area to research at the

stations. (metacognitive strategy-organizational planning & advance organization)


6. Apply note-taking skills by completing an organizer while reading materials individual

research stations (cognitive strategy – note-taking)

8. Return to home groups to share information, decide on the most important details and

create a Wiki page on Mayan civilization (social/affective strategy – questioning for

clarification; social/affective strategy – cooperation)

Instructional Procedures:

Set – The teacher will read aloud the Mayan poem, To Kiss Your Lips Beside the Fence Rail. After the

reading, students and teacher will discuss the topic of civilization and its components and

vocabulary words for the lesson and engage in a brief discussion on the Maya and their civilization.

Mini-Lesson – The teacher will introduce the concept of Language Learning Strategies as a means to

assist students with subsequent lessons. After a brief modeling session, the teacher will read aloud

the first chapter of The Heart of a Jaguar by Marc Talbert.

Individual Application of Language Learning Strategies –

1. The student will apply comprehension monitoring during the story, The Heart of a Jaguar by

completing the student handout while listening.

2. Then, students will illustrate the story by applying mental imagery and completing a

sequencing illustration using selected sentences from the story as a guide.

3. Each student will predict, skim, and scan the next reading, Passport to the Past: the Aztec and

Mayan Worlds. They will also complete an advance organizer before reading.

Team Application of Language Learning Strategies –

1. In small groups, students will read aloud and discuss excerpts from, Passport to the Past: the

Aztec and Mayan Worlds

2. To extend the lesson, the students will conduct research in small expert groups on a topic of

their choosing. They will use an advance organizer to develop three research questions and

will use note-taking skills as they conduct their research.

3. Each student will use cooperative learning skills as they return to a home group to summarize

their findings and compile them into a comprehensive Wiki page on Ancient Mayans.

Closure – The teacher will review the main points of Mayan civilization by creating a class concept

map to display on the wall with contributions and feedback from students.


Evaluation/Assessment of Application and Effectiveness of Language Learning Strategies: 1. Discussion of Topic - informal

2. Monitoring comprehension – formal

3. Imagery from Text - formal

4. Advance Organization – formal

5. Note-taking – formal

6. Questioning for Clarification – informal

7. Cooperation – formal and informal


Materials

______________________________________________________________________________

Concept Map- Previous Knowledge

The Mayans

Families

Religion

Buildings

Military

Government

Food


Mayan Poem

______________________________________________________________________________

TO KISS YOUR LIPS

BESIDE THE FENCE RAILS

Put on your beautiful clothes; the day of happiness has arrived; comb the tangles from your hair; put on your most attractive clothes and your splendid leather; hang great pendants in the lobes of your ears; put on a good belt; string garlands around your shapely throat; put shining coils on your plump upper arms. Glorious you will be seen, for none is more beautiful here in this town, the seat of Dzitbalché. I love you, Beautiful Lady. I want you to be seen; in truth you are very alluring, I compare you to the smoking star because they desire you up to the moon and in the flowers of the fields. Pure and white are your clothes, maiden. Go give happiness with your laugh, put goodness in your heart, because today is the moment of happiness; all people put their goodness in you.


Vocabulary Cards

adobe

barter

ancestors

clan

codex

ball court

compost

glyph


herbalism

jade

human sacrifice

mosaic

obsidian

litter

peninsula

silt


stucco tortillas

tamales tribute


The Heart of a Jaguar

_______________________________________

Before we read the novel, The Heart of a Jaguar by Marc Talber, let’s spend some time thinking about

some of the themes and ideas we will find in our reading. For each statement below check “agree” or

“disagree” to indicate your opinion about the sentence. When we have finished reading the novel we

will come back to our statements and re-evaluate our answers.

Before Reading Statement After Reading

agree disagree The ancient civilizations of Europe were more advanced than those in America.

agree disagree

agree disagree People who are older are usually wiser.

agree disagree

agree disagree The ancient civilizations of the Americas were spiritual people.

agree disagree

agree disagree Being a hero always involves making sacrifices.

agree disagree

Listen to the first chapter as your teacher reads and check true or false for the statements

below.


Statement Response

Balam has a father, mother and twin brother.

true false

Balam is fourteen years old. true false

The bachelors invite Balam to the bachelor hut.

true false

Ixbacal is kidnapped to be married to a clan chief.

true false

While reading the novel we are going to take some time to identify the key elements of the story and

answer some questions to make sure we understand the story.

First, let’s start by identifying the story’s literary elements:

Characters

Who is in the story? What are

they like?

Setting(s)

Where does the story take place?

Conflict

What does the main character

face in the story? Is there a

struggle?

Resolution/ Conclusion

How does the main character

overcome their struggle?

Theme

What is the story really

about?


Below create a storyboard of images of the most important events in the novel in order:


Passport to the Past: The Aztec and Mayan

Worlds

_______________________________________

Before reading the texts provided use the following strategies to prepare you to read:

Look at the pictures in the text. What do you think you will learn about the Mayans?

Now skim through the book and look at the headings and captions. What additional

information do you think you might learn?

Last, skim through the assigned pages and write down any additional subjects you think might

be covered in the book.


Becoming an Ancient Maya Expert

_______________________________________

Today each person in your home group is going to become an expert on one aspect of Mayan life. Take some time to decide who will cover each topic:

Mayan government

Mayan families

Mayan buildings

Mayan food

Mayan religion

Mayan warriors

Once you have all decided who will cover each topic, spend some time thinking about what you

want to know about your expert area. Write at least three questions below using the question

prompts:

Who….

What….

Where…

While reviewing the websites and materials at

your station, be sure to take good notes!

When…

Why….

How….


Cornell Note-taking Strategy

D ivide the paper into three sections.

Draw a dark horizontal line about 5 or 6 lines from the bottom. Use a heavy magic marker to draw the line so that it is clear.

Draw a dark vertical line about 2 inches from the left side of the paper from the top to the horizontal line.

D ocument

Write project name, date, and topic at the top of each page.

W rite notes.

The large box to the right is for writing notes. Skip a line between ideas and topics. Don't use complete sentences. Use abbreviations, whenever possible. Develop a

shorthand of your own, such as using "&" for the word "and".

R eview and clarify.

Review the notes as soon as possible after class. Pull out main ideas, key points, dates, and people, and write these in the left column.

S ummarize.

Write a summary of the main ideas in the bottom section.


Rubric for Group Work


Resources:

Ancient mayan civilization. (2010). Retrieved from http://www.kidskonnect.com/subject-index/16-

history/256-ancient-mayan.html

Bam, A. (n.d.). Dzitbalche. Retrieved from http://www.red-coral.net/Dzit.html

Macdonald, F. (2009). Passport to the past: the aztec and mayan worlds. New York,NY: Rosen Central.

Mayans theme. (2001). Retrieved from http://www.teacherplanet.com/resource/mayans.php

Collaborative Work Skills

Teacher Name: Ms. de Araujo Jorge

Student Name: ________________________________________

CATEGORY Exemplary Accomplished Developing Beginning

Preparedness Brings needed materials to class and is always ready to work.

Almost always brings needed materials to class and is ready to work.

Almost always brings needed materials but sometimes needs to settle down and get to work.

Often forgets needed materials or is rarely ready to get to work.

Contributions Routinely provides useful ideas when participating in the group discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group discussion. May refuse to participate.

Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Date Created: Jul 02, 2010 10:19 pm (UTC)

http://www.kidskonnect.com/subject-index/16-history/256-ancient-mayan.html

http://www.kidskonnect.com/subject-index/16-history/256-ancient-mayan.html

http://www.red-coral.net/Dzit.html

http://www.teacherplanet.com/resource/mayans.php

CALLA Project YOED 6020 J. de Araujo Jorge Odijk, P. (1989). The Mayas. Hong Kong: Silver Burdett Press.

Stuart, G.E., & Stuart, G.S. (1977). The Mysterious maya. Washington D.C.: National Geographic Society.

Talbert, M. (1995). The Heart of a jaguar. New York, NY: Aladdin Paperbacks.

Yucatan and the maya civilization. (1978). New York, NY: Crescent Books.

MTSU Honor Statement:

This assignment/assessment was solely written by me. In no way have I plagiarized (represented the

work of another as my own) or otherwise violated the copyright laws and academic conventions of fair

use. I know that violations of this policy may result in my being dismissed from Middle Tennessee State

University and/or appropriate legal action being taken against me.

Signed:

Jessica de Araujo Jorge

July 8, 2010

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