Lesson: Los Aztecas/ Aztecs

Context:
Number of students in class: 25 students: 1 ELD, 1 IEP (speech impediment: stutter)
Time: 60 minutes, full class period
Materials:
-Powerpoint presentation/Projector -Cassette tape of poem Desde donde se posan
-Cultural Worksheet spirit animal
-26 printed copies of the poem
Key Standards:
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.

Learning target for students:

By the end of class, I will be able to interpret the
symbolism of animals in Aztec culture (myths and
war), as evidence by completing my cultural
worksheet.
Measurable objectives:
Content- Recognize that in Aztec culture that there
are deeper, symbolic meanings for animals.
Understand that there are multiple functions for
animals such as: war, sacrifice, strength, and nutrients. Connect Aztec beliefs and animal
symbolism to the poem.

 Students will learn and provide reasons for why objects and animals have symbolic
importance. At the end of the lesson, their content knowledge comprehension will be applied
and tested in the completion of their cultural worksheet.
Skills- Students will gain an appreciation for a new and exciting unknown culture, that it
different from their everyday lifestyle. The students will investigate several spirit animals with
connection to accurate significance/Aztec meaning.
Students will learn and demonstrate skills by researching evidence from the poem and
connecting it to a higher level of thinking.
Academic Language:

el imperio= empire

las flechas= arrows

cultivar= to cultivate

un mito= myth

la leyenda= legend

la isla= island

el poema= poem

el sacrificio=
sacrifice

el lago= lake

lenguaje Nahuatl =
Aztec langauge

la metfora=
metaphor

los tribus =tribes

calendario=
calender

el honor= honor
el valor= valor

la civilizacin=
civilization

simbolismo=
symbolism

los guerreros=
warriors

el tigre= tiger
el jaguar= jaguar

la estrofa=stanza

Academic Language:
A rich academic vocabulary will be used while discussing the new concepts. The unfamiliar
terms that the students will encounter during the lesson will be addressed at the beginning of the
presentation. Students will be encourage to use new vocabulary in class. The new terms mainly
refer to beneficial spirit animals or rituals performed by the Aztecs. The remaining terms give
reference to specific characteristics of the Aztec lifestyle.
Background:
The following information is critical for students to understand by the end of the lesson:
Aztec warriors use the inspiration of animals while in battle and during sacrifices. Los
guerreros usan animales para inspirar el poder en las guerras. Tambin, usado en los sacrificios.
Los guerreros visten como guilas y tigres en la batalla. (Con plumas/with feathers)
Animals represent specific valores in their culture. EX: eagle/guila, tiger/tigre, jaguar.
The legend of the city of Tenochtitlan with direct connection to well -known significance for
Mexico and the eagle with the serpent in its claws. Cuando encuent un guila que tiene una
serpiente alrededor de un nopal.
The Aztecs were skillful builders. They took great pride in their architectural structure.

Ex: temples, Tenochtitlan

The poem has several meaningful connections to Aztec culture and lifestyle by means of:
metaphors, symbolism, and overall structure. Provide evidence from the text.
Motivation:
-It is important to be able to interpret a poem of another culture, while understanding the
underlying meaning or symbolism in the writing structure. Students will be encouraged to
distinguish and construct relationships between symbols and meaning. The motivating factor will
start when each student chooses of a spirit animal of their choice to represent them in a fictitious
battle. Students are guided to use the information learned in the lesson to display known
characteristics of common Aztec animals. This ensures that the students are qualified to know
how to interpret contextual meanings of other cultures and make content relatable to the
individual.
Connections to prior knowledge:
The students will have some prior
knowledge on myths and rituals of other
cultures or religions, so my lesson will
build onto what they already know. The
concept of symbolism has also been
prevalent in elementary school. Lastly,
the class was previous introduced to
important historically figures such as:
Montezuma, Quetzalcoatl, and Hernn
Cortz, who reappear in this section.
They will be able to connect lesson to a
deeper meaning and historical background of the Aztecs.
Moctezuma es el primer Rey(king) de los Aztecas, Quetzalcoatl es un dios (name means
feathered serpent). Y finalmente, Hernan Cortz es un conquistador de Espaa que les
conquist al Imperio de los Aztecas.
Lesson Sequence:
* Trying to incorporate cycles or bursts of 4-6 mins teacher instruction, which is followed by 4-6
minutes of work time. Creating 10 minute sections (Intro, Lesson/examples, Activity)
First, we will start with the anticipatory set in the form of a video to introduce animal
symbolism. Next, we will go through the powerpoint lesson that covers new vocabulary, basic

architecture structure, animal symbolism, and the role of rituals/myths in their culture. We will
dive deeper into Aztec culture by listening to the warrior poem of Desde donde se posan aloud
with cassette tape. Note this is their second time hearing the story, but they will be able to apply
their new knowledge to determine meaning. We will transition into small working groups to
complete the culture worksheet and brainstorming of personal analysis of spirit animal. Lastly,
the assessment will be for them to choose a spirit animal and write a response to turn in
explaining their strengths and symbolism that they connect. The check for understanding will be
seen through the students performances in the activity and by the accurate completion of the
worksheet.
Anticipatory set:
I will play The Jaguar. Power and

divinity in Mesoamerica on the

projector, which is a short video that
discusses symbolism of Jaguar. The
sacrificial precession music has an
intense beat that will help peak their
interest. I will start by saying, Para
los aztecas, el jaguar tuvo una gran
influencia, se le denominaba
Ocelotl, a quien consideraban como
el rey de los animales.
Video=> https://www.youtube.com/watch?v=gtjvbY6seOc
Introduction:
I will start by introducing the topic of the Aztecs and Myths by prompting the class to
use their prior knowledge, to answer the warm up questions in quick write activity.
Based on: Piaget-> Allowing the students to discover, guess and make mistakes, while searching
for the correct information: The goal is to individually construct knowledge.
Differentiation: (Will apply to lesson only)

Time
4

What the teacher does..

What the Students will do..

-I instruct the students to do a quick write on

the topic of saying, Who can tell me their
definition of a myth (un mito) with an
commonly known example?

Students will write answers in notes. Then

raise their hands to share answers in Spanish.

-I will instruct that they have 3 minutes and

set a timer for accountability.

Depending of answers of student I can

scaffold and guide comprehension through
questioning.

-I will guide their thinking by asking them to

consider.. Where do we encounter this in the
world? Dnde nos encontramos esto en el
mundo? How is this related to culture/el
concepto de Cultura en este clase de
espaol?
I will ask guiding questions until students
6
mins respond with..Definition for Myth

Students will give their unique definition for

myth and will need to provide evidence or an
example common known myth.

A: Un mito es una Narracin fabulosa e

imaginaria que intenta dar una explicacin no
racional a la realidad.

Example: Bigfoot, Greek Mythology, Aztec

-We are going to cover Architecture, myths

and legends. We will discess how they are
important aspects to Aztec Culture.

Students are encouraged to take notes and

write thoughts in journals/notebooks.

-Who can tell me what symbolism is? A:the

use of symbols to represent ideas or qualities

--Explain to the class the desired learning

target listed above. Give timeline of day:
lesson, lastly the activity. Assessment
-Ask for questions, comments or concerns.
-Select a volunteer to paraphrase what they
heard. Encourage other students to add on to
the discussion.

Students will do their best to paraphrase the

desired learning topic.

Body of instruction:
The students will listen and participate
throughout the Powerpoint presentation.
There will be different sections where the
students can participate and make inferences
about the new topic.

Differentiation:
ELD: Throughout the presentation, try to provide pictures with definitions, that are visually
appealing for our different learning styles. Add key reminders to help build vocabulary into daily
routine.
IEP: Set clear expectations. Provide sound clips of pronunciation for each vocabulary word, to
help the student sound out words and form memory.
Based on: Vygotsky->By practicing making inferences, students are able to determine what and
when inferences needed to be made.

Time

What the teacher does...

-I will say Take a minute to familiarize

10
mins yourself and your partner with new

vocabulary, definitions, and characteristics of

Aztec poetry.
-I will allow for time to clarify the students
questions and provide extra guidance to
where they are struggling.
I will start by introducing the key facts about
the Aztecs location. I will say to the class
Mesoamerica is the place, where there has
been earliest civilizations of the Americas.
The Maya and Aztec lived in this region.
-We only will be focusing on the Aztecs
today. I will ask the class, Where do you
think they lived? What can you infer?
-I will begin asking the students the help
answer a few example questions that arise.
Thats correct! The Aztecs lived in what is
known as the Valley of Mexico in Central
America.
-Repeat: Architecture, Religious Ceremonies,
myths, and symbolism of animals are
important aspects to Aztec Culture.

What the Students do....

-Students will volunteer to read out words
and definitions off slides.
-The students will be asked to take notes in
their notebooks. If students have questions,
they can write them down and ask when the
time is appropriate.

During the presentation, the students will

volunteer to read slides out loud. They will
also be asked questions and encouraged to
respond, and make inferences.
A: Central America/Mxico
The students will make inferences when
asked to participate. They will use prior
knowledge and newly acquired skill to react
and answer the teachers questions

Time

What the teacher does...

What the Students do....

6min

Does anyone know any famous names or

cities from stories from history that are
considered Myths or legends? *-Or has
anyone learned about Related symbolism?
of an Eagle?

Students will brainstorm/collaborate with

partners when needed.*Random Answers are
expected with connection to myth/legend
=una leyenda?

A: Animals are important and often have

deeper meaning through symbolism.
-Ask for volunteer to read** legend, Thank
student for reading legend. I will show photos
of City. I will then ask the class, How did the
Aztecs build a city in the center of a lake?
A: Build on an island. Connected to the
mainland by causeways leading north south
and west. Interlaced with series of canals to
be visited by foot or canoe.

Aside from wicked building skills, Religion

and Mythology were key to daily Aztec life.
Ex: Pyramid of the sun/moon:
-This cave may have been a "place of
emergence"the "womb" from which the

Possible A: Eagle symbolism/importance to

Aztec Legend. eagle= el guila
(Visual aids of presentation: pictures,
photographs, definitions, work bank)
**A Student will read legend:
Tenochtitlan was the capital city of the
Aztec Empire. The legend tells of how the
gods told the Aztecs to search for an Eagle
holding a snake in its beak perched atop a
catcus. This is where they were to build their
capital city.
Students will critically think about Aztec
architecture and possible reasons or
inferences for why city was built in middle of
a lake. =el lago
A: Island.

first humans came into the world in central

Student will read: Caves are a key part of

Mexican thought.

symbolic imagery associated with creation

- I will provide a modern day connection of

myths and the underworld throughout

how Today Tenochtitlan is now Mexico City.

Mesoamerican history.

Thanks to Spain and H. Cortez. I will joke

But that its a story for another day...

-Students will transition into activity

Elaboration on the content/Check for

Understanding:
We will re-listen to the poem aloud with a newly gained/different perspective to search
for potential literary cues. The students will need to complete an in class worksheet and
information study chart about the poem, important symbolism and Aztec life. They will be
separated into small groups based on skill level (Advanced with-Intermediate) (Intermediate with
Beginners). There should be approximately 13 groups. Each student will complete a worksheet
while working and discussing the topic with their partner.

Differentiation:
Advanced/Gifted: Provide additional questions regarding symbolism with reference to the poem.
IEP: Allow her to act as a tutor for another lower level student to gain confidence in using her
speech impediment.
ELD: Allowed to draw pictures, list words or characteristics, if terms are unknown in English.
Encourage to write as mush as possible in structural form, even if sentences are simple/basic.
Based on: Vygotsky-> ZPD which uses social interaction with more knowledgeable others to
move development forward. Also by practicing making inferences, students are able to determine
what and when inferences needed to be made.

Time

What the teacher does..

After students have settled into their groups, I

will explain the expectations and directions for
the worksheet. Ask if There are any questions or
where I can clarify the activity more?
-I will start cassette tape. Repeating aloud key
words or phrases that arise in the poem.

8-10 -Speaking aloud and clearing expectations while

mins they work. I will circulate and answer questions.

* I will fill in holes of information if the students

misinform one another.
-I will instruct students to brainstorm with a
partner about spirit animal(Before assessment)^

What the Students do...

Students will ask basic questions about
the procedure, and working groups.
Students will listen to poem in groups
while attempting to write notes and
annotate the poem further.
Students will complete the worksheet in
pairs or trios. They will use newly
acquired skills to complete.
*If confused, students will raise hands to
ask questions.

Time

What the teacher does..

What the Students do...

Once Completed: Ask students to take out a

colored pen for corrections.
-I will model my expectations for the share back
by giving the first answer and answer in the form
desired. Question, answer, explanation or reason.

Students correct their partners paper and

make corrections if needed.

-I will provide supplemental question to Check

for Understand and to develop critical thinking.
When needed, I will help lead conversation of
students... have you considered, What deeper
meaning or connection can we tie to this? Are
there any overarching concepts? What if you
change this, Where do you think it originated
from?

^Students will Brainstorm with partner.

-Share ideas, link to text, give examples
Various students will share back.
Correcting and changing as the activity
wraps up.

*Copy of Poem:
Desde donde se
posan
Assessment
(informal, game):
For the remainder of
class time, the
students will
continue to complete
their worksheet and
begin brainstorming
on personal spirit
animal linked to
adequate evidence
from presentation,
the poem, or what
they have learned in
their research.
Students will need to provide a written response(4-5 sentences) that shows evidence or a
justification for the animal/word and give a detailed explanation of symbolism. This informal
in-class writing assignment can serve as a graded assessment and also further check for student
understanding. Also, it can serve as a literacy checkup, to gage the students writing progress
throughout the year. In my future classroom, I would prefer to keep a file cabinet to hold
students work, in order to create an completed portfolio of what was learned throughout the
year.
This can be used as a formative assessment for the teacher to make note on which students
have mastered the material and the ones who are struggling.

Differentiation: Based on students performance on worksheet, my master teacher or I can

provide additional scaffolding and support for students who are struggling to master the material.
Avanced/Gifted: Provide secondary questions to those looking for a challenge*
Based on: Vygotsky -> Constructivist Theory/Theory of play. Students will use the relationship
of play to learn the new concepts under the active involvement of a teacher/graduate student.
What teacher does...

Time
3-5
mins

I will ask the students to start thinking

about their potential spirit animal. I
require for them to link/connect their
version to what they learned about the
Aztecs.
Higher order of thinking Questions:
Who can tell me what they learned
today?
How can give me an example of an
animal that follows represents...? One
that does not?
Can you recall the characteristics used to
classify?
What can you infer by the end of today?

Students
Students will need to provide a written
response(3-5 sentences) that shows evidence
or a justification for the animal/word and
give a detailed explanation of symbolism.
Students will reflect on what they learned in
class. They will raise hand to share back their
ideas and thoughts.

*Encourage them to draw spirit animal to

help describe in their writing.

Possible Student Example:

El guila: Las guilas eran soldados del Sol, para el guila era el
smbolo del Sol.
The eagles were soldiers of the Sun, for the eagle was the symbol of
the Sun. Eagle and jaguar warriors were two of the only types of
warriors who would be considered full-time warriors. These warriors
would be leaders and commanders on and off the battlefield. I wish
to be an Eagle because I am considered to be a leader in my school.
Reflection:
To be completed @ later date