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Lesson 2 Reflection

     For our second lesson, we looked into the History of Mexico.  During this lesson, we focused into the Aztec period of 1347 to 1522.  We started out the lesson with a cut-and-paste pretest to see what the students already knew.   For this pre-test students cut out either a short definition or a photo and matched it with the vocabulary words.  We then moved to talking about our vocabulary words.  The poster was covered up with papers, so students would be able to focus in on one term at a time, while also having the opportunity to reveal the next word.  Each word and definition, after being read by us, would be read together as a group to further their comprehension.  

    Once we established an understanding of the vocabulary words, we showed students examples of primary sources.  These were Aztec codex's from over 500 years ago, where students would analyze the imagery and discuss each column of the I see, I think, I wonder chart.  For our first round of primary sources, students were given an example of a four-frame long codex.  We would go around and ask them to build on their observations, while also adding them to our anchor chart.  Once we had a variety of examples, we went over the chart and repeated with another source.  Once we knew students had an understanding on what a codex was, we gave them a completed one (that was formatted like a journal) and had them discuss the same topics for our chart.  Once we went over the chart for our last primary source, students were able to make their own.  

Codex Cover Examples

     In order for students to make their codex, they were given cardstock and examples of animal fur patterns (that were optional to use) and started to design their covers.  After they finished with their covers, they were able to add their map (from lesson 1) and lined paper to use it as their journal.  We also gave students the opportunity to write an entry about their day to give others time to finish.  Once they finished their codex, we did a movement break where they were given pipe cleaners and popsicle sticks and tried to build the tallest pyramid.   After our movement break, we read the book Montezuma and the Fall of the Aztecs by Eric Kimmel.  This book discussed the conquistadors and how their invasion impacted the fall of the Aztecs.  


Pyramid Movement Break

    Next, we had students start to construct their part of our timeline.  Each student received a bag with information from their year, and a piece of cardstock for them to add their information and draw a picture.  For this task, they were asked to read through their information cards and pick out which two pieces of information that they found to be the more important.  Once they added all of their facts to their paper, we taped them all together for students to be able to visually see how a timeline progresses.  Lastly, students completed a short post-test to help us determine their understanding of the content.


    All students were able to meet the student learning objective, except for one that was absent that day.  During this experience, there was a student who seemed very disengaged and uninterested in completing their timeline piece.  Upon further conversation, she expressed that she didn't enjoy drawing and didn't want to do it.  She was informed that as long as she writes the two facts and can analyze/understand what her images were, she would not have to draw them.  It gave me a better understanding on the variety of ways that students learn and work.  During my own time in classrooms, many students show excitement to be able to draw.  However, it is important for me to be able to notice how some students don't enjoy it.  This had made me more aware of the tasks that I include in lessons and how I should find alternatives for activities to best fit every student's interests.   
Completed Timeline

















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