Subject(s): Social Studies, English Language Arts
Grade Level(s): 9, 10
Document Camera, Computer for Presenter, LCD Projector, Overhead Projector
Resource supports reading in content area:Yes
Keywords: volcanic ash, , lava bombs, sacbe, excavation, informational text, volcano, Mayan village, inference, central idea, anthropology, Village of Ceren, archeology, text complexity
FCR-STEMLearn Literacy in STEM 2016
Accommodations & Recommendations
- For struggling readers:
- It might benefit students if the teacher breaks the text into several sections. Have students independently read a section, and then have several strong readers read that section aloud. Have students work in pairs or small groups to complete the Arti-Fact Finding and Inference Map using information in the section just read. When students are ready, the teacher can have students share out their responses and receive feedback on their work, allowing them to make corrections during the discussion. This cycle could then repeat one or two more times in the remaining sections of the text.
- There are numerous domain-specific words used throughout the text. Depending on the needs of students, the teacher might want to front load the definitions for some of the following terms:
- volcanic ash
- toxic gas
- lava bombs
- volcanic eruption
- Teachers might also want to work with students during the reading of the text and make sure they understand the difference between the term "commoners" and an "elite class" in regards to the different societal structures referenced in the Village of Ceren.
- To support struggling readers, the teacher might want to locate images of the following items referenced in the article and show them to students as they read the text (or before reading the text):
- jade axes
- obsidian knives
- polychrome pots
- manioc (cassava) fields
- For struggling writers: It might help struggling writers to provide them with an outline to help them structure their written response for the summative assessment. The outline might include places for them to record:
- Ideas on how to introduce the topic
- A few specifics from the text they might want to use to support or explain the topic
- A place to write down their main point(s)
- Topic sentence (the first sentence of each body paragraph that will reveal the point of the paragraph and will connect to the paper's overall main point)
- Specific evidence from the text for support in each body paragraph
- Ideas for transition words
- Ideas for use of domain-specific vocabulary
- Ideas on how to wrap up their piece and connect back to the main point(s)
Based on student interest/class objectives, teachers may wish to adapt the summative writing prompt into an argumentative position piece (i.e., "Did the volcanic eruption destroy or preserve the Ceren culture?") and encourage students to participate in a Socratic Seminar or Philosophical Chairs-type debate activity to present their argument with appropriate and relevant supporting evidence from the text.
Suggested Technology: Document Camera, Computer for Presenter, LCD Projector, Overhead Projector
This resource was designed as a cross-curricular lesson for English Language Arts and social studies. It can be used by English Language Arts teachers to provide students with an opportunity to study an engaging and complex informational text, a text that covers topics students are learning about in their World History course. This lesson can also be used directly by social studies teachers teaching World History.
The text's grade band recommendation reflects the shifts inherent in the Florida Standards and is based on a text complexity analysis of a quantitative measure, qualitative rubric, and reader and task considerations.
Source and Access Information
Name of Author/Source: Cyndee Palacios, Wayne Beck
District/Organization of Contributor(s): Escambia
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.