UNIT X UNIT 2 | 67 DIFFERENTIATED INSTRUCTION Scaffold • For Activity A, support students by reading the text aloud while they check which events appear on the timeline. Suggest they make notes to answer the question. • For Activity C, have students collect information on their five important events as homework before creating their timelines in class. Amplify • Give students with greater proficiency a chance to mentor other students in Activity A. • Have students present their timeline to small groups or the whole class. COMMUNICATE TEXT ELEMENTS: Interpret a Timeline Understand and analyze timelines Read and discuss the information box. Say: What is a timeline used for? What does it show? Use the timeline to infer why the Great Pyramid of Giza was built. Compare and contrast the events on the two timelines. Record students’ responses on the board. A Compare a text to a graphic organizer Read the directions aloud and ensure students understand the task. Have students discuss the questions in pairs. Have one student read the first text while the other student checks the top timeline. Then they exchange roles for the second text and timeline. Then review answers as a class. Remind students to support their answers with text evidence. ANSWERS In text—King Khufu is in power, The Great Pyramid of Giza is built, The Pyramid of Kukulkan is built New information—King Khufu’s power ends, A second pyramid at Giza is built by Khufu’s son, A third pyramid at Giza is built, Chichén Itzá is the Mayan capital city, The pyramid Temple of the Warriors is built, The Maya leave Chichén Itzá, move the capital to Mayapán B Ask and answer Read the first item. Model referring to the timeline and identifying the information that gives the answer. Point out the words that answer the question. Then direct students to complete Activity B individually. ANSWERS 1. one; 2. King Khufu’s son; 3. The Pyramid of Kukulkan; 4. 1200 CE C • Create a timeline Have students choose five important events in their life to add to their timelines. Have students include their birth, celebrations, accomplishments, if they moved, etc. Guide students in drawing a straight horizontal timeline and adding their events in order. • Exchange information Have students share the information on their timelines with a partner. Practice Book p. 36 Assessment Program p. 26 EXPLORE AND LEARN PRACTICE UNIT X2 / CONNECT TO LANGUAGE ARTS A Look at the timeline. Which events are also in the text? Which events on the timeline are new information? B Answer the questions using the timeline. 1. How many pyramids were built when King Khufu was in power? 2. Who built the second pyramid at Giza? 3. Which is older—the Pyramid of Kukulkan or the Temple of the Warriors? 4. When did the Maya leave Chichen Itza? C Create a timeline of your life with at least five important events. Write the dates and the events in order. 2490 BCE 2520 BCE 2560 BCE 2589 BCE King Khufu is in power. The Great Pyramid of Giza is built. King Khufu’s power ends. A second pyramid at Giza is built by Khufu’s son. A third pyramid at Giza is built. 1200 CE 1050 CE 900 CE 750 CE Chichen Itza is the Mayan capital city. The Pyramid of Kukulkan is built. The pyramid Temple of the Warriors is built at Chichen Itza. The Maya leave Chichen Itza, move the capital to Mayapan. TEXT ELEMENTS Interpret a Timeline In an informational text, a timeline supports the text. It can also give additional information. A timeline shows the sequence of important events in history. 67 UNIT 2
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