Embed Size (px)
Citation preview
Ancient Egypt
Introduction
Lesson Topic: Theme -- Ancient EgyptReading -- Comprehension of teacher read- aloud and group bookWriting -- 4-square, Free Write, Pyramid letterDrama -- Role-playing: character, acting out feelings and emotions of pharaoh, slave,and farmer
Grade Level: 1st grade
Brief Description of Lesson: Students will read a story surrounding the theme of ancient Egypt.Students will read the story with the class and discuss what they learned about life in ancient Egypt fromthe book with their peers. Students will have the opportunity to read one of three other bookssurrounding the topic of Egypt, specifically focusing on the roles of the pharaohs, the slaves, or thefarmers. Students will write and create performance art about ancient Egypt in multiple ways.
Stage 1: Identifying Desired Results
1) Goals and Performance Expectations
Standards: Reading
Key Ideas and Details:CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a textCCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using keydetails
Craft and Structure:CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings orappeal to the senses
Integration of Knowledge and IdeasCCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, orevents
Standards: Writing
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
Text Types and PurposesCCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriatelysequenced events, include some details regarding what happened, use temporal words to signal eventorder, and provide some sense of closure
Production and Distribution of WritingCCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond toquestions and suggestions from peers, and add details to strengthen writing as needed
Standards: Speaking and Listening
Comprehension and CollaborationCCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners aboutgrade 1 topics and texts with peers and adults in small and larger groups.CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud orinformation presented orally or through other media.
Presentation of Knowledge and IdeasCCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details,expressing ideas and feelings clearly.CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate toclarify ideas, thoughts, and feelings. CCSS.ELA-Literacy.SL.1.6 Producecomplete sentences when appropriate to task and situation.
NCSS Themes:
Time, Continuity, and Change-SWBAT describe how people in the past lived, and research their values and beliefs
People, Places, and Environments-SWBAT understand factors that contribute to similarities and differences among peoples
locally and in places across the world, including ethnicity, language, and religious beliefs
Illinois State Standards for Social Sciences
18.C.1 Describe how individuals interacted within groups to make choice regarding food, clothing, andshelter16.A1b Ask historical questions and seek out answers from historical sources (e.g. myths, biographies,stories, old photographs, artwork, and other visual or electronic sources).
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
2) What overarching, enduring understandings are desired?
People have used different methods to communicate-- some have used pictures, symbols, hieroglyphs,and now we use an alphabet.
The ancient Egyptians used hieroglyphs to tell us about the lives of important people and their religion.
In ancient Egypt, life was different for people based on a hierarchy-- powerful people like the pharaohwere treated with respect, but slaves were forced to work very hard and were not treated nicely.
3) What essential question(s) will be considered?
What are some ways people have used to communicate in the past and the present?
What can tomb paintings tell us about ancient beliefs in Egypt?
What was life like in ancient Egypt? How was life different for slaves, pharaohs, and farmers?
4) What prior knowledge and skills should students have?
Students should know what main idea and details are in a story and have had practice identifying these.
Students should know what the main character of a story is and have had practice identifying these.
Students should know words for feelings: sad, mad, happy, excited, upset, scared, nervous, etc.
5) Key Knowledge and/or Skills
Content Knowledge and Skills:
a) Students will know….● that there have been different ways of communicating, such as hieroglyphics.● that religion and the afterlife were important to ancient Egyptians and were often portrayed in
the tomb paintings.● about the lives of farmers, slaves, and pharaohs in ancient Egypt.
b) Students will be able to…
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
● write a list of words in hieroglyphics.● explain the ways people have used to communicate in the past and the present● Understand and role play how the lives of farmer, pharaoh, and slave differed in ancient Egypt.
English Language Knowledge and Skills:
c) Students will know…● The meaning of the words “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife” and “slave”
d) Students will be able to…● Say and spell the words “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife” and “slave.”● Use the words “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife,” and “slave” in the right
context during conversation, class discussion and role playing assignment
Stage 2: Assessment: Determine Acceptable Evidence
1) Student Product(s) and/or Performance(s)
1.) Writer’s Workshop Four-Square about ancient Egypt2.) Role-Playing Skit about three different roles in ancient Egypt- farmer, pharaoh, and slave
2) Other Assessment Evidence
Student participation in whole-class, group, and sharing discussionsStudent participation on the KWL chartStudent post-its in category boxesStudent free-write during Writer’s WorkshopStudent reading during group book studyStudent responses during comprehension checks from read-aloud
3) Assessment Criteria
1.) Student can describe the life of a farmer, pharaoh, and/or slave and what it feels like to be farmer,pharaoh, and/or slave through Four-Square and Free Write. Student will express these with words, inwhole sentences, and through pictures.2.) Student will participate in role-playing skit with group. Student will actively help group answerquestions on outline for skit, prepare for performance, and participate in performance as a character inthe skit
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
For other assessment evidence: Student will participate fully and show understanding of the life inancient Egypt. Student will show understanding of characters, stories told from different character’spoint of view, lesson vocabulary, and writing techniques taught.
Stage 3: Plan Learning Experiences
1) Materials Required
Ancient Egypt by George Hart
Seeker of Knowledge The Man Who Deciphered Egyptian Hieroglyphs by James Rumford
Mummies, Pyramids, and Pharaohs: A Book About Ancient Egypt by Gail Gibbons
Additional texts about ancient Egypt for independent readingWhiteboard, dry erase markersChart paper, markersPost-it notesFour Square sheets for studentsClay / reeds for studentsHat with role-playing assignmentsRole-Playing outlinesEgypt “props” for student role-play performances
2) Time Required
Hook _____15__________ minutes
Teacher Input _____20__________minutes
Writer’s Workshop _____30__________minutes
Group Work (Book Study) _____15__________minutes
Group Work (Skits) 30 minutes
Closure & Independent Practice _____20__________minutes
3) Grouping Arrangements (Check all that apply)
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
Whole Group ______X_________
Cooperative Learning Groups ______X_________
Small Groups ______X_________
Pairs ______X_________
4) Preparing for the Lesson
a) Teacher Preparation
Teacher will prepare for this lesson by collecting all of her materials, choosing the cooperative learninggroups for her students, and closely reading all of the Egypt books that she will use in the lesson andmake available to her student.
b) Planning for Differentiated Instruction for ELLs, Students with Special Needs andGifted Students
1) Teacher will thoughtfully create cooperative learning groups that will place students with peers thatthey may be able to get help from or give help to. This will allow high functioning students the chance tosupport their peers and help them understand the work that has been set before them. It will allowstudents with special needs the chance to work with others, practice communicating, and give them achance to hear the material presented in a different way by their peers. ELLs will be given the chance tocommunicate in English in a safe environment, and will be able to ask their peers for assistance withwords or concepts that they may not be grasping yet in English.
2) Teacher will provide vocabulary resources for her students in both English and any other languagesthat are present in her classroom. These resources will be laminated cards that display the mainvocabulary words - “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife” and “slave” - with picturesand their definitions in both languages, so that ELL students will have an easier time understanding thenew concepts.
Connect
5) Set/HookStudents will come to the reading corner for the beginning of their reading/writing time. The teacher willask the students to help her fill out a KWL chart about ancient Egypt. Teacher will prompt students if
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
they struggle with ideas. Together, they will fill out the “K” and the “W” sections of the chart together.The teacher will “hook” the students with a read aloud of the book “Mummies, Pyramids, andPharaohs: A Book About Ancient Egypt” by Gail Gibbons
Plans for Informal AssessmentThe teacher will do informal assessments during the read aloud by asking guided comprehension checkquestions. The teacher will also make note of students’ prior knowledge and questions while creatingthe KWL chart.
Attend
6) Teacher Input
After reading “Mummies, Pyramids, and Pharaohs: A Book About Ancient Egypt” and guiding thestudents through comprehension check questions, the teacher will talk to the students about ancientEgypt. Through the use of the guided questions above and student responses, the teacher willdemonstrate how to create a four-square. Students will contribute ideas for each section of theteacher’s example of four-square on a priest in ancient Egypt. The teacher will tell students that theywill get a chance to do their own four-square. The students will pick a role out of a hat, which will beeither farmer, slave, or pharaoh. The teacher will then explain to the students their expectations forwriter’s workshop, which will consist of three parts: four-square, free write, and hieroglyphic inscriptionof a clay tablet.
Plans for Informal Assessment
During the group discussion the teacher will note student references to the book and students’participation in whole-group discussion.
Image
7) Writer’s Workshop
1) Four Square
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
Your Role in Ancient Egypt:____________________________
Describe what you DO: Describe how you FEEL:
What would you want to have in the afterlife? Draw yourself:
2) Write
Students will free write about a day in the life of either a pharaoh, farmer, or slave. Students are givenprompts to help spur their writing. Students are encouraged to write about their feelings, and to useideas (including visual images) from their four-square during writing.
Plans for Informal Assessment
The teacher will roam around the room from student to student viewing four-square writings anddrawings and free-write. Teacher will check for participation, authentic work, and the relation tocontent.
Inform
8) Book Study Groups
After working in Writer’s Workshop, students will come together on the carpet and share their pictures
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
and writings about these three different roles in ancient Egypt. The teacher will have three boxes drawnon the board. After sharing, students will be asked to take one question they have about any of thethree roles and put it on a post-it note. The teacher will tell the students their post-it is going to go intoone of the three boxes on the board. One box is for questions about pharaohs, one box for farmers, andone box is for the questions about slave. The teacher will inform the students that there are alwaysmore than one side to a story, and everyone has different perspectives. When we are talking aboutancient Egypt, there are three sides that we should think about: the pharaoh, the slave, and the farmer.The teacher will then label each box accordingly and ask students to put their post-its in the respectiveboxes.
Practice
After being introduced to the vocabulary: “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife,” and“slave,” students will be broken into six groups to read a story about Egypt. Each group will get to picka book out of the pre-selected books on Egypt.
After reading the books with their groups, students will get into new groups to jigsaw share about theirstories. Students will follow this outline when sharing:Who was your story told by?Was this person a pharaoh, a slave, or a farmer?How did this person feel at the beginning of the story?How did this person feel at the end of the story?What is one new thing that you learned about life in Egypt?How were hieroglyphics used in the story?
Extend
9) Role Playing Skits
For the performance portion of this lesson, first graders will be placed in groups of three students to
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
create a role playing performance to present to the class. In the groups of three, one student will portraythe pharaoh, one will portray the slave, and one will portray a farmer. Students will be assigned roles bypicking out of a hat, so that the distribution of roles is fair and completely unbiased.
Each group will be given a location for their performance to take place. Students will have one of thefollowing locations:the market, inside the pharaoh’s palace, building a pyramid, painting the tomb, etc.)
Once groups, roles, and locations are assigned, students will be given twenty minutes to come up with arole playing scenario. Teacher will provide students with an “outline” to help them create a realisticperformance. The “outline” will contain the following points:
GROUPS OF THREE1. What is the problem?3. How does the pharaoh treat the slave and the farmer?4. How does this make the slave and the farmer feel?5. How is the problem solved?6. How does this make the pharaoh feel?
Refine
Teacher will circulate to check on the progress of the groups and to help answer any questions orprovide more support to groups who may need it. Teacher can do this by asking open-ended questionsabout what students have already learned about ancient Egypt and these three roles.
Perform
After the twenty minutes of performance prep, students will present their skits to the whole class.
9) End-of-Class Assessment
The role-playing skits will serve as students’ end-of-class assessment. This will show that students
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
understand what a pharaoh, a farmer, and a slave are. This will also show that students understandwhat a problem and solution is, both in texts and in performances. Students will also showunderstanding of character and setting through this performance.
10) Closure
After each group finishes their role-playing skits, the teacher will remind the students of the essentialquestions that she started class off with, and ask students through whole-class discussion to about thedifferent ways that people communicate and what life was like in ancient Egypt.
11) Independent Practice
After viewing all of the class skits, students will write a letter pretending that they are working on apyramid. They will write a letter home to their family describing their day, thoughts and feelings. Don’tforget to sign your letter with your name in hieroglyphics!
During Independent Practice time, as students are working on letters and after they complete them, theywill also have the opportunity to look at other fictional texts of their choice about Ancient Egypt. Thiswill serve as their in-class independent reading time for that day.
Lesson in 4MAT Wheel
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
