Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use
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LU Title: Ancient Egypt |
Author(s): Christina Reinhardt |
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Grade Level: Sixth |
School: Sackets Harbor |
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Topic/Subject Area: Social Studies, Technology, and English Language Arts. |
Address: P.O. Box 290 Broad Street Sackets Harbor, New York 13685 |
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Email: Creinhardt@sackets-harbor-high.moric.org |
Phone/Fax: (315) 646-3575/ 1085 |
Students will analyze important ideas, social and cultural values, beliefs, traditions, and geographical features of Ancient Egypt. At the close of this unit, students will plan and present an Egyptian Festival. Students will use technology to create different portions of the festival such as the play, brochure, game boards, research, and coloring books. Students also will paint a mural depicting different aspects of the Ancient Egyptian culture and build a pyramid during the unit after school or during art time. This unit will last approximately 6 weeks with the understanding that it meets 5 days a week for 45 minutes per session.
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Declarative |
Procedural |
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Students will be able to locate geographical areas on a map of Ancient Egypt. |
Students will draw a map and label the Nile River, Nile Delta, Red Sea, Upper Egypt, Lower Egypt, Mediterranean Sea, Arabian Desert, and the Libyan Desert on a map of Ancient Egypt. |
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Students will draw conclusions based on a timeline of Ancient Egypt. |
Students will read and interpret a timeline using BC and AD as reference points that illustrates important achievements and accomplishments of Ancient Egyptians. |
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Students will have an understanding of the importance of the Nile River. |
Students will write an essay explaining why Egypt was often called "The Gift of the Nile" using a central idea graph to first organize ideas. Students will watch a video and take notes. Students will locate trade routes of Ancient Egyptians. Students will write a summary about trade between Egypt, Nubia, and Assyria.
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Students will understand why the Egyptians built pyramids. |
Using various reading guides before, during, and after reading selections about pyramids and watching a video about pyramids, students will present PowerPoint presentations or oral reports on why pyramids were built. |
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Students will have a basic understanding of how and why a body was mummified. |
Students will create a list of steps of how a body was mummified complete with illustrations. |
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Students will learn the importance of the Rosetta stone. |
.Students will create cartouches with hieroglyphics out of plaster of Paris as well as decoding a secret message. |
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Students will use technology and cooperative learning to research, plan, and teach about ancient Egypt. |
Using PowerPoint, Microsoft Publisher, and Microsoft Word students will work in teams to create presentations, brochures, coloring books, and reports about ancient Egypt. Using Netscape Navigator, students will visit museums and websites. |
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Students will have a basic understanding of the daily life of Ancient Egyptians. |
Students will describe the social classes of Ancient Egypt. Students will compare and contrast their life to that of an Ancient Egyptian. |
ESSENTIAL QUESTIONS How does the geography of an area affect the life of its people? In what ways does religion affect people in their beliefs about life and death? How did the Egyptians’ belief in the afterlife increase our knowledge of ancient Egypt? What similarities and/or differences can be drawn between the people of ancient Egypt and modern times? How can technology be used to increase our understanding of the world?
CONNECTIONS TO NYS LEARNING STANDARDS
Content Area: Social Studies
Level: Elementary
Standard: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Benchmark 1: Students will:
- study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.
Key Idea 2: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
Benchmark 3: Students will:
-understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities
-gather and present information about important developments from world history
Content Area: English
Level: Elementary
Standard 1 - Language for Information and
Understanding
Students will read, write, listen, and speak for information and
understanding.
Key Idea 1: Listening and reading to acquire information and understanding involves collecting data, facts, and ideas, discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.
Benchmarks: Students will:
-select information appropriate to the purpose of their investigation and relate ideas from one text to another
-select and use strategies they have been taught for note taking, organizing, and categorizing information
Key Idea 2: Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely and comprehensibly.
Benchmarks: Students will:
_ present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts
_include relevant information and exclude extraneous material
_use the process of pre-writing, drafting, revising, and proofreading (the "writing process") to produce well-constructed informational texts
_observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structure appropriate to written forms.
Content Area: Technology
Level: Elementary
Standard - Information Systems
Students will access, generate, process, and transfer information
using appropriate technologies.
Key Ideas: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Benchmarks: Students will:
-use a variety of equipment and software packages to enter, process, display, and communicate information on different formats, using text, tables, pictures, and sound access needed information from printed media, electronic data bases, and community resources.
Days 1& 2
Begin the unit by giving students a KWL chart. Have them fill out what they know about Egypt already. Then have them write down what they want to learn. Write these questions on a large piece of chart paper and post in the classroom. Have students staple or glue the KWL in their notebook. Each day have them add to their chart what they have learned, even if it wasn’t something that they asked. Explain to them that at the end of the unit they will present an Egyptian festival for the lower grades in the school. If time allows, show clips from the movie "The Prince of Egypt." This will allow the students to see different aspects of the civilization such as dress, climate, transportation, religion, pharaohs, and hopefully motivate them to want to learn more about Egypt.
Day 3
Declarative Knowledge: Students will draw conclusions based on a timeline of Ancient Egypt.
Procedural Knowledge: Students will read and interpret a timeline using BC and AD as reference points that illustrates important achievements and accomplishments of Ancient Egyptians.
Begin the lesson by having students “Think, Pair, Share”(Dimensions of Learning or DOL) about what a timeline is and what it is used for. Students will listen to the task, “think” independently, “pair” with a partner to discuss, and “share” with the class. Discuss responses confirming what a timeline is and what its purpose is. Place the terms BC, AD, and c. on the board. “Think, Pair, Share” again as to what each term means. Confirm their meanings and then have students make a list of events that have happened since the beginning of their life starting with their birthday and finishing with the current year. Give them the timeline sheet from DOL and have them place the events in the timeline. Students will then write four questions about their timelines and give to partner to answer. Each student will use the timeline to answer the questions. Students will hand back the information and check each answer.
Students will then be given a timeline of major time periods of Ancient Egypt. Point out the differences between this timeline and the one the students made focusing on BC and AD. Students will be given 10 questions to answer using the timeline. Post a large timeline on wall during the entire unit.
Day 4
Declarative Knowledge: Students will be able to locate
geographical areas on a map of Ancient Egypt.
Procedural Knowledge: Students label the Nile River, Nile Delta, Red Sea, Upper Egypt, Lower Egypt, Mediterranean Sea, Arabian Desert, and the Libyan Desert on a map of Ancient Egypt.
Begin the lesson by having a large wall- sized map of Egypt with Velcro spots for the following terms: Mediterranean Sea, Red Sea, Upper Egypt, Lower Egypt, Nubia, Nile Delta, Sahara Desert, and the Arabian Desert. (Have each of these terms on an individual index card with Velcro on the back.)
Give each student a map of Egypt with the above terms listed in a column next to the map. Working with a partner, have each pair find and label the locations on the map using the text. Include a bonus activity for those that finish before the time limit.
When allocated time is up, have students check their maps by doing a whole class activity with the large wall map. Students can come up and stick the cards in each correct geographic location.
Day 5
Declarative Knowledge: Students will be able to locate geographical areas on a map of Ancient Egypt.
Procedural Knowledge: Students label the Nile River, Nile Delta, Red Sea, Upper Egypt, Lower Egypt, Mediterranean Sea, Arabian Desert, and the Libyan Desert on a map of Ancient Egypt.
Open the class by using the "Treasure Hunt” activity in DOL ( Dimensions of Learning ). Students will be given the treasure hunt paper which looks like a bingo card, but instead contains boxes with each of the words from above. Also included will be a blank map of Ancient Egypt from the previous lesson.. In ten minutes, students will ask different peers in the class to label geographical terms on their map from yesterday and initial the treasure hunt paper. After allotted time, using the Velcro cards and map, have students label the terms and check maps. This will serve as a quick review and get students up and moving.
Point out the Nile River on the map. Explain that it is the longest river in the world. Using "Think -Pair-Share" from DOL, have students “brainstorm” how they think the Nile River supported human life. Allow about 8 minutes for this activity. Using chart paper, write down the responses from each group. Tell students that they'll be returning to this question during reading today.
Have students open their notebooks and label this section "Egypt" and sub-label the next part "geography” using Roman Numerals. Write the vocabulary words "cataract", "delta”, and "silt” in notebook, but leave at least 3 spaces between the words as students will need the spaces for a strategy they are about to learn. Now have students fold their paper into thirds so that there are 3 long columns. Unfold and then using the strategy “ Pictograph” from DOL, have them draw a picture in the middle column of the word. Write the definition of the word in the third column. Show them how to study the word with the third column flipped back.
Using SQ3R strategy, students will read from text about geography.
Day 6
Declarative Knowledge: Students will have an understanding of the importance of the Nile River.
Procedural Knowledge: Students will watch a video and take notes.
Review chart from the previous day on how the Nile supports human life. Using “Central Idea Graph” strategy sheet from DOL, have students place the words “Nile River” in the middle and then label each box with one of the following words: Course, Trade, Gifts, and Other. In pairs, have them fill in as much information as they can in each box based on what they read the previous day. Discuss and fill in chart on overhead.
Watch the movie “Egypt, Gift of the Nile” and have students add new information to central idea graph. Add new information to overhead chart as well.
Day 7
Declarative Knowledge: Students will have an understanding of the importance of the Nile River.
Procedural Knowledge: Students will write an essay explaining why Egypt was often called "The Gift of the Nile" using a central idea graph to first organize ideas.
Have students take out central idea graphs from previous day. Using the central idea graph as an organizer, students will then write an essay on why Egypt was often called “The Gift of the Nile.” Work with students needing help organizing an essay with topic sentence and supportive details.
Assessment: Use writing rubric for assessment. See Appendix A.
Day 8:
Declarative Knowledge: Students will have an understanding of the importance of the Nile River.
Procedural Knowledge: Students will locate trade routes of the Ancient Egyptians. Students will write a summary about Egyptian trade routes between Egypt, Nubia, and Assyria.
Using “Treasure Hunt” strategy sheet and a blank map of Egypt, have students locate the geographical terms : Mediterranean Sea, Red Sea, Upper Egypt, Lower Egypt, Nubia, Nile Delta, Sahara Desert, and the Arabian Desert.(Review)
Using “Paired Verbal Fluency” strategy from DOL, assign students into pairs. Each pair will have a number 1 and a number 2. Number 1 will ask the questions and number 2 will write the answers. Each pair will quiz each other using the central idea graph from previous day to review the importance of the Nile.
Place the word “Trade” in a target circle from the sheet “Semantic Associations” from DOL, and have students brainstorm related words. Choose categories for the words they wrote. Tell them to add to their list as they complete the next activity.
Students will then read from their textbook about trade. They will write a summary about the people they traded with, the goods that were traded and the places they traveled to trade.
Assessment: Use writing rubric for summary. See Appendix A
Day 9
Declarative Knowledge: Students will understand why the Egyptians built pyramids.
Procedural Knowledge: Using various reading guides before, during, and after reading selections about pyramids and watching a video about pyramids, students will present PowerPoint presentations or oral reports on why pyramids were built.
Make an overhead of a web that has the words “Egyptian Religion” in the center and the following words will be all around it: goddesses, gods, polytheism, sarcophagus, embalming, mummy, afterlife, pyramid and pharaohs. A “word splash” from DOL would work also. Students will then brainstorm and predict a relationship between each term and the main term. Students will then read the section of the text on religion.. Students will then compare and contrast their earlier associations. Using their notebooks, have them label this section “Egyptian Religion” and write down notes together that explain what they have learned.
Day 10
Declarative Knowledge: Students will understand why the Egyptians built pyramids.
Procedural Knowledge: Using various reading guides before, during, and after reading selections about pyramids and watching a video about pyramids, students will present PowerPoint presentations or oral reports on why pyramids were built.
Using “LINK” from DOL, students will write associations for the word “Pyramid”. The instructor will then put responses from the students on the board. Students will then ask each other about items on the list. Then erase the board. Have students turn their paper over and give them one minute to write down everything that comes to mind about “Pyramids” based on the class discussion and prior experiences.
Now preview the section in textbook about pyramids. Students will read and add 5 statements that tell what they learned about “Pyramids” from the book.
Days 11 and 12
Declarative Knowledge: Students will understand why the Egyptians built pyramids.
Procedural Knowledge: Using various reading guides before, during, and after reading selections about pyramids and watching a video about pyramids, students will present PowerPoint presentations or oral reports on why pyramids were built.
Make a chart with a list of ideas learned from reading selection the previous day. Tell students to be ready to add on to their charts anything about pyramids that they learn in the movie today and tomorrow.
Show the movie “Pyramid” or read the book “Pyramid” by David Macaulay both days.
Day 13
Declarative Knowledge: Students will have a basic understanding of how and why a body was mummified.
Procedural Knowledge: Students will create a list of steps of how a body was mummified complete with illustrations.
Show a power point presentation about mummies. This will be made previous to lesson.
Using Mummy kit, demonstrate how the body was mummified.
Days 14, 15, 16, and 17
Declarative Knowledge: Students will understand why the Egyptians built pyramids.
Procedural Knowledge: Using various reading guides before, during, and after reading selections about pyramids and watching a video about pyramids, students will present PowerPoint presentations or oral reports on why pyramids were built.
Teach students how to use power point program on Microsoft Word. Use the LCD projector. Review with children different web sites and clip art sites and how to save them in their files (See technology). Students will work in pairs to create a power point presentation on why pyramids were built. Spend the rest of this time in the computer lab working on projects.
Assessment: See rubric in Appendix B.
Days 18 and 19
Declarative Knowledge: Students will understand why the Egyptians built pyramids.
Procedural Knowledge: Using various reading guides before, during, and after reading selections about pyramids and watching a video about pyramids, students will present PowerPoint. Students will use technology and cooperative learning to research, plan, and teach about ancient Egypt.
Students will present projects.
Assessment: Since this is the first power point presentation, students will be graded using the power point rubrics only, not public speaking.
Day 20
Declarative Knowledge: Students will use technology and cooperative learning to research, plan, and teach about ancient Egypt.
Procedural Knowledge: Using Netscape Navigator, students will visit museums and websites on the Internet.
Give “KWL” sheet from DOL to students using the topic of “King Tutankhamen” or “King Tut”. Then give them a listening guide to fill out as the story of Howard Carter and the discovery of King Tutankhamen’s tomb. Collect, and then using the Internet and LCD projector, visit the actual tomb of King Tutankhamen. Finish “KWL” sheet.
Day 21
Declarative Knowledge: Students will learn the importance of the Rosetta stone.
Procedural Knowledge: Students will create cartouches with hieroglyphics out of plaster of Paris as well as decoding a secret message.
Show examples of hieroglyphics using LCD projector and Internet. Show example of papyrus. Then, using text, students will read pp. 82 – 83 and write down 5 sentences about the Rosetta stone using “key points” sheet from DOL. Discuss and then put major points in notebook. Make cartouches. Students can spray paint them gold and then use magic marker to draw hieroglyphics later in the day.
Day 22
Declarative Knowledge: Students will have a basic understanding of the daily life of Ancient Egyptians.
Procedural Knowledge: Students will describe the social classes of Ancient Egypt.
Using “The Envelope Please” strategy, give each student an envelope with a question from today’s lesson or a vocabulary word from the past lessons. Tell students that they will be able to discuss their question with the person sitting next to them at the end of the lesson and then present their answer to the class before leaving.
Using a large sheet of paper, make a huge pyramid previous to the day’s lesson. Cut out the pyramid and divide it into the social classes of Ancient Egypt. At the top will be the pharaoh. The beneath him is the upper class. The next level will be the middle class. The largest group will be the peasants, then a small group of slaves. Give students mini-replicas of pyramids and have them fill it in as you discuss it in class. Paste in notebooks.
Preview the selection in textbook with the students. Give students teacher made worksheet that asks them to describe the social classes of Egypt, women’s roles, and games children might enjoy. There is also a matching review vocabulary at bottom of the page.
Spend the last 10 minutes answering the questions given at the beginning of class.
Days 23 & 24
Declarative Knowledge-Students will have a basic understanding of the daily life of Ancient Egyptians.
Procedural Knowledge- Students will compare and contrast their life to that of an Ancient Egyptian.
Start the lesson with a quick game of vocabulary bingo to review terminology used in the unit.
Students will then be asked to think about how their life is similar and different to that of an Egyptian child. Working in cooperative groups, students will fill out the graphic Organizer called “Open Compare and Contrast”. This will allow students to list similarities and differences between their life and an Egyptian’s life. The teacher should circulate and help students having difficulty in groups.
Students will then be asked to write an essay using the graphic organizer as their guide. Students will then share their essays with each other making revisions and editing in pairs.
Assessment- Use the rubrics in Appendix A.
Students will take a written test that contains multiple choice, matching, short answer and essay questions. A study guide will be given in advance.
Students will put on an Egyptian Festival for lower grades. Part of their grade will be from the projects they choose to complete.
Students will earn two grades based on their festival projects. They will choose one project from both category A and category B. These two grades will count equally along with the test grade. Students will be given the festival project ideas and rubrics at the beginning of the unit so they can prepare as they learn.
Category A
Make a game board to teach about Ancient Egypt.
Use the following rubrics: Use the points for each category.
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Game board |
Outstanding 20 |
Proficient 18 |
Satisfactory15 |
Unsatisfactory12 |
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Graphics |
Includes several pieces of relevant clip art or actual photos. |
Includes some clip art and/or photos. |
Includes a few pieces of clip art and/or photos. |
Clip-art is non-existent or not relevant to the topic. |
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Color |
Extremely colorful and eye-catching. |
Colorful |
Some color |
Needs more color. |
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Text |
Everything is typed and free of spelling and grammatical errors. |
Everything is neatly typed or handwritten, but some errors in spelling and/or punctuation. |
Writing is legible, but could be better. |
Writing is hard to read and/or sloppy. |
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Content |
Includes geography terms, map, vocabulary, and all concepts studied in unit. |
Includes geography terms, map, vocabulary, and most concepts studied in unit. |
Includes geography terms, map, vocabulary, and some concepts studied in unit. |
Missing many of the geography terms, map, vocabulary, and concepts studied. |
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Creativity |
Wow! Parker Brothers will be calling you soon! |
Almost ready for Parker Brothers, but needs something more! |
Ordinary, somewhat plain. |
Call Parker Brothers for some help! |
Create a brochure using Microsoft Publisher.
Use the following rubrics: Use the points for each category.
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Brochure |
Outstanding25 |
Proficient23 |
Satisfactory20 |
Unsatisfactory17 |
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Graphics |
Includes several pieces of relevant clip art or actual photos. |
Includes some pieces of clip art or actual photos. |
Includes a few pieces of clip art or photos. |
Clip art is nonexistent and/or is not relevant. |
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Text |
Everything is typed and free of spelling and grammatical errors. |
Everything is neatly typed or handwritten, but some errors in spelling and/or punctuation. |
Writing is legible, but could be better |
Writing is hard to read and/or sloppy. |
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Layout |
Graphics and Text compliment each other well. Very pleasing to the eyes. |
Graphics and Text are good, but need some minor adjustments. |
Graphics and Text need lots of adjustment. |
Graphics and Text do not fit well together at all. |
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Content |
Includes geography terms, map, vocabulary, and all concepts studied in unit. |
Includes geography terms, map, vocabulary, and most concepts studied in unit. |
Includes geography terms, map, vocabulary, and some concepts studied in unit. |
Missing many of the geography terms, map, vocabulary, and concepts studied. |
Create a coloring book of Ancient Egypt.
Use the following rubrics:
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Coloring Book |
Outstanding25 |
Proficient23 |
Satisfactory20 |
Unsatisfactory17 |
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Graphics |
Includes several creative, relevant, hand-drawn pictures that lend themselves to coloring. |
Includes many hand-drawn pictures that lend themselves to coloring. |
Includes a few hand-drawn pictures. |
Pictures are nonexistent or are copied from a book or other source. |
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Text |
Everything is typed and free of spelling and grammatical errors. |
Everything is neatly typed or handwritten, but some errors in spelling and/or punctuation. |
Writing is legible, but could be better |
Writing is hard to read and/or sloppy. |
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Layout |
Graphics and Text compliment each other well. Very pleasing to the eyes. |
Graphics and Text are good, but need some minor adjustments. |
Graphics and Text need lots of adjustment. |
Graphics and Text do not fit well together at all. |
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Content |
Includes geography terms, map, vocabulary, and all concepts studied in unit. |
Includes geography terms, map, vocabulary, and most concepts studied in unit. |
Includes geography terms, map, vocabulary, and some concepts studied in unit. |
Missing many of the geography terms, map, vocabulary, and concepts studied. |
Category 2
Write a play about Ancient Egypt and perform it with your classmates.
Create a demonstration with your peers of Mummification using a life-size body complete with removable organs. Include canopic jars and sarcophagus.
Research the foods eaten in Ancient Egypt. Create an oral report and include several posters depicting how the food was grown, harvested, prepared and eaten Have samples of food available for the festival.
Use the following rubrics as your guide: Use the point system for each row.
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Presentation |
Outstanding10 |
Proficient 9 |
Satisfactory8 |
Unsatisfactory7 |
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Speaking |
Spoke very clearly and words were articulated well. |
Spoke clearly and words were articulated fairly well. |
Spoke clearly some of the time, but words weren’t articulated as well as they could be. |
Didn’t speak clearly and words were unclear. |
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Grammar |
Used correct Standard English. |
Used Standard English most of the time. |
Used Standard English some of the time. |
Didn’t use Standard English. |
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Expression |
Had great expression and used appropriate gestures. |
Had good expression and gestures. |
Had some amount of expression and gestures. |
Had poor expression and gestures. |
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Volume |
Volume of voice was pleasant and all could hear. |
Volume of voice varied somewhat, but still the quality was good and could be heard most of the time. |
Volume of voice was okay, but could be heard only by some. |
Volume of voice was either too loud or too soft and couldn’t be heard. |
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Eye-Contact |
Made excellent eye contact with the audience. |
Made eye contact with audience most of the time. |
Made some eye contact with audience. |
Made little or no eye contact with audience. |
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Presentation |
Well prepared and has memorized speech |
Prepared and has memorized the majority of the speech. |
Could be better prepared. |
Not prepared at all. |
|
Rate of Speech |
Perfect |
Pretty good, but sometimes too fast or slow |
Tends to be a little fast or a little slow |
Way too slow or way too fast. |
|
Fillers (um ,ok, like, you know, etc.) |
None at all |
Very few |
Frequently |
All the time |
|
Role of each member |
All shared an equal role |
Nearly all shared an equal role |
Half of the group shared an equal role |
Less than half the members shared an equal role. |
|
Content |
Contained a thorough amount of information |
Pretty good amount of information |
Fair amount of information |
Lacked much needed information |
Students must be familiar with computer programs such as Microsoft Word and Microsoft Publisher in order to do several of the projects.
Students must know how to save and retrieve a file on the hard drive and on a disc.
Students must know how to save clip art or photos from the Internet in a file so they can be retrieved for later use.
Students should have basic word processing skills.
MODIFICATIONS
The resource room teacher or remedial reading teacher may push into the classroom. Students with learning disabilities may need support with the textbook reading. Putting the text on tape might be beneficial. Written work may also be difficult for students that have trouble writing, so the teacher may need to spend additional time helping the student with writing or scribing. A peer or adult tutor may be helpful as well.
Students may also wish to tape any of the sessions for reinforcement.
Students that require speech therapy may benefit by having the vocabulary words for the unit ahead of time. The vocabulary words for this unit are challenging. Often our Speech Therapist will make up activities to help the students to say the words and understand their meanings.
This unit will take about 6 weeks to complete. It can be done in less than six weeks if some of the videos are cut or shown at a later time in the day.
Week one will include the launch video, geography, and timeline activities. Notes to parents telling them about the festival and festival projects should be mailed this week. Students will also need a costume for the festival, so include some pictures of easy ways to make a costume. We used left over Christmas gold tablecloths to make Egyptian Collars.
Week two will include the study of the Nile River and its affect on the people of Ancient Egypt and Modern Egypt.
Week three and four will be the study of pyramids with the technology project. Students must also commit to the projects they have chosen by filling out a contract stapled with the rubrics.
Week five will be the study of the Rosetta stone and daily life of the Egyptians. Students will also have a deadline for final project and festival date.
The final test should come after the festival, as the students will learn so much just by participating in the festival.
Ideas to Consider:
Encourage students to read some Egyptian Mythology. Some students may wish to do an additional project or report on some of the Egyptian gods or goddesses.
Make bonus fun packets on Egypt for students who like to do bonus work.
Have tons of books available in the classroom on Egypt to support activities.
With the help of the Art teacher, my students created and painted an Egyptian Mural on one of our school walls.
With the help of the Music teacher, my students created and performed an Egyptian Dance.
With the help of the Industrial Arts teacher, my students created and built a pyramid for the classroom to be used as a reading center.
Invite a guest speaker in to talk about Egypt. One of my student’s parents grew up in Cairo. She was a wealth of information and the students learned so much from her.
At the close of the unit, design a reflection sheet for students to think and evaluate what they learned, enjoyed, and can use from this unit.
The Teacher must be able to :
Use Microsoft Word, Microsoft Power Point, Microsoft Publisher, and the Internet.
Hook up the LCD projector.
Bookmark web sites and put them on hold using the LCD projector.
Appendix A
Use values to score points.
|
Summary |
Exemplary20 |
Proficient18 |
Developing15 |
Undeveloped12 |
Absent9 |
|
Topic |
Topic is well supported with relevant and detailed sentences. |
Sufficient supportive details which mostly support the topic. |
Minimal amount of supportive details, which are somewhat, related. |
Remotely relevant lacking supportive details. |
No details to support topic. |
|
Organization |
Excellent beginning, middle, and ending. Great use of transition words. |
Clear beginning, middle, and/or ending. Some transition words are used. |
Beginning, middle, or end is lacking. Transition words are needed. |
Lack of logical sequence of ideas. Beginning, middle, or end is lacking. |
Not organized at all. Missing vital information. |
|
Mechanics |
All grammar and spelling are correct. |
Most of the grammar and spelling are correct. |
Many flaws in spelling and grammar. |
So many flaws in spelling and grammar that it is hard to understand. |
So many errors that paper is unreadable. |
|
Neatness |
Neatly typed and easy to read |
Handwritten and easy to read |
Writing could be neater. Some smudges or marks on paper. |
Difficult to read due to poor handwriting and smudges or marks. |
Illegible |
Appendix B
Checklist rubric for scoring power point presentation.
|
Standard |
Outstanding 16 points each |
Very Good 15 points each |
Satisfactory 14 points each |
Needs Improvement 13 points each |
|
Content |
Is covered in depth including many supportive details. |
Covers the topic well with some supportive details. |
Has the basic topic, but is lacking some supportive details. |
Needs to add more information on the topic. |
|
Accuracy |
Information is factual and correct. |
Most of the information is factual. |
Some of the information lacks accuracy. |
Much of the information lacks accuracy. |
|
Graphics |
Includes a relevant picture for each slide. |
Includes several relevant pictures. |
Includes some relevant pictures. |
Has no pictures and/or some are not relevant. |
|
Mechanics and Spelling |
All grammar and spelling is correct. |
Most grammar and spelling is correct. |
Many errors in grammar and spelling. |
So many errors that it interferes with communication. |
|
Sound |
Sounds are pleasant to listen to and do not detract from the presentation. |
Sounds are mostly pleasant to listen to and generally do not detract from the presentation. |
Sounds are too loud or too soft or distract from the presentation. |
Sounds are not pleasant and are too loud, too soft, or too distracting. |
|
Text |
Text is colorful and pleasing to the eye. The font is creative and easy to read. |
Text is easy to read and colorful. |
Text is either too small or squished together. It is hard on the eyes. |
Text is difficult to read because it is too dark or light or too small. |
References
David, A Rosalie., Growing up in ancient Egypt /illustrated by Angus McBride- - (Mawah, N.J.) : Troll Associates, c 1994.
Fairservis, Walter Ashlin., Egypt, gift of the Nile/with drawings by Jan Fairservis- - New York: Macmillan, 1963.
Giblin, James., The Riddle of the Rosetta Stone: Key to ancient Egypt—New York: Crowell, 1990.
Hamilton-Paterson, James., Mummies, death, and life in ancient Egypt- - New York; Viking Books, 1979.
Katan, Norma Jean., Hieroglyphs, the writings of ancient Egypt- - New York: Atheneum, 1980.
Kay, Shirley., The Egyptians: how they live and work- - New York: Praeger, 1997
Lauber, Patricia., Tales Mummies tell.- - New York: Crowell, c1985.
Marzano, Robert J., and Debra J. Pickering. Dimensions of Learning: Teacher’s Manual. 2nd ed.
Macaulay, David. Pyramid. Boston: Houghton Mifflin, 1975.
Millard, Anne. The Egyptians. Illustrators Peter Connolly.. Morristown, N.J. London: Macdonald Educational, 1975.
Milton, Joyce. Mummies. Illustrated by Susan Swan. Grosset& Dunlap. New York 1996.
Perl, Lila. Mummies, tombs, and treasure: secrets of ancient Egypt: drawings by Erika Weihs: New York: Clarion, c1987.
Tanaka, Shelley., Secrets of the Mummies: illustrations by Greg Ruhl. New York, Madison Press, 1999.
Ventura, Piero., In Search of Tutankhamun. Morristown, N.J. , Silver Burdett, 1985.
Video Recordings
Egypt, gift of the Nile/ International Travel Films; filmed, written, and narrated by Doug Jones. Los Angeles, Calif., : International Travel Films, c1991.
Pyramid/produced by Unicorn Productions.- - Alexandria, VA: PBS Video, 1988
The Prince of Egypt/ Dreamworks. - - Universal City, Calif., 1999.
Egyptian Festival Reflections
Name___________ Date__________
What part or parts did I do to contribute to the festival?
______________________________________
What did I do to prepare for my part in the festival?
______________________________________
What did I wear for my costume in the festival?
______________________________________
My favorite part of the festival was when ____________
_______________________________________.
In the next festival, I want to ____________________
______________________________________.
Things I learned about myself in getting prepared for this festival were_____________________________
One thing that I could do better next time would be:
______________________________________
I enjoyed putting on the festival because____________
______________________________________
______________________________________
I did not enjoy putting on the festival because__________
_______________________________________