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Meet the Ancient Egyptians

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by

Leslie Villasenor

on 10 April 2014

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Transcript of Meet the Ancient Egyptians

Target School
Overview
Anticipatory Set
Organization
7 Step Lesson Plan
EDUC 540
April 9, 2014
Midterm
.
.
Overview:
Egyptian social hierarchy was structured like a pyramid:
Common Core Standards:

• Reading Standards for Literature for 6th Grade Students – Key Ideas and Details: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

• Speaking and Listening Standards for 6th Grade Students – Comprehension and Collaboration: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

• Reading Standards for Literacy in History/Social Studies for 6th Grade – Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Goal

Organization
PLATFORMS
Social
SOCIAL
Anticipatory Set
Egyptian History: Social Studies, 6th Grade
Meet the Ancient Egyptians
Created by:
Erin Beirne
Leslie Villaseñor
Fairhaven Elementary
-five small groups of four or five
Classroom Layout
Strategies
Overview of Lesson Plan
This lesson is important for students because they will differentiate between the various social classes, the injustices involved that separate the masses so significantly, as well as the implications of each social class on the quality of human life.
This lesson will teach students about the social hierarchies of Ancient Egypt. The long-term goal of teaching this is to help students understand that there have been social hierarchies for centuries, and it is not a new concept only known to modern times.
Objective
Students will be learning about and participating in the writing process to create a piece in which they write through the point of view of a particular social class (i.e. Pharaoh, scribe, artisan, noble, etc.) and ultimately transcribe their writing onto a clay tablet as a form of creative expression.

Proximity
Specific and Positive Reinforcement
Differentiated Instruction
Anticipatory Set
Modeling
Guided Practice
Independent Practice
Accommodations
• What do you think the role of the person in the painting was in Ancient Egypt?
• Do you believe that this individual (in one picture) has more or less power than this person (in another picture)? How did you reach that conclusion?

This will be a group activity in which each group will be given five pictures.
The pictures should include images of Pharaohs, High Priests, Traders and Shopkeepers, Farmers, and Unskilled Workers, as these class differences will be the focus of the lesson.
Here, the teacher can provide an example of the clay tablet already finished (either from a previous year or one made by the teacher) in order to give the students an end goal.
Objectives
• List all of the different social class of Egypt, filling in their status and title on a pre-made chart.

• Complete a project in which they write on a clay slab about the social class their individual group represents.

• Write in complete sentences during their final project, using proper punctuation and capitalization.

After groups have been designated, or have chosen, their Egyptian social class they will be representing, give the groups time to discuss what daily life and the responsibilities of these individuals might have been.
• What makes you think that their daily lives were like that?
• Good points! Now, how can you turn those points into a paragraph explaining their daily life?
• Do you have any more questions about the lives of (insert social class here)?

Independent practice will come into play when the students will be writing into their clay tablets. At this point the teacher can walk around examining student work, but leave the groups to finish the project on their own, instead of adding comments or making changes, as during the guided practice
If a student does not want to come to the front of the class to read his or her clay tablet out loud, another student can read it or the teacher can read it as well.
Assessment
Closure
To conclude this lesson on ancient Egyptian social classes, one student from every student will have the opportunity to come to the front of the class and read their point-of-view narrative aloud. The class will be divided up into two teams of ten. Both teams will have to guess and identify what specific member of ancient Egyptian society the narrative was describing. Both teams will play for points. The team with the most points will win five tickets per person to later use towards the Classroom Store.
Now it's your turn!
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Example Questions:
Example Questions:
Full transcript