Contextual Factors
Assortment Elem.- Contextual Factor
Socio-economic:
Your classroom is a mixed bag of SES. A
majority of students are middle class, but
there are also some students in poverty as
well as some living in affluence. Student
appearance and interactions make it clear
which ones are the “Have’s” and “Have not’s”.
Race/Ethnicity:
Most of your students are White but there are
a rather large number of Hispanic and AfricanAmerican students. Some students have had
numerous experiences within the American
culture/traditions, while others have had
limited to no experience with American
culture/traditions.
Instructional Implications for unit
The teacher will be aware of the diversity
within the SES groups. Meaning that we will
not automatically assume stereotypes of
lower SES and upper SES. The teacher will
encourage and take advantage of any
situation that will promote resilience of lower
and upper SES students. Also we will show
students that they are personally responsible
for their success. The environment of the
classroom will be warm and supportive for all
students. All students will be provided the
opportunity to learn about and explore Egypt.
This will be done by not focusing on one
specific class of people. Instead, we will
concentrate on Egyptians and their way of life.
During the unit, the teachers will create
unities among all students by showing the
similarities students have in common when
compared to people in Egypt. By doing this,
the focus will be on other unknown lifestyles.
The teacher will understand that ethnicity
cannot be judged by solely the color of skin,
but rather by learning about the how students
participate in various culture activities. The
teacher will portray this attitude and
acceptance toward race/ethnicity in a way
that students will grasp the idea. The students
will work together in a classroom community.
This will happen while learning to honor and
respect classroom diversity. Students will be in
groups consisting of different ethnic
backgrounds. During the unit, the students
will get to learn about the Egyptian race and
ethnicity. The unit will help students become
more aware of a different culture other than
their own culture. Ideally, this concept will
Gender:
Rather even mix of male and female; most
boys are into ‘typical’ boy things and are
physically active; most girls are into ‘typical’
girl things and find language useful way to
interact.
Language:
About a third of your class is considered ELL—
English is not their first/native language; there
is a wide variety of English fluency among the
ELL students.
Special Needs:
A few of your students have been diagnosed
with ADD and/or ADHD.
lead to respect and open-mindedness of one
another’s culture/traditions.
This unit will address topics that will be of
interest to both genders. Students will be
given the opportunity to interact with same
and opposite gender. When possible, groups
will include both genders during activities and
discussions. The teacher will have equal
expectations for both genders. The teacher
will also provide equal opportunities for boys’
and girls’ engagement and development.
Examples of this concept would include not
being distracted by gender roles in the
classroom and within the unit of Egypt, study
and research both males and females within
Egypt ancestry and background.
Most important contextual factor is that the
teacher will respect the student’s native
language. The teacher will be aware that ELL
students do not have a disability from not
being fluent in English. ELLs will be allowed to
speak their own language in order to
understand content. Also, ELL students will
work at scaffolding levels by: hearing, seeing,
speaking, and writing the English language. A
language interpreter will be available when
needed for parent/students. The teacher will
maintain open communication with the ELL
instructor in order to monitor students’
performance. Two main objectives for ELL
students are: first to get the content, and
then speak English.
This unit will uphold a least restrictive
environment. Full inclusion will be
implemented when possible for these
students. The teacher will practice the use of
behavioral therapy and or applied behavior
analysis by targeting the unacceptable
behavior with positive or negative
reinforcement. When student(s) are unable to
focus or become distracted, they will be given
an activity that will allow them to move
around the room. Modifications will be made
based on the attention level of the students.
Developmental/Grade/Age:
Approximately one half of the class is
developmentally on grade level. Three
students are above grade level, working at a
middle seventh grade level. Nine students are
considered at risk students or below grade
level. All students are currently in the sixth
grade. Their ages range from 11-12 years of
age.
Cognitive Overload:
The unit will last two weeks and a certain
amount of material should be covered. In the
past units, some students show signs of
becoming overwhelmed. This leads to a halt in
active learning. Many of the students became
frustrated and refused to take in new
information. This happened to different
students that are on different levels.
Modifications, such as, shortening
assignments into smaller components,
grouping student(s) separately into groups
that stay on task, running errands, handing
out papers, and creating an area to help
externalizing students calm down. If these
strategies prove to not be successful, the
teacher will meet with parents and a special
team of teachers to devise a different plan of
action.
This unit contains objectives from the sixth
grade PASS standards. The topics of this unit
will cater to a variety of maturity levels. As
collaborating groups and a class as a whole,
we will be discussing and exploring Egyptian
clothing, housing, traditions/customs, writing
systems, and vegetation etc. Concepts will be
as in depth as the students’ zone of proximal
development will allow. Gifted and talented
students will use a KWL charts for individual
investigations or research projects that will
focus on creative thinking and problem solving
within tombs of ancient Egyptians. As for the
students that are below grade level or at risk
other strategies will be implemented. Social
and academic mentorships, provide extra
academic support (before and after school),
hold high expectations, and focus on student
strengths to promote self-esteem.
In order to prevent cognitive overload during
the unit on Egypt several strategies may be
applied. We will be sensitive to the limitations
of our students’ ability to store new
information and memory when planning
instruction/assessment. To promote active
learning and avoid overload, the teacher will
know the students interests, goals, and
expectations within the Egyptian culture. We
will also create a rich and stimulating learning
environment during the unit. Also another
strategy is to involve students in thinking
about what they are doing throughout the
unit. All these strategies will aid in preventing
academic cognitive overload.
Title, Rationale, and Teacher Preparation
The rationale for this unit, Life in Ancient Egypt, involves meeting the needs of a
classroom full of diverse students. Students will get to utilize process skills during activities that
are of their personal interest. This unit will provide opportunities for every student to view and
reflect on perspectives from other cultures. While working in groups to explore and investigate
ancient traditions in Egypt, the students will also learn how to work cooperatively. Upon
completion of Life in Ancient Egypt, the students will have an appreciation for a different way of
life other than their own. This will lead to overall respect and awareness for other cultures and
traditions. For a teacher to become a facilitator, he/she must spend time preparing and
researching the topic of the unit. Teachers must have adequate background knowledge about
traditions of ancient Egypt in order for this unit to be beneficial and serve its purpose. A few
concepts of life in Egypt include: ancient traditions, clothing, shelter, vegetation, religion,
writing system etc. These are the some of the concepts that the teacher must become very
familiar with. A facilitator should encourage students to ask questions that might push the
grand conversation deeper than expected. The teacher/facilitator should have ample and
sufficient information in order to lead students to answers and not hand them the answers.
Egypt is one of the most dominating countries in Africa today. Egypt’s economy is
prospering today due to an increase in industry, agriculture and tourism. The Nile River and its
surroundings provide resources to a large percentage of Egypt’s population. The Nile River has
played a dominant role in the life of Egypt since the beginning of its time. Surrounding Egypt is
the Gaza strip, Libya, Sudan and Israel. Although pyramids and tombs are still present from
ancient times, modern-day Egypt more resembles the rest of the world.
From an American perspective, Egypt is most famous for its ancient civilization.
Americans tend to be fascinated by the Ancient Egyptian culture. There are famous
monuments, such as the Giza pyramid complex and its Great Sphinx. Some ancient Egypt’s
artifacts are in museums all around the world. Egypt is believed to date back to 3100 BC during
the Predynastic period, when some of the first hieroglyphics were discovered. The Pyramids
are thought to be around 10,000 years old. Many Americans may not know that the body of
the Sphinx was buried and the Egyptians simply stumbled upon it. Advance civilizations existed
long before Europeans and Americans. There is research stating that perhaps the previous
civilizations were wiped out by floods and famine due to natural disasters.
Americans have grown to respect ancient Egyptians for their ability to produce beautiful
hieroglyphic script and painted art. Hieroglyphics are made from 3 types of glyphs, which are
used to form the meaning of words. One hieroglyphic sign can symbolize many different things.
24 signs make up the hieroglyphic alphabet, with no vowels. As the use of hieroglyphics became
more widespread, more simple forms were used. Cursive hieroglyphics were used for religious
literature. One hieroglyphic sign can symbolize many different things. Teachers should know
that Ancient Egyptian artists avoided a single perspective. These aspects of Egyptian art are not
usually know by Americans, but are greatly appreciated from the people of Egypt.
Each year, when Egypt receives a tremendous amount of rain, the banks of the Nile
overflow. This causes the land to become more saturated with nutrients. They grew some of
their own food and traded in the villages for the food and goods they could not produce. Most
ancient Egyptians worked as field hands, farmers, craftsman, and scribes. A small group of
people were nobles. Together, these different groups of people made up the population of
ancient Egypt. Ancient Egyptian folklore tells of many gods and goddesses. They were thought
to bring peace, protection and a promise of a fulfilling life. Egyptians believe in a past that
includes gods and goddesses fighting and taking over. Egyptians have a very interesting belief
system that teachers should know when teaching this unit.
Students are usually curious about the mummification process used during by ancient
Egyptians. In order for the teacher to guide students through the learning process, he/she
should be well informed of the process. The early Egyptians placed their dead in the desert in
holes in the ground. The sand was warm and lacked moisture, which created conditions for
dehydrating bodies. Coffins were not suitable for use either because they caused the body to
decay. Over many centuries they developed a method of preserving bodies that would allow
them to remain lifelike. The process included embalming the bodies and wrapping them in
strips of linen. Today, we as Americans call this process mummification. Each process of
embalming and wrapping has certain rituals and processes that the embalmers would have to
go through. For example, when starting the process of embalming, the body is washed with
wine and water (from the Nile). Next, they cut the left side of the body to remove the organs
before they start to decompose. However, the internal organs, excluding the heart, are
preserved separately. The Egyptians thought that the heart would be needed in the afterlife.
After this process, the brain is removed through the nose using a long hook. The rest of the
body is covered with a substance called natron for forty days. After the forty days, the body is
washed again with Nile river water. Linens are stuffed in the body and oil spread over it before
the wrapping process begins.
Over the course of three thousand years, ancient Egyptian civilization has undergone
many cultural and lifestyle changes. However, a teacher should keep in mind that much of
modern-day Egypt is the same as ancient Egypt. There is a tremendous amount of research and
investigations of ancient Egypt. It would be easy for a teacher to become overwhelmed when
searching the vast amount of information. It is vital that teacher not only do the research, but
also to compile the information in a way that can be utilized productively.
The pre-assessment of this unit is tied directly to the objectives of the unit. We will give
the pre-assessment just prior to actually beginning the unit. The pre-assessment consists of
showing 7 sixth grade students a picture of a pyramid in Egypt. We gave ample time for the
students to processes and observe the picture. Then the student were be broken into groups
two groups of three and four to discuss the observations they have viewed. This time will also
allow students to share thoughts and bring up questions they might be thinking. As groups are
discussing, we walked around both of the groups to listen and participate in each conversation.
As we were walking around, we listened for key words, such as: pyramids, Egypt, tombs, or
Africa. After groups had time to communicate, we brought the students back to the whole
class discussion. Students were urged, without calling on names, to share any thoughts or
questions that arose during group talking. We both had an idea about what each group shared.
The students named the object a pyramid. They also said it was located in Egypt somewhere,
however, they did not ever mention Africa. They were under the impression that Egyptians built
this pyramid and that they was a dead body inside. One student asked us, “How old is the
pyramid?” We gave the correct amount of wait time, and another student said he thought it
was at least five hundred years old. Many of the students were shocked that the pyramid could
be five hundred years old. We took note that there was a misconception about the time frame
of the ancient Egypt and about who actually constructed the pyramids. Next, slowing began
asking open-ended questions to activate further learning and assess prior knowledge about the
topic of pyramids in Egypt. For example, the students were asked, “What interests you the
about the pyramid, and why?”, or “If you were standing in front of this pyramid, what questions
would you be wanting to ask and why would you want to ask those questions?” The students
did name the pyramid and Egypt without our interference. We guided the conversation to the
location of the pyramid in order to assess prior knowledge and reveal further misconceptions
about the country of Africa, Egypt, or ancient Egypt. This pre-assessment is an extremely crucial
element within the unit. It informed us that the students are eager to learn about ancient
Egypt. They do have some basic background on pyramids and Egypt. However, nothing was
ever mentioned about mummification or the Nile River. Some misconceptions are present
involving traditions of ancient Egyptians and time or period when pyramids were built. We will
base our planning and curriculum from this pre-assessment. We will target the misconceptions
and undiscovered ideas within the unit, but not waste time on concepts they have correctly
stored in their memory.
Standards and Objectives
NCSS-grade 6
People, Place, and Change:
Technology advances have ensured that students are aware of the world beyond their personal
locations. As students study content related to the theme, they create their spatial views and
geographic perspective of the world: social, culture, economic, and civic demands mean that
students will need such knowledge, skills, and understandings to make informed and critical
decisions about the relationship between human beings and their environment.
PASS Social Studies grade 6
Standard 1: The student will develop and practice the process skills of social studies.
1. Locate, gather, and analyze information from primary and secondary sources, such as
artifact.
2. Identify, evaluate, and draw conclusions from different kinds of maps, graphs, charts,
diagrams, timelines, and other representations such as photographs and satellite-produced
images or computer-based technologies.
Standard 2: The student will use geographic representations to draw conclusions.
1. Apply the concepts of scale, orientation, latitude and longitude, and physical regions.
3. Define, recognize, and locate basic landforms and bodies of water on appropriate
maps and globes.
Standard 3: The student will analyze selected cultures, which have affected our history.
1. Define the characteristics of culture and the role culture played on the development of
the world's peoples.
2. Compare and contrast common characteristics of culture, such as language, customs,
shelter, diet, traditional occupations, belief systems, and folk traditions.
3. Evaluate the impact of selected civilizations (such as Egypt, Greece, Rome, Mayan,
Incan, and Chinese) on migration and settlement patterns.
Language Arts:
Standard 1: Vocabulary - The student will develop and expand knowledge of words and word
meanings to increase vocabulary.
1. a. Words in Context-TSW Use knowledge of word parts and word relationships, as
well as context clues (the meaning of the text around a word), to determine the
meaning of technical and specialized vocabulary and to understand the precise
meaning of grade-level-appropriate words in fiction and nonfiction texts.
Literal Understanding
2. a. TSW use pre-reading strategies independently (to preview, activate prior
knowledge, predict content of text, formulate questions that might be answered by
the text, establish purpose for reading).
Standard 4: Literature-TSW construct meaning, and respond to a wide variety of literary forms.
3. Literary Works - The student will read and respond to historically and culturally
significant works of literature.
Standard 2: Modes and Forms of Writing
2. Write descriptions, explanations, comparison and contrast papers, and problem and solution
papers that explains a situation.
Standard 3: Grammar/Usage and Mechanics
3. Sentence Structure - Demonstrate appropriate sentence structure in writing
Math:
Process Standard 1: Problem Solving
1. 3. Formulate problems from situations within and outside of mathematics and
generalize solutions and strategies to new problem situations.
Standard 3: Geometry – TSW use geometric properties and relationships to recognize,
describe, and analyze shapes and representations in a variety of contexts.
1. Compare and contrast the basic characteristics of three-dimensional figures
(pyramids, prisms, cones, and cylinders).
Science:
Process Standard 1: Observe and Measure
2. Use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances,
spring scales, and stopwatches) to measure objects, organisms, and/or events.
Process Standard 4: Interpret and Communicate
1. TSW report data in appropriate methods when given an experimental procedure or
data.
Process Standard 5: Inquiry - Students must have the opportunity to ask a question, formulate
a procedure, and observe phenomena. The student will accomplish these objectives to meet
this process standard.
1. Use systematic observations, make accurate measurements, and identify and control
variables.
Visual Art:
Standard 2: Visual Art History and Culture - The student will recognize the development of
visual art from an historical and cultural perspective.
4. Recognize and describe the cultural and ethnic traditions, which have influenced the
visual arts.
Subject Matter Knowledge
1. TSW be able to expand his/her vocabulary on Ancient Egypt.
2. TSW be able to recall at least two functions of the Nile river that the Ancient Egyptians used.
3. TSW be able to explain what factors enable the pyramids to still be standing today.
4. TSW be able to write about the mummification process.
5. TSW be able to identify and describe historical contributions of ancient Egypt involving art.
6. TSW be able to name facts about a pyramid such as: name and who constructed, How it was
built, and the general measurements.
7. TSW recognize hieroglyphics and explain the reason for the writings in ancient Egypt.
Skills
1. TSW be able to locate Africa and Egypt map using latitude and longitude.
2. TSW be able to differentiate primary and secondary sources.
3. TSW utilize technology in order to spatially view Egypt .
4. TSW use salt and apples to recreate the mummification process.
5. TSW use hieroglyphics and write the symbols that make up their first and last name.
6. TSW use blocks to construct a pyramid.
7. TSW create a map of the Nile River to represent how it flows through Egypt.
8. TSW use tape measures as a tool to measure random items.
Higher-Order Reasoning
1. TSW compare and contrast their life in the United States to someone who lived in Ancient
Egypt.
2. TSW compare and contrast the writing of Ancient Egyptians and their native writing system.
3. TSW be able to work cooperatively with a group of three to evaluate the historical
contributions of ancient Egypt on today’s society.
4. TSW use and demonstrate simulated discussion pertaining to Egypt.
5. TSW cooperatively gather information about what they would like to investigate further and
learn about ancient Egypt.
6. TSW become aware of the career of an archeologist by assuming the role.
Design for Instruction
Day one/two:
Content: Social studies, career awareness, reading
Objectives: k1, H-O6
1. TSW be able to expand his/her vocabulary on Ancient Egypt such as: archaeologist,
tomb, Giza 7000X, pyramids, mummy, sarcophagus, canopic jars, trowel,
cartouches, hieroglyphs.
2. TSW become aware of the career of an archeologist by assuming the role.
3. TSW use tape measures as a tool to measure random items.
Materials:

4 of this Trade book : The 5,000-Year-Old Puzzle. Logan, Caludia. Sweet, Melissa.
Melanie Kroupa Books. New York, NY. 2009. Pg.40. RL 4.7.

Archaeologist object register

plastic bags for each student

Measuring tape

Glue

paper

Document projector

Four groups of small strips of index card that have a vocabulary word and definition.
The words are as follows: archaeologist, tomb, Giza 7000X, pyramids, mummy,
sarcophagus, canopic jars, trowel, cartouches, hieroglyphs.
Annotation:
This trade book takes place in Giza in the year 1924. The reader takes on a role of an
archaeologist to join an expedition to discover a secret tomb. This tomb was named Giza 7000X,
and your tour guide’s name is Will Hunt. This book is based on the true records, diaries, and
artifacts from the Dr. George Reisner, director of Harvard University/ Museum of Fine Arts.
Teaching Steps 1st day:

TSW be divided into groups of four, each group should have the trade book.

Use the document projector to display book’s illustrations.

TSW listen and follow along while teacher reads The 5000-Year-Old Puzzle.

TSW share in their groups what they liked or disliked about the book.

TSW be given one groups of cards with vocabulary and definition.

TSW work collaboratively in their groups to find the matching set of vocabulary word
and definition. TSW as a group will pick one word to explain to the class what the
word means in their own words.
Teaching Steps 2nd day:

Read page 10 from The 5000-Year-Old Puzzle to the students.

TSW get in the same groups as day one.

TSW discuss their knowledge of what an archaeologist does while they are at work.

TSW will receive an archaeologist object record paper, plastic bags, and measuring
tape.

TSW assume the role of archaeologist.

TSW will be accompanied by teacher and helper and walk around room, school,
playground, and outside in order to find artifacts that could be recorded on their
object record.

TSW assign the object each of the following: number give description, material,
measurements, date, and any special remarks for each artifact found.

TSW put their findings in the plastic bag.

TSW glue their findings on a paper to make a collage.

TSW meet back in the class to share what they found and discuss any questions they
may have. This will lead to a grand conversation about the career field of
archaeologist and their role in Egypt.
Modifications:
For ELL students the vocabulary mini lesson will be modified. The adaptation will
consist of changing the definition index card into a picture. The student will have to
find the picture with the correct word. If the students are unable to read the
vocabulary word, then the teacher will also write the word in Spanish. This will allow
the student to focus on the vocabulary activity, rather than focused on translating.
The ELL students can make a connection with the picture and the English word while
learning the definition through visuals.
Assessment: TSW turn in their collages and object records. Teacher will assess their data and
compare the data to the actual items on the collages. Students will be assessed from recording
their findings correcting and having approximate measurement.
Day Three: Learning Cycle
Content: Social studies, math
Objectives: K3, S6, K6
K3-TSW be able to explain what factors allow pyramids to still be standing today.
S6- TSW use blocks to construct a pyramid.
K6- TSW be able to name at one pyramid in Egypt and name who constructed it such as:
the Great Pyramid and King Khufu.
Materials:

Trade book from day one/ two

Set of wooden blocks for each group

Pictures of the Great Pyramid

Pictures of King Khufu

Transparency for every group

Markers for transparency
Teaching Steps: Learning Cycle

Place the students into groups of four.

Engagement phase- TSW observe the Great Pyramid. The teacher will ask the students
to discuss in their groups how they believe this pyramid was built. The teacher will
encourage student-student conversation amongst the entire group to share what they
discuss in their groups.

TSW observe the teacher build a pyramid and watch it fall due to a small base.

Explore phase- Ask the students to build a pyramid that stands tall and is sturdy. If it
falls, the students will continue working on the model of the pyramid. The teacher will
walk around the room and be involved in every group. The teacher will act as an
observer and facilitate questions that may come up in order to deepen the groups
thinking.

Explain phase- Have the students discuss what aspect made the pyramid fall. Also, ask
them to share what characteristics helped with the stability of the pyramid. Read page 8
in the book. In groups, have students discuss the actual size of the Great Pyramid and
use the book to discover who it was built by.

Expand phase- The students will be given the opportunity to expand their knowledge on
pyramids by building another structure with the blocks. TSW walk around to all the
groups in order to view all the different structures created.

Evaluate/assessment: TSW use the markers and transparency to construct a graph with
their group. The graph should show the correlation of the amount of base blocks and
the height of the pyramid. Groups will share graphs on the projector. Other groups will
receive a chance to ask questions about their peers’ graphs. TSW compare and contrast
the graphs of all the groups. TSW use exit slips to write 2 new facts that they learned
about the Great Pyramid.
Modification:
This lesson meets the needs of the ADD/ADAD students in the classroom. Throughout
this lesson the students will be allowed to move around and construct models of pyramids
from wooden blocks. The students will remain engaged throughout the entire learning
cycle. The ELL students will be given pictures of The Great Pyramid during the explain phase.
These pictures will show the measurement of the pyramid. This is the information the other
students will get from rereading page 8. For the assessment, the ELL students may write in
Spanish two facts they learned from the picture of the Great Pyramid.
Day Four/five:
Content: Social Studies, technology, Art
Objectives: K2, S7
K2-
TSW be able to recall at least two functions or resources Egyptians utilize from
the Nile.
S7H-o1-
TSW create a map of the Nile River to represent how it flows through Egypt.
TSW compare and contrast his or her life in the United States to someone who
lived in Ancient Egypt.
S3-
TSW utilize technology to view Egypt.
Materials:



Computer, smart board, and Nile website:
http://www.seaworld.org/fun-zone/fun-guides/egypt/secrets-of-the-nile.htm
White butcher paper per group
Map pencils per group


Markers per group
Ruler per group
Teaching Steps: Reciprocal teaching






Go to the schools computer lab
TSW observe and Interact with the computer game Nile secrets:
The teacher will walk around, observe, and listen to students to assure staying on task
while on the computer. The teacher will also ask questions that could lead the students
to finding more information of the Nile River.
Go back to the room
Place students in groups and pass out materials for map making.
TSW work cooperatively to construct a map of the Nile River, must include cardinal
directions, a legend with at least two symbols, two-land form, and two kinds of produce
or agriculture around the Nile, and locate one city. TSW also add something on their
map that the learned from the website.
Day five:





Pull up the Google Earth on the computer and turn on the smart board, so that the
website is showing on the smart board.
TSW observe the Nile River from Google earth. TSW be encouraged to ask questions
about the Nile and its positive/negative characteristics from the perspective of
Egyptians.
TSW help the teacher navigate through the website to view how the Nile River flows and
interacts with the land and its people.
As a class discuss the Nile River: ask open-ended questions about what they think it
would be like to live near the Nile and what differences exist between our life in
America and life in Egypt.
TSW complete a compare and contrast chart about what we discuss and their own and
group ideas about life in America and Egypt.
Modification:
This lesson modification can be completed easily. In the computer lab, place the ELL
students on a computer. Go into the setting of the computer and change the language to
Spanish. This will allow the students to interact with the game, and comprehend the content
and participate in the process skills needed. The focus will shift away from translating to
interacting. The map drawing is completed by drawing only. The ELL students will not need this
task modified.
In addition, if ELL students’ native country is not America, they make a
comparison with their own country i.e. Germany, Chile, Mexico, Puerto Rico. The student may
verbally share with the class or teacher if they are not able to write their ideas in English.
Assessment:
The tool for assessment will be the maps created by the students. We will score with a
four point rubric of Got it and Not there yet. The maps will be assessed on the objectives:
location, resources the Nile Creates. The maps will not be scored on artistic ability, but the
process of making them and the criteria needed.
For day five students will make a compare and contrast chart. This chart will include the
items we discussed and any other ideas their groups come up with during discussion. They will
be comparing and contrast their lives in America and the lives of the people in Ancient Egypt.
(Modified for ELL’s)
Day six:
Content: Social Studies, Science, Writing
Objectives: K4, S4
1. TSW be able to write two facts about of the mummification process, using complete
sentences.
2. TSW use salt and apples to recreate mummification.
Materials:




Four of the trade book I Am The Mummy Heb-Merfert. Burnting, Eve. Christiana,
David. Harcourt Brace and Company. New York, NY. 1997. 29pg. 4.2 RL.
Document projector
One apple per group, four extra
Salt
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Cloth wrapping
Notebook paper for observations
Pencil
Markers
Sequence
Sticky jewels
Annotations:
This book is told by the mummy Heb-Herfert. She tells the story of her royal life before,
during, and after death. It gives the perspective of an ancient Egyptian and how she felt about
the afterlife. She was a wife of a royal man, she was always around jewels, servants, and linen
robes. Today she lies in a museum being marveled at by all the people who come to speculate.
Teaching Steps:
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TSW meet in their groups.
Introduce the trade book and have the students make predictions in their groups
about what they think the book will be about. TSW only look at the cover to make
prediction. Give students six minutes in group communication, then have them
share their ideas with the class.
TSW listen and follow along as the teacher reads the trade book.
In groups the students will discuss if their predictions were correct and why or why
not.
After ample time, students will share their thoughts of the book with the class.
Teacher will ask the question, “What questions do you have about mummification?”
TSW have many questions about this process, we will discuss all concerns and
questions students may have. The teacher will encourage student - student
communication as well as student-teacher communication.
Get out an apple and ask if the students to share what ideas they have about what
we could do with the apple.
TSW say, “Let’s mummify apples.”
Pass out all materials
TSW not get procedures for this process, TSW problem solve and find a strategy
mummifying the apples.
TSW decorate the cloth with the markers and jewels, place salt on the pealed apple,
wrap the apple in cloth.
TSW finish their apples, and share with the class their apple and their strategy.
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The students will observe the changes in their apples, and monitor the process daily,
TSW keep a journal that tells about: their experience, a prediction, daily
observations, and reflection about the entire investigation.
Modification:
ELL students will have a modified journal assignment according to their ability level of
writing and comprehending English. The students that cannot write English will be required to
draw their prediction of the apples mummification process. The students with moderate ability
will be required to draw a picture of their prediction and write a sentence about their drawing.
All ELL’s will be getting extra one on one time with the teacher to ensure that they understand
the task being introduced. In addition, group members will be available to help ELL during
group time.
The students that have been diagnosed with ADD/ADHD will also receive a modified
journal writing activity. The student’s journal will be required to have: a couple of sentences
about their experience, their prediction, two days of observations, and if their prediction was
correct. This will shorten the task and help student’s remain focused, rather than getting
overwhelmed and not participating in the writing activity.
Assessment:
The students will turn in their journals as an assessment tool. TSW be scored on writing
complete sentences, observations completed, and a reflection that expresses their involvement
and thoughts about the investigation. Assessment will be modified for ELL’s and ADD/ADHD.
The Teacher will assess their modified task.
Day Seven:
Content: Civics, writing/art
Objectives: H-O 2, S5, K7
1. TSW recognize hieroglyphics and explain the reason for the writings in ancient
Egypt.
2. TSW use hieroglyphics and write the symbols that make up their first and last name.
3. TSW compare and contrast the writing of Ancient Egyptians and their native writing
system.
Materials:
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Black fine point pens-one for every student.
Construction paper made of cartouches for writing hieroglyphics
Smart board for posting the symbols of hieroglyphics
Poster board for every groups and markers
Yarn
Laminating machine
Teaching steps:
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Bring up the symbols on the smart board, give the students time to observe and
think about what they are seeing.
TSW ask questions that they have after observing the symbols.
TSW will say the word hieroglyphics, not the teacher
Pass out cartouches, pen, and yarn.
TSW write their name and last name on the cartouches with the ball point pen.
Ask the students, “Why did Egyptians use hieroglyphics, you may reference any
trade book to recall memory of the students.”
As a class, discuss what students wrote on their chart about know and learned.
The teacher will laminate the student’s cartouches and TSW make an id necklace
with yarn and their cartouche.
TSW in groups, complete a like/dislike chart with poster board and markers for their
native and hieroglyphics writing systems.
Modification:
We modified this entire lesson for all students of different backgrounds. The students
are to compare hieroglyphics with their native writing system. Their native language could be
English, Spanish, German, and Japanese. Students will not feel the pressures of being an ELL
during this activity. ADD/ADHD students will be required to participate in writing activity;
however, some modifications may be adapted upon the student’s action with the poster board
activity. The teacher will plan on the student’s ability to handle the entire task in this activity,
but that is very flexible.
Assessment:
TSW complete a like/dislike chart of their native and hieroglyphics writing system. TSW
will be scored on comparison of the two writing system. The students’ lists will be different
depending on their native language. Students will also be assessed informally on student
participation of the discussion from the stem question, “Why did Egyptians use hieroglyphics?”
Day Eight/Nine: S1, H-O 4, H-O 5:
Content: Social Studies, Language arts,
Objectives:
S1
TSW be able to locate Africa and Egypt map using latitude and longitude.
H-O4 TSW use and demonstrate simulated discussion of Flat Stanley and his adventure
in Egypt.
H-O5 TSW cooperatively gather information about what they would like to investigate
further and learn about ancient Egypt.
Materials:
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Class copies of: Flat Stanley. Brown, Jeff. Pennypacker. Scholastic Inc. New
York.2009.Pg. 80. RL 4.4
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Large flat map for each group
Paper, pencil
Computers, trip to the library
Pin point stickers
Self- assessed check list made be teacher
Annotation:
Flat Stanley The Great Egyptian Grave Robbery is one of the books from a series from
this author. This book is about the flat boy who gets a letter in the mail, explaining the situation
in Egypt. After talking his mom into letting him go, she mailed him in an envelope going to
Egypt. The letter was sent to Amisi, the daughter of the National Historical Museum. This is
where the most of the plot takes place. Artifacts, hieroglyphs, Amisi, and her father help
Stanley figure out the robbers strategies.
Teaching steps:
Day 8
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Read together Flat Stanley’s Worldwide Adventures. Students will have their
own copy.
Read to page 40.
Pass out maps, pinpoint stickers to students, and have them observe the map
and ask questions about it.
TSW pin point where Flat Stanley was before he left on his adventure. TSW
locate using longitude and latitude.
TSW also locate where Flat Stanley is in Egypt and pin point the space.
Teacher will walk around and listen to groups communicate about where both
locations are located in relation to each other. TSW communicate with every
group to assess any misconceptions about the map/location of Egypt.
End discussion by discussing longitude and latitude. In addition, about how it can
help them find Flat Stanley exact location and have students complete a KWL
chart about Flat Stanley pertaining to Egypt.
Day 9
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Start discussion by asking someone to explain or rephrase what happened
yesterday to Flat Stanley.
Read rest of the book
TSW discuss in groups- interview main character: What they would have done if
they were Flat Stanley on his adventure with the grave robbers.
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The teacher will walk around and listen to the students conversations to assess
informally. The teachers will also communicate with the students and bring up
facilitating questions about their ideas that will further their thinking.
As a class, discuss student’s ideas in order for other groups to see peers
perspectives, different ideas, and simulated views.
Pass out self-evaluation checklist.
TSW complete the checklist.
Modification:
The teachers will meet with the ELL students, as a group or one on one, to ensure that
they comprehended the main plot of the trade book. Before, during, after, school are times
that the teacher will be available for this meeting. The student will be able to communicate
with the teacher if he/she does not comprehend the story. If this is the case, the teacher will
rephrase the story. If that modification does not aid in comprehension, the teacher will try to
find an online version of the book in the student’s native language.
Assessment:
TSW be evaluated with an observation rubric that has three ideas: Above and BeyondClear understanding of using map skills. TSW correctly identify both locations on map. This
shows evidence of extending this concept to other areas of curriculum. On Target-Developing
well or understands most map skills. TSW identified both locations with the general location.
Not There Yet- Misconceptions may be present. Evidence shows that more teaching will need
to implement. Both locations, on the map, were not correctly identified.
Day Ten and eleven: Field trip to the Omniplex
Content: Social Studies and art
Objectives: S5, S2, S8, H-O3
1. TSW be able to identify and describe historical contributions of ancient Egypt
involving art.
2. TSW be able to differentiate primary and secondary sources.
3. TSW be able to work cooperatively with a group of three to evaluate the historical
contributions of ancient Egypt on today’s society.
Materials:
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Parent permission slips
Digital cameras or disposable one per group
Parent volunteers
Sack lunch for every student
computers
Teaching Steps:
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Send home parent permission slips
Explain to students: they are to take picture of the artifacts from the traveling
Egyptian exhibit at the museum. Art, hieroglyphics, clothing, beads anything that
catches their eye and interesting to them.
Go to the Omniplex.
Group students into groups of three or four with a parent.
Explore and enjoy the exhibit, and eat lunch there.
Come back to the class
Day eleven
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Develop pictures.
Have students create a power point or pecha kutcha of the pictures they took.
TSW have class time to work on presentation and research on the artifact in picture.
TSW present their power point or pecha kucha t the class.
They are to identify during the presentation: what it is, how it was used, primary or
secondary sources, and if we use a version of this item or idea today. (Art, colors,
beads, tools etc.)
Modification:
The ELL students will be required to complete this task. The teacher or another
peer/group member will help them deliver their presentation to the class. The students will
also be able to relate the item, art, tool to native culture. The other students will see a
perspective from another culture. This modification will help ELL students feel more confident
when presenting about their own culture and what they learned about Egyptian culture.
Post Assessment:
The post assessment consists of power point or pecha kutcha presentations. The
students will be required to present their power point, discuss or explain what the picture is of,
how Egyptians utilized that tool, and if there are any connections of this artifact in their own
culture. The students will be required to have pictures such as art, tools, hieroglyphs, tombs,
pyramids, etc. All group members must contribute to the presentation. TSW complete a selfassessment checklist.
Assessment Plan
Learning Objectives
TSW be able to expand
his/her vocabulary on Ancient
Egypt such as: archaeologist,
tomb, Giza 7000X, pyramids,
mummy, sarcophagus,
canopic jars, trowel,
cartouches, hieroglyphs. (K1)
Instructional Activities
Vocabulary activity
TSW work collaboratively to
find the matches of the
vocabulary word and its
correct definition from the
trade book.
Assessments
Informal formative
TSW as a group will pick one
vocabulary word of their
interest and restate in their
own words.
TSW become aware of the
careers of archeologist
through assuming the role.
(H-O6)
TSW pretend to be
archeologist and fill out an
object recorder to assign their
findings a: number given,
description or picture,
material, measurements,
date, and any special remarks
for each artifact found. TSW
make a collage of their finding
also.
TSW participate in trial and
error by modeling different
pyramids with blocks,
discussion after reading page
8 in The 5,000-Year-Old
Puzzle.
Build a pyramid with a base
that is sturdy.
Formative assessment
Collage/object recorder
comparison to check if
measurement is
approximately correct on the
object recorder.
TSW use tape measures as a
tool to measure random
items. (S8)
K3-TSW be able to explain
what factors allow pyramids
are still standing today.
S6- TSW use blocks to
construct a pyramid.
K6- TSW be able to name
several facts about a pyramid
in Egypt Such as: name who
constructed, how it was built,
general measurements etc.
K2- TSW be able to recall at
least two functions or
resources Egyptians utilize
Class discussion after reading
page 8 in The 5,000-Year-Old
Puzzle.
Secrets of the Nile game
Students will interact on
website to explore the Nile
Informal assessment
Participation in the learning
cycle-class discussion
Formal Assessment
Graph that the students
create to show the correlation
of the amount of base blocks
verses the height.
Formative assessment
Exit slips stating two facts
they learned about the Great
Pyramid.
Informal assessment
Class discussion before/after
interacting websites.
from the Nile.
River and its people that lived
around it for resources.
Participation in discussion
required.
S7- TSW create a map of the
Nile River to represent how it
flows through Egypt.
Map
TSW use map skills and create
a map containing land forms,
legend,
Formative Assessment
Four point rubric-evaluating
maps.
H-o1-TSW compare and
contrast their life in the
United States to someone
who lived in Ancient Egypt.
Open ending questioningFormative Assessment
In groups, students create
Create a compare and
questions about differences in contrast chart ***
living by the Nile and in the
United States.
S3-TSW utilize technology in
order to spatially view Egypt.
Google earth activity
Through smart board,
students will view the Nile
River.
Read I Am the Mummy HerbNerfert: make predictions
about the mummification
process.
K4. TSW be able to write
about of the mummification
process.
S4. TSW use an salt and
apples to recreate
mummification
TSW work in groups and
mummify an apple.
TSW recognize hieroglyphics
and explain the reason for the
writings in ancient Egypt.(K7)
Discussion of the question:
“Why did Egyptians use
hieroglyphics?”
TSW use hieroglyphics and
write the symbols that make
Hieroglyphic writing on
cartouches.**
Formative Assessment
Create a compare and
contrast chart ***
Formative assessment
Check list: complete
sentences, observations
completed, and a reflection
that expresses their
involvement and thoughts
about the investigation to
assess journal **
Formal assessment
Check list: complete
sentences, observations
completed, and a reflection
that expresses their
involvement and thoughts
about the investigation to
assess journal**
Informal assessment
Participation in class
discussion.
Rubric implemented.
Formative Assessment
Like/dislike chart**
up their first and last
name.(S5)
TSW compare and contrast
the writing of Ancient
Egyptians and their native
writing system
(H-O2)
Hieroglyphic writing on
cartouches.**
Formative Assessment
Like/dislike chart**
(H-O5)TSW cooperatively
gather information about
what they would like to learn
or investigate further that
involves ancient Egypt.
(S1)TSW be able to locate
Africa and Egypt map using
latitude and longitude.
Read Flat Stanley over two
Formal Assessment
days. Make a prediction about KWL charts of book pertaining
Flat Stanley half way through to Egypt
book.
(H-O4)TSW use and
demonstrate simulated
discussion that pertains to
Egypt.
Interview with Flat Stanley:
groups members role play in
order to discuss what they
would have done if they were
Flat Stanley.
Field Trip to Onimplex: the
traveling Egyptians exhibit.
Students will take pictures of
items that interest them.
Create presentation-using
technology to inform class
from their investigations.
(S5) TSW be able to identify
and describe historical
contributions of ancient Egypt
involving art.
(S2) TSW be able to
differentiate primary and
secondary sources.
(H-O3) TSW be able to work
cooperatively in a group of
three to evaluate the
historical contributions of
ancient Egypt on today’s
society.
Pin point where Flat Stanley
was located in the trade book
on a flat map.
Informal assessment
Observations Rubrics of the
groups completing the task of
locating Flat Stanley.**
Informal assessment
Observations of the groups
completing the task of
locating Flat Stanley.**
Post Assessment:
Students will be assessed on
their presentation and the
process of making their
presentation. Self-evaluation
check list.
Sample Assessment #1
Object Recorder/Collage evaluation:
Students Requirement
1. Number given for every item.
2. Description or small picture drawn
of every item.
3. Material the item is made out of is
listed in correct area.
4. Measurements are given for most
items.
5. Date is listed for date found.
6. Collage matches objective recorder
in its measurements.
Teacher’s comments/score: out of 6
points
Sample Assessment #2
Name_________
Exit Slip
Students will be a short paragraph, four or five sentences, about what they learned and what
they thought was most interesting.
Competed correctly with no errors: 6 points
Completed with few errors: 5 points
Almost completed with no errors:4 points
Almost completed with few errors: 3 points
Not completed but tried: 2 points
Did not attempt: 0 points
Sample Assessment #3
Observation Rubric
Above and Beyond- Clear understanding of
using map skills. Students correctly
identified both locations on map. Shows
evidence of extending concept to other
areas of curriculum. Open and respectful
communication with all group members.
Discussion is deepening student learning
and is centered about task.
On Target-Developing well or understands
most map skills. Identified both locations
with the general location. Open and
respectful communication with some of
the group members. Discussion is mostly
about task.
Not There Yet- Misconceptions may be
present. Evidence shows that more
teaching will need to be implemented.
Both locations were not correctly
identified. The group is not communicating
is a manner that leads to further learning.
Discussion is not centered around task.
Group 2- students’ names
Group 1 – students’ names
students’ names
Group 4-students’ names
**Students will work in groups; write the group name that belongs with the
evaluation.
Group 3-
Sample Assessment #4
Self-Assessment Checklist
3
2
1
I respected my
group members
and other
groups at all
times during this
preparation and
presentation.
My group stated
during the
presentation
that which item
were primary
sources and
secondary
sources.
My group
shared with the
class if we found
any connections
from ancient
Egyptians
culture to our
culture today.
I participated
and contributed
throughout the
entire process of
this
presentation.
The assessments for this unit allow the teacher to evaluate the student’s
accomplishments in achieving the objectives set. Different assessment plans will be utilized
during evaluation. The exit slips, for example, will assess the students’ learned knowledge of
the Great Pyramid. On the exit slips, the students will write what they processed through class
discussion and reading one page from the trade book, The 5000-Year-Old Puzzle. The writing is
subjective in that the students may write whatever facts interest them about the Great
Pyramid. This will give students freedom of choice during assessment and may take pressure off
of the student. The students may fill out the exit slips using their native language if needed. If a
student is unable to accurately fill out the exit slip, he may verbally share his ideas with the
teacher.
Another form of assessment will be an informal assessment from group observation.
The facilitator will use a three-point rubric to evaluate students work and communication
throughout the investigation. This form of assessment allows students to explore and focus on
the process of the investigation, rather than focusing on being assessed. The rubric created will
guide the teacher to assess the objectives, by breaking down characteristics of students’
content and process skills. Objectives could be considered as subjective; however, the
assessment will be conducted in an extremely organized manner with documentation of
student performance. ELL students will be assessed on their process skills not their language
ability. This assessment will be beneficial to ADHD students because they are able to move
around the room.
The final post assessment of the unit is a student self –assessment checklist. They will
assess their own performance on presenting the correct objectives, working well with others,
and contributing to the entire project. This assessment could be very challenging for the
students. They are forced to reflect on their own actions and knowledge about Egyptian
culture. ELL students would be permitted to use fewer words and more visual aids in their
presentation.
Anticipatory Planning
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Introduction of this unit will prompt student questioning about Egypt. Examples of
questioning could be:
Egypt:
o
o
o
o
o
o
o
Where is Egypt located?
What is the weather like in Egypt?
Are hieroglyphics still used today?
Who invented writing with hieroglyphics?
Where do Egyptians work?
Do mummies really exist?
Can Americans take vacations to Egypt and where do they stay?
Mummies:
o
o
o
o
o
Why do they have mummies?
Why are mummies wrapped in cloth?
Who makes a mummy?
Why do Egyptians mummies keep around gold and jewels?
Why did Egyptians try to hid mummies?
Pyramids:
o
o
o
o
o
Who built all the pyramids?
Why did they have pyramids?
How old are the pyramids?
How can they last for so long?
What other places can pyramids be found?
Nile River:
o
o
o
o
Why is the Nile River so important?
What kind of fish are in the Nile River?
How do Egyptians catch fish?
Can the people swim in the Nile River?
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Many different activities or projects could emerge after student questioning and
interest implemented. While working in small groups on planned instructional activities,
student’s interest could spark a researchable topic of Egypt. For example:
o In a small group, students could plan a trip to Egypt. They would need to
research what plans they would need to make for the trip. The teacher would
give students directions on how to fold paper to make a passport booklet.
Students could take their own pictures and fill out passport. Students would get
an x amount of money to plan for airfare, hotel, food, and spending money.
After the planning, students could write a post card to their friend or family
explaining what they have seen, where they are staying, what food they have
eaten, etc.
o For an individual project, a student could research hieroglyphics and what
interested him about the writing system. He/she could them write a secret
message using hieroglyphic to the class. Teacher could put the message on the
wall, and let the other students translate over time, in order to read message.
o For a whole class project-, students could vote on something to research further.
Students would have to decide together what interest the class. After decision
has been made, allow students to conduct research. This can happen at home,
classroom, or library. Give the students a long strip of butcher paper. The
students can create an illustration of their favorite idea, fact, or process of this
activity and research. Post in hallway to display for school.
o Call around to local museums and find an artifact trunk that they could send for
students to observe and touch.
o Find a school in Egypt that could be blogging friends with the entire class. Close
supervision will be required of all internet activities.
Works Cited
British Museum. “Ancient Egypt.” The British Museum Legacy. 15 Oct 2010.
<http://www.ancientegypt.co.uk/menu.html>.
Brown, Jeff. Pennypacker, Sara. Flat Stanley Worldwide Adventures The Great Egyptian Grave
Robbery. Scholastic Inc. New York. 2009. Pg. 80. RL 4.4
Eve, Christiana. Harcourt, David. I Am The Mummy Heb-Merfert. Harcourt Brace and Company.
New York, NY. 1997. 29pg. 4.2 RL.
Logan, Claudia. Sweet, Melissa. The 5,000-Year-Old Puzzle. Melanie Kroupa Books. New York,
NY.
2009. Pg.40. RL 4.7.
Maxim, George. Dynamic Social Studies for Constructivist Classrooms 9th Edition. Boston, MA:
Allyn and Bacon. 2010
Monerno, Roxana. Educational Psychology and Classroom Management and Instruction. NJ:
John Wiley and Sons Inc., 2010.
SeaWorld Parks & Entertainment. “Secrets of the Nile.” SeaWorld/Busch Gardens ANIMALS. 15
Oct 2010. http://www.swbg-animals.org/.
Van De Walle, John A. Elementary and Middle School Mathematics. Boston, MA: Allyn and
Bacon, 2010.
Wikipedia contributors. "Egypt." Wikipedia, The Free Encyclopedia. Wikipedia, The Free
Encyclopedia, 15 Oct 2010. <http://en.wikipedia.org/wiki/Egypt>.