Name: Kelli Napier
Date: 3/8/2013
Lesson Title: Egyptian Burial Customs
Grade/Level: 3rd
Curriculum Standards
State/Common Core Curriculum Standards
Tn State Standard: Culture Content Standard: 1.0
Culture encompasses similarities and differences among people, including their beliefs, knowledge,
changes, values, and traditions. Students will explore these elements of society to develop an
appreciation and respect for the variety of human cultures.
Learning Expectations:
1.01 Understand the diversity of human cultures.
Accomplishments:
3.1.01 Understand the diversity of human cultures.
b. Compare cultural differences in various regions of the United States and the world.
Common Core Standard:
CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters;
organize an event sequence that unfolds naturally.
Focus Questions/Big Idea/Goal (List all 3)
What question(s), big idea(s), and goals drive your instruction?
Questions:
What are the customs for Egyptian burials?
What is the meaning behind Egyptian burial practices?
What are the similarities and differences between U.S. and Egyptian burial customs?
Big Idea:
Students should understand that there are different cultural differences and similarities in various
regions of the United States and the world.
Goals:
Students will be able to compose a narrative about this topic.
Students will be able to discuss the meaning of the Egyptian burial customs.
Students will be able to verbally present a story.
Lesson Objective(s)
Objectives are measurable.
Students will…..
1. Understand the meaning of the Egyptian burial customs.
2. Compare and contrast the differences and similarities between U.S. and Egyptian customs.
3. Compose a narrative about the Egyptian burial practices.
4. Identify words associated with the Egyptian burial customs.
5. Verbally discuss prior knowledge relating to the topic.
6. Present a story about the Egyptian burial customs.
Revised Spring 2011
Vocabulary/ Academic Language
What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?
Vocabulary:
Cartonnage
Customs
Mask
Egypt
Burial
Academic Language:
Flip chart
Paper Mache
Trade Book
Material/Resources
What do you need for this lesson?
 Book for read aloud, “The Best Book of Mummies”, By: Miranda Smith
 Flip Chart
 Mask made by teacher
 Paper and pencils
Materials for Egyptian Mask:
 Poster Board or some kind of cardboard
 Plastic masks
 Paint
 Paper Mache
 Scissors, glue, and masking tape
Assessment/Evaluation
Formative: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
 The teacher will start a discussion about the prior knowledge they have on U.S. customs.
 The teacher will ask questions during the read aloud to assess if students are
comprehending the information.
 During the flip chart, the teacher will use the thumbs up/thumbs down strategy to know if
students are understanding the concepts.
 The teacher will walk around the room and observe student’s progress when they write their
stories and make their masks.
Summative: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)
 The teacher will take up the stories and use them to assess the student’s knowledge on the
subject. (Use rubric attached for story)
 The teacher will grade the masks as a completion grade.
Instruction
(Include a suggested time for each major activity)
Estimated time: 55 minutes
List Questions for higher order thinking
These cannot be answered by yes or no.
(Identify Bloom’s Level of Thinking)
Revised Spring 2011

What is one custom you
have noticed about the
Egyptian culture that is
not in our culture?
(Comprehension &
Knowledge)
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Why did Egyptians use
mask during burial
practices? (Knowledge)
What are some
characteristics that would
be on an Egyptian mask?
(Synthesis)
The students will
construct a narrative
about Egyptian burial
practices. (Application &
Synthesis)
What are some
similarities and
differences you found
about Egypt and the
U.S.? (Analysis and
Synthesis)
What does the mask
symbolize? (Analysis,
Knowledge &
Comprehension)
Set/Motivator: How will you engage student interest in the content of the
lesson? Use knowledge of students’ academic, social, and cultural characteristics.
The teacher will begin class with a discussion about the burial practices that are
being used in the United States. The teacher will write the comments on the board,
along with any customs the students do not address. As a hook, the teacher will
introduce the Egyptian mask to the children. This will be used as a hook to capture
the student’s interest. The teacher will not tell the students about the mask yet. Next,
the teacher will gather the students on the rug for a read aloud. The book the teacher
will read is called, “The Best Book of Mummies”, by: Miranda Smith. As the teacher
is reading the book, he or she will engage the students in discussion. (10 mins.)
Instructional Procedures/Learning Tasks: Provide specific resources/details
of lesson content and delivery.
After the read aloud, the teacher will have students walk back to their seats. The
teacher will go over the “I can statement” for the standard. The teacher will ask the
students to draw a T-chart (attached). As the teachers goes over the flip chart,
students will be required to write down some customs of Egyptian culture and U.S.
culture. Now, the teacher will present a flip chart about Egyptian burial customs.
During the flip chart the teacher will tell the students to pair-share one custom that
the Egyptians and U.S. share and do not share. After the flip chart, the teacher will
explain that the students will be writing a narrative using the Egyptian culture. First,
the teacher will show the students an example of a narrative. Then, they will practice
independently, with some help from the teacher. After the writing is finished, the
teacher will introduce the mask making activity to the students (directions attached).
(30 mins.)
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Closure: Verbalize or demonstrate learning or skill one more time. May state
future learning.
The students are going to make an Egyptian mask. The teacher will provide
characteristics of Egyptian masks for the students to incorporate on their own masks.
While they are making the masks, the teacher will play music quietly to appeal to
those musical learners. After they have finished their masks, they will present their
story to the class. If the students want, they can act out their story. When each
student has presented their story the teacher will take it up as an assessment.
Finally, the students will write a 5-7 sentences of reflection about what they learned
today in their learning log. (15 mins.)
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The students will plan
and recreate a mask
using knowledge from the
lesson. (Synthesis)
Teacher would ask
student about his or her
mask to assess if the
student recognized the
features of a mask.
Adaptations to Meet Individual Needs: How will you adapt the instruction to meet the needs of individual students? Include ELL?; SPED?; Gardner’s Learning Styles - Name and specify what happens in the lesson that uses each learning style listed; Other individual needs
of the students/class you are teaching?
ELL:
For the English language learners, the teacher will provide many pictures to help them put pictures
to words. The teacher will also move these students near the front of the class, so they can hear
the teacher easily. This will also help the teacher keep an eye on them to make sure they are
understanding.
SPED:
Revised Spring 2011
If there are any children with disabilities the teacher will adapt the lesson to better address their
learning needs. This lesson can be easily adapted.
Gardner’s Learning Multiple Intelligences:
Visual-Spatial: The teacher will provide the flip chart with pictures for these learners. The book will
also cater to this type of learner.
Bodily-Kinesthetic: The teacher will allow opportunity to use their body to help create the mask.
When the students present their story, they can also act it out.
Musical: The teacher will play music as the students create their masks.
Interpersonal: The students will have an opportunity during the flip chart to talk to others about the
customs of Egyptian burial and U.S. burial.
Intrapersonal: Their will be times on independent learning so the lesson will meet these student’s
needs.
Linguistic: These learners will be able to use their words to express themselves during the
presentation, read aloud, and flip chart.
Logical-Mathematical: These students will be able to experiment when they are making their
masks. They can also look at the patterns shared between the Egyptians and Americans.
Management/Safety Issues: Are there any management and/or safety issues that need to be considered when teaching this lesson?
The teacher will need to watch over students as they create their masks. During the read aloud, flip
chart, and presentation the teacher will need to keep students on task. If students are becoming
squirmy, the teacher can let them do a quick math movement for a fact they have already learned.
Rationale/Theoretical Reasoning:
Benjamin Bloom’s Taxonomy is incorporated throughout this lesson to insure higher-thinking order
questions and statements. Gardner’s multiple intelligence theories support this lesson by
addressing many types of learners. Also, Lev Vygotsky is reinforced in this lesson through pairshare. Jerome Burner’s constructivism theory is maintained during the learning logs when students
have to reflect on the lesson.
References: List the reference used in this lesson
Burial customs: cartonnages. (2002). Retrieved from http://www.digitalegypt.ucl.ac.uk/burialcustoms/cartonnage.html
Dltk's crafts for kids. (2013). Retrieved from http://www.dltk-kids.com/world/egypt/mpharaoh_masks.htm
Lane, C. (n.d.). Multiple intelligences. Retrieved from http://www.tecweb.org/styles/gardner.html
Levine, J. (n.d.). Ancient egypt. Retrieved from http://www.discoveryeducation.com/teachers/free-lesson-plans/ancientegypt.cfm
NOVA. (2006). The afterlife in ancient egypt. Retrieved from http://www.pbs.org/wgbh/nova/ancient/afterlife-ancientegypt.html
For rubric:
teachersites.schoolworld.com/webpages/Hultenius/files/rubric.doc
Reflections/Future Modifications: To what extent did the class learn what you intended them to learn? What will be your next steps
instructionally? What did you learn about your students as learners? What have you learned about yourself as a teacher?
Revised Spring 2011
T-Chart: (at least three in each)
Egyptian Burial Customs
Similarities
Differences
U.S. Burial Customs
Similarities
Differences
Revised Spring 2011
Egyptian Coffin Face:
Directions for Mask Making Activity:
1. Use posterboard for the headdress and a full plastic face mask for
the face.
2. Trace the mask and cut it out on the board; leaving about an inch so
the mask would stay still.
3. Add a bit of masking tape to hold it in place while you're paper
macheing.
4. Then paper mache the front and when dry do the back and then cut
the inch off.
5. Do two layers. You could use 3 to make it thicker.
6. When finished, poke the holes through the nose in the mask, cut out
the eyes and poked the holes on the sides of the mask for the string
to put around their head.
7. We used gold spray paint and acrylic paints.
8. You can also use beads etc.. to make it really fancy.
Revised Spring 2011
3rd Grade Narrative Writing Rubric
Grade
Applications and Strategies
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4
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3
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2
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1
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Meets all requirements of a 3
I explain why the event was memorable
Catchy beginning
I have a topic sentence with supporting
details
Multi-paragraph (more than one)
I use sensory details (5 senses)
I have a sequence of events that
include a beginning, middle, and end
I tell why the event was memorable
I organize my paragraph using a
topic sentence and supporting
details
I use descriptive language and
sensory details (action verbs and
adjectives)
I correctly use dialogue
I have events that skip around (not in
order)
I describe more than one event
I provide few reasons of why event was
memorable
I have one long paragraph
I use few descriptive words
I do not have events in order
I did not explain why the event was
memorable
I do not use descriptive words and details
My story is not very interesting to me
Conventions
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I use transition words
I have correct capitalization
I only have a few spelling errors
I use transition words
I use complete sentences
I make a few errors in
spelling, punctuation,
grammar, and capitalization
I write neatly
I have some incomplete or run on
sentences
I have errors in grammar,
capitalization, and punctuation
that distract the reader
I did not write neatly
I have many incomplete
sentences
I have too many grammar,
capitalization, and punctuation
errors
I did not write neatly
Revised Spring 2011