Instructional Plans
Teacher:_Downing, Mary__Grade:__6__ Week of:__October 13, 2014___
Big Idea:_The study of Ancient Egypt Unit Title:___Ancient Egypt
Enduring Understanding:__Students will be able to understand the social structure, culture, government, religion, writing, and history of Ancient Egypt.______
Monday
Objectives:
6.G.1.3
6.H.2.4
6.H.2.3.
6.C.1.3
6.C.1.1
Tuesday
Objectives:
6.H.2.3
6.G.1.3
6.G.1.1
6.G.1.4
Resources &
Text
ABCD cards,
NYTimes
articles
http://learning.
blogs.nytimes.c
om/2011/02/2
2/the-basicsunderstandingthe-upheavalin-the-middleeast/?_php=tru
e&_type=blogs
&_r=0, Twitter
Do Now
AIM (Lesson Steps)
Homework
Vocabulary Instruction &
Differentiation Strategies
ABCD cards
review questions
Essential Questions: How has the individual changed over
time?
Article and
corresponding
questions
Ancient Egypt, Nile River, civilization,
society, social class, papyrus,
hieroglyphs, geography, social
structure, religion, gods, goddess,
theocracy, pharaoh
Formative assessment: Do Now,
discussion
Modified articles and questions
Jigsaw activity
Brown butcher
paper, identity
cards,
http://www.ny
times.com/inte
ractive/world/
middleeast/201
1-spreadingrevolutions.ht
ml#8
What did the
article you have
reveal about the
protests in
Egypt? Imagine if
that happened in
Ancient Egypt.
What do you
think would
happen?
Socratic seminar
questions
Ancient Egypt, Nile River, civilization,
society, social class, papyrus,
hieroglyphs, geography, social
structure, religion, gods, goddess,
theocracy, pharaoh
Before: Students will review what they have learned thus far
with Ancient Egypt using ABCD cards. Show the New York
Times video “Egypt’s Upheaval Inspires New Protests” to
introduce the most recent wave of protests in the Middle East.
Immediately afterward, invite students to share their
impressions of the images and information presented in the
video, and to pose any and all questions they have. List
questions on the board, but do not answer them now
During: Bring up Twitter on screen, and show current Twitter
traffic on #Egypt. Ask: What are Twitter users posting about
with respect to these topics? Who are these posters – news
organizations, citizens, others? What links are they sharing?
How does this “real time” information compare with what you
saw on the video and the other news coverage you have seen?
Explore some of the posts.
After: Inform students that they will be collecting information
about the protests erupting across the Arab world by
answering the questions Who? What? Where? When? Why?
How?
Split the class into six groups and assign each group a different
question set. Provide each group with the modified article.
“Jigsaw” the groups to form new groups, each one composed
of one representative from each original group.
Essential Questions: Describe Egypt’s social classes. How has
the individual changed over time?
Before: This time will be used for review, check HW, and Do
Now discussion. Show the students the timeline of modern
Egypt and how the protests played out.
http://www.nytimes.com/interactive/world/middleeast/2011
-spreading-revolutions.html#8- ask what is this telling us about
social media?
During: Students will be given brown butcher paper and a
person from a social class. They will trace their bodies and
draw their person based on what they know. They will list
what they know about their person on the back.
After: Present if time
Formative assessment: Do Now,
discussion that takes place
Kinesthetic and visual learners will
be helped because they get to create
and see a visual of their person.
Wednesday
Objectives:
6.H.2.3
6.G.1.3
6.G.1.1
6.G.1.4
Socratic
Seminar
reflection
What are the
expectations for
us as we
participate in the
Socratic
Seminar?
Essential Questions: How has the individual changed over
time? What would happen if the protests happened in Ancient
Egypt? How was social media affected the world?
Finish up Socratic
Seminar reflection
Before: Check the Socratic Seminar questions, review the
parameters for Socratic Seminars
During: Socratic Seminar
After: Socratic Seminar reflection
Ancient Egypt, Nile River, civilization,
society, social class, papyrus,
hieroglyphs, geography, social
structure, religion, gods, goddess,
theocracy, pharaoh
Formative Assessment: Socratic
Seminar questions, review
Student led discussion
Students will be helped by hearing
the opinions and thoughts of their
fellow students.
AIG class will be expected to create
four questions each.
Other classes will be expected to
create three questions per Level of
Thinking.
Thursday
Objectives:
6.H.2.3
6.H.2.4
6.G.1.3
6.C.1.1
6.C.1.3
6.G.1.4
Egyptian
writing
PowerPoint
What civilization
inspired other
civilizations to
create a system
of writing? Why
did they need a
system of
writing?
Essential Questions: How did the ancient Egyptians depend
on the Nile River to grow their crops?
Before: Do Now, Discuss Do Now/Check HW
During: Students will take Cornell Notes on Egyptian writing
and watch discovery ed videos found in PowerPoint.
After: Students will write their name in hieroglyphics
Finish creating your
name in
hieroglyphics
Ancient Egypt, Nile River, civilization,
society, social class, papyrus,
hieroglyphs, geography, social
structure, religion, gods, goddess,
theocracy, pharaoh
Formative Assessment: Review
questions for Do Now
Formative Assessment: Do Now,
discussion that takes place, graphic
organizer
Teacher led instruction and student
led discussion
Audio: these students will benefit
hearing the lesson and the
discussion
Visual: these students will benefit
from seeing the lesson and seeing
the hieroglyphics
Kinesthetic: these students will
benefit from participating in the
discussion and creating their name
in hieroglyphics.
Friday
Objectives:
6.H.2.3
6.G.1.3
6.C.1.1
Religion
PowerPoint,
Discovery Ed
Define religion
and polytheism.
Essential Questions: How was the importance of the individual
changed over time?
Before: Do Now, Discuss Do Now/Check HW
During: Students will learn about Egyptian Religion. Mixture of
notes, videos, interactive game, and BrainPop!
After: Introduce Mini Project (Assessment)
Read over mini
project and choose
what you want to
do
OR
C-Note Summary
Ancient Egypt, Nile River, civilization,
society, social class, papyrus,
hieroglyphs, geography, social
structure, religion, gods, goddess,
theocracy, pharaoh
Formative Assessment: Review
questions for Do Now
Formative assessment: Do Now,
review
Teacher led instruction, student
discussion
Audio: these students will benefit
from hearing the presentation and
videos
Visual: these students will benefit
from seeing the presentation,
pictures, maps, and videos
Kinesthetic: these students will
benefit from creating their own doll
AVID Strategies
 Writing: C-notes, guided C-notes, graphic organizers
 Inquiry: Graphic organizers, discussions
 Collaboration: group/partner work, student led instruction, Jigsaw, and Socratic Seminar
 Organization: Binders, agendas
 Reading: Critical reading strategies, graphic organizers
Formative/Summative Assessments: Quizzes, student led instruction, teacher led instruction, Do Now, graphic organizers
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