Intermediate Guided Reading Lesson Plan
Title:
Genre:
Egypt, Nubia and Kush by Toni
Pavan;
Benchmark;
ISBN 978-1-4108-5113-0
Literacy Core Objective:
40060-07 Standard VII: Comprehension.
Students understand, interpret, and analyze
narrative and informational grade level text.
Text Structure:
Narrative
Informational
Level:
Content Core Objective:
“I Can Statements” - Essential Questions:
6th Grade Social Studies Standard 1: Students
will understand how ancient civilizations
developed and how they contributed to the
current state of the world
ELL Strategies:
What elements of ancient Egyptian life do
we see today?
X
Enduring Understanding: Purpose for reading
Identify ways the civilizations of Egypt,
Nubia and Kush have influenced our present
day society.
How did physical geography influence the
location and success or decline of early
civilizations?
Students reading at this level are likely to be
quite fluent speakers of English although they
may need more support with idioms,
expressions, vocabulary, and multiple meaning
words. This will affect their ability to draw
conclusions and infer from the text. Encourage
these students to use sticky notes or a notebook
to jot questions they have while reading to be
discussed/clarified at the guided reading table
during the following session.
Other ELL strategies can be found at
http://coe.sdsu.edu/people/jmora/pages/4x4activi
ty.htm
and tailored to the individual needs of your
students.
Before Reading
Vocabulary:
Tier 2 Vocabulary Words: High frequency words that are found across a variety of domains.
Provide student-friendly explanations that tell what a word means in everyday connected
language. For more information, please see Bringing Words to Life by Beck & McKeyown.
advanced
ancient
archaeologist
artifact
cataract
civilization
culture
empire
hieroglyphics
pharaoh
Activate/Build Prior Knowledge:
 Show and describe the map on page 2
 Shared reading of the “Introduction” section of the text.
 Have students key into the statement at the end of page 4. They will be writing a paper on
this topic at the conclusion.
Comprehension Strategy:
Determining importance
During Reading
Using appropriate Guided reading strategies, students will be reading at their own pace and
teachers will be listening to students read, monitoring, giving feedback, taking anecdotal notes
and running records.
Attend to Comprehension Within, Beyond, & About the text:
After Reading
Discussion questions:
 Why were the Egyptians able to grow crops in the winter?
 On page 7 we read the quote, “If the Nile smiles the earth is joyous, every stomach is full of
rejoicing.” Why would every stomach rejoice?
 Complete Solve This problem on page 8.
 Use page 10 to identify what people need to have first in order to start developing more
advanced civilizations. You can make a connection between this and Maslow’s hierarchy.
 Looking at page 12, would you rather be a farmer or a laborer in ancient Egypt?
 Complete Solve This problem on page 16.
 Complete Solve This problem on page 21.
 Compare and contrast the maps on pages 20 and 2.
 Discuss the checkpoint on page 23. Students will have to draw a conclusion in order to
answer the question.
 Compare and contrast the maps on pages 25, 20 and 2.
Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.)
Assessment:
Students will write a cause-effect paper that
identifies at least three things our civilization
owes to the civilizations of the past identified in
the book.
Activities:
found at
http://www.educationworld.com/a_lesson/l
esson276.shtml
Hieroglyphics: It's Not Greek to Me! (It's
Graphic organizer for pre-writing:
Egyptian!)
Use hieroglyphic characters to
http://www.readwritethink.org/lesson_images/les spell a name, write a sentence, and create
son925/blank-go.pdf
your own "Rosetta Stone." Have fun using
online hieroglyphic translators too. (Grades
The prompts found on this page may be helpful
3-12+)
for students as they write their papers:
http://readwritethink.org/lesson_images/lesson96 Working 9 to 5 in Ancient Egypt
Create a
5/questioning.pdf
pyramid diagram that reflects the social order
in ancient Egypt. Compare the ancient social
See the lesson at
order with the social order in our world
http://www.readwritethink.org/lessons/lesson_vi today. (Grades 6-12)
ew.asp?id=965 for more details and a lesson on
writing cause-effect diamante poems.
Draw Like an Egyptian
Follow four basic
rules to draw like an Egyptian. Display
paintings in a classroom art gallery. (Grades
K-12+)
*Not all activities will be done in each lesson. Some lessons may take multiple days to complete.
However, all students should be reading each time you meet.