Egypt:
Journey through time and place
A 6th Grade Thematic Unit
Dear Parent(s)/Guardian(s),
For the next two weeks our class will embark on a journey as we discover the people,
culture, and history of Egypt. Our goal and philosophy is to engage students in
meaningful literacy instruction as they engage in a variety of activities across the
curriculum.
Students will participate in small group literature circles as they read and discuss the
novel The Egypt Game by Zilpha Keatley Snyder. It is a lively story with suspense
and humor, so don’t be surprised if your child cannot seem to put it down at home!
This Newbery Honor Book shows a glimpse of how a game that began in one
person’s imagination brought many children from diverse walks of life together.
Surrounding the students’ literature circles is a variety of other activities related to
the people, culture, and history of Egypt. A fantastic technology project, an actual
mummification process, a study of Queen Nefertiti, a pyramid-building project, and
hieroglyphics creation are just a tip of the iceberg (or should I say pyramid?).
Another important part of this unit is our field trip to the Minneapolis Institute of
Arts, in which students will see a variety of Egyptian artwork as well as a real mummy
preserved for over 4,000 years. If you would like to volunteer to help chaperone this
activity, please let us know as soon as possible. If you have any questions or
comments about this journey through Egypt, feel free to call or stop by the classroom
at your convenience.
Sincerely,
Mr. Matteson, Mrs. LaPlant
Ms. Matson, and Mr. Hartwig
Teaching Literacy
Integrated Thematic Unit
Fall 2002
Goal: Students will engage in meaningful literacy experiences as they develop
their knowledge, skills, and values in contexts related to the people,
culture, and history of Egypt.
Assessments for Egypt Unit
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Pre- Assessment
Do a KWL chart on Egypt
Ask them where they have seen or heard of things that are related to unit of study-EgyptTV, museums, and books they have read.
Post Assessment
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Did they follow the rubric for the Power Point Presentation?
Did they write in their journals for Literature circles and was it relevant to what they
were reading?
Observe their discussions while in the Literature Circle-are they on task.
Did each student write down what observations they made at the Art Museum?
Did the Students create shadow boxes displaying at least 5 cultural or geographic features of
Egypt?
Reading Lesson
Egypt Bingo
Objective: Students will be able to recognize vocabulary words. Students will be able
to recognize definitions for vocabulary words. Students will be able to spell the
vocabulary words.
Materials:
List of vocabulary words for unit
Egypt game cards
Procedure:
1. Using the vocabulary words and definitions, create game cards with vocabulary words on
them.
2.
3.
4.
5.
6.
7.
Make cards with definitions for the vocabulary words.
Go over the list of vocabulary with the class prior to starting the game.
Have the students (as a class) make the vocabulary words with pre-printed letters.
Teacher draws a card with a definition and reads it aloud.
Students will then cover the vocabulary word that belongs to the definition that was read.
When a student covers five spaces (up, down, sideways, or diagonally) he or she calls
out “Egypt.”
8. The student then calls out the words that he or she covered to get the five in a row. The
teacher then checks to see of the definitions for all of the words that the student calls out
were in fact called.
9. The winning student could then call out the definitions for the next game.
Assessment:
Watch to see if the students can spell the vocabulary words during the “making words”
part of the lesson. Keep track to see which students win the game. When there is a
student reading the definitions, the teacher can walk around the room and observe the
students covering the correct squares.
Accommodations: The words that are used as vocabulary can vary by grade level and
student ability level. For ESL students, you could have them pair up with higher-ability
student and have him or her assist the ESL student with the spelling of the vocabulary
words.
Learning Area: Literacy
Lesson Title: The Egypt Game
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Grade Level:
6_______
Lesson Length: 60 min
Objectives: Learners will be able to (LWBAT…)
Understand and describe the setting, characters, and plot of The Egypt Game as they discuss,
write, and evaluate the material in the story.
Define literature circle roles, responsibilities, and assigned schedule of readings
List and define unfamiliar vocabulary terms in their learning logs
Demonstrate story comprehension as they discuss events of the story within literature circles
and summarize story events in their learning logs
Answer critical thinking questions as they write in their learning logs
A. Assessment Plan > Teacher observation and check: Do students demonstrate their
understanding of the initial main characters, setting, and plot of the novel in their
journals/learning logs? Do students submit a list of group members’ roles, responsibilities, and
reading schedule? Do students list and define vocabulary terms, and do they answer critical
thinking questions in learning logs? Do they demonstrate story comprehension in their
discussions?
B.
Materials and Resources: Whiteboard, markers, novel The Egypt Game, learning logs
C. Accommodations :

Students with learning disabilities will be able to work with a paraprofessional.
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Students who struggle with English language acquisition may have others read portions of the
story aloud to them for assigned readings.
D. Instructional Procedures

Dress up “Egyptian style,” as one of the characters in the story later will, with makeup
and fake eyelashes.
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Find out what students know already about the book The Egypt Game by its title and
back cover. List ideas on whiteboard. Find out what students would like to know about
the story. List on whiteboard.
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Read aloud to students, inviting them to follow along in their own copies. Start the first
chapter and allow student volunteers to read some paragraphs.

At the end of the first chapter, invite students to reflect on the events of the story in their
learning logs. They answer questions written on the board: Who are the main characters?
What is the setting? What activity has happened in the plot so far? What do you think
will happen next? What new words did you learn? (Comprehension, writing,
vocabulary) Why is this book called The Egypt Game? (Higher order literacy)
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Students write their responses in their journals.
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E. Closure and independent practice for transfer of learning:
Students are assigned to their predetermined literature circle groups (they have done
many literature circles in the past, so they know how it works.)
Literature circles discuss what they wrote in their learning logs, especially about what
will happen next in the story and why the story is called The Egypt Game.
Students are given a final date for when they need to have finished the book. They
determine roles, assignments, and reading due dates.
F. Evidence of Learning: Product(s): Completed learning log for the day, including…

Summary of events (comprehension and writing)
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Answers to critical thinking questions (higher order literacy and writing)

Definition of new vocabulary words (vocabulary and writing)
Science Lesson
Mummification
Objectives: Students will be able to find information about the process of
mummification. They will also be able to explain why certain steps are being done to
their mummies. Target Literacy Skills—Writing, Higher-order literacy.
Materials:
Small fresh chickens (enough for each group)
Gloves for each student
Paper towels
Large zip lock bags
Salt
Baking soda
Olive oil
Rosemary
Gauze or cotton wrap
Lacquer
Mummy books
Encyclopedias
National Geographic-mummies
Internet access
Preparation: This activity takes 45 days to complete. Plan accordingly. You can start
this process prior to starting the Egypt unit. After removing the necks, livers, and
gizzards thoroughly wash chickens inside and out, pat them dry with paper towels.
Procedure:
1. Introduce mummification by displaying several pictures of mummies.
2. Tell the students that they are going to research the process by which pharaohs were
mummified. Give students about 20-30 minutes to find information.
3. Create a class list of the necessary steps to mummify a body.
4. Explain that they will be creating their own mummy in small groups over the next few
weeks.
Day 2
5.
6.
7.
8.
Have each group of students take one chicken.
Each group will also have baking soda, salt, and a zip lock bag.
Have the students fill their chicken with a half-and-half mixture of salt and baking soda.
Place the chicken in the zip lock bag and completely cover it with the salt and baking
soda mixture.
9. Change the salt and baking soda mixture every five days for the first two weeks.
10. After the first two weeks, change the mixture every 10 days.
11. After 45 days remove the chicken from the salt and baking soda.
12. Wipe off the chicken and rub it with olive oil.
13. Sprinkle it with rosemary and pat dry
14. Wrap the chicken with the gauze or cotton wrap.
15. Decorate the chicken with Egyptian symbols.
16. Paint the mummy with several layers of lacquer. (teacher does this)
17. Have students compare and contrast the process of mummification and the process they
followed to mummify the chickens. How was the procedure that was done to the
chicken like a real mummification?
Assessment:
Teacher will check to see that each group successfully made a mummy. Also, evaluate
students’ comparison of the real mummification process to what they did with the
chicken.
Social Studies
Nefertiti
I.
Objective: Students will understand who Queen Nefertiti was and her importance to
ancient Egyptian culture and also speculate what actually happened to Nefertiti. Target
Literacy Skills—Writing, Higher-order literacy.
II.
Materials: PowerPoint presentation on Queen Nefertiti.
III.
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IV.
Procedure:
 Students will view the PowerPoint presentation on Queen Nefertiti.
Following the presentation, students will discuss Queen Nefertiti’s influence on the
Egyptian way of life, her relationship with her husband and how that affected both the
political views and the religious views of Egypt, etc.
Students will “finish the Nefertiti” story. Archaeologists aren’t sure exactly what
became of Nefertiti after the royal family moved the capital from Thebes. Based on the
information they have, students will hypothesize what happened to Nefertiti (no
abductions by space aliens, please!) and tell me what they think happened. Students will
write their conclusion and may also illustrate if they wish.
See accompanying PowerPoint Presentation!
Assessment
Participation in discussion, the “finished” Nefertiti story (based on creativity, factual
basis, etc).
Learning Area: Math
Lesson Title: Constructing Pyramids
Grade Level:
6_______
Lesson Length: 30 min
A. Learners will be able to (LWBAT…)
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Construct square-based pyramids using the exact number of blocks given to them.
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List the steps used in their construction process (writing)
B. Assessment Plan > Check student pyramids against own personal models kept out of
student sight until assessment.
C. Materials and Resources: Lego blocks, paper and pencils
D.
Accommodations : Students with learning disabilities will be able to work with a
paraprofessional or other designated assistant.
E. Instructional Procedures
 Show the class a beautifully built, yet simple Lego pyramid.
 Point out/ question students so they know the pyramid has a square base.
 Invite students to share other observations about exactly how they pyramid looks.
Encourage note taking.
 Take apart the Lego pyramid.
 Ask for suggestions about how to put the pyramid back together. Follow them.
 Reconstruct the Lego pyramid as a class.
 Pass out individual bags of Legos to each predetermined group—the number of
identically sized and colored pieces is numbered on each bag (each pyramid will be a
different color to help students not mix up their pieces, number of pieces written on to
help control students “accidentally” losing pieces in order to complete the assignment).
 Give assignment: Each group of students is to figure out how they can put all the
Legos together in order to create a square-based pyramid. Students must use all their
pieces.
F. Closure and independent practice for transfer of learning:
 Students begin work in groups to construct square-based pyramids.
 After models have been completed, discuss the positives and negatives of the building
process. Ask students to reflect on how smart the engineers who designed the squarebased pyramids must have been in order to build the structures they did.
 Students reflect on their thinking processes by writing down the steps they followed in
order to construct the pyramid
Evidence of Learning: Product(s): Completed pyramid, written list of steps
Fine Arts Lesson
Hieroglyphics
I.
Objective: Students will create and implement their own alphabet using different
hieroglyphic symbols. Target Literacy Skills—Higher order literacy (creative
writing), writing, and decoding.
II.
Materials: Samples of hieroglyphics, at least one “translated” so students can
understand what it says. “Authentic” paper, samples of hieroglyphics other than
Egyptian—i.e. Chinese characters, different drawings that convey a story.
III.
Procedure:
Show students examples of real hieroglyphics from ancient Egypt. Have several
examples on hand for them to view. Make sure that one or two examples are “translated”
so the students can understand the events the hieroglyphs depict.

Show students an example of our alphabet translated into “hieroglyphs”—perhaps a
passage of The Egypt Game that they’ve particularly enjoyed.
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Give students a jumping off point—for instance, the letter “a” would be a smiley face,
and the letter “m” could be a rectangle, and the letter “z” could be a butterfly.
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Have them come up with a different symbol and key to their hieroglyphs and have them
translate certain phrases into their hieroglyphic language, like “Lincoln Community
School is the best!” or “I am a sixth grader.”

Assignment: Create homework for the teacher! Write me a message about anything
and see if I can decode it using your hieroglyphics key. Also include a paragraph
reflection about your alphabet. Tell me if you think there’s some improvements that can
be made with your new alphabet or not. Why do you think ancient peoples used pictures
like we use letters?
IV.
Assessment:
Are students able to create a “new” alphabet using the starting points to create different
phrases? Is the new alphabet legible, and does each character correspond with one of our
letters so messages can be decoded?
Physical Education Grade Level(s):6th
Lesson Title: Mummy Ball
I. Objectives/Learner Outcomes (specific and measurable).
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The students will improve their hand eye coordination
The students can stay silent through out the game.
II. Assessment Plan.
- That they played and made an attempt at the game
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IV.
a.
b.
G. III. Materials and Resources Needed to Teach the Lesson/ Activity
A ball
A court that has a center line
Accommodations for Learners
If they are ESL students, can have the rules written for them.
Can demonstrate the game as you go over the rules
V. Teaching or Instructional Procedures
a.
b.
Tell them that they are going to be playing a game that is called Mummy Ball.
It is similar to dodge ball in that you throw the ball at someone and if you get hit then you are
out but there is no talking-if you talk or say anything then you are out as well.
c. Tell them that if they get hit, then they have to sit down where they were hit and sit silently until
the game is over.
d. The class will be divided into two teams; one will play on one side and the other team on the
other side of the gym. You cannot cross the centerline or you are also out. The team that has
the last ones standing is the winner.
a.
If playing this in the classroom, there are no teams and everyone sits on their desktops. The
rule is the same in that you cannot talk. It is different in that you have to be looking in the
direction of the person you are throwing to and if the ball is thrown to you, you have to make an
attempt at catching the ball. If you drop the ball, you are out or if you throw the ball to
someone and it doesn’t’ make it to them or is over their heads, the person that threw it is out.
The last one sitting is the winner.
C.
Closure and Independent Practice for transfer of learning
- For closure you would announce the winner and ask them if they enjoyed the game and
what was the most challenging thing about the game.
D. Evidence of Learning:
a. Did they follow the rules of the game.
b. Did they look like they were having fun while playing the game.
Learning Area(s): Technology Grade Level(s): 6th
Lesson Title: Power Point Presentation of Egypt
I.
Objectives/Learner Outcomes (specific and measurable).
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The learners will be know how to put a power point presentation together and know how
to make different slides and formats
The learners will know how to cut a picture from the Internet and place it on to their
power point presentation.
II. Assessment Plan.
Can the students show me the different slides and formats that they can use during their
presentation.
Can they demonstrate how to cut a picture or image from the Internet and paste it on to their
presentation slide.
When finished with power point presentation, did it follow the rubric, in that it had all the items
included for the project.
H. III. Materials and Resources Needed to Teach the Lesson/
Activity.
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IV.
-
a.
a computer
Internet available
A Proxima to show what you are doing to the whole class.
The rubric to hand out to student
Accommodations for Learners
Students with learning disabilities will be able to work with a paraprofessional
Students that have never used a computer can sit by someone who does and have them
help them.
V. Teaching or Instructional Procedures
Tell them that they are going to be doing a Power Point presentation on Egypt-hand out
the rubric of the things that need to be in the power point. Then have them get on their
computers and wait for instructions.
b. I would first ask them to go and click on the Power point icon on their main screen.
When it opens have them click on Blank Presentation and then wait for everyone to get to
that screen.
c. Once they all are there, have them go to the tool bar on top and have them click on
Format and then scroll down to apply design template. When they all get there, tell them
that they can choose a background that will be on all their slides of their presentation.
d. Once they have chosen that, have them click on apply. It will then bring them back to
the original screen. Now have them choose a layout that they want for their title screenones that appear on their screen. Once they have chosen that, have them write the title of
presentation.
e. Once they have done that have they go to the toolbar and click on the icon that has new
screen on it. Once they have done that tell them that they can choose one of the layouts
for that page and say that you will continue to do this until you are done with you
presentation.
f. Once they all have done that, tell them that they are now going to learn how to take an
image from the Internet and put it into their presentation.
g. You show them on your computer-can watch from the screen how to do it. Tell them
that once they have found an image that they want then they need to highlight the image.
Once you have done that, you go up to the toolbar and click on Edit. Once you have
done that scroll down to paste and click it. Now go back to your presentation and put the
cursor where you want the image and go to the scroll bar and click on edit again. Then
go down to Paste and click it. The picture will then appear.
.
C. Closure and Independent Practice for transfer of learning –
- Now tell the kids that they can use the remainder of the time to start their presentations.
They can go on the Internet and look for pictures to put on their presentations and
writing the information that they have already gathered for the project onto the slides.
D. Evidence of Learning
- They can go to and find a template background and can get new slides and formats.
Can cut an image from the Internet and paste it on to their presentation
Bibliography
Merryfield, Merry M. (1986). “Teaching About Africa”. Eric Digest No. 36.
Bloomington, IN. ERIC Clearinghouse for Social Studies/Social Science Education.
Sebranek, Patrick et al. (2000). Writer’s Inc. New York: Great Source Education Group.
Student writing ideas, including the 6+ traits of good writing.
Streissguth, Thomas. (1998). Egypt. Minneapolis, MN: Carolrhoda Books.
Ancient Egypt: A Webquest. Elementary and middle school students and teachers have
fun learning about Ancient Egyptian daily life, games, mummies, King Tut, and
hieroglyphs. (http://www.plainfield.k12.in.us/hschool/webq/webq33/aegypt.htm).
Mummification in Ancient Egypt: outlines the seven basic steps of mummification. A
project of R.L. Angus Elementary School.
(http://rla.sd81.bc.ca/~mummification/mummification.html).
Website with info on Egypt. (http://www.egypt.com/).
Lots of Egypt resources, programs, etc (http://www.tlc.com/ ).
Information about traveling to Egypt, resources for kids (http://www.touregypt.com/).
Has lots of cool pictures of different regions of Egypt, including Giza and the pyramids
(http://www.memphis.edu/egypt/egypt.html ).
Lots of great pictures, easy-to-follow website, information on mummies, pyramids,
temples, geography, hieroglyphics, and the pharaohs (http://www.ancientegypt.co.uk/).