Final project - lesson plan - Egypt
Name(s): Amanda Pilkington, Julie Weaver, Emily Johns, Donna Schon, and Laura
Warren
Date: December 2, 2003
Content Area: Language Arts
Grade Level: Second Grade
Objectives with Illinois Learning Standards:
3.A.1 Construct complete sentences which demonstrate subject/verb agreement;
appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency
words; and appropriate use of the eight parts of speech.
3.B.1a Use prewriting strategies to generate and organize ideas (e.g. focus on one topic;
organize writing to include a beginning, middle and end; use descriptive words when
writing about people, places, things, events).
3.B.1b Demonstrate focus, organization, elaboration, and integration in written
compositions (e.g. short stories, letters, essays, reports).
3.C.1b Create media compositions or productions which convey meaning visually for a
variety of purposes.
Strategies/Techniques: Use the webbing method to brainstorm ideas for biographies.
Display biographies with personal pyramids to better know the author.
Materials:
For pyramids –
 5 sheets of 8 ½” x 11” construction paper or lightweight cardboard (per student)
 Clear tape
 Tempera paint (gold, brown, white)
 White glue
 Pictures & magazine cutouts from home
 Ruler (or pyramid templates)
 Scissors
 Margarine tubs or cups
 Spoons
 Saucers or small plates
 Small 1” sponge scraps
 Clip clothes pins
 Scrap paper
 Covered work surface
 Paint shirts
For autobiography –
 Pre-made web graph
 Paper
2
 Pencils
Procedures:
Anticipatory Set
About a week before starting this project send a note home with the students asking
for small items to cover the inside of their pyramids. Items could include photographs;
magazine pictures of favorite foods, games, hobbies; and an object or two that represent
collections or involvement in specific group activities (i.e. scouts, sports, church).
Go over information on pyramids and the fact that they told the story of the people
that were buried there. Using their graphic organizers, brainstorm everything that someone
would see in their own pyramid. If the students still haven’t brought objects from home,
this can help them. Make sure they keep it in a safe place, as they will be using it for their
autobiography as well.
Development
For pyramid –
Step 1
 Cut 4 triangles, each with a base of 8 ½”, and sides of 9 ½”. Cut 1 square with sides
of 8 ½”. (A template can be used or pieces can be pre-cut for younger students or
students with special needs.)
Step 2
 Mix paint in container (gold with touches of white and brown added to make a
“pyramid” shade).
 Spoon a small amount of paint onto a saucer to form a thin layer.
 Dip sponge (held by clothes pin) into paint and first test on paper scrap to get
desired pattern or effect.
 Sponge-paint each triangle and square in a pattern resembling blocks of stone, if
desired. Repeat on other side once dry.
Step 3
 Once dry, organize the triangles and square to look like a four-pointed star.
 Tape the triangles to the square.
Step 4
 Cover the insides of the pyramid with pictures the students have brought from
home.
Step 5
 Stand the triangles up to make your pyramid. Open it up to view the contents.
For autobiography –
Get out graphic organizers and update or add where students deem necessary.
Have the students write the rough draft of their autobiographies, make sure to use as much
information as possible from the web graph. Write in complete sentences. Include as many
details as possible.
With assistance from teachers, parents/guardians, or classmates, revise the
autobiographies, by adding or deleting information. Read and re-read your writing until it
sounds “just right” to each student and the person with whom they have shared their story.
Edit the autobiography, checking for proper spelling and use of grammar and punctuation.
Publish your final piece in your own handwriting or on the computer using an interesting
font. The finished autobiography can be displayed with your pyramid.
3
Closure
Share biography with the class and display pyramid.
Modifications/Adaptations:
Have pyramid pre-assembled for young students. For older students have the
autobiography be more in-depth and a specified length. Younger children can dictate their
autobiography to an adult.
Extensions:
During Social Studies time, go in depth on the purpose of pyramids.
Technology:
Use the internet to research Ancient Egypt and the pyramids. The students could also use
the internet to research biographies.
Assessment of Student Learning:
One can see obvious thought put into the pyramid. Biography has complete sentences,
correct punctuation and proper spelling. Word choice is that of the student, not an adult
helper.