Ancient Egypt
Mary Kay Schaub
Grade Level: 6
Subject: Reading/Language Arts
Time Required: 2 weeks
Objectives and Goals: Students will better understand life in ancient Egypt through reading an
historical fiction book, The Golden Goblet, by Eloise Jarvis. Students will work in groups to
identify historical elements within the story as jump off points for research. The research will be
directed in these areas:
Structure and building of pyramids
Writing and Language
Family life and occupations
Farming
Egyptian view of the afterlife
or Religion
Students will discuss what is required to work in a group. Define the focus of their research and
decide on what facts are most important to be illustrated. They will then use their knowledge to
write a script to inform and entertain their audience.
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Common Core Standards: CCSS.ELA-Literacy.RI.6.7 Integrate information presented in
different media or formats as well as in words to develop a coherent understanding of a
topic or issue.
CCSS.ELA-Literacy.RI.6.8 Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and evidence from claims that are not.
CCSS.ELA-Literacy.RI.6.9 Compare and contrast one author’s presentation of events
with that of another.
CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and
using pertinent descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images,
music, sound) and visual displays in presentations to clarify information.
CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from personal opinions
or judgments.
CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Instructional Preparation:
Students will discuss what is required to work in a group. Define the focus of their research and
decide on what facts are most important to be illustrated. Practice reading and searching primary
documents for information and analysis.
Anticipatory Set (approximate time): 2 class periods
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Using ancient Egyptian drawings and photographs of ancient artifacts and examples of
gold work, ask how important was gold in ancient Egyptian life.
Begin the novel Golden Goblet to introduce the setting and main character as a book
backdrop.
Direct Instruction (approximate time): 2 weeks
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Determine the historical facts within a novel as points for research.
Understand the use of dialogue as a means to convey information and reveal character
traits.
Integrate information from a variety of sources including primary sources.
Guided Practice (approximate time): 2 weeks
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In researching a topic, students will read and comprehend literary nonfiction (R1, 2, 3).
Students will compare author’s presentation of facts with those presented in nonfiction
text (RL1, 2, 3).
Closure (approximate time): 2 class periods
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Students will recognize, interpret and make connections in the narrative they have read
and the information they found in research.
Through use of role playing and dialogue, they will convey information to classmates.
Independent Practice:
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Determine the meaning of words and phrases used in texts.
Understand the use of dialogue in character development.
Work cooperatively to create a story to convey information.
Required Materials and Equipment:
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The Golden Goblet by Eloise Jarvis
Research materials and primary source documents
http://www.ancientegypt.co.uk
http://www.iwebquest.com/egypt/ancientegypt.htm
http://www.loc.gov/index.html
Assessment and Follow-Up:
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Students will perform written texts to entertain and inform the audience.
Teacher Reflection
I was very pleased with the enthusiasm and learning which took place with this lesson. The
historical novel Golden Goblet can be quite challenging so to have students learning about the
culture of ancient Egypt as they read proved to be a motivating factor.
Maybe 6th graders just love to perform, but the idea of the skit really enkindled the flame of a
desire to do the research which usually is not so quickly embraced! This group of students
cooperated well and was grouped according to interest in topic. This was a slight drawback as 2
of the weaker students ended up together and the quality of their finished product was limited.
However, they were the first to perform so it worked well in that regard.
The students gained skill in reading for information and deciding cooperatively on the focus of
their research. They also incorporated much of the prior knowledge they had gained in Social
Studies class into their final projects.
If I could add to the project, I would consider a writing piece modeled after The Golden Goblet
with a historical fiction setting. I still may do this at a later date.
One observation I made was the British Museum site was a better choice for information of the
ancient Egyptian civilization.