Intermediate Guided Reading Lesson Plan
Title:
Genre:
Tutankhamun: The Mystery of the
Boy King by Zahi Hawass
ISBN 1-4263-0048-4
*Best source is Amazon.com –
Paperback is in limited availability.
Literacy Core Objective:
40060-07 Standard VII: Comprehension.
Students understand, interpret, and analyze
narrative and informational grade level text.
Content Core Objective:
6th Grade Social Studies Standard I: Students
will understand how ancient civilizations
developed and how they contributed to the
current state of the world
ELL Strategies:
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.
Text Structure:
Narrative
Informational
Level:
V
Enduring Understanding: Purpose for reading
Evaluate how religion has played a central
role in human history from ancient times to
today.
“I Can Statements” - Essential Questions:
What role has religion played in human
development from ancient times to modern?
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 are high frequency words that are found across a variety of domains.
At a minimum, provide student-friendly explanations that tell what a word means in everyday
connected language. A wide range of vocabulary resources are available at
http://t4.jordan.k12.ut.us/cbl/index.php?option=com_content&task=view&id=40&Itemid=35.
archaeologist
civilization
embalm
hieroglyphics
mummification
pharaoh
sarcophagus
tomb
Activate/Build Prior Knowledge:
 Have students list at least ten things that they “knew” about the subject on their “knew/new”
sheet
Comprehension Strategy:
Making connections
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
Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.)
Assessment:
Activities:
found at
Completion of “Knew/New” assignment
http://www.educationworld.com/a_lesson/l
esson276.shtml
Hieroglyphics: It's Not Greek to Me! (It's
Egyptian!)
Use hieroglyphic characters to
spell a name, write a sentence, and create
your own "Rosetta Stone." Have fun using
online hieroglyphic translators too. (Grades
3-12+)
Working 9 to 5 in Ancient Egypt
Create a
pyramid diagram that reflects the social order
in ancient Egypt. Compare the ancient social
order with the social order in our world
today. (Grades 6-12)
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.
Name: __________________________
Knew/New: Tutankhamun: The Mystery of the Boy King
1.
After the introduction but before reading the text, list at least ten things that you already knew about
pharaohs, pyramids and mummies.
2.
As you read, add at least ten new pieces of information to the table.
Knew
Highlight the items on your list that are influenced by religious beliefs.
New