King Tut - Kent School District

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King Tut Timeline/Newspaper Article (6th Grade)
Date: August 17, 2002
Unit Overview
Title
King Tut Timeline/Newspaper Article
Focus Questions
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What makes a significant discovery?
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What leads up to a significant discovery?
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What kinds of people dare to discover?
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How do reporters gather information to write a news article?
Unit Summary
Students will read about the discovery of King Tut. They will use logical sequencing to create a timeline of
important events using Inspiration. Then they will summarize the discovery by writing a newspaper article and
publishing it using a Word template.
Subject Area(s): Reading, Social Studies, Writing
Grade Level: 6th Grade
Standards
Essential Academic Learning Requirements:
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Reading 2.1 comprehend important ideas and details
Reading 2.2 expand comprehension by analyzing, interpreting, and synthesizing information and ideas
Writing 1.1 develop concept and design
Writing 2.2 write for different purposes
Writing 2.3 write in a variety of forms
Writing 3.1 prewrite 3.2 draft 3.3 revise 3.4 edit 3.5 publish
KSD Curriculum Frameworks (or SLOs):
Reading:
 Demonstrate comprehension of complex text
 Identify and understand the main idea, supporting facts and details
 Summarize ideas in own words
 Use logical sequencing to accurately retell stories
Writing:
 Mode: Expository Form: Recount Genre: News article (refining)
 Organize pertinent information and details in a logical and cohesive manner
 Use an effective organization structure
 Write to inform others
 Use the writing process to publish a newspaper article
KSD Technology Standards:
III. The student as creator of knowledge using technology, media, telecommunications.
A. Input and Output devices
B. Productivity Tools
IV. The student as effective communicator through a variety of appropriate technologies/media
A. Publishing
VI. The student as technician
B. Basic Operations and Networking
King Tut Timeline/Newspaper Article (6th Grade)
Learning Outcomes
Students will:
 Identify and sequence significant events leading up to an important discovery
 Apply writing process to summarize non-fiction text in the form of a newspaper article
 Apply group cooperation skills (taught prerequisite to unit)
 Apply peer-editing processes (taught prerequisite to unit)
Unit Scope and Sequence
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Complete pre-reading activities
Read Mummies, Tombs and Treasures by Lila Perl (Macmillan Unit 2: Dare to Discover)
Discuss sequence of events; create timeline
Introduce key components of a newspaper article
Develop a newspaper article based on story
Student Assessment
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Timeline Rubric
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Students’ abilities to sequence important events in a timeline will be evaluated using
the Timeline Rubric.
Students’ ability to determine important information from non-fiction text and write an
informative newspaper article will be evaluated using the Newspaper Rubric.
Newspaper Rubric
Unit Implementation
Instructional Strategies
Grouping Options
Scaffolds
Introduce unit with PowerPoint
Presentation. Begin pre-reading
activities for Mummies, Tombs, and
Treasures (see Macmillan p. 140
G-140J)
Large group instruction
Note: Clicking on
this link will open a
“kiosk” view of this
King Tut News
Report
PowerPoint
presentation.
To work in it: Click on above link.
When opened, right-click on “it, then
choose “Edit Slides.”
Use King Tut PowerPoint slides 1 - 3
Here you should show the PowerPoint
presentation through the third slide
only. Once at that slide, right click and
choose, “End Show.”
King Tut Timeline/Newspaper Article (6th Grade)
Introduce reading strategy:
sequencing of events (see teacher
manual p. 140). Teacher should
model strategy with an example from
a well-known picture book or real life
or a story previously read. (e.g.
Exploring the Titanic by Robert
Ballard)
Large group instruction
Read Mummies, Tombs, and
Treasures p. 140-153. See reading
suggestions in Macmillan teacher
manual p. 140J.
Flexible grouping
Discuss story. Use Tree Map
Scaffold or Practice Book p. 46. See
reading response suggestions in
teacher manual p.153A.
Flexible grouping
Introduce timeline activity. Use Skills
in Context Re-teaching in teacher’s
manual p. 145. Be sure to discuss
B.C. and A.D. Students can
complete rough draft on Practice
Book p. 42 or using a copy of the
Timeline Template.
*Students can complete final drafts
using Timeline Template or Flow
Chart template.
*Students should add graphics to
final draft.
Partners
Modification: If limited access to
computers have some
partnerships create timeline on
butcher paper.
Share timelines. Assess with rubric.
Post timelines or make a class book.
Large group
Timeline Rubric (linked above)
Using the full PowerPoint
presentation provided for the next
several steps, introduce Newspaper
Article. Students will use tree map
and time line to help organize their
ideas. Teach Headline, By Line and
Lead. Model with a classroom
weekly reader such as Time for Kids.
Bring in newspapers or go online to a
local newspaper site for students to
identify these parts of articles.
Then have students practice writing
a headline and lead for the Egypt
story. Have some students share to
check for understanding.
Large group/independent
Use King Tut PowerPoint linked in the
first set of steps.
Sequencing Flow
Chart
This flow chart can
be used to model
sequencing. It can
also be used for
students to create
their timelines.
The Timeline
Template has the
dates already on
Tut Timeline
it. This may be
Template
printed and used
for students to take notes and/or for
students to create their timelines.
(The Flow Chart is more challenging
for final drafts as students must record
the dates themselves.)
Tut Tree Map
King Tut Timeline Template or
Sequencing Flow Chart linked above.
(Note: If a selected box has a solid red
square at the top left corner. Double
click on the square to view hidden text
notes.)
Mummies Timeline
Checklist
Timeline Rubric
Newspaper
Newspaper Rubric
Performance Checklist
King Tut Timeline/Newspaper Article (6th Grade)
Teach the body of the newspaper
article. Model with a classroom
weekly reader such as Time for Kids,
bring in newspapers or go online to a
local newspaper site for students to
identify the characteristics of the
body of an article.
Then have students use their
timeline to write the body of their
article. Have some students share to
check for understanding.
Large group/independent
Use King Tut PowerPoint linked in the
first step.
Teach the ending and photo/captions
of a newspaper article. Model as
described above.
Students should write the endings of
their articles. Have some students
share to check for understanding.
Large group/independent
Use King Tut PowerPoint linked in the
first step.
Students should now have a rough
draft of their article. Peer revise/edit
with a partner. Students make
changes to rough draft.
Partners
Students can then go to SchoolKit
Rex Writing. Choose the lesson “A
News Story” to publish their article.
Individual lab time, Mobile lab,
or rotate through classroom
computers in conjunction with
independent activities
SchoolKit Rex Writing
Lesson “A News Story” (This lesson
includes instructions for how to write
an article.)
Alternatively, students could write their
articles in Word or Publisher.
Assess with rubric. Sharing ideas:
read articles in small groups, post
articles or publish them in a class
book.
Flexible grouping
Use the Newspaper Rubric linked
above.
Accommodation Options
ELL / IP Students
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Highly-Capable Students
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Students could be paired with another student or an IA for the project.
They could do the project with a non-fiction piece at their reading level.
Students could use the Timeline Template as opposed to the
Sequencing Flow Chart.
They may read a similar version of the story in Secrets of the Mummies
by Harriet Griffey, Eyewitness Readers 1998. IRL 2-4.
Students could use the Sequencing Flow Chart as opposed to the
Timeline Template.
Write the article from a different point of view.
Write additional articles from the same month and year.
Write additional articles about Egypt/Egyptian culture.
Publish their articles using Microsoft Publisher.
Management/Organization Tips
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Teacher could print one copy of each scaffolding worksheet and make copies for students as necessary.
If you are not going to use a lab to complete the project, set up a rotation system for students to use. Be
sure to have independent work for students to do who are not on the computer during rotation time.
Approximate Time Needed: 45 minutes per day for approximately 2 weeks
King Tut Timeline/Newspaper Article (6th Grade)
Prerequisite Skills
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Knowledge of 6 trait writing
Prior instruction and experience in the writing process and peer editing procedures
Basic keyboarding skills
Have exposure to Microsoft Word, SchoolKit and Inspiration
Prior instruction in working in and contributing to cooperative groups
Materials and Resources Required for Unit
Adopted Print Materials: Macmillan Basal
Adopted and other Audio/Visual: none
Supplemental Resources (including Internet resources):
 Ancient Egypt by Ruth Akamine Wassynger, Scholastic
 Egyptian Art Museum at www.memphis.edu/egypt/main.html
 Make It Work! Ancient Egypt by Andrew Haslam and Alexandra Parsons, Scholastic
 SchoolKit Rex Social Studies, General Lesson “Build a Timeline”
 Secrets of the Mummies by Harriet Griffey, Eyewitness Readers
 Step Into Egypt by Philip Steele
 You Wouldn’t Want to be an Egyptian Mummy! Disgusting Things You’d Rather Not Know by David
Stewart, Scholastic
Supplies: Copies of scaffolding worksheets
Technology – Hardware (Click boxes of all equipment needed.)
Computer(s)
VCR
Projection System
Printer
Video Camera
Camera
Digital Camera
Scanner (optional)
Video Conferencing
Technology – Software (Click boxes of all software needed.)
Microsoft Word
Microsoft Front Page
KidPix
Microsoft Excel
Microsoft Internet Explorer
Inspiration
Microsoft PowerPoint
SchoolKiT
Clicker 4
Publisher (optional)
Optional Technology
Extensions
Key Word Search
Encarta Reference Materials
Image Blender/Photo Editor
(optional)
 SchoolKit EDclass: “Ancient Egypt Slide Through Time” (#E597 in the
Middle School Section) - Compare and contrast Egyptian and American
culture.
 SchoolKit EDclass: “Egyptian Scribe and Artist” (#E595 in the Middle
School Section) - Hieroglyphics Art activity
 WebQuest “King Tutankhamun: Was it Murder?” at
www.pekin.net/pekin108/wash/webquest/ Students have roles and
conduct research to decide if King Tut was murdered. Final project:
persuasive essay (individual or group)
 Use newspaper writing skills to publish a class newspaper
News Article, Timeline, Egypt, Mummies
Author
First and Last Name
Leah Mehl, Keira Panther
Email Address
lmehl@kent.k12.wa.us , kpanther@kent.k12.wa.us
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