Teacher: Downing, Mary Grade



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Instructional Plans

Teacher:_Downing, Mary__Grade:__6__ Week of:__October 20, 2014___

Big Idea:_The study of Ancient Egypt Unit Title:___Ancient Egypt

Enduring Understanding:__Students will be able to understand the social structure, culture, government, religion, writing, and history of Ancient Egypt.______





Resources & Text

Do Now

AIM (Lesson Steps)

Homework

Vocabulary Instruction & Differentiation Strategies

Monday

Objectives:

6.G.1.3

6.H.2.4

6.H.2.3.

6.C.1.3

6.C.1.1

Book of the Dead photo

Mummy video:

https://onslow.discoveryeducation.com/player/view/assetGuid/4480F50D-D5B8-4D8F-8CE8-4812B33F31B5

Sarcophagus handout

What kind of religion was Ancient Egpyt?

A. Animisim

B.Polytheistic

C.Pagan

D.Islamic

Essential Questions: What is the Egyptian Book of the Dead?

Why is the Book of the Dead so significant to Ancient Egypt?

How does the Egyptian’s view of the afterlife differ from our view?

How does the religion of Ancient Egypt differ from today’s religions?

Before: Review the mini project assessment given to the students and review religion

During: Teacher will have example of Book of the Dead pulled up on the promethean board. Students will watch a short video on mummification

After: Students will build their sarcophagus and put the things they want inside of it.


Finish sarcophagus

Ancient Egypt, Nile River, civilization, society, social class, papyrus, hieroglyphs, geography, social structure, religion, gods, goddess, theocracy, pharaoh

Formative assessment: Do Now, discussion

Visuals of mummification and Book of the Dead

Creation of the sarcophagus

Able to listen to the lecture


Tuesday

Objectives:

6.H.2.3

6.G.1.3

6.G.1.1

6.G.1.4

PowerPoint, videos in PowerPoint

screen shot 2010-10-25 at 7.21.43 am.png

Essential Questions: Describe Egypt’s government. Define dynasty and theocracy.

Before: Review, turn in homework, Do Now

During: Students will be presented with Government and Leadership of Egypt PowerPoint. First and third core will get modified notes.

After: Discussion and homework. Could also use this time to work on projects.


C-note summary


Ancient Egypt, Nile River, civilization, society, social class, papyrus, hieroglyphs, geography, social structure, religion, gods, goddess, theocracy, pharaoh

Formative assessment: Do Now, discussion that takes place

Kinesthetic and visual learners will be helped because they get to see pictures and interact with their notes and view videos.

Wednesday

Objectives:

6.H.2.3

6.G.1.3

6.G.1.1

6.G.1.4

Trade map activity, PowerPoint

Pharaohs built extravagant _______________ to honor themselves.

A.shacks

B.temples

C.pyramids

D.sphinx

Essential Questions: Define economy and describe Egypt’s trading system

Before: Discuss Do Now, Review, Check Homework

During: Students will take notes on trade and travel in Ancient Egypt

After: Students will be given trading goods and a map and have to follow it around the classroom to figure out where each thing was traded. (could be a competition for first and fourth core?) If there is time, they may continue working on their project.

C-note summary

Ancient Egypt, Nile River, civilization, society, social class, papyrus, hieroglyphs, geography, social structure, religion, gods, goddess, theocracy, pharaoh

Formative Assessment: Do Now, discussion, trade route activity

Student led discussion

Students will be helped by hearing the opinions and thoughts of their fellow students.

Kinesthetic students will be able to move about the room

Visual students can see the imports and exports on a map


Thursday

Objectives:

6.H.2.3

6.H.2.4

6.G.1.3

6.C.1.1

6.C.1.3

6.G.1.4

Project materials

screen shot 2010-10-25 at 7.22.31 am.png

Essential Questions: How has the importance of the individual changed over time?

Before: Do Now, Discuss Do Now/Check HW

During: Students will take Cornell Notes on Egyptian writing and watch discovery ed videos found in PowerPoint.

After: Students will write their name in hieroglyphics


Work on project

Ancient Egypt, Nile River, civilization, society, social class, papyrus, hieroglyphs, geography, social structure, religion, gods, goddess, theocracy, pharaoh

Formative Assessment: Review questions for Do Now

Formative Assessment: Do Now, project the students are working on

Teacher led instruction and student led discussion

Audio: these students will benefit hearing the lesson and the discussion

Visual: these students will benefit from seeing the lesson and seeing the hieroglyphics

Kinesthetic: these students will benefit from participating in the discussion and creating their name in hieroglyphics.


Friday

Objectives:

6.H.2.3

6.G.1.3

6.C.1.1

Presenting projects

screen shot 2010-10-25 at 7.20.57 am.png

Essential Questions: How was the importance of the individual changed over time?

Before: Do Now, Discuss Do Now/Check HW

During: Students will be presenting their projects

After: Reflection and self assessment

Reflection

Ancient Egypt, Nile River, civilization, society, social class, papyrus, hieroglyphs, geography, social structure, religion, gods, goddess, theocracy, pharaoh

Formative Assessment: Review questions for Do Now

Formative assessment: Do Now, review

Teacher led instruction, student discussion

Audio: these students will benefit from hearing the presentation and videos

Visual: these students will benefit from seeing the presentation, pictures, maps, and videos

Kinesthetic: these students will benefit from creating their own doll

AVID Strategies

  • Writing: C-notes, guided C-notes, graphic organizers, projects

  • Inquiry: Graphic organizers, discussions

  • Collaboration: group/partner work, student led instruction, projects

  • Organization: Binders, agendas

  • Reading: Critical reading strategies, graphic organizers

Formative/Summative Assessments: Quizzes, student led instruction, teacher led instruction, Do Now, graphic organizers

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